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Stay informed by signing up for our email newsletter, subscribing to the \u003ca href=\"https://www.kqed.org/podcasts/mindshift\">MindShift Podcast\u003c/a>, or following us on \u003ca href=\"https://www.facebook.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">Facebook\u003c/a> and \u003ca href=\"https://twitter.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">Twitter\u003c/a>.\u003c/p>\n\n\n\n\u003cp>MindShift is a service of KQED News and was launched in 2010 by KQED and NPR. Ki Sung is MindShift’s senior editor. 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We report on how teaching is evolving to better meet the needs of students and how caregivers can better guide their children. This means examining the role of technology, discoveries about the brain, racial and gender bias in education, social and emotional learning, inequities, mental health and many other issues that affect students. We report on shifts in how educators teach as they apply innovative ideas to help students learn.\u003c/p>\n\n\n\n\u003cp>MindShift has a unique audience of educators, parents, policy makers and life-long learners who engage in meaningful dialogue with one another on our social media platforms and email newsletter. Stay informed by signing up for our email newsletter, subscribing to the \u003ca href=\"https://www.kqed.org/podcasts/mindshift\">MindShift Podcast\u003c/a>, or following us on \u003ca href=\"https://www.facebook.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">Facebook\u003c/a> and \u003ca href=\"https://twitter.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">Twitter\u003c/a>.\u003c/p>\n\n\n\n\u003cp>MindShift is a service of KQED News and was launched in 2010 by KQED and NPR. Ki Sung is MindShift’s senior editor. If you have questions, story pitches or just want to say hi, \u003ca href=\"https://kqed-helpcenter.kqed.org/s/contactsupport\" target=\"_blank\" rel=\"noreferrer noopener\">contact us by email\u003c/a>.\u003c/p>\n\n\n\n\n\n\n\n\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"label":"root-site","isLoading":false}},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_63681":{"type":"posts","id":"mindshift_63681","meta":{"index":"posts_1591205157","site":"mindshift","id":"63681","score":null,"sort":[1714492846000]},"guestAuthors":[],"slug":"how-do-you-counter-misinformation-critical-thinking-is-step-one","title":"How Do You Counter Misinformation? Critical Thinking Is Step One","publishDate":1714492846,"format":"standard","headTitle":"How Do You Counter Misinformation? Critical Thinking Is Step One | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Late last year, in the days before the Slovakian parliamentary elections, two viral audio clips threatened to derail the campaign of a pro-Western, liberal party leader named Michal Šimečka. The first was a clip of Šimečka announcing he wanted to \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260087a89db0eac63b8fcc0f5130867d4deb3b37f4a9418edc6c5c2a62a5f2ada1270a6817d015f3e41bab69b04bac19860f6\">double the price\u003c/a> of beer, which, in a nation known for \u003ca href=\"https://click.nl.npr.org/?qs=761e8f093732600895c26e8fd0fd753e13e10ad46db43ad7479e31273018d065e98bc1cd961da5f6a44248d1c9e9837a12ae342b6d695b3d\">its love\u003c/a> of lagers and pilsners, is not exactly a popular policy position.\u003c/p>\n\u003cp>In a second clip, Šimečka can be heard telling a journalist about his intentions to commit fraud and rig the election. Talk about career suicide, especially for someone known as a champion of liberal democracy.\u003c/p>\n\u003cp>There was, however, just one issue with these audio clips: They were completely fake.\u003c/p>\n\u003cp>The International Press Institute has \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260083bf22bee7b3e8599903090a793e687a7df0e330ce7559fbb5d1968dd5bc19c6c2c96c5fba3d5620e10843eb298261a5e\">called this episode\u003c/a> in Slovakia the first time that AI deepfakes — fake audio clips, images, or videos generated by artificial intelligence — have played a prominent role in a national election. While it’s unclear whether these bogus audio clips were decisive in Slovakia’s electoral contest, the fact is Šimečka’s party lost the election, and \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260081fb970fb49a4a7f416eaca1304102b2da385f21606179cbc7bfb57e555bfbe984dbaa8df83dcffe49f870013e76be670\">a pro-Kremlin populist\u003c/a> now leads Slovakia.\u003c/p>\n\u003cp>In January, \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260082a48e19514ce92502d18d09fbfa7728fb3fbbf1827dbc62870c86c26683e525708c64abaeb956a71a90fefe0d8e59f86\">a report from the World Economic Forum\u003c/a> found that over 1,400 security experts consider misinformation and disinformation (misinformation created with the intention to mislead) the biggest global risk in the next two years — more dangerous than war, extreme weather events, inflation, and everything else that’s scary. There are a \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c2cf4b094e9e9edbc00c27cc4de92c6f1041fcb2a2faa8ca21863935bd0f37001240db0294b6a999f0f7f42457d3c523\">bevy\u003c/a> of \u003ca href=\"https://click.nl.npr.org/?qs=761e8f093732600845e1ff703cdcde759d32b02235161a87a12a58a29387957fefed2d580562d9c498fdb995dd9b23a9613ded401bf32eeb\">new\u003c/a> \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260087da8dcbdf767a34332ee028518504bb71bf050116f4a077626bcda7fe5c097fb000b0e94b30a4d4d006a731b68be277b\">books\u003c/a> and a constant stream of \u003ca href=\"https://www.newyorker.com/magazine/2024/04/22/dont-believe-what-theyre-telling-you-about-misinformation?utm_source=npr_newsletter&utm_medium=email&utm_content=20240426&utm_term=9424580&utm_campaign=money&utm_id=43216970&orgid=346&utm_att1=\">articles\u003c/a> that wrestle with this issue. Now even economists are working to figure out how to fight misinformation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In \u003ca href=\"https://www.nber.org/papers/w32367\">a new study\u003c/a>, “Toward an Understanding of the Economics of Misinformation: Evidence from a Demand Side Field Experiment on Critical Thinking,” economists John A. List, Lina M. Ramírez, Julia Seither, Jaime Unda and Beatriz Vallejo conduct a real-world experiment to see whether simple, low-cost \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008f4a83aa5ea9bc65bcd51dc949065e95b7df301c2c55d85c8c4eac1840daebb508ecdf8e1c2243f2100414c024269b178\">nudges\u003c/a> can be effective in helping consumers to reject misinformation. (Side note: List is a groundbreaking empirical economist at the University of Chicago, and he’s \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260081be359af959368cc7d2324e9725b41c07ee54cbde0788171d575b78582c50b5f64e0e19349cde4b8b9588cdc16835b94\">a longtime\u003c/a> friend of the \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c52285f80ccc32a26407ec296311f5a3956a673ebc416a2373a8e8e096272ec004955a06b042678441cef2faf2336de0\">show\u003c/a> and \u003ca href=\"https://www.npr.org/sections/money/2019/09/17/761312221/does-it-pay-for-companies-to-do-good\">this\u003c/a> \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008b93a8deb8dc83255ff8262baccc904a54589d32542dc0a877a98d3f18e5268bcffc6b6b9e58fe69838021f3a2c450b55\">newsletter\u003c/a>).\u003c/p>\n\u003cp>While most studies have focused on the supply side of misinformation — social media platforms, nefarious suppliers of lies and hoaxes, and so on — these authors say much less attention has been paid to the demand side: increasing our capacity, as individuals, to identify and think critically about the bogus information that we may encounter in our daily lives.\u003c/p>\n\u003ch3>A Real-Life Experiment To Fight Misinformation\u003c/h3>\n\u003cp>The economists conducted their field experiment in the run-up to the 2022 presidential election in Colombia. Like the United States, Colombia is grappling with political polarization. Within a context of extreme tribalism, the authors suggest, truth becomes more disposable and the demand for misinformation rises. People become willing to believe and share anything in their quest for their political tribe to win.\u003c/p>\n\u003cp>To figure out effective ways to lower the demand for misinformation, the economists recruited over 2,000 Colombians to participate in an online experiment. These participants were randomly distributed into four different groups.\u003c/p>\n\u003cp>One group was shown a video demonstrating “how automatic thinking and misperceptions can affect our everyday lives.” The video shows an interaction between two people from politically antagonistic social groups who, before interacting, express negative stereotypes about the other’s group. The video shows a convincing journey of these two people overcoming their differences. Ultimately, they express regret over unthinkingly using stereotypes to dehumanize one another. The video ends by encouraging viewers to question their own biases by “slowing down” their thinking and thinking more critically.\u003c/p>\n\u003cp>Another group completed a “a personality test that shows them their cognitive traits and how this makes them prone to behavioral biases.” The basic idea is they see their biases in action and become more self-aware and critical of them, thereby decreasing their demand for misinformation.\u003c/p>\n\u003cp>A third group both watched the video and took the personality test.\u003c/p>\n\u003cp>Finally, there was a control group, which neither watched the video nor took the personality test.\u003c/p>\n\u003cp>To gauge whether these nudges get participants to be more critical of misinformation, each group was shown a series of headlines, some completely fake and some real. Some of these headlines leaned left, others leaned right, and some were politically neutral. The participants were then asked to determine whether these headlines were fake. In addition, the participants were shown two untrue tweets, one political and one not. They were asked whether they were truthful and whether they would report either to social media moderators as misinformation.\u003c/p>\n\u003ch3>What They Found\u003c/h3>\n\u003cp>The economists find that the simple intervention of showing a short video of people from politically antagonistic backgrounds getting along inspires viewers to be more skeptical of and less susceptible to misinformation. They find that participants who watch the video are over 30 percent less likely to “consider fake news reliable.” At the same time, the video did little to encourage viewers to report fake tweets as misinformation.\u003c/p>\n\u003cp>Meanwhile, the researchers find that the personality test, which forces participants to confront their own biases, has little or no effect on their propensity to believe or reject fake news. It turns out being called out on our lizard brain tribalism and other biases doesn’t necessarily improve our thinking.\u003c/p>\n\u003cp>In a concerning twist, the economists found that participants who both took the test and watched the video became so skeptical that they were about 31 percent less likely to view true headlines as reliable. In other words, they became so distrustful that even the truth became suspect. As has become increasingly clear, this is a danger in the new world of deepfakes: not only do they make people believe untrue things, they also may make people so disoriented that they don’t believe true things.\u003c/p>\n\u003cp>As for why the videos are successful in helping to fight misinformation, the researchers suggest that it’s because they encourage people to stop dehumanizing their political opponents, think more critically, and be less willing to accept bogus narratives even when it bolsters their political beliefs or goals. Often — in a sort of kumbaya way — centrist political leaders encourage us to recognize our commonalities as fellow countrymen and work together across partisan lines. It turns out that may also help us sharpen our thinking skills and improve our ability to recognize and reject misinformation.\u003c/p>\n\u003ch3>Critical Thinking In The Age Of AI\u003c/h3>\n\u003cp>Of course, this study was conducted back in 2022. Back then, misinformation, for the most part, was pretty low-tech. Misinformation may now be getting turbocharged with the rapid proliferation and advancement of artificial intelligence.\u003c/p>\n\u003cp>List and his colleagues are far from the first scholars to suggest that helping us become more critical thinkers is an effective way to combat misinformation. University of Cambridge psychologist Sander van der Linden has done a lot of work in the realm of what’s known as “psychological inoculation,” basically getting people to recognize how and why we’re susceptible to misinformation as a way to make us less likely to believe it when we encounter it. He’s the author of a new book called \u003cem>Foolproof: Why Misinformation Infects Our Minds and How to Build Immunity\u003c/em>. Drawing an analogy to how vaccinations work, Van der Linden advocates exposing people to misinformation and showing how it’s false as a way to help them spot and to reject misinformation in the wild. He calls it “prebunking” (as in debunking something before it happens).\u003c/p>\n\u003cp>Of course, especially with the advent of AI deepfakes, misinformation cannot only be combated on the demand side. Social media platforms, AI companies, and the government will all likely have to play an important role. There’s clearly a long way to go to overcoming this problem, but we have recently seen some progress. For example, OpenAI \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c426eb3a733ce8af2b5c756a99d4bc1e0753b552cf80f96c6573978840b10d8503227be548ef8309530f245539742cd0\">recently began\u003c/a> “watermarking” AI-generated images that their software produces to help people spot pictures that aren’t real. And the federal government \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260080770c41cc2349c4ea39494ab90e5e9f80ddbf8247f7ed6c87a5a5a6b4532d11e629551d0c4e8c8514269613c8e9c3969\">recently encouraged four companies\u003c/a> to create new technologies to help people distinguish between authentic human speech and AI deepfakes.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This new world where the truth is harder to believe may be pretty scary. But, as this new study suggests, nudges and incentives to get us to slow our thinking, think more critically, and be less tribal could be an important part of the solution.\u003c/p>\n\n","blocks":[],"excerpt":"Now even economists are working to figure out how to fight misinformation.","status":"publish","parent":0,"modified":1714525356,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1439},"headData":{"title":"How Do You Counter Misinformation? Critical Thinking Is Step One | KQED","description":"Now even economists are working to figure out how to fight misinformation.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Now even economists are working to figure out how to fight misinformation.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Do You Counter Misinformation? Critical Thinking Is Step One","datePublished":"2024-04-30T16:00:46.000Z","dateModified":"2024-05-01T01:02:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Greg Rosalsky","nprStoryId":"1247565565","nprHtmlLink":"https://www.npr.org/sections/money/2024/04/30/1247565565/how-do-you-counter-misinformation-critical-thinking-is-step-one","nprRetrievedStory":"1","nprPubDate":"2024-04-30T06:30:09-04:00","nprStoryDate":"2024-04-30T06:30:09-04:00","nprLastModifiedDate":"2024-04-30T06:30:09-04:00","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63681/how-do-you-counter-misinformation-critical-thinking-is-step-one","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Late last year, in the days before the Slovakian parliamentary elections, two viral audio clips threatened to derail the campaign of a pro-Western, liberal party leader named Michal Šimečka. The first was a clip of Šimečka announcing he wanted to \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260087a89db0eac63b8fcc0f5130867d4deb3b37f4a9418edc6c5c2a62a5f2ada1270a6817d015f3e41bab69b04bac19860f6\">double the price\u003c/a> of beer, which, in a nation known for \u003ca href=\"https://click.nl.npr.org/?qs=761e8f093732600895c26e8fd0fd753e13e10ad46db43ad7479e31273018d065e98bc1cd961da5f6a44248d1c9e9837a12ae342b6d695b3d\">its love\u003c/a> of lagers and pilsners, is not exactly a popular policy position.\u003c/p>\n\u003cp>In a second clip, Šimečka can be heard telling a journalist about his intentions to commit fraud and rig the election. Talk about career suicide, especially for someone known as a champion of liberal democracy.\u003c/p>\n\u003cp>There was, however, just one issue with these audio clips: They were completely fake.\u003c/p>\n\u003cp>The International Press Institute has \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260083bf22bee7b3e8599903090a793e687a7df0e330ce7559fbb5d1968dd5bc19c6c2c96c5fba3d5620e10843eb298261a5e\">called this episode\u003c/a> in Slovakia the first time that AI deepfakes — fake audio clips, images, or videos generated by artificial intelligence — have played a prominent role in a national election. While it’s unclear whether these bogus audio clips were decisive in Slovakia’s electoral contest, the fact is Šimečka’s party lost the election, and \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260081fb970fb49a4a7f416eaca1304102b2da385f21606179cbc7bfb57e555bfbe984dbaa8df83dcffe49f870013e76be670\">a pro-Kremlin populist\u003c/a> now leads Slovakia.\u003c/p>\n\u003cp>In January, \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260082a48e19514ce92502d18d09fbfa7728fb3fbbf1827dbc62870c86c26683e525708c64abaeb956a71a90fefe0d8e59f86\">a report from the World Economic Forum\u003c/a> found that over 1,400 security experts consider misinformation and disinformation (misinformation created with the intention to mislead) the biggest global risk in the next two years — more dangerous than war, extreme weather events, inflation, and everything else that’s scary. There are a \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c2cf4b094e9e9edbc00c27cc4de92c6f1041fcb2a2faa8ca21863935bd0f37001240db0294b6a999f0f7f42457d3c523\">bevy\u003c/a> of \u003ca href=\"https://click.nl.npr.org/?qs=761e8f093732600845e1ff703cdcde759d32b02235161a87a12a58a29387957fefed2d580562d9c498fdb995dd9b23a9613ded401bf32eeb\">new\u003c/a> \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260087da8dcbdf767a34332ee028518504bb71bf050116f4a077626bcda7fe5c097fb000b0e94b30a4d4d006a731b68be277b\">books\u003c/a> and a constant stream of \u003ca href=\"https://www.newyorker.com/magazine/2024/04/22/dont-believe-what-theyre-telling-you-about-misinformation?utm_source=npr_newsletter&utm_medium=email&utm_content=20240426&utm_term=9424580&utm_campaign=money&utm_id=43216970&orgid=346&utm_att1=\">articles\u003c/a> that wrestle with this issue. Now even economists are working to figure out how to fight misinformation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In \u003ca href=\"https://www.nber.org/papers/w32367\">a new study\u003c/a>, “Toward an Understanding of the Economics of Misinformation: Evidence from a Demand Side Field Experiment on Critical Thinking,” economists John A. List, Lina M. Ramírez, Julia Seither, Jaime Unda and Beatriz Vallejo conduct a real-world experiment to see whether simple, low-cost \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008f4a83aa5ea9bc65bcd51dc949065e95b7df301c2c55d85c8c4eac1840daebb508ecdf8e1c2243f2100414c024269b178\">nudges\u003c/a> can be effective in helping consumers to reject misinformation. (Side note: List is a groundbreaking empirical economist at the University of Chicago, and he’s \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260081be359af959368cc7d2324e9725b41c07ee54cbde0788171d575b78582c50b5f64e0e19349cde4b8b9588cdc16835b94\">a longtime\u003c/a> friend of the \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c52285f80ccc32a26407ec296311f5a3956a673ebc416a2373a8e8e096272ec004955a06b042678441cef2faf2336de0\">show\u003c/a> and \u003ca href=\"https://www.npr.org/sections/money/2019/09/17/761312221/does-it-pay-for-companies-to-do-good\">this\u003c/a> \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008b93a8deb8dc83255ff8262baccc904a54589d32542dc0a877a98d3f18e5268bcffc6b6b9e58fe69838021f3a2c450b55\">newsletter\u003c/a>).\u003c/p>\n\u003cp>While most studies have focused on the supply side of misinformation — social media platforms, nefarious suppliers of lies and hoaxes, and so on — these authors say much less attention has been paid to the demand side: increasing our capacity, as individuals, to identify and think critically about the bogus information that we may encounter in our daily lives.\u003c/p>\n\u003ch3>A Real-Life Experiment To Fight Misinformation\u003c/h3>\n\u003cp>The economists conducted their field experiment in the run-up to the 2022 presidential election in Colombia. Like the United States, Colombia is grappling with political polarization. Within a context of extreme tribalism, the authors suggest, truth becomes more disposable and the demand for misinformation rises. People become willing to believe and share anything in their quest for their political tribe to win.\u003c/p>\n\u003cp>To figure out effective ways to lower the demand for misinformation, the economists recruited over 2,000 Colombians to participate in an online experiment. These participants were randomly distributed into four different groups.\u003c/p>\n\u003cp>One group was shown a video demonstrating “how automatic thinking and misperceptions can affect our everyday lives.” The video shows an interaction between two people from politically antagonistic social groups who, before interacting, express negative stereotypes about the other’s group. The video shows a convincing journey of these two people overcoming their differences. Ultimately, they express regret over unthinkingly using stereotypes to dehumanize one another. The video ends by encouraging viewers to question their own biases by “slowing down” their thinking and thinking more critically.\u003c/p>\n\u003cp>Another group completed a “a personality test that shows them their cognitive traits and how this makes them prone to behavioral biases.” The basic idea is they see their biases in action and become more self-aware and critical of them, thereby decreasing their demand for misinformation.\u003c/p>\n\u003cp>A third group both watched the video and took the personality test.\u003c/p>\n\u003cp>Finally, there was a control group, which neither watched the video nor took the personality test.\u003c/p>\n\u003cp>To gauge whether these nudges get participants to be more critical of misinformation, each group was shown a series of headlines, some completely fake and some real. Some of these headlines leaned left, others leaned right, and some were politically neutral. The participants were then asked to determine whether these headlines were fake. In addition, the participants were shown two untrue tweets, one political and one not. They were asked whether they were truthful and whether they would report either to social media moderators as misinformation.\u003c/p>\n\u003ch3>What They Found\u003c/h3>\n\u003cp>The economists find that the simple intervention of showing a short video of people from politically antagonistic backgrounds getting along inspires viewers to be more skeptical of and less susceptible to misinformation. They find that participants who watch the video are over 30 percent less likely to “consider fake news reliable.” At the same time, the video did little to encourage viewers to report fake tweets as misinformation.\u003c/p>\n\u003cp>Meanwhile, the researchers find that the personality test, which forces participants to confront their own biases, has little or no effect on their propensity to believe or reject fake news. It turns out being called out on our lizard brain tribalism and other biases doesn’t necessarily improve our thinking.\u003c/p>\n\u003cp>In a concerning twist, the economists found that participants who both took the test and watched the video became so skeptical that they were about 31 percent less likely to view true headlines as reliable. In other words, they became so distrustful that even the truth became suspect. As has become increasingly clear, this is a danger in the new world of deepfakes: not only do they make people believe untrue things, they also may make people so disoriented that they don’t believe true things.\u003c/p>\n\u003cp>As for why the videos are successful in helping to fight misinformation, the researchers suggest that it’s because they encourage people to stop dehumanizing their political opponents, think more critically, and be less willing to accept bogus narratives even when it bolsters their political beliefs or goals. Often — in a sort of kumbaya way — centrist political leaders encourage us to recognize our commonalities as fellow countrymen and work together across partisan lines. It turns out that may also help us sharpen our thinking skills and improve our ability to recognize and reject misinformation.\u003c/p>\n\u003ch3>Critical Thinking In The Age Of AI\u003c/h3>\n\u003cp>Of course, this study was conducted back in 2022. Back then, misinformation, for the most part, was pretty low-tech. Misinformation may now be getting turbocharged with the rapid proliferation and advancement of artificial intelligence.\u003c/p>\n\u003cp>List and his colleagues are far from the first scholars to suggest that helping us become more critical thinkers is an effective way to combat misinformation. University of Cambridge psychologist Sander van der Linden has done a lot of work in the realm of what’s known as “psychological inoculation,” basically getting people to recognize how and why we’re susceptible to misinformation as a way to make us less likely to believe it when we encounter it. He’s the author of a new book called \u003cem>Foolproof: Why Misinformation Infects Our Minds and How to Build Immunity\u003c/em>. Drawing an analogy to how vaccinations work, Van der Linden advocates exposing people to misinformation and showing how it’s false as a way to help them spot and to reject misinformation in the wild. He calls it “prebunking” (as in debunking something before it happens).\u003c/p>\n\u003cp>Of course, especially with the advent of AI deepfakes, misinformation cannot only be combated on the demand side. Social media platforms, AI companies, and the government will all likely have to play an important role. There’s clearly a long way to go to overcoming this problem, but we have recently seen some progress. For example, OpenAI \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c426eb3a733ce8af2b5c756a99d4bc1e0753b552cf80f96c6573978840b10d8503227be548ef8309530f245539742cd0\">recently began\u003c/a> “watermarking” AI-generated images that their software produces to help people spot pictures that aren’t real. And the federal government \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260080770c41cc2349c4ea39494ab90e5e9f80ddbf8247f7ed6c87a5a5a6b4532d11e629551d0c4e8c8514269613c8e9c3969\">recently encouraged four companies\u003c/a> to create new technologies to help people distinguish between authentic human speech and AI deepfakes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This new world where the truth is harder to believe may be pretty scary. But, as this new study suggests, nudges and incentives to get us to slow our thinking, think more critically, and be less tribal could be an important part of the solution.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63681/how-do-you-counter-misinformation-critical-thinking-is-step-one","authors":["byline_mindshift_63681"],"categories":["mindshift_195","mindshift_21504"],"tags":["mindshift_843","mindshift_21067","mindshift_21908"],"featImg":"mindshift_63682","label":"mindshift"},"mindshift_63532":{"type":"posts","id":"mindshift_63532","meta":{"index":"posts_1591205157","site":"mindshift","id":"63532","score":null,"sort":[1714471248000]},"guestAuthors":[],"slug":"tapping-into-the-power-of-purpose-to-engage-students","title":"Tapping into the Power of Purpose to Engage Students","publishDate":1714471248,"format":"standard","headTitle":"Tapping into the Power of Purpose to Engage Students | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://www.simonandschuster.com/books/The-Path-to-Purpose/William-Damon/9781416537243\">\u003cspan style=\"font-weight: 400\">Having a purpose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> comes with benefits, according to \u003ca href=\"https://twitter.com/heathermalin\">Heather Malin\u003c/a>, a consultant and former director of research at the \u003c/span>\u003ca href=\"https://coa.stanford.edu/\">\u003cspan style=\"font-weight: 400\">Stanford Center on Adolescence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">When students identify a greater purpose in what they learn at school, their academic performance, persistence and social belonging rise, Malin said during a talk at the recent \u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">Learning and The Brain: Teaching Engaged Brains\u003c/a> conference. The most purposeful people have many intentions, she said. “They seem to get boundless energy from having a lot of \u003ca href=\"https://www.kqed.org/mindshift/52620/four-pillars-of-a-meaningful-life-that-could-be-part-of-every-learning-community\">meaningful intentions\u003c/a> for their lives.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how can schools tap into the \u003ca href=\"https://www.kqed.org/mindshift/57946/striving-or-thriving-steps-to-help-kids-find-balance-and-purpose\">power of purpose\u003c/a>? Malin pointed to her purpose learning framework, a four-part set of recommendations for educators, distilled from her work at Stanford, as well as the work of the \u003c/span>\u003ca href=\"https://openfutureinstitute.org/\">\u003cspan style=\"font-weight: 400\">Open Future Institute’s QUESTion Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and other research rooted in purpose learning. According to Malin, purpose learning helps students explore and connect with their deeper whys. This approach provides “space at school for students to discover who they are, what they want in life, and how they want to be in the world,” she said. In some of her research that is not yet published, alumni of purpose learning programs have reported improved relationships with teachers and peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin identified three dimensions of purpose that teachers can help students explore:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Generalized and meaningful intention\u003c/b>\u003cspan style=\"font-weight: 400\"> – This involves the student’s understanding of who they want to be in the world and informs how they set goals.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Beyond-the-self motivation\u003c/b>\u003cspan style=\"font-weight: 400\"> – Engaging students in issues outside their own lived experiences and helping them find ways to contribute empowers them with the skills and mindset to live a purposeful life.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Goal-directed action\u003c/b>\u003cspan style=\"font-weight: 400\"> – Because \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57424/the-two-types-of-independence-growing-tweens-need-to-practice\">\u003cspan style=\"font-weight: 400\">future planning is challenging for teens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they need support in learning to set and work toward goals.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teen brains are neurologically wired to \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">seek excitement and new stimuli\u003c/a>. “If we can align school learning activity to that exploratory process, we have a powerful way to motivate teens,” Malin said. Focusing on purpose can do that. “It engages that novelty seeking, risk taking, \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">identity forming\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills\">social engagement\u003c/a> that are so rewarding for adolescent brains.” \u003c/span>\u003c/p>\n\u003ch2>Step 1: Self-exploration\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step in the purpose learning framework is inviting students to self-discovery with questions such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any societal or cultural influences that have shaped your values?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How well do you think your family of origins values align with your personal values?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-exploration discussions allow students to \u003ca href=\"https://www.kqed.org/mindshift/62649/mental-health-tools-for-tweens-by-phyllis-fagell\">foster deeper connections with their peers\u003c/a> and teachers that can allow for deeper learning. “[The students] didn’t realize they had so many shared experiences, challenges, hopes and worries,” she said regarding \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">student feedback\u003c/a> she and her team received during research.\u003c/span>\u003c/p>\n\u003ch2>Step 2: Look outward\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prompting students to look outward, the second step of the framework, can help them to define their own sense of purpose. “Self-awareness is important, but it’s meaningless if we have no idea how to connect our inner self to the world beyond ourselves,” said Malin. This process often includes exercises in social awareness and social responsibility, such as interviewing a member of the community. \u003c/span>\u003c/p>\n\u003ch2>Step 3: Future planning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third step of the purpose learning framework is engaging students in forward thinking and future planning. “The mechanics of looking forward, looking to the future with a goal setting and planning approach can be much more challenging for adolescents,” so it’s important that teachers scaffold these forward looking steps for students, said Malin.\u003c/span>\u003c/p>\n\u003ch2>Step 4: Action\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to taking action, the fourth step of Malin’s framework, educators can encourage students to do meaningful work outside the classroom and in their community. Adolescents often feel discouraged from \u003ca href=\"https://www.kqed.org/mindshift/61388/why-nashville-student-activists-arent-going-to-wait-a-generation-for-gun-control\">real-world change making\u003c/a> because of their youth, Malin said. “Teens need \u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">real opportunities\u003c/a> to do things in the world,” and “they need opportunities to reflect on how their actions impact others,” she said. According to Malin, action and well-being are associated with more engaged students, but, “our school system is largely set up to inhibit this kind of real world learning.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin advocates for a less traditional approach to learning that is more aligned to adolescent brains. “If we want to really motivate students in school, we need to be giving them opportunities to have an impact beyond the classroom.” According to Malin, one way to do this is by giving educators opportunities to collaborate and connect. “We’ve found that when teachers have the opportunity to talk about what they’ve experienced, they actually can inspire each other to come up with solutions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin recommended starting a purpose learning approach as early as possible so that students are familiar with the framework by high school. Teachers at the high school level should start “with the understanding that it’s really vulnerable to do this, that students aren’t sure what they’re doing … so you can ease them into it,” Malin said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin emphasized that she sees educators as the experts when incorporating the purpose learning framework into their curriculum. She said some teachers have used advisory periods or elective classes to incorporate the purpose learning framework into an otherwise full curriculum. Others have included the ideas in wide-ranging courses, like health or communications. Another public middle school with a large student population reworked their schedule to include a 15 minute block every day after lunch dedicated to the purpose learning framework. Malin is currently building out a network for educators to exchange resources, information and teaching strategies rooted in purpose learning.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When students identify a greater purpose in what they learn at school, their academic performance, persistence and social belonging rise.","status":"publish","parent":0,"modified":1714476388,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":962},"headData":{"title":"Tapping into the Power of Purpose to Engage Students | KQED","description":"When students identify a greater purpose in what they learn at school, their academic performance, persistence and social belonging rise.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When students identify a greater purpose in what they learn at school, their academic performance, persistence and social belonging rise.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tapping into the Power of Purpose to Engage Students","datePublished":"2024-04-30T10:00:48.000Z","dateModified":"2024-04-30T11:26:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63532/tapping-into-the-power-of-purpose-to-engage-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.simonandschuster.com/books/The-Path-to-Purpose/William-Damon/9781416537243\">\u003cspan style=\"font-weight: 400\">Having a purpose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> comes with benefits, according to \u003ca href=\"https://twitter.com/heathermalin\">Heather Malin\u003c/a>, a consultant and former director of research at the \u003c/span>\u003ca href=\"https://coa.stanford.edu/\">\u003cspan style=\"font-weight: 400\">Stanford Center on Adolescence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">When students identify a greater purpose in what they learn at school, their academic performance, persistence and social belonging rise, Malin said during a talk at the recent \u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">Learning and The Brain: Teaching Engaged Brains\u003c/a> conference. The most purposeful people have many intentions, she said. “They seem to get boundless energy from having a lot of \u003ca href=\"https://www.kqed.org/mindshift/52620/four-pillars-of-a-meaningful-life-that-could-be-part-of-every-learning-community\">meaningful intentions\u003c/a> for their lives.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how can schools tap into the \u003ca href=\"https://www.kqed.org/mindshift/57946/striving-or-thriving-steps-to-help-kids-find-balance-and-purpose\">power of purpose\u003c/a>? Malin pointed to her purpose learning framework, a four-part set of recommendations for educators, distilled from her work at Stanford, as well as the work of the \u003c/span>\u003ca href=\"https://openfutureinstitute.org/\">\u003cspan style=\"font-weight: 400\">Open Future Institute’s QUESTion Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and other research rooted in purpose learning. According to Malin, purpose learning helps students explore and connect with their deeper whys. This approach provides “space at school for students to discover who they are, what they want in life, and how they want to be in the world,” she said. In some of her research that is not yet published, alumni of purpose learning programs have reported improved relationships with teachers and peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin identified three dimensions of purpose that teachers can help students explore:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Generalized and meaningful intention\u003c/b>\u003cspan style=\"font-weight: 400\"> – This involves the student’s understanding of who they want to be in the world and informs how they set goals.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Beyond-the-self motivation\u003c/b>\u003cspan style=\"font-weight: 400\"> – Engaging students in issues outside their own lived experiences and helping them find ways to contribute empowers them with the skills and mindset to live a purposeful life.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Goal-directed action\u003c/b>\u003cspan style=\"font-weight: 400\"> – Because \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57424/the-two-types-of-independence-growing-tweens-need-to-practice\">\u003cspan style=\"font-weight: 400\">future planning is challenging for teens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they need support in learning to set and work toward goals.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teen brains are neurologically wired to \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">seek excitement and new stimuli\u003c/a>. “If we can align school learning activity to that exploratory process, we have a powerful way to motivate teens,” Malin said. Focusing on purpose can do that. “It engages that novelty seeking, risk taking, \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">identity forming\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills\">social engagement\u003c/a> that are so rewarding for adolescent brains.” \u003c/span>\u003c/p>\n\u003ch2>Step 1: Self-exploration\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step in the purpose learning framework is inviting students to self-discovery with questions such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any societal or cultural influences that have shaped your values?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How well do you think your family of origins values align with your personal values?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-exploration discussions allow students to \u003ca href=\"https://www.kqed.org/mindshift/62649/mental-health-tools-for-tweens-by-phyllis-fagell\">foster deeper connections with their peers\u003c/a> and teachers that can allow for deeper learning. “[The students] didn’t realize they had so many shared experiences, challenges, hopes and worries,” she said regarding \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">student feedback\u003c/a> she and her team received during research.\u003c/span>\u003c/p>\n\u003ch2>Step 2: Look outward\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prompting students to look outward, the second step of the framework, can help them to define their own sense of purpose. “Self-awareness is important, but it’s meaningless if we have no idea how to connect our inner self to the world beyond ourselves,” said Malin. This process often includes exercises in social awareness and social responsibility, such as interviewing a member of the community. \u003c/span>\u003c/p>\n\u003ch2>Step 3: Future planning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third step of the purpose learning framework is engaging students in forward thinking and future planning. “The mechanics of looking forward, looking to the future with a goal setting and planning approach can be much more challenging for adolescents,” so it’s important that teachers scaffold these forward looking steps for students, said Malin.\u003c/span>\u003c/p>\n\u003ch2>Step 4: Action\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to taking action, the fourth step of Malin’s framework, educators can encourage students to do meaningful work outside the classroom and in their community. Adolescents often feel discouraged from \u003ca href=\"https://www.kqed.org/mindshift/61388/why-nashville-student-activists-arent-going-to-wait-a-generation-for-gun-control\">real-world change making\u003c/a> because of their youth, Malin said. “Teens need \u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">real opportunities\u003c/a> to do things in the world,” and “they need opportunities to reflect on how their actions impact others,” she said. According to Malin, action and well-being are associated with more engaged students, but, “our school system is largely set up to inhibit this kind of real world learning.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin advocates for a less traditional approach to learning that is more aligned to adolescent brains. “If we want to really motivate students in school, we need to be giving them opportunities to have an impact beyond the classroom.” According to Malin, one way to do this is by giving educators opportunities to collaborate and connect. “We’ve found that when teachers have the opportunity to talk about what they’ve experienced, they actually can inspire each other to come up with solutions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin recommended starting a purpose learning approach as early as possible so that students are familiar with the framework by high school. Teachers at the high school level should start “with the understanding that it’s really vulnerable to do this, that students aren’t sure what they’re doing … so you can ease them into it,” Malin said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin emphasized that she sees educators as the experts when incorporating the purpose learning framework into their curriculum. She said some teachers have used advisory periods or elective classes to incorporate the purpose learning framework into an otherwise full curriculum. Others have included the ideas in wide-ranging courses, like health or communications. Another public middle school with a large student population reworked their schedule to include a 15 minute block every day after lunch dedicated to the purpose learning framework. Malin is currently building out a network for educators to exchange resources, information and teaching strategies rooted in purpose learning.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63532/tapping-into-the-power-of-purpose-to-engage-students","authors":["11759"],"categories":["mindshift_21445","mindshift_21504","mindshift_193"],"tags":["mindshift_21093","mindshift_21092","mindshift_20616","mindshift_21159","mindshift_1038"],"featImg":"mindshift_63538","label":"mindshift"},"mindshift_63685":{"type":"posts","id":"mindshift_63685","meta":{"index":"posts_1591205157","site":"mindshift","id":"63685","score":null,"sort":[1714439016000]},"guestAuthors":[],"slug":"how-todays-college-protests-echo-history","title":"How Today's College Protests Echo History","publishDate":1714439016,"format":"standard","headTitle":"How Today’s College Protests Echo History | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>You’re reading the Consider This newsletter, which unpacks one major news story each day. \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/consider-this\">\u003cem>Subscribe here\u003c/em>\u003c/a>\u003cem> to get it delivered to your inbox, and listen to more from the \u003c/em>\u003ca href=\"https://www.npr.org/podcasts/510355/considerthis\">\u003cem>Consider This podcast\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003c/figure>\n\u003ch3>\u003cstrong>1. The 2024 protests have an “uncanny” resemblance to the 1968 student protests.\u003c/strong>\u003c/h3>\n\u003cp>From coast to coast, dozens of universities are seeing pro-Palestinian protests and encampments on campuses across the U.S.:\u003c/p>\n\u003cul>\n\u003cli>Boston police took down a pro-Palestinian encampment at Emerson College, clashing with protesters and taking more than 100 into custody.\u003c/li>\n\u003cli>In just the past two weeks, at least\u003cstrong> 800 people have been arrested\u003c/strong> on college campuses, with \u003cstrong>some students facing suspension.\u003c/strong> Some universities are grappling with whether to proceed with upcoming graduation ceremonies.\u003c/li>\n\u003cli>The University of Southern California put out a statement recently canceling its main graduation ceremony due to “safety measures.”\u003c/li>\n\u003c/ul>\n\u003cp>The last time the U.S. saw such fervor over protests on college campuses was some five decades ago.\u003c/p>\n\u003cp>Frank Guridy is a professor of history at Columbia University, where roughly a hundred students have been arrested.\u003c/p>\n\u003cp>Guridy teaches a class about the 1968 protests against the Vietnam war that took place on Columbia’s campus. He teaches in one of the buildings that students occupied in 1968 – Fayerweather Hall.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“As in 1968, the Columbia students of 2024 are absolutely galvanized by what’s transpiring in Gaza, in the Middle East,” Guridy said in an interview with NPR.\u003c/p>\n\u003cp>“In that sense, it is an uncanny resemblance to what transpired in the late sixties in this country, where U.S. students and other people in this country were inspired to speak out and mobilize against what they saw as an unjust war in Vietnam.”\u003c/p>\n\u003ch3>\u003cstrong>2. Parallels and differences.\u003c/strong>\u003c/h3>\n\u003cp>In Guridy’s class, students read historical texts that put the 1968 protests in a larger historical context. Students visit archives at Columbia and other parts of the city. At the end of the semester, they complete a research paper on what they’ve learned about the 1968 student protests.\u003c/p>\n\u003cp>“Students on this campus, a generation of students who have no direct connection to ’68. Yet what they see in it is as a source of inspiration,” Guridy said.\u003c/p>\n\u003cp>A key similarity between the protests of 1968 and 2024 are the calls for divestment.\u003cstrong> In the ’60s, students at college campuses tried to get their administrations to divest from the defense industry or anything connected to the war in Vietnam.\u003c/strong>\u003c/p>\n\u003cp>Guridy adds that the strategy of divestment has a long history that can even be traced back to the 1930s, when people were calling for the boycotting of Nazi Germany.\u003c/p>\n\u003cp>Today’s students are also targeting the financial choices made by their administrations.\u003c/p>\n\u003cp>Two of the main differences: the U.S. doesn’t have boots on the ground in Gaza, and American college students aren’t facing the draft.\u003c/p>\n\u003cp>“The draft was a real reality, including for privileged college students in the late 1960s. And so the sense of urgency was slightly different for the college students and the antiwar movement at that time,” says Guridy.\u003c/p>\n\u003ch3>\u003cstrong>3. Lessons learned from 1968 protests.\u003c/strong>\u003c/h3>\n\u003cp>Several student activists who spoke to NPR cited the organizing of students in 1968 as \u003cstrong>inspiration for their own movements.\u003c/strong>\u003c/p>\n\u003cp>Matthew Vickers, a junior at Occidental College in Los Angeles is one of the many students to set up encampments protesting Israel’s war in Gaza.\u003c/p>\n\u003cp>“Most of the Palestinian solidarity movement has taken direct tactical and moral inspiration from the movements of the sixties. I think the parallels cannot be more obvious,” said Vickers.\u003c/p>\n\u003cp>Alifa Chowdhury is a junior at the University of Michigan, and one of the protest organizers on her campus. \u003cstrong>Their encampment on the Diag is on the exact spot where students in the Sixties marched against the Vietnam War.\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“So we’re building on things that have been done before, this is not a new phenomenon. We stand on that protest history today,\u003cem>” \u003c/em>said Chowdhury.\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>MARY LOUISE KELLY, HOST:\u003c/p>\n\u003cp>Early this morning, the quad at the center of Occidental College got some new residents.\u003c/p>\n\u003cp>MATTHEW VICKERS: And here at this side of the encampment we have 17 four-person tents. There are a lot of people out here – I would say over 30 people already here at 5:14 a.m. It’s very optimistic.\u003c/p>\n\u003cp>KELLY: Matthew Vickers is a junior at Occidental, a small college in LA. He’s one of many students on dozens of campuses all over the country to set up encampments protesting Israel’s war in Gaza. Well, the protests only grew over the weekend, and so did the police response, with more than 200 people arrested nationwide on Saturday. Now, these protests are very much of this moment, and yet they echo another moment of political upheaval more than 50 years ago.\u003c/p>\n\u003cp>VICKERS: Most of the Palestinian solidarity movement have taken direct tactical and sort of moral inspiration from the movements of the ’60s. I think the parallels cannot be more obvious.\u003c/p>\n\u003cp>KELLY: Matthew Vickers again at Occidental College, which, like so many campuses, saw major protests during the Vietnam War. In April of 1969, hundreds of students protested military recruiters on Occidental’s campus, and dozens occupied an administration building just a stone’s throw from the current encampment. Vickers says he also drew inspiration from another moment the following year.\u003c/p>\n\u003cp>(SOUNDBITE OF ARCHIVED RECORDING)\u003c/p>\n\u003cp>RICHARD NIXON: Good evening, my fellow Americans.\u003c/p>\n\u003cp>KELLY: This is Richard Nixon in 1970, announcing that the Vietnam War would be expanded into Cambodia.\u003c/p>\n\u003cp>(SOUNDBITE OF ARCHIVED RECORDING)\u003c/p>\n\u003cp>NIXON: In cooperation with the armed forces of South Vietnam, attacks are being launched this week to clean out major enemy sanctuaries on the Cambodian-Vietnam Border.\u003c/p>\n\u003cp>KELLY: In the following days, millions of students on campuses nationwide protested Nixon’s decision. It was during these demonstrations that four students were killed by the Ohio National Guard at Kent State University.\u003c/p>\n\u003cp>VICKERS: And that was followed by thousands of arrests, similar to this moment. That goes to show that if we are willing to do something for others, for Palestinians, we can do it.\u003c/p>\n\u003cp>KELLY: This parallel between today’s protests and those of the late ’60s – it’s being repeated over and over across the country. At the University of Michigan, pro-Palestinian protesters are camped out on an open space called the Diag, and they do not plan on leaving.\u003c/p>\n\u003cp>ALIFA CHOWDHURY: It’s like, are you camping forever? And we’re like, I guess.\u003c/p>\n\u003cp>KELLY: Alifa Chowdhury is a junior at Michigan, one of the protest’s organizers. Their encampment on the Diag is on the exact spot where students in the ’60s marched against the Vietnam War.\u003c/p>\n\u003cp>CHOWDHURY: So we’re building on things that have been done before. This is not a new phenomenon. We stand on that protest issue today.\u003c/p>\n\u003cp>KELLY: Same goes for students at UNC Chapel Hill.\u003c/p>\n\u003cp>LILY: Just like during Vietnam right now is this, like, unearthing moment where we’re turning over the topsoil, and we’re getting to see the ideology that lives within university administration.\u003c/p>\n\u003cp>KELLY: Lily is a senior at UNC who’s helping to organize students on campus, and she asked that we use just her first name for security concerns. There have been reasons for students to be careful.\u003c/p>\n\u003cp>(CROSSTALK)\u003c/p>\n\u003cp>KELLY: That’s the sound of police clashing with protesters at USC, UT Austin and Emory University.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: CONSIDER THIS – American college campuses are seeing the biggest student protests since the Vietnam War. So what do campus protests of today have in common with those of the ’60s, and what might we learn from the way that movement played out?\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: From NPR, I’m Mary Louise Kelly.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: It’s CONSIDER THIS FROM NPR. Over the past two weeks, at least 800 people have been arrested on college campuses around the country. That police response is familiar for those who experienced the campus protests of the late 1960s.\u003c/p>\n\u003cp>TOM HORWITZ: They felt that the way to get us out of the buildings was to beat us up on the way out. So there was a lot of blood and a lot of hurt people.\u003c/p>\n\u003cp>KELLY: Tom Horwitz was a student at Columbia University in the spring of 1968, when that campus got turned upside down by student protests. He spent six days occupying the mathematics building with fellow students before police violently cleared out the protesters.\u003c/p>\n\u003cp>(SOUNDBITE OF ARCHIVED RECORDING)\u003c/p>\n\u003cp>UNIDENTIFIED GROUP: (Chanting) No violence, no violence.\u003c/p>\n\u003cp>KELLY: The protests at Columbia that year became a flashpoint for the student activist movement around the country. And this spring, too, Columbia was one of the first sparks of the broader student movement we are seeing now after an encampment on Columbia’s campus was dispersed by police and then reassembled by students. Horwitz sees his generation’s campus protest reflected in current students, and he has this advice for them.\u003c/p>\n\u003cp>HORWITZ: It’s important to keep key simple truths of your position and say it clearly and articulately and nonviolently – the simple truth that the projection of military might in order to solve problems is almost always a terrible thing. And we see it in Gaza, and we saw it in Vietnam.\u003c/p>\n\u003cp>KELLY: There is one place in particular where the protests of the ’60s and the protests of today collide – inside the classroom of Professor Frank Guridy.\u003c/p>\n\u003cp>FRANK GURIDY: The parallels and the comparisons are inevitable.\u003c/p>\n\u003cp>KELLY: Guridy is a professor of history at Columbia. He’s currently teaching an undergrad research seminar about the 1968 protests on campus and in a fitting setting.\u003c/p>\n\u003cp>GURIDY: Yes, I teach the course at Fayerweather Hall, which was one of the buildings that was occupied in 1968 by students.\u003c/p>\n\u003cp>KELLY: And not far from the encampment on campus today.\u003c/p>\n\u003cp>GURIDY: As in 1968, the Columbia students of 2024 are absolutely galvanized by what’s transpiring in Gaza in the Middle East. And in that sense, it is uncanny resemblance to what transpired in the late ’60s in this country, where U.S. students and other people in this country were inspired to speak out and mobilize against what they saw as an unjust war in Vietnam.\u003c/p>\n\u003cp>KELLY: You just described students as absolutely galvanized. And I am curious how cohesive or not student views today versus then are. You know, of course, today we’re seeing counterprotests at some campuses, including Columbia – range of student views all over the place. It was the same during Vietnam.\u003c/p>\n\u003cp>GURIDY: No doubt. I think that’s the thing. I mean, I think, as we get distant from Vietnam, I think there’s this growing perception I detect that somehow there was a widespread support for the antiwar movement. And there was not. So in that sense, this campus, just like the country, was absolutely polarized in 1968 as it is in 2024, and I think that’s an absolute similarity.\u003c/p>\n\u003cp>KELLY: I have been struck by another similarity between ’68 and today, and this is the calls for universities to divest. In the ’60s, students were trying to get their administrations to divest from the defense industry or anything connected to the war in Vietnam. Today’s students are also targeting the financial choices made by their institutions. What do you see as similarities, parallels there?\u003c/p>\n\u003cp>GURIDY: No question, right? So in ’68, the students were galvanized against the war, were targeting all sorts of things – everything from CIA recruitment and military recruitment on campus to the university’s affiliation with the Institute for Defense Analysis, which was a research arm that was facilitating military research at the time. And so yes, they were very much directed towards – one of the major goals of the protest was to get Columbia to disaffiliate with defense research at that time.\u003c/p>\n\u003cp>And yet divestment is a strategy that predates ’68, as we know. I mean, any historian of social movements would tell you that it was very active in the movement against the Nazis around the world in the 1930s. People were calling for boycotting Nazi Germany at that time, including on this campus. So there’s a longer history of divestment. And, of course, that goes after ’68 – when we look at the antiapartheid movement in South Africa in the 1980s – that, you know, Columbia has a long history of divestment activism.\u003c/p>\n\u003cp>KELLY: So let me raise the perhaps starkest difference between now and then, which is the U.S. doesn’t have boots on the ground in Gaza. There’s no American college student facing a draft. It doesn’t exist. How does that change the conversation?\u003c/p>\n\u003cp>GURIDY: Yeah. No, that’s a huge difference. The draft was a real reality, including for privileged college students in the late 1960s. And so, you know, the sense of urgency was slightly different for the college students in the antiwar movement at that time. And so yes – but I think because the U.S. is directly involved in both wars – in the Gaza War, supporting Israel and, of course, in supporting the South Vietnamese government against the Northern Vietnam communist government – you know, in some ways, that strikes me as being more similar than different.\u003c/p>\n\u003cp>So even if the prospect of troops landing in the Middle East is not evident, at least not at this point, I think the sense of urgency is very much there because of the way in which the Gaza-Israel question, you know, plays out domestically here and on this campus in particular.\u003c/p>\n\u003cp>KELLY: As someone teaching the history to current students, I am curious. Is there consensus that the 1968 protests directly influenced U.S. policy when the U.S., as we know, didn’t get out of Vietnam until 1975 – seven years after the 1968 protests?\u003c/p>\n\u003cp>GURIDY: Yes. You’re stepping into a long debate about what ’68 means – a debate that we historians still have now. In fact, when we had our 50th anniversary conference in 2018, we had a panel looking back at ’68. And one of my colleagues was saying, like, wow, you know, ’68 didn’t really deliver the things that the protesters wanted. That’s a fair point. I think that’s absolutely true. But as a social movement historian, you’d be hard-pressed to find any case of a dramatic political social change that didn’t have a social movement behind it. And so even though it took five more years or so for the Vietnam War to end, you know, the power of those social movements is undeniable.\u003c/p>\n\u003cp>And so in my mind, the ’68 protests at Columbia were overwhelmingly positive. Now, I know there are many alums who would disagree with me (laughter). But I think that, as a whole, the university, you know, turned out to be a more welcoming place even though there are plenty of people who really lamented what transpired and felt that the students were really trying to destroy the university. I happen to disagree with that argument. But I think that, for Colombia, you know, even though the central administration really has never publicly acknowledged ’68 in any significant way, I would argue that it actually produced a better campus environment for the students – subsequent generation of students than what existed before.\u003c/p>\n\u003cp>KELLY: Are you optimistic that that may be the case for 2024 – that these protests may ultimately result in a better Columbia and better colleges and universities across the country?\u003c/p>\n\u003cp>GURIDY: I’m not so sure, Mary Louise, I have to say, because I’m a little worried about the way in which our university leadership has responded to the protests. I mean, right now, our campus is still on edge, you know, and it’s not clear how this is going to wind up. But for the institution, I think it’s going to take us a while to recover from what’s transpired here.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: That was Columbia University professor of history Frank Guridy. He teaches a class on the legacy of the campus protests of the late 1960s.\u003c/p>\n\u003cp>This episode was produced by Noah Caldwell and Brianna Scott. It was edited by Courtney Dorning. Our executive producer is Sami Yenigun.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: It’s CONSIDER THIS FROM NPR. I’m Mary Louise Kelly.\u003c/p>\n\u003c/div>\n\n","blocks":[],"excerpt":"Protests against Israel's war in Gaza on college campuses are the biggest student protests since college students demonstrated against the Vietnam war in the late sixties and early seventies.","status":"publish","parent":0,"modified":1714525821,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":80,"wordCount":2849},"headData":{"title":"How Today's College Protests Echo History | KQED","description":"Protests against Israel's war in Gaza on college campuses are the biggest student protests since college students demonstrated against the Vietnam war.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Protests against Israel's war in Gaza on college campuses are the biggest student protests since college students demonstrated against the Vietnam war.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Today's College Protests Echo History","datePublished":"2024-04-30T01:03:36.000Z","dateModified":"2024-05-01T01:10:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Consider This from NPR","nprStoryId":"1198911364","nprHtmlLink":"https://www.npr.org/2024/04/29/1198911364/student-protests-palestine-israel-vietnam-compared-history-1968-columbia-campus","nprRetrievedStory":"1","nprPubDate":"2024-04-29T18:17:45-04:00","nprStoryDate":"2024-04-29T18:17:45-04:00","nprLastModifiedDate":"2024-04-30T14:33:13-04:00","nprAudio":"https://chrt.fm/track/138C95/prfx.byspotify.com/e/play.podtrac.com/npr-510355/traffic.megaphone.fm/NPR5952124905.mp3?d=727&size=11648567&e=1198911364&t=podcast&p=510355","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63685/how-todays-college-protests-echo-history","audioUrl":"https://chrt.fm/track/138C95/prfx.byspotify.com/e/play.podtrac.com/npr-510355/traffic.megaphone.fm/NPR5952124905.mp3?d=727&size=11648567&e=1198911364&t=podcast&p=510355","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You’re reading the Consider This newsletter, which unpacks one major news story each day. \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/consider-this\">\u003cem>Subscribe here\u003c/em>\u003c/a>\u003cem> to get it delivered to your inbox, and listen to more from the \u003c/em>\u003ca href=\"https://www.npr.org/podcasts/510355/considerthis\">\u003cem>Consider This podcast\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003c/figure>\n\u003ch3>\u003cstrong>1. The 2024 protests have an “uncanny” resemblance to the 1968 student protests.\u003c/strong>\u003c/h3>\n\u003cp>From coast to coast, dozens of universities are seeing pro-Palestinian protests and encampments on campuses across the U.S.:\u003c/p>\n\u003cul>\n\u003cli>Boston police took down a pro-Palestinian encampment at Emerson College, clashing with protesters and taking more than 100 into custody.\u003c/li>\n\u003cli>In just the past two weeks, at least\u003cstrong> 800 people have been arrested\u003c/strong> on college campuses, with \u003cstrong>some students facing suspension.\u003c/strong> Some universities are grappling with whether to proceed with upcoming graduation ceremonies.\u003c/li>\n\u003cli>The University of Southern California put out a statement recently canceling its main graduation ceremony due to “safety measures.”\u003c/li>\n\u003c/ul>\n\u003cp>The last time the U.S. saw such fervor over protests on college campuses was some five decades ago.\u003c/p>\n\u003cp>Frank Guridy is a professor of history at Columbia University, where roughly a hundred students have been arrested.\u003c/p>\n\u003cp>Guridy teaches a class about the 1968 protests against the Vietnam war that took place on Columbia’s campus. He teaches in one of the buildings that students occupied in 1968 – Fayerweather Hall.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“As in 1968, the Columbia students of 2024 are absolutely galvanized by what’s transpiring in Gaza, in the Middle East,” Guridy said in an interview with NPR.\u003c/p>\n\u003cp>“In that sense, it is an uncanny resemblance to what transpired in the late sixties in this country, where U.S. students and other people in this country were inspired to speak out and mobilize against what they saw as an unjust war in Vietnam.”\u003c/p>\n\u003ch3>\u003cstrong>2. Parallels and differences.\u003c/strong>\u003c/h3>\n\u003cp>In Guridy’s class, students read historical texts that put the 1968 protests in a larger historical context. Students visit archives at Columbia and other parts of the city. At the end of the semester, they complete a research paper on what they’ve learned about the 1968 student protests.\u003c/p>\n\u003cp>“Students on this campus, a generation of students who have no direct connection to ’68. Yet what they see in it is as a source of inspiration,” Guridy said.\u003c/p>\n\u003cp>A key similarity between the protests of 1968 and 2024 are the calls for divestment.\u003cstrong> In the ’60s, students at college campuses tried to get their administrations to divest from the defense industry or anything connected to the war in Vietnam.\u003c/strong>\u003c/p>\n\u003cp>Guridy adds that the strategy of divestment has a long history that can even be traced back to the 1930s, when people were calling for the boycotting of Nazi Germany.\u003c/p>\n\u003cp>Today’s students are also targeting the financial choices made by their administrations.\u003c/p>\n\u003cp>Two of the main differences: the U.S. doesn’t have boots on the ground in Gaza, and American college students aren’t facing the draft.\u003c/p>\n\u003cp>“The draft was a real reality, including for privileged college students in the late 1960s. And so the sense of urgency was slightly different for the college students and the antiwar movement at that time,” says Guridy.\u003c/p>\n\u003ch3>\u003cstrong>3. Lessons learned from 1968 protests.\u003c/strong>\u003c/h3>\n\u003cp>Several student activists who spoke to NPR cited the organizing of students in 1968 as \u003cstrong>inspiration for their own movements.\u003c/strong>\u003c/p>\n\u003cp>Matthew Vickers, a junior at Occidental College in Los Angeles is one of the many students to set up encampments protesting Israel’s war in Gaza.\u003c/p>\n\u003cp>“Most of the Palestinian solidarity movement has taken direct tactical and moral inspiration from the movements of the sixties. I think the parallels cannot be more obvious,” said Vickers.\u003c/p>\n\u003cp>Alifa Chowdhury is a junior at the University of Michigan, and one of the protest organizers on her campus. \u003cstrong>Their encampment on the Diag is on the exact spot where students in the Sixties marched against the Vietnam War.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“So we’re building on things that have been done before, this is not a new phenomenon. We stand on that protest history today,\u003cem>” \u003c/em>said Chowdhury.\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>MARY LOUISE KELLY, HOST:\u003c/p>\n\u003cp>Early this morning, the quad at the center of Occidental College got some new residents.\u003c/p>\n\u003cp>MATTHEW VICKERS: And here at this side of the encampment we have 17 four-person tents. There are a lot of people out here – I would say over 30 people already here at 5:14 a.m. It’s very optimistic.\u003c/p>\n\u003cp>KELLY: Matthew Vickers is a junior at Occidental, a small college in LA. He’s one of many students on dozens of campuses all over the country to set up encampments protesting Israel’s war in Gaza. Well, the protests only grew over the weekend, and so did the police response, with more than 200 people arrested nationwide on Saturday. Now, these protests are very much of this moment, and yet they echo another moment of political upheaval more than 50 years ago.\u003c/p>\n\u003cp>VICKERS: Most of the Palestinian solidarity movement have taken direct tactical and sort of moral inspiration from the movements of the ’60s. I think the parallels cannot be more obvious.\u003c/p>\n\u003cp>KELLY: Matthew Vickers again at Occidental College, which, like so many campuses, saw major protests during the Vietnam War. In April of 1969, hundreds of students protested military recruiters on Occidental’s campus, and dozens occupied an administration building just a stone’s throw from the current encampment. Vickers says he also drew inspiration from another moment the following year.\u003c/p>\n\u003cp>(SOUNDBITE OF ARCHIVED RECORDING)\u003c/p>\n\u003cp>RICHARD NIXON: Good evening, my fellow Americans.\u003c/p>\n\u003cp>KELLY: This is Richard Nixon in 1970, announcing that the Vietnam War would be expanded into Cambodia.\u003c/p>\n\u003cp>(SOUNDBITE OF ARCHIVED RECORDING)\u003c/p>\n\u003cp>NIXON: In cooperation with the armed forces of South Vietnam, attacks are being launched this week to clean out major enemy sanctuaries on the Cambodian-Vietnam Border.\u003c/p>\n\u003cp>KELLY: In the following days, millions of students on campuses nationwide protested Nixon’s decision. It was during these demonstrations that four students were killed by the Ohio National Guard at Kent State University.\u003c/p>\n\u003cp>VICKERS: And that was followed by thousands of arrests, similar to this moment. That goes to show that if we are willing to do something for others, for Palestinians, we can do it.\u003c/p>\n\u003cp>KELLY: This parallel between today’s protests and those of the late ’60s – it’s being repeated over and over across the country. At the University of Michigan, pro-Palestinian protesters are camped out on an open space called the Diag, and they do not plan on leaving.\u003c/p>\n\u003cp>ALIFA CHOWDHURY: It’s like, are you camping forever? And we’re like, I guess.\u003c/p>\n\u003cp>KELLY: Alifa Chowdhury is a junior at Michigan, one of the protest’s organizers. Their encampment on the Diag is on the exact spot where students in the ’60s marched against the Vietnam War.\u003c/p>\n\u003cp>CHOWDHURY: So we’re building on things that have been done before. This is not a new phenomenon. We stand on that protest issue today.\u003c/p>\n\u003cp>KELLY: Same goes for students at UNC Chapel Hill.\u003c/p>\n\u003cp>LILY: Just like during Vietnam right now is this, like, unearthing moment where we’re turning over the topsoil, and we’re getting to see the ideology that lives within university administration.\u003c/p>\n\u003cp>KELLY: Lily is a senior at UNC who’s helping to organize students on campus, and she asked that we use just her first name for security concerns. There have been reasons for students to be careful.\u003c/p>\n\u003cp>(CROSSTALK)\u003c/p>\n\u003cp>KELLY: That’s the sound of police clashing with protesters at USC, UT Austin and Emory University.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: CONSIDER THIS – American college campuses are seeing the biggest student protests since the Vietnam War. So what do campus protests of today have in common with those of the ’60s, and what might we learn from the way that movement played out?\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: From NPR, I’m Mary Louise Kelly.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: It’s CONSIDER THIS FROM NPR. Over the past two weeks, at least 800 people have been arrested on college campuses around the country. That police response is familiar for those who experienced the campus protests of the late 1960s.\u003c/p>\n\u003cp>TOM HORWITZ: They felt that the way to get us out of the buildings was to beat us up on the way out. So there was a lot of blood and a lot of hurt people.\u003c/p>\n\u003cp>KELLY: Tom Horwitz was a student at Columbia University in the spring of 1968, when that campus got turned upside down by student protests. He spent six days occupying the mathematics building with fellow students before police violently cleared out the protesters.\u003c/p>\n\u003cp>(SOUNDBITE OF ARCHIVED RECORDING)\u003c/p>\n\u003cp>UNIDENTIFIED GROUP: (Chanting) No violence, no violence.\u003c/p>\n\u003cp>KELLY: The protests at Columbia that year became a flashpoint for the student activist movement around the country. And this spring, too, Columbia was one of the first sparks of the broader student movement we are seeing now after an encampment on Columbia’s campus was dispersed by police and then reassembled by students. Horwitz sees his generation’s campus protest reflected in current students, and he has this advice for them.\u003c/p>\n\u003cp>HORWITZ: It’s important to keep key simple truths of your position and say it clearly and articulately and nonviolently – the simple truth that the projection of military might in order to solve problems is almost always a terrible thing. And we see it in Gaza, and we saw it in Vietnam.\u003c/p>\n\u003cp>KELLY: There is one place in particular where the protests of the ’60s and the protests of today collide – inside the classroom of Professor Frank Guridy.\u003c/p>\n\u003cp>FRANK GURIDY: The parallels and the comparisons are inevitable.\u003c/p>\n\u003cp>KELLY: Guridy is a professor of history at Columbia. He’s currently teaching an undergrad research seminar about the 1968 protests on campus and in a fitting setting.\u003c/p>\n\u003cp>GURIDY: Yes, I teach the course at Fayerweather Hall, which was one of the buildings that was occupied in 1968 by students.\u003c/p>\n\u003cp>KELLY: And not far from the encampment on campus today.\u003c/p>\n\u003cp>GURIDY: As in 1968, the Columbia students of 2024 are absolutely galvanized by what’s transpiring in Gaza in the Middle East. And in that sense, it is uncanny resemblance to what transpired in the late ’60s in this country, where U.S. students and other people in this country were inspired to speak out and mobilize against what they saw as an unjust war in Vietnam.\u003c/p>\n\u003cp>KELLY: You just described students as absolutely galvanized. And I am curious how cohesive or not student views today versus then are. You know, of course, today we’re seeing counterprotests at some campuses, including Columbia – range of student views all over the place. It was the same during Vietnam.\u003c/p>\n\u003cp>GURIDY: No doubt. I think that’s the thing. I mean, I think, as we get distant from Vietnam, I think there’s this growing perception I detect that somehow there was a widespread support for the antiwar movement. And there was not. So in that sense, this campus, just like the country, was absolutely polarized in 1968 as it is in 2024, and I think that’s an absolute similarity.\u003c/p>\n\u003cp>KELLY: I have been struck by another similarity between ’68 and today, and this is the calls for universities to divest. In the ’60s, students were trying to get their administrations to divest from the defense industry or anything connected to the war in Vietnam. Today’s students are also targeting the financial choices made by their institutions. What do you see as similarities, parallels there?\u003c/p>\n\u003cp>GURIDY: No question, right? So in ’68, the students were galvanized against the war, were targeting all sorts of things – everything from CIA recruitment and military recruitment on campus to the university’s affiliation with the Institute for Defense Analysis, which was a research arm that was facilitating military research at the time. And so yes, they were very much directed towards – one of the major goals of the protest was to get Columbia to disaffiliate with defense research at that time.\u003c/p>\n\u003cp>And yet divestment is a strategy that predates ’68, as we know. I mean, any historian of social movements would tell you that it was very active in the movement against the Nazis around the world in the 1930s. People were calling for boycotting Nazi Germany at that time, including on this campus. So there’s a longer history of divestment. And, of course, that goes after ’68 – when we look at the antiapartheid movement in South Africa in the 1980s – that, you know, Columbia has a long history of divestment activism.\u003c/p>\n\u003cp>KELLY: So let me raise the perhaps starkest difference between now and then, which is the U.S. doesn’t have boots on the ground in Gaza. There’s no American college student facing a draft. It doesn’t exist. How does that change the conversation?\u003c/p>\n\u003cp>GURIDY: Yeah. No, that’s a huge difference. The draft was a real reality, including for privileged college students in the late 1960s. And so, you know, the sense of urgency was slightly different for the college students in the antiwar movement at that time. And so yes – but I think because the U.S. is directly involved in both wars – in the Gaza War, supporting Israel and, of course, in supporting the South Vietnamese government against the Northern Vietnam communist government – you know, in some ways, that strikes me as being more similar than different.\u003c/p>\n\u003cp>So even if the prospect of troops landing in the Middle East is not evident, at least not at this point, I think the sense of urgency is very much there because of the way in which the Gaza-Israel question, you know, plays out domestically here and on this campus in particular.\u003c/p>\n\u003cp>KELLY: As someone teaching the history to current students, I am curious. Is there consensus that the 1968 protests directly influenced U.S. policy when the U.S., as we know, didn’t get out of Vietnam until 1975 – seven years after the 1968 protests?\u003c/p>\n\u003cp>GURIDY: Yes. You’re stepping into a long debate about what ’68 means – a debate that we historians still have now. In fact, when we had our 50th anniversary conference in 2018, we had a panel looking back at ’68. And one of my colleagues was saying, like, wow, you know, ’68 didn’t really deliver the things that the protesters wanted. That’s a fair point. I think that’s absolutely true. But as a social movement historian, you’d be hard-pressed to find any case of a dramatic political social change that didn’t have a social movement behind it. And so even though it took five more years or so for the Vietnam War to end, you know, the power of those social movements is undeniable.\u003c/p>\n\u003cp>And so in my mind, the ’68 protests at Columbia were overwhelmingly positive. Now, I know there are many alums who would disagree with me (laughter). But I think that, as a whole, the university, you know, turned out to be a more welcoming place even though there are plenty of people who really lamented what transpired and felt that the students were really trying to destroy the university. I happen to disagree with that argument. But I think that, for Colombia, you know, even though the central administration really has never publicly acknowledged ’68 in any significant way, I would argue that it actually produced a better campus environment for the students – subsequent generation of students than what existed before.\u003c/p>\n\u003cp>KELLY: Are you optimistic that that may be the case for 2024 – that these protests may ultimately result in a better Columbia and better colleges and universities across the country?\u003c/p>\n\u003cp>GURIDY: I’m not so sure, Mary Louise, I have to say, because I’m a little worried about the way in which our university leadership has responded to the protests. I mean, right now, our campus is still on edge, you know, and it’s not clear how this is going to wind up. But for the institution, I think it’s going to take us a while to recover from what’s transpired here.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: That was Columbia University professor of history Frank Guridy. He teaches a class on the legacy of the campus protests of the late 1960s.\u003c/p>\n\u003cp>This episode was produced by Noah Caldwell and Brianna Scott. It was edited by Courtney Dorning. Our executive producer is Sami Yenigun.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: It’s CONSIDER THIS FROM NPR. I’m Mary Louise Kelly.\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63685/how-todays-college-protests-echo-history","authors":["byline_mindshift_63685"],"categories":["mindshift_194","mindshift_21694"],"tags":["mindshift_21911","mindshift_1013","mindshift_21278"],"featImg":"mindshift_63686","label":"mindshift"},"mindshift_63658":{"type":"posts","id":"mindshift_63658","meta":{"index":"posts_1591205157","site":"mindshift","id":"63658","score":null,"sort":[1714384831000]},"guestAuthors":[],"slug":"many-math-teachers-cobble-together-their-own-instructional-materials-a-survey-finds","title":"Many Math Teachers Cobble Together Their Own Instructional Materials, A Survey Finds","publishDate":1714384831,"format":"standard","headTitle":"Many Math Teachers Cobble Together Their Own Instructional Materials, A Survey Finds | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Writing lesson plans has traditionally been a big part of a teacher’s job. But this doesn’t mean they should be starting from a blank slate. Ideally, teachers are supposed to base their lessons on the textbooks, worksheets and digital materials that school leaders have spent a lot of time reviewing and selecting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a recent national survey of more than 1,000 math teachers reveals that many are rejecting the materials they should be using and cobbling together their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A surprising number of math teachers, particularly at the high school level, simply said we don’t use the district or school-provided materials, or they claimed they didn’t have any,” said \u003ca href=\"https://crmse.sdsu.edu/members/zahner\">William Zahner\u003c/a>, an associate professor of mathematics at San Diego State University, who \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/04/Mathematics-Teachers-Impressions-of-Instructional-Materials-for-English-Learners_-Results-from-a-National-Survey.pdf\">\u003cspan style=\"font-weight: 400\">presented the survey at the April 2024 annual meeting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the American Educational Research Association in Philadelphia. Students, he said, are often being taught through a “bricolage” of materials that teachers assemble themselves from colleagues and the internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What I see happening is a lot of math teachers are rewriting a curriculum that has already been written,” said Zahner. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey results varied by grade level. More than 75% of elementary school math teachers said they used their school’s recommended materials, but fewer than 50% of high school math teachers said they did. \u003c/span>\u003c/p>\n\u003ch4>\u003cb>Share of math teachers who use their school’s recommended materials\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_63659\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63659\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1.png\" alt=\"\" width=\"780\" height=\"384\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1-160x79.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1-768x378.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Less than half of high school math teachers reported using their school’s recommended instructional materials. \u003ccite>(Source: Zahner et al, Mathematics Teachers’ Perceptions of Their Instructional Materials for English Learners: Results from a National Survey, presented at AERA 2024.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The do-it-yourself approach has two downsides, Zahner said, both of which affect students. One problem is that it’s time consuming. Time spent finding materials is time not spent giving students feedback, tailoring existing lessons for students or giving students one-to-one tutoring help. The hunt for materials is also exhausting and can lead to teacher burnout, Zahner said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The other problem is that teacher-made materials may sacrifice the thoughtful sequencing of topics planned by curriculum designers. When teachers create or take materials from various sources, it is hard to maintain a “coherent development” of ideas, Zahner explained. Curriculum designers may weave a review of previous concepts to reinforce them even as new ideas are introduced. Teacher-curated materials may be disjointed. Separate research has found that some of the most popular materials that teachers grab from internet sites, such as Teachers Pay Teachers, are \u003c/span>\u003ca href=\"https://hechingerreport.org/most-english-lessons-on-teachers-pay-teachers-and-other-sites-are-mediocre-or-not-worth-using-study-finds/\">\u003cspan style=\"font-weight: 400\">not high quality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The national survey was conducted in 2021 by researchers at San Diego State University, including Zahner, who also directs the university’s Center for Research in Mathematics and Science Education, and the English Learners Success Forum, a nonprofit that seeks to improve the quality of instructional materials for English learners. The researchers sought out the views of teachers who worked in school districts where more than 10% of the students were classified as English learners, which is the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgf/english-learners#:~:text=The%20percentage%20of%20public%20school,%2C%20or%204.5%20million%20students).\">\u003cspan style=\"font-weight: 400\">national average\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. More than 1,000 math teachers, from kindergarten through 12th grade, responded. On average, 30% of their students were English learners, but some teachers had zero English learners and others had all English learners in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers were asked about the drawbacks of their assigned curriculum for English learners. Many said that their existing materials weren’t connected to their students’ languages and cultures. Others said that the explanations of how to tailor a lesson to an English learner were too general to be useful. Zahner says that teachers have a point and that they need more support in \u003ca href=\"https://www.kqed.org/mindshift/60104/how-to-structure-academic-math-conversations-to-support-english-learners\">how to help English learners develop the language of mathematical reasoning and argumentation\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was not clear from this survey whether the desire to accommodate English learners was the primary reason that teachers were putting together their own materials or whether they would have done so anyway. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are a thousand reasons why this is happening,” said Zahner. One high school teacher in Louisiana who participated in the survey said his students needed a more advanced curriculum. Supervisors inside a school may not like the materials that officials in a central office have chosen. “Sometimes schools have the materials but they’re all hidden in a closet,” Zahner said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the midst of a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61581/how-a-debate-over-the-science-of-math-could-reignite-the-math-wars\">\u003cspan style=\"font-weight: 400\">national debate on how best to teach math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, this survey is an important reminder of yet another reason why many students aren’t getting the instruction that they need. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-many-high-school-math-teachers-cobble-together-their-own-instructional-materials-from-the-internet-and-elsewhere-a-survey-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">math lessons\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Researchers say a DIY approach to math curriculum isn’t serving students well.","status":"publish","parent":0,"modified":1714324569,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":820},"headData":{"title":"Many Math Teachers Cobble Together Their Own Instructional Materials, A Survey Finds | KQED","description":"Researchers say a DIY approach to math curriculum isn’t serving students well.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63661","twTitle":"","twDescription":"","twImgId":"mindshift_63661","socialDescription":"Researchers say a DIY approach to math curriculum isn’t serving students well.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Many Math Teachers Cobble Together Their Own Instructional Materials, A Survey Finds","datePublished":"2024-04-29T10:00:31.000Z","dateModified":"2024-04-28T17:16:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63658/many-math-teachers-cobble-together-their-own-instructional-materials-a-survey-finds","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Writing lesson plans has traditionally been a big part of a teacher’s job. But this doesn’t mean they should be starting from a blank slate. Ideally, teachers are supposed to base their lessons on the textbooks, worksheets and digital materials that school leaders have spent a lot of time reviewing and selecting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a recent national survey of more than 1,000 math teachers reveals that many are rejecting the materials they should be using and cobbling together their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A surprising number of math teachers, particularly at the high school level, simply said we don’t use the district or school-provided materials, or they claimed they didn’t have any,” said \u003ca href=\"https://crmse.sdsu.edu/members/zahner\">William Zahner\u003c/a>, an associate professor of mathematics at San Diego State University, who \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/04/Mathematics-Teachers-Impressions-of-Instructional-Materials-for-English-Learners_-Results-from-a-National-Survey.pdf\">\u003cspan style=\"font-weight: 400\">presented the survey at the April 2024 annual meeting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the American Educational Research Association in Philadelphia. Students, he said, are often being taught through a “bricolage” of materials that teachers assemble themselves from colleagues and the internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What I see happening is a lot of math teachers are rewriting a curriculum that has already been written,” said Zahner. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey results varied by grade level. More than 75% of elementary school math teachers said they used their school’s recommended materials, but fewer than 50% of high school math teachers said they did. \u003c/span>\u003c/p>\n\u003ch4>\u003cb>Share of math teachers who use their school’s recommended materials\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_63659\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63659\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1.png\" alt=\"\" width=\"780\" height=\"384\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1-160x79.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1-768x378.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Less than half of high school math teachers reported using their school’s recommended instructional materials. \u003ccite>(Source: Zahner et al, Mathematics Teachers’ Perceptions of Their Instructional Materials for English Learners: Results from a National Survey, presented at AERA 2024.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The do-it-yourself approach has two downsides, Zahner said, both of which affect students. One problem is that it’s time consuming. Time spent finding materials is time not spent giving students feedback, tailoring existing lessons for students or giving students one-to-one tutoring help. The hunt for materials is also exhausting and can lead to teacher burnout, Zahner said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The other problem is that teacher-made materials may sacrifice the thoughtful sequencing of topics planned by curriculum designers. When teachers create or take materials from various sources, it is hard to maintain a “coherent development” of ideas, Zahner explained. Curriculum designers may weave a review of previous concepts to reinforce them even as new ideas are introduced. Teacher-curated materials may be disjointed. Separate research has found that some of the most popular materials that teachers grab from internet sites, such as Teachers Pay Teachers, are \u003c/span>\u003ca href=\"https://hechingerreport.org/most-english-lessons-on-teachers-pay-teachers-and-other-sites-are-mediocre-or-not-worth-using-study-finds/\">\u003cspan style=\"font-weight: 400\">not high quality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The national survey was conducted in 2021 by researchers at San Diego State University, including Zahner, who also directs the university’s Center for Research in Mathematics and Science Education, and the English Learners Success Forum, a nonprofit that seeks to improve the quality of instructional materials for English learners. The researchers sought out the views of teachers who worked in school districts where more than 10% of the students were classified as English learners, which is the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgf/english-learners#:~:text=The%20percentage%20of%20public%20school,%2C%20or%204.5%20million%20students).\">\u003cspan style=\"font-weight: 400\">national average\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. More than 1,000 math teachers, from kindergarten through 12th grade, responded. On average, 30% of their students were English learners, but some teachers had zero English learners and others had all English learners in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers were asked about the drawbacks of their assigned curriculum for English learners. Many said that their existing materials weren’t connected to their students’ languages and cultures. Others said that the explanations of how to tailor a lesson to an English learner were too general to be useful. Zahner says that teachers have a point and that they need more support in \u003ca href=\"https://www.kqed.org/mindshift/60104/how-to-structure-academic-math-conversations-to-support-english-learners\">how to help English learners develop the language of mathematical reasoning and argumentation\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was not clear from this survey whether the desire to accommodate English learners was the primary reason that teachers were putting together their own materials or whether they would have done so anyway. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are a thousand reasons why this is happening,” said Zahner. One high school teacher in Louisiana who participated in the survey said his students needed a more advanced curriculum. Supervisors inside a school may not like the materials that officials in a central office have chosen. “Sometimes schools have the materials but they’re all hidden in a closet,” Zahner said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the midst of a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61581/how-a-debate-over-the-science-of-math-could-reignite-the-math-wars\">\u003cspan style=\"font-weight: 400\">national debate on how best to teach math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, this survey is an important reminder of yet another reason why many students aren’t getting the instruction that they need. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-many-high-school-math-teachers-cobble-together-their-own-instructional-materials-from-the-internet-and-elsewhere-a-survey-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">math lessons\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63658/many-math-teachers-cobble-together-their-own-instructional-materials-a-survey-finds","authors":["byline_mindshift_63658"],"categories":["mindshift_21504","mindshift_193"],"tags":["mindshift_21403","mindshift_20851","mindshift_146","mindshift_392"],"featImg":"mindshift_63661","label":"mindshift"},"mindshift_63519":{"type":"posts","id":"mindshift_63519","meta":{"index":"posts_1591205157","site":"mindshift","id":"63519","score":null,"sort":[1713866400000]},"guestAuthors":[],"slug":"distracted-students-understanding-these-3-myths-of-attention-span-can-help","title":"Distracted Students? Understanding These 3 Myths of Attention Span Can Help","publishDate":1713866400,"format":"standard","headTitle":"Distracted Students? Understanding These 3 Myths of Attention Span Can Help | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">How many times per day do you check your phone? According to Gloria Mark, psychologist and author of \u003c/span>\u003ca href=\"https://gloriamark.com/attention-span/\">\u003ci>\u003cspan style=\"font-weight: 400\">Attention Span\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, people swipe from screen to screen about 566 times per day, and about half of those switches are self-motivated, meaning they weren’t prompted by a notification.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Digital technologies have been innovated quicker than humans are capable of processing, and our new tools and social media are designed to keep us tapping and swiping. This has become an issue that impedes attention span because “the mind has a limited pool of cognitive resources,” said Mark, who is a professor of informatics at the University of California, Irvine. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0360131519301642#:~:text=Students%20used%20their%20phones%20for,min%20for%20over%20a%20minute.&text=Predictors%20of%20in%2Dclass%20usage,class%20size%2C%20and%20lecture%20organization.\">\u003cspan style=\"font-weight: 400\">In a 2019 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 84 college students in Korea, Mark’s colleagues found that the students spent 28% of class duration \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">distracted on smartphones\u003c/a>. These tech distractions were also associated with lower grades. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, most of the time that we spend interacting with digital technology like smartphones is done unconsciously. But our brains like our bodies experience fatigue, and when we are overloaded with an impossible amount of tech distractions, executive function is negatively affected. When executive function is maxed out “it affects our ability to filter out distractions and stay on path,” Mark said during her recent keynote talk at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her research, Mark has identified three myths of attention span and tech use. Understanding these myths can help teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">guide young people\u003c/a> in maintaining – and regaining – focus throughout the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of endless focus\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, the first myth is assuming that when computers are used “we should strive to be focused as long as possible.” That’s not realistic, she said. When we try to focus on rigorous tasks for long periods on screens without taking breaks to restore our cognitive resources, “our minds can also get injured, and it’s called burnout,” she said. Focus is a limited resource and can fluctuate depending on how engaged or challenged a student feels. So, when teachers strike a balance between harder and simpler tasks in the classroom, it gives students a chance to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">regain cognitive and executive function\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of multitasking\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Myth number two of attention span is multitasking. As humans, “we cannot parallel process unless one of those activities is automatic,” said Mark. Not only does multitasking impair accuracy with individual tasks, “the nail in the coffin is that multitasking creates more stress,” she continued. So when students are switching from task to task and from screen to screen, not only is their executive function declining, but their stress levels are rising. In their research, Mark and her colleagues have found “a correlation with the amount of attention shifting and [participants’] reports of perceived stress,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of self-discipline\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third myth of attention span and tech is that lack of focus is due to low self-discipline. Social media algorithms appeal to our desire to gravitate towards rewards-based social systems, said Mark. For young people, social media can \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">play a big role in social connection\u003c/a>. Receiving affirmation from others is important to \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens’ identity development\u003c/a>, and social media is highly scalable, so teens also gain social capital from likes and online interactions. Because social media and smartphone use is so time consuming and ingrained in identity building, “there’s this competition of interest between what the teacher is talking about and what your friend is saying on the phone,” Mark said. “And it’s probably way more interesting to pay attention to what your friend is saying.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mark sees the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">\u003cspan style=\"font-weight: 400\">banning of smartphones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the classroom as a social equalizer for students in K-12 education. Students should be encouraged to “always put a person, a human being before a smartphone,” said Mark. She said that setting this social standard can appeal to adolescents’ natural desire to be part of a group.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finding what might seem like infinite ways to keep students engaged and happy throughout the day can be daunting. But Mark recommended simple teaching strategies like playing short games, incorporating funny and engaging static cartoons throughout a lesson, class-wide meditation and allowing for small group participation. These teaching strategies pair well with the \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/#:~:text=The%20broaden%2Dand%2Dbuild%20theory%20posits%20that%20experiences%20of%20positive,to%20social%20and%20psychological%20resources.\">\u003cspan style=\"font-weight: 400\">broaden and build theory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which hypothesizes that “the capacity to experience positive emotions may be a fundamental human strength.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, teachers can help students hone in on their attention by practicing forethought and \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">imagining a future self\u003c/a>. Because this is a skill that teens have to build from scratch, “for a young person, it could be their future self at the end of the day,” said Mark. Having a sense of concrete future visualization will \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">help students stay goal-oriented\u003c/a>, even if the goals seem small. Eventually, goals can be set farther in the future, like planning for the weekend, or even for the next academic semester, she continued.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During an interview, Mark stressed the importance of the integration of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">\u003cspan style=\"font-weight: 400\">media literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the curriculum. It is important for young people to learn about the importance of mono-tasking, and dangers of media overuse, said Mark. But it is also imperative that students understand the dangers of misinformation, disinformation and cyberbullying.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Endless focus is not a realistic goal for tech use. Psychologist Gloria Mark provides advice to help young people focus in the digital era.","status":"publish","parent":0,"modified":1713880920,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":916},"headData":{"title":"Distracted Students? Understanding These 3 Myths of Attention Span Can Help | KQED","description":"Endless focus is not a realistic goal for tech use. Psychologist Gloria Mark provides advice to help young people focus in the digital era.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Endless focus is not a realistic goal for tech use. Psychologist Gloria Mark provides advice to help young people focus in the digital era.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Distracted Students? Understanding These 3 Myths of Attention Span Can Help","datePublished":"2024-04-23T10:00:00.000Z","dateModified":"2024-04-23T14:02:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">How many times per day do you check your phone? According to Gloria Mark, psychologist and author of \u003c/span>\u003ca href=\"https://gloriamark.com/attention-span/\">\u003ci>\u003cspan style=\"font-weight: 400\">Attention Span\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, people swipe from screen to screen about 566 times per day, and about half of those switches are self-motivated, meaning they weren’t prompted by a notification.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Digital technologies have been innovated quicker than humans are capable of processing, and our new tools and social media are designed to keep us tapping and swiping. This has become an issue that impedes attention span because “the mind has a limited pool of cognitive resources,” said Mark, who is a professor of informatics at the University of California, Irvine. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0360131519301642#:~:text=Students%20used%20their%20phones%20for,min%20for%20over%20a%20minute.&text=Predictors%20of%20in%2Dclass%20usage,class%20size%2C%20and%20lecture%20organization.\">\u003cspan style=\"font-weight: 400\">In a 2019 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 84 college students in Korea, Mark’s colleagues found that the students spent 28% of class duration \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">distracted on smartphones\u003c/a>. These tech distractions were also associated with lower grades. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, most of the time that we spend interacting with digital technology like smartphones is done unconsciously. But our brains like our bodies experience fatigue, and when we are overloaded with an impossible amount of tech distractions, executive function is negatively affected. When executive function is maxed out “it affects our ability to filter out distractions and stay on path,” Mark said during her recent keynote talk at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her research, Mark has identified three myths of attention span and tech use. Understanding these myths can help teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">guide young people\u003c/a> in maintaining – and regaining – focus throughout the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of endless focus\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, the first myth is assuming that when computers are used “we should strive to be focused as long as possible.” That’s not realistic, she said. When we try to focus on rigorous tasks for long periods on screens without taking breaks to restore our cognitive resources, “our minds can also get injured, and it’s called burnout,” she said. Focus is a limited resource and can fluctuate depending on how engaged or challenged a student feels. So, when teachers strike a balance between harder and simpler tasks in the classroom, it gives students a chance to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">regain cognitive and executive function\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of multitasking\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Myth number two of attention span is multitasking. As humans, “we cannot parallel process unless one of those activities is automatic,” said Mark. Not only does multitasking impair accuracy with individual tasks, “the nail in the coffin is that multitasking creates more stress,” she continued. So when students are switching from task to task and from screen to screen, not only is their executive function declining, but their stress levels are rising. In their research, Mark and her colleagues have found “a correlation with the amount of attention shifting and [participants’] reports of perceived stress,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of self-discipline\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third myth of attention span and tech is that lack of focus is due to low self-discipline. Social media algorithms appeal to our desire to gravitate towards rewards-based social systems, said Mark. For young people, social media can \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">play a big role in social connection\u003c/a>. Receiving affirmation from others is important to \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens’ identity development\u003c/a>, and social media is highly scalable, so teens also gain social capital from likes and online interactions. Because social media and smartphone use is so time consuming and ingrained in identity building, “there’s this competition of interest between what the teacher is talking about and what your friend is saying on the phone,” Mark said. “And it’s probably way more interesting to pay attention to what your friend is saying.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mark sees the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">\u003cspan style=\"font-weight: 400\">banning of smartphones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the classroom as a social equalizer for students in K-12 education. Students should be encouraged to “always put a person, a human being before a smartphone,” said Mark. She said that setting this social standard can appeal to adolescents’ natural desire to be part of a group.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finding what might seem like infinite ways to keep students engaged and happy throughout the day can be daunting. But Mark recommended simple teaching strategies like playing short games, incorporating funny and engaging static cartoons throughout a lesson, class-wide meditation and allowing for small group participation. These teaching strategies pair well with the \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/#:~:text=The%20broaden%2Dand%2Dbuild%20theory%20posits%20that%20experiences%20of%20positive,to%20social%20and%20psychological%20resources.\">\u003cspan style=\"font-weight: 400\">broaden and build theory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which hypothesizes that “the capacity to experience positive emotions may be a fundamental human strength.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, teachers can help students hone in on their attention by practicing forethought and \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">imagining a future self\u003c/a>. Because this is a skill that teens have to build from scratch, “for a young person, it could be their future self at the end of the day,” said Mark. Having a sense of concrete future visualization will \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">help students stay goal-oriented\u003c/a>, even if the goals seem small. Eventually, goals can be set farther in the future, like planning for the weekend, or even for the next academic semester, she continued.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During an interview, Mark stressed the importance of the integration of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">\u003cspan style=\"font-weight: 400\">media literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the curriculum. It is important for young people to learn about the importance of mono-tasking, and dangers of media overuse, said Mark. But it is also imperative that students understand the dangers of misinformation, disinformation and cyberbullying.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help","authors":["11759"],"categories":["mindshift_21445","mindshift_195","mindshift_21504","mindshift_193","mindshift_20874"],"tags":["mindshift_21207","mindshift_866","mindshift_20693","mindshift_20955","mindshift_20824","mindshift_20816","mindshift_30"],"featImg":"mindshift_63520","label":"mindshift"},"mindshift_63636":{"type":"posts","id":"mindshift_63636","meta":{"index":"posts_1591205157","site":"mindshift","id":"63636","score":null,"sort":[1713780305000]},"guestAuthors":[],"slug":"childrens-content-creators-take-on-climate-solutions","title":"Kids Don't Know Enough About Climate Solutions. Children's Media Could Help.","publishDate":1713780305,"format":"standard","headTitle":"Kids Don’t Know Enough About Climate Solutions. Children’s Media Could Help. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Ignorance and apathy are not a winning combination when facing down an existential threat. But that’s exactly what Susie Jaramillo, of Encantos Media, found when her team was conducting focus groups with tweens. They were working on their just-released educational video series on climate change, “This Is Cooler.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s misconceptions around what is actually causing climate change,” she said. “There are so many false narratives: Kids think it’s litter, pollution or a hole in the ozone layer. Zero knowledge in terms of \u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">solutions\u003c/a> and zero awareness in terms of the \u003ca href=\"https://www.kqed.org/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them\">jobs that are available\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only two of sixteen 10- to 12-year-olds interviewed could \u003ca href=\"https://www.kqed.org/mindshift/62566/how-kids-are-making-sense-of-climate-change-and-extreme-weather\">explain the basic facts of climate change\u003c/a>; one had done a fifth-grade research project and the other had visited the Climate Museum, a temporary exhibit in New York City.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On top of not knowing the facts, kids this age expressed \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">some pretty dark feelings\u003c/a>. Jaramillo said she heard “a lot of lizard brain negativity; doom and gloom. There’s a lot of cynicism, sarcasm — adults dropped the ball. There’s a fatalist mentality — ‘there’s nothing we can do, so oh, well.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, teachers \u003c/span>\u003ca href=\"https://naaee.org/sites/default/files/2023-02/NAAEE_State%20of%20Climate%20Change%20Education%20Report_SUBMITTED%2012_12_22%5B1%5D.pdf\">\u003cspan style=\"font-weight: 400\">report a confidence gap\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in teaching about climate change. Many say that they feel \u003ca href=\"https://www.kqed.org/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have\">ill-equipped to tackle it\u003c/a>, even as \u003ca href=\"https://www.kqed.org/mindshift/62105/want-teachers-to-teach-climate-change-youve-got-to-train-them\">most agree it’s important to teach\u003c/a>, and that their students are bringing up the topic and are concerned about it.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63639\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63639\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-800x800.jpg\" alt=\"\" width=\"800\" height=\"800\" data-wp-editing=\"1\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1536x1536.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-2048x2048.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1920x1920.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Planet Media supported the creation of Encantos Media’s just-released “This is Cooler” video series, which is aimed at tweens. \u003ccite>(Image provided by Encantos)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One potential ally that could help: educational media. In \u003c/span>\u003cspan style=\"font-weight: 400\">a 2021 \u003c/span>\u003ca href=\"https://corp.kaltura.com/resources/industry-reports/state-of-video-education-2022/\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of education professionals by the company Kaltura, 94% said that video increases student satisfaction and directly contributes to an improvement in student performance.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a report I co-authored with Sara Poirer in 2022 for \u003c/span>\u003cspan style=\"font-weight: 400\">This Is Planet Ed, an initiative at the Aspen Institute (where I’m an adviser), found that children’s media is still largely silent on climate. Zero of the most popular family movies of 2021 referred to climate change or related topics, and even when reviewing educational, nature and wildlife-themed TV shows for kids, we found that only \u003c/span>\u003cspan style=\"font-weight: 400\">nine of 664 episodes, or 1.4%, referred to climate change.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help break the silence, This Is Planet Ed now has a Planet Media initiative, dedicated to encouraging creators to make more scientifically accurate and entertaining media that engages kids on the causes, solutions and even the opportunities to be found in our changing climate.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63640\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63640\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-800x800.jpg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03.jpg 1080w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">“This is Cooler” uses a combination of live action and animation, with snappy editing, plenty of humor and positivity, to get across some basic info in terms kids can understand. \u003ccite>(Image provided by Encantos)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Planet Media supported the creation of Encantos Media’s just-released “This is Cooler” video series, which is aimed at tweens. It uses a combination of live action and animation, with snappy editing, plenty of humor and positivity, to get across some \u003ca href=\"https://www.kqed.org/mindshift/60834/a-kids-guide-to-climate-change-plus-a-printable-comic\">basic info in terms kids can understand\u003c/a>. For example, it compares heat-trapping greenhouse gases to a too-thick blanket making the planet warmer. The series also looks at green career opportunities, like solar panel installer or sustainable fashion designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jaramillo said she was inspired by successful YouTube influencers who inform while they entertain. “\u003c/span>\u003cspan style=\"font-weight: 400\">It’s super engaging,” she said. “It’s not your typical climate education video.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just like the tweens she talked to, many children’s media creators also hold the misconception that climate change equals doom and gloom. I’m currently running an informal survey of people in the children’s media industry for a chapter in an upcoming book on climate change education. More than four out of five of our respondents agreed that “\u003c/span>\u003cspan style=\"font-weight: 400\">children’s media should cover climate change, its causes, impacts and solutions in developmentally appropriate ways.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But when asked why there isn’t more coverage of the topic to be found already, the top three responses were “creators don’t have the background knowledge,” “too scary” and “too controversial.” One respondent, who works in climate change education, said, “\u003c/span>\u003cspan style=\"font-weight: 400\">My children (ages 6 and 8) no longer want to watch nature documentaries because they always manage to describe how climate change threatens or is killing wildlife and their ecosystems. It’s too scary and they feel helpless.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most successful kids’ science media creators out there says that doesn’t have to be the case. \u003c/span>\u003cspan style=\"font-weight: 400\">“It’s important to \u003ca href=\"https://www.kqed.org/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty\">meet kids where they are\u003c/a>. To care about the planet \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">you first have to love it\u003c/a>,” said Mindy Thomas, co-host of “Wow in the World” from Tinkercast. The kids’ science podcast reaches about 600,000 unique listeners a month. And at least one in five episodes touches on the environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thomas and her team participated in Planet Media’s recent “pitch fest,” an open call for more content that puts across the core facts of climate change in an age-appropriate way, as well as depicting solutions. “We wanted to use our platform to help elevate this important initiative,” said Meredith \u003c/span>\u003cspan style=\"font-weight: 400\">Halpern-Ranzer, co-founder of Tinkercast. \u003c/span>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.kqed.org/mindshift/63322/should-schools-teach-climate-activism\">Climate activism\u003c/a> is always something we’ve been really passionate about.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often, Halpern-Ranzer and her team find their “wow” by focusing on emerging climate solutions, like a plant-based substitute for single-use plastic, or white paint that can cool down a city. Last fall, they launched Tinker Class, a National Science Foundation-funded hub for teachers to use the podcasts in their elementary school classrooms, as the instigators for “podject-based learning” activities (the “Wow in the World” team really likes puns). About 2,000 teachers have participated so far. Similarly, \u003c/span>\u003cspan style=\"font-weight: 400\">This is Planet Ed has created an “educational guide” to reinforce the key messages that Planet Media content is trying to get across.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ashlye Allison teaches fifth grade in a Title I elementary school in South Seattle. She crafts her own curriculum on climate change, following the \u003c/span>\u003ca href=\"https://www.nextgenscience.org/\">\u003cspan style=\"font-weight: 400\">Next Generation Science Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which seek to improve science education using a three-dimensional approach.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want it to be connected to their daily lives and what’s going on in Seattle, and \u003c/span>\u003cspan style=\"font-weight: 400\">about, ‘what can we do about this?’” She showed the “This Is Cooler” video to her students, and said they found it more engaging than other videos she’s used in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just as Jaramillo found, Allison said her students especially liked the video’s reference to solutions like solar power and electric school buses. “\u003c/span>\u003cspan style=\"font-weight: 400\">If it’s just doom and gloom, nothing can happen, and so I don’t care. That’s what my kids took out of it: solutions. That’s what they quoted the most, is how to fix it. And I think they would be interested in more ways people are fixing different problems.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This column about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/column-climate-change-lessons-arrive-in-kids-entertainment/\">\u003ci>\u003cspan style=\"font-weight: 400\">climate change outreach\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Kids have a lot of misconceptions about the causes of climate change. And without learning about solutions, they're likely to feel apathy.","status":"publish","parent":0,"modified":1713662378,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1262},"headData":{"title":"Kids Don't Know Enough About Climate Solutions. Children's Media Could Help. | KQED","description":"Kids have a lot of misconceptions about the causes of climate change. And without learning about solutions, they're likely to feel apathy.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Kids have a lot of misconceptions about the causes of climate change. And without learning about solutions, they're likely to feel apathy.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Kids Don't Know Enough About Climate Solutions. Children's Media Could Help.","datePublished":"2024-04-22T10:05:05.000Z","dateModified":"2024-04-21T01:19:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Anya Kamenetz, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63636/childrens-content-creators-take-on-climate-solutions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ignorance and apathy are not a winning combination when facing down an existential threat. But that’s exactly what Susie Jaramillo, of Encantos Media, found when her team was conducting focus groups with tweens. They were working on their just-released educational video series on climate change, “This Is Cooler.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s misconceptions around what is actually causing climate change,” she said. “There are so many false narratives: Kids think it’s litter, pollution or a hole in the ozone layer. Zero knowledge in terms of \u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">solutions\u003c/a> and zero awareness in terms of the \u003ca href=\"https://www.kqed.org/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them\">jobs that are available\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only two of sixteen 10- to 12-year-olds interviewed could \u003ca href=\"https://www.kqed.org/mindshift/62566/how-kids-are-making-sense-of-climate-change-and-extreme-weather\">explain the basic facts of climate change\u003c/a>; one had done a fifth-grade research project and the other had visited the Climate Museum, a temporary exhibit in New York City.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On top of not knowing the facts, kids this age expressed \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">some pretty dark feelings\u003c/a>. Jaramillo said she heard “a lot of lizard brain negativity; doom and gloom. There’s a lot of cynicism, sarcasm — adults dropped the ball. There’s a fatalist mentality — ‘there’s nothing we can do, so oh, well.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, teachers \u003c/span>\u003ca href=\"https://naaee.org/sites/default/files/2023-02/NAAEE_State%20of%20Climate%20Change%20Education%20Report_SUBMITTED%2012_12_22%5B1%5D.pdf\">\u003cspan style=\"font-weight: 400\">report a confidence gap\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in teaching about climate change. Many say that they feel \u003ca href=\"https://www.kqed.org/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have\">ill-equipped to tackle it\u003c/a>, even as \u003ca href=\"https://www.kqed.org/mindshift/62105/want-teachers-to-teach-climate-change-youve-got-to-train-them\">most agree it’s important to teach\u003c/a>, and that their students are bringing up the topic and are concerned about it.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63639\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63639\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-800x800.jpg\" alt=\"\" width=\"800\" height=\"800\" data-wp-editing=\"1\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1536x1536.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-2048x2048.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1920x1920.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Planet Media supported the creation of Encantos Media’s just-released “This is Cooler” video series, which is aimed at tweens. \u003ccite>(Image provided by Encantos)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One potential ally that could help: educational media. In \u003c/span>\u003cspan style=\"font-weight: 400\">a 2021 \u003c/span>\u003ca href=\"https://corp.kaltura.com/resources/industry-reports/state-of-video-education-2022/\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of education professionals by the company Kaltura, 94% said that video increases student satisfaction and directly contributes to an improvement in student performance.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a report I co-authored with Sara Poirer in 2022 for \u003c/span>\u003cspan style=\"font-weight: 400\">This Is Planet Ed, an initiative at the Aspen Institute (where I’m an adviser), found that children’s media is still largely silent on climate. Zero of the most popular family movies of 2021 referred to climate change or related topics, and even when reviewing educational, nature and wildlife-themed TV shows for kids, we found that only \u003c/span>\u003cspan style=\"font-weight: 400\">nine of 664 episodes, or 1.4%, referred to climate change.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help break the silence, This Is Planet Ed now has a Planet Media initiative, dedicated to encouraging creators to make more scientifically accurate and entertaining media that engages kids on the causes, solutions and even the opportunities to be found in our changing climate.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63640\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63640\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-800x800.jpg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03.jpg 1080w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">“This is Cooler” uses a combination of live action and animation, with snappy editing, plenty of humor and positivity, to get across some basic info in terms kids can understand. \u003ccite>(Image provided by Encantos)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Planet Media supported the creation of Encantos Media’s just-released “This is Cooler” video series, which is aimed at tweens. It uses a combination of live action and animation, with snappy editing, plenty of humor and positivity, to get across some \u003ca href=\"https://www.kqed.org/mindshift/60834/a-kids-guide-to-climate-change-plus-a-printable-comic\">basic info in terms kids can understand\u003c/a>. For example, it compares heat-trapping greenhouse gases to a too-thick blanket making the planet warmer. The series also looks at green career opportunities, like solar panel installer or sustainable fashion designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jaramillo said she was inspired by successful YouTube influencers who inform while they entertain. “\u003c/span>\u003cspan style=\"font-weight: 400\">It’s super engaging,” she said. “It’s not your typical climate education video.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just like the tweens she talked to, many children’s media creators also hold the misconception that climate change equals doom and gloom. I’m currently running an informal survey of people in the children’s media industry for a chapter in an upcoming book on climate change education. More than four out of five of our respondents agreed that “\u003c/span>\u003cspan style=\"font-weight: 400\">children’s media should cover climate change, its causes, impacts and solutions in developmentally appropriate ways.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But when asked why there isn’t more coverage of the topic to be found already, the top three responses were “creators don’t have the background knowledge,” “too scary” and “too controversial.” One respondent, who works in climate change education, said, “\u003c/span>\u003cspan style=\"font-weight: 400\">My children (ages 6 and 8) no longer want to watch nature documentaries because they always manage to describe how climate change threatens or is killing wildlife and their ecosystems. It’s too scary and they feel helpless.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most successful kids’ science media creators out there says that doesn’t have to be the case. \u003c/span>\u003cspan style=\"font-weight: 400\">“It’s important to \u003ca href=\"https://www.kqed.org/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty\">meet kids where they are\u003c/a>. To care about the planet \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">you first have to love it\u003c/a>,” said Mindy Thomas, co-host of “Wow in the World” from Tinkercast. The kids’ science podcast reaches about 600,000 unique listeners a month. And at least one in five episodes touches on the environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thomas and her team participated in Planet Media’s recent “pitch fest,” an open call for more content that puts across the core facts of climate change in an age-appropriate way, as well as depicting solutions. “We wanted to use our platform to help elevate this important initiative,” said Meredith \u003c/span>\u003cspan style=\"font-weight: 400\">Halpern-Ranzer, co-founder of Tinkercast. \u003c/span>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.kqed.org/mindshift/63322/should-schools-teach-climate-activism\">Climate activism\u003c/a> is always something we’ve been really passionate about.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often, Halpern-Ranzer and her team find their “wow” by focusing on emerging climate solutions, like a plant-based substitute for single-use plastic, or white paint that can cool down a city. Last fall, they launched Tinker Class, a National Science Foundation-funded hub for teachers to use the podcasts in their elementary school classrooms, as the instigators for “podject-based learning” activities (the “Wow in the World” team really likes puns). About 2,000 teachers have participated so far. Similarly, \u003c/span>\u003cspan style=\"font-weight: 400\">This is Planet Ed has created an “educational guide” to reinforce the key messages that Planet Media content is trying to get across.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ashlye Allison teaches fifth grade in a Title I elementary school in South Seattle. She crafts her own curriculum on climate change, following the \u003c/span>\u003ca href=\"https://www.nextgenscience.org/\">\u003cspan style=\"font-weight: 400\">Next Generation Science Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which seek to improve science education using a three-dimensional approach.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want it to be connected to their daily lives and what’s going on in Seattle, and \u003c/span>\u003cspan style=\"font-weight: 400\">about, ‘what can we do about this?’” She showed the “This Is Cooler” video to her students, and said they found it more engaging than other videos she’s used in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just as Jaramillo found, Allison said her students especially liked the video’s reference to solutions like solar power and electric school buses. “\u003c/span>\u003cspan style=\"font-weight: 400\">If it’s just doom and gloom, nothing can happen, and so I don’t care. That’s what my kids took out of it: solutions. That’s what they quoted the most, is how to fix it. And I think they would be interested in more ways people are fixing different problems.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This column about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/column-climate-change-lessons-arrive-in-kids-entertainment/\">\u003ci>\u003cspan style=\"font-weight: 400\">climate change outreach\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63636/childrens-content-creators-take-on-climate-solutions","authors":["byline_mindshift_63636"],"categories":["mindshift_21508"],"tags":["mindshift_21124"],"featImg":"mindshift_63643","label":"mindshift"},"mindshift_63615":{"type":"posts","id":"mindshift_63615","meta":{"index":"posts_1591205157","site":"mindshift","id":"63615","score":null,"sort":[1713780042000]},"guestAuthors":[],"slug":"stanfords-jo-boaler-talks-about-her-new-book-math-ish-and-takes-on-her-critics","title":"Stanford’s Jo Boaler Discusses Her New Book ‘MATH-ish’ and Takes On Her Critics","publishDate":1713780042,"format":"standard","headTitle":"Stanford’s Jo Boaler Discusses Her New Book ‘MATH-ish’ and Takes On Her Critics | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Jo Boaler is a professor at the Stanford Graduate School of Education with a devoted following of teachers who cheer her call to make math education more exciting. But despite all her fans, she has sparked controversy at nearly every stage of her career. Critics say she misrepresents research to make her case and her ideas actually impede students. Now, with a new book coming out in May, provocatively titled “MATH-\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">ish\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,” Boaler is fighting back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is a whole effort to shut me down, my research and my writing,” said Boaler. “I see it as a form of knowledge suppression.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Academic fights usually don’t make it beyond the ivory tower. But Boaler’s popularity and influence have made her a focal point in the current math wars, which also seem to reflect the broader culture wars. In the last few months, \u003c/span>\u003ca href=\"https://nypost.com/2024/03/22/opinion/dei-math-ed-prof-who-helped-get-algebra-banned-in-frisco-is-accused-of-faulty-research/\">\u003cspan style=\"font-weight: 400\">tabloids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.piratewires.com/p/jo-boaler-misrepresented-citations\">\u003cspan style=\"font-weight: 400\">conservative publications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have turned Boaler into something of an education villain who’s captured the attention of \u003c/span>\u003ca href=\"https://twitter.com/elonmusk/status/1770663755149656458\">\u003cspan style=\"font-weight: 400\">Elon Musk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/tedcruz/status/1770659605774786758\">\u003cspan style=\"font-weight: 400\">Texas Sen. Ted Cruz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on social media. Critics have even questioned Boaler’s association with a \u003c/span>\u003ca href=\"https://www.piratewires.com/p/yolande-beckles-scammer-california-education-system\">\u003cspan style=\"font-weight: 400\">former reality tv star\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I am the next target,” Boaler said, describing the death threats and abusive email she’s been receiving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This controversy matters on a much larger level because there is a legitimate debate about how math should be taught in American schools. Cognitive science research suggests that students need a lot of practice and memorization to master math. And once students achieve success through practice, this success will motivate them to learn and enjoy math. In other words, success increases motivation at least as much as motivation produces success. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, from Boaler’s perspective, too many students feel like failures in math class and hate the subject. That leaves us with millions of Americans who are innumerate. Nearly 2 out of every 5 eighth graders don’t even have the most basic math skills, according to the \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/highlights/mathematics/2022/\">\u003cspan style=\"font-weight: 400\">2022 National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NAEP). On the \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/\">\u003cspan style=\"font-weight: 400\">Program for International Student Assessment (PISA)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, American 15-year-olds rank toward the bottom of economically advanced nations in math achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler draws upon a different body of research about student motivation that looks at the root causes of why students don’t like math based on surveys and interviews. Students who are tracked into low-level classes feel discouraged. Struggling math students often describe feelings of anxiety from timed tests. Many students express frustration that math is just a collection of meaningless procedures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler seeks to fix these root causes. She advocates for ending tracking by ability in math classes, getting rid of timed tests and starting with conceptual understanding before introducing procedures. Most importantly, she wants to elevate the work that students tackle in math classes with more interesting questions that spark genuine curiosity and encourage students to think and wonder. Her goal is to expose students to the beauty of mathematical thinking as mathematicians enjoy the subject. Whether students actually learn more math the Boaler way is where this dispute centers. In other words, how strong is the evidence base?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The latest battle over Boaler’s work began with an anonymous complaint published in March by the \u003c/span>\u003ca href=\"https://freebeacon.com/california/san-francisco-cited-this-professor-to-end-8th-grade-algebra-her-research-had-reckless-disregard-for-accuracy-complaint-alleges/\">\u003cspan style=\"font-weight: 400\">Washington Free Beacon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the same conservative website that first surfaced plagiarism accusations against Claudine Gay, the former president of Harvard University. The \u003c/span>\u003ca href=\"https://drive.proton.me/urls/P7BYBG7E6R#VCfOpReAcH9F\">\u003cspan style=\"font-weight: 400\">complaint\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> accuses Boaler of a “reckless disregard for accuracy” by misrepresenting research citations 52 times and asks Stanford to discipline Boaler, a full professor with an endowed chair. Stanford has said it’s reviewing the complaint and hasn’t decided whether to open an investigation, according to news reports. Boaler \u003ca href=\"https://joboaler.people.stanford.edu/\">stands by her research\u003c/a> (other than one citation that she says has been fixed) and calls the anonymous complaint “bogus.” \u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">(\u003c/span>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>UPDATE: The Hechinger Report learned after this article was published that Stanford has decided \u003c/i>\u003c/span>\u003ca href=\"https://url.us.m.mimecastprotect.com/s/7e_rCXDM32FOJLk3SkNtc7?domain=stanforddaily.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>not to open an investigation\u003c/i>\u003c/span>\u003c/a>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>.\u003c/i>\u003c/span>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">)\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They haven’t even got the courage to put their name on accusations like this,” Boaler said. “That tells us something.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler first drew fire from critics in 2005, when she presented new \u003c/span>\u003ca href=\"https://nrich.maths.org/content/id/7011/nrich%20paper.pdf\">\u003cspan style=\"font-weight: 400\">research claiming that students at a low-income school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who were behind grade level had outperformed students at higher achieving schools when they were taught in classrooms that combined students of different math achievement levels. The supposed secret sauce was an unusual curriculum that emphasized group work and de-emphasized lectures. Critics disparaged the findings and hounded her to release her data. Math professors at Stanford and Cal State University \u003c/span>\u003ca href=\"https://nonpartisaneducation.org/Review/Articles/v8n1.pdf\">\u003cspan style=\"font-weight: 400\">re-crunched the numbers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and declared they’d found the opposite result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler, who is originally from England, retreated to an academic post back in the U.K., but returned to Stanford in 2010 with a fighting spirit. She had written a book, “What’s Math Got to Do with It?: How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject,” which explained to a general audience why challenging, open-ended problems would help more children to embrace math and how the current approach of boring drills and formulas was turning too many kids off. Teachers loved it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler accused her earlier critics of academic \u003c/span>\u003ca href=\"https://www.insidehighered.com/news/2012/10/15/stanford-professor-goes-public-attacks-over-her-math-education-research\">\u003cspan style=\"font-weight: 400\">bullying and harassment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But she didn’t address their legitimate research questions. Instead, she focused on changing classrooms. Tens of thousands of teachers and parents flocked to her 2013 online course on how to teach math. Building on this new fan base, she founded a nonprofit organization at Stanford called youcubed to train teachers, conduct research and spread her gospel. Boaler says a half million teachers now visit youcubed’s website each month.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler also saw math as a lever to promote social justice. She lamented that too many low-income Black and Hispanic children were stuck in discouraging, low-level math classes. She advocated for change. In 2014, San Francisco \u003c/span>\u003ca href=\"https://sanfrancisco.granicus.com/player/clip/19433?view_id=47&redirect=true\">\u003cspan style=\"font-weight: 400\">heeded that call\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, mixing different achievement levels in middle school classrooms and delaying algebra until ninth grade. Parents, especially in the city’s large Asian community, protested that delaying algebra was holding their children back. Without starting algebra in middle school, it was difficult to progress to high school calculus, an important course for college applications. Parents blamed Boaler, who applauded San Francisco for \u003c/span>\u003ca href=\"https://hechingerreport.org/opinion-how-one-city-got-math-right/\">\u003cspan style=\"font-weight: 400\">getting math right\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Ten years later, the city is slated to \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2024-02-14-sfusd-offer-algebra-1-8th-grade-beginning-2024-25-school-year#:~:text=San%20Francisco%20(February%2014%2C%202024,at%20its%20regular%20meeting%20Tuesday.\">\u003cspan style=\"font-weight: 400\">reinstate algebra for eighth graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this fall. Boaler denies any involvement in the unpopular San Francisco reforms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before that math experiment unraveled in San Francisco, California education policymakers tapped Boaler to be one of the lead writers of a new math framework, which would guide math instruction throughout the state. The first draft discouraged tracking children into separate math classes by achievement levels, and proposed delaying algebra until high school. It emphasized “social justice” and suggested that students could take data science instead of advanced algebra in high school. Traditional math proponents worried that the document would water down math instruction in California, hinder advanced students and make it harder to pursue STEM careers. And they were concerned that California’s proposed reforms could spread across the nation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the battle to quash the framework, critics attacked Boaler for trying to institute “\u003c/span>\u003ca href=\"https://blog.independent.org/2023/07/10/californias-flawed-k-12-math-framework/\">\u003cspan style=\"font-weight: 400\">woke\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” mathematics. The battle became personal, with some criticizing her \u003c/span>\u003ca href=\"https://www.oxnardsd.org/site/default.aspx?PageType=3&ModuleInstanceID=16044&ViewID=DEDCCD34-7C24-4AF2-812A-33C0075398BC&RenderLoc=0&FlexDataID=25705&PageID=10939&Tag=&Comments=true\">\u003cspan style=\"font-weight: 400\">$5,000-an-hour\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consulting and speaking fees at public schools while sending her own children to private school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critics also dug into the weeds of the framework document, which is how this also became a research story. A Stanford mathematics professor catalogued a list of what he saw as \u003c/span>\u003ca href=\"https://sites.google.com/view/publiccommentsonthecmf/\">\u003cspan style=\"font-weight: 400\">research misrepresentations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Those citations, together with additional characterizations of research findings throughout Boaler’s writings, eventually grew into the anonymous complaint that’s now at Stanford.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the time the most recent complaint against Boaler was lodged, the framework had already been revised in substantial ways. Boaler’s critics had arguably won their main policy battles. College-bound students still need the traditional course sequence and cannot substitute data science for advanced algebra. California’s middle schools will continue to have the option to track children into separate classes and start algebra in eighth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the attacks on Boaler continue. In addition to seeking sanctions from Stanford, her anonymous critics have asked academic journals to pull down her papers, according to Boaler. They’ve written to conference organizers to stop Boaler from speaking and, she says, they’ve told her funders to stop giving money to her. At least one, the Valhalla Foundation, the family foundation of billionaire Scott Cook (co-founder of the software giant Intuit), stopped funding youcubed in 2024. In 2022 and 2023, it gave Boaler’s organization more than $560,000. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler sees the continued salvos against her as part of the larger right-wing attack on diversity, equity and inclusion, or DEI. She also sees a misogynistic pattern of taking down women who have power in education, such as Claudine Gay. “You’re basically hung, drawn and quartered by the court of Twitter,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From my perch as a journalist who covers education research, I see that Boaler has a tendency to \u003c/span>\u003ca href=\"http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/march-13th-2019\">\u003cspan style=\"font-weight: 400\">overstate the implications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a narrow study. Sometimes she cites a theory that’s been written about in an academic journal but hasn’t been proven and labels it research. While technically true – most academic writing falls under the broad category of research – that’s not the same as evidence from a well-designed classroom experiment. And she tends not to factor in evidence that runs counter to her views or adjust her views as new studies arise. Some of her numerical claims seem grandiose. For example, she says one of her 18-lesson summer courses raised achievement by \u003c/span>\u003ca href=\"https://www.youcubed.org/pd/\">\u003cspan style=\"font-weight: 400\">2.8 years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People have raised questions for a long time about the rigor and the care in which Jo makes claims related to both her own research and others,” said Jon Star, a professor of math education at Harvard Graduate School of Education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Star says many other education researchers have done exactly the same, and the “liberties” Boaler takes are common in the field. “That’s not to suggest that taking these liberties is okay,” Star said, “but she is being called out for it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler is getting more scrutiny than her colleagues, he said, because she’s influential, has a large following of devoted teachers and has been involved in policy changes at schools. Many other scholars of math education share Boaler’s views. But Boaler has become the public face of nontraditional teaching ideas in math. And in today’s polarized political climate, that’s a dangerous public face to be.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The citation controversy reflects bigger issues with the state of education research. It’s often not as precise as the hard sciences or even social sciences like economics. Academic experts are prone to make wide, sweeping statements. And there are too few studies in real classrooms or randomized controlled trials that could settle some of the big debates. Star argues that \u003c/span>\u003ca href=\"https://pubs.nctm.org/view/journals/jrme/49/1/article-p98.xml\">\u003cspan style=\"font-weight: 400\">more replication studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> could improve the quality of evidence for math instruction. We can’t know which teaching methods are most effective unless the method can be reproduced in different settings with different students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also possible that more research may never settle these big math debates and we may continue to generate conflicting evidence. There’s the real possibility that traditional methods could be more effective for short-term achievement gains, while nontraditional methods might attract more students to the subject, and potentially lead to more creative problem solvers in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if \u003c/span>\u003ca href=\"https://notepad.michaelpershan.com/youcubed-is-more-than-just-sloppy-about-research/\">\u003cspan style=\"font-weight: 400\">Boaler is loose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with the details of research studies, she could still be right about the big picture. Maybe advanced students would be better off slowing down on the current racetrack to calculus to learn math with more depth and breadth. Her fun, hands-on approach to math might spark just enough motivation to inspire more kids to do their homework. Might we trade off a bit of short-term math achievement for a greater good of a numerate, civic society?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her new book, “\u003c/span>\u003ca href=\"https://www.harpercollins.com/products/math-ish-jo-boaler?variant=41226038083618\">\u003cspan style=\"font-weight: 400\">MATH-\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">ish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Boaler is doubling down on her approach to math with a title that seems to encourage inexactitude. She argues that approaching a problem in a “math-ish” way gives students the freedom to take a guess and make mistakes, to step back and think rather than jumping to numerical calculations. Boaler says she’s hearing from teachers that “ish” is far more fun than making estimates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m hoping this book is going to be my salvation,” she said, “that I have something exciting to do and focus on and not focus on the thousands of abusive messages I’m getting.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-stanfords-jo-boaler-book-math-ish-critics/\">\u003ci>\u003cspan style=\"font-weight: 400\">Jo Boaler\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"With a new book coming out in May, titled “MATH-ish,” Jo Boaler is fighting back against her critics in the current math wars.","status":"publish","parent":0,"modified":1713883570,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":2235},"headData":{"title":"Stanford’s Jo Boaler Discusses Her New Book ‘MATH-ish’ and Takes On Her Critics | KQED","description":"With a new book coming out in May, titled “MATH-ish,” Jo Boaler is fighting back against her critics in the current math wars.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"With a new book coming out in May, titled “MATH-ish,” Jo Boaler is fighting back against her critics in the current math wars.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Stanford’s Jo Boaler Discusses Her New Book ‘MATH-ish’ and Takes On Her Critics","datePublished":"2024-04-22T10:00:42.000Z","dateModified":"2024-04-23T14:46:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63615/stanfords-jo-boaler-talks-about-her-new-book-math-ish-and-takes-on-her-critics","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Jo Boaler is a professor at the Stanford Graduate School of Education with a devoted following of teachers who cheer her call to make math education more exciting. But despite all her fans, she has sparked controversy at nearly every stage of her career. Critics say she misrepresents research to make her case and her ideas actually impede students. Now, with a new book coming out in May, provocatively titled “MATH-\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">ish\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,” Boaler is fighting back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is a whole effort to shut me down, my research and my writing,” said Boaler. “I see it as a form of knowledge suppression.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Academic fights usually don’t make it beyond the ivory tower. But Boaler’s popularity and influence have made her a focal point in the current math wars, which also seem to reflect the broader culture wars. In the last few months, \u003c/span>\u003ca href=\"https://nypost.com/2024/03/22/opinion/dei-math-ed-prof-who-helped-get-algebra-banned-in-frisco-is-accused-of-faulty-research/\">\u003cspan style=\"font-weight: 400\">tabloids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.piratewires.com/p/jo-boaler-misrepresented-citations\">\u003cspan style=\"font-weight: 400\">conservative publications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have turned Boaler into something of an education villain who’s captured the attention of \u003c/span>\u003ca href=\"https://twitter.com/elonmusk/status/1770663755149656458\">\u003cspan style=\"font-weight: 400\">Elon Musk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/tedcruz/status/1770659605774786758\">\u003cspan style=\"font-weight: 400\">Texas Sen. Ted Cruz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on social media. Critics have even questioned Boaler’s association with a \u003c/span>\u003ca href=\"https://www.piratewires.com/p/yolande-beckles-scammer-california-education-system\">\u003cspan style=\"font-weight: 400\">former reality tv star\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I am the next target,” Boaler said, describing the death threats and abusive email she’s been receiving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This controversy matters on a much larger level because there is a legitimate debate about how math should be taught in American schools. Cognitive science research suggests that students need a lot of practice and memorization to master math. And once students achieve success through practice, this success will motivate them to learn and enjoy math. In other words, success increases motivation at least as much as motivation produces success. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, from Boaler’s perspective, too many students feel like failures in math class and hate the subject. That leaves us with millions of Americans who are innumerate. Nearly 2 out of every 5 eighth graders don’t even have the most basic math skills, according to the \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/highlights/mathematics/2022/\">\u003cspan style=\"font-weight: 400\">2022 National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NAEP). On the \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/\">\u003cspan style=\"font-weight: 400\">Program for International Student Assessment (PISA)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, American 15-year-olds rank toward the bottom of economically advanced nations in math achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler draws upon a different body of research about student motivation that looks at the root causes of why students don’t like math based on surveys and interviews. Students who are tracked into low-level classes feel discouraged. Struggling math students often describe feelings of anxiety from timed tests. Many students express frustration that math is just a collection of meaningless procedures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler seeks to fix these root causes. She advocates for ending tracking by ability in math classes, getting rid of timed tests and starting with conceptual understanding before introducing procedures. Most importantly, she wants to elevate the work that students tackle in math classes with more interesting questions that spark genuine curiosity and encourage students to think and wonder. Her goal is to expose students to the beauty of mathematical thinking as mathematicians enjoy the subject. Whether students actually learn more math the Boaler way is where this dispute centers. In other words, how strong is the evidence base?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The latest battle over Boaler’s work began with an anonymous complaint published in March by the \u003c/span>\u003ca href=\"https://freebeacon.com/california/san-francisco-cited-this-professor-to-end-8th-grade-algebra-her-research-had-reckless-disregard-for-accuracy-complaint-alleges/\">\u003cspan style=\"font-weight: 400\">Washington Free Beacon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the same conservative website that first surfaced plagiarism accusations against Claudine Gay, the former president of Harvard University. The \u003c/span>\u003ca href=\"https://drive.proton.me/urls/P7BYBG7E6R#VCfOpReAcH9F\">\u003cspan style=\"font-weight: 400\">complaint\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> accuses Boaler of a “reckless disregard for accuracy” by misrepresenting research citations 52 times and asks Stanford to discipline Boaler, a full professor with an endowed chair. Stanford has said it’s reviewing the complaint and hasn’t decided whether to open an investigation, according to news reports. Boaler \u003ca href=\"https://joboaler.people.stanford.edu/\">stands by her research\u003c/a> (other than one citation that she says has been fixed) and calls the anonymous complaint “bogus.” \u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">(\u003c/span>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>UPDATE: The Hechinger Report learned after this article was published that Stanford has decided \u003c/i>\u003c/span>\u003ca href=\"https://url.us.m.mimecastprotect.com/s/7e_rCXDM32FOJLk3SkNtc7?domain=stanforddaily.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>not to open an investigation\u003c/i>\u003c/span>\u003c/a>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>.\u003c/i>\u003c/span>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">)\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They haven’t even got the courage to put their name on accusations like this,” Boaler said. “That tells us something.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler first drew fire from critics in 2005, when she presented new \u003c/span>\u003ca href=\"https://nrich.maths.org/content/id/7011/nrich%20paper.pdf\">\u003cspan style=\"font-weight: 400\">research claiming that students at a low-income school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who were behind grade level had outperformed students at higher achieving schools when they were taught in classrooms that combined students of different math achievement levels. The supposed secret sauce was an unusual curriculum that emphasized group work and de-emphasized lectures. Critics disparaged the findings and hounded her to release her data. Math professors at Stanford and Cal State University \u003c/span>\u003ca href=\"https://nonpartisaneducation.org/Review/Articles/v8n1.pdf\">\u003cspan style=\"font-weight: 400\">re-crunched the numbers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and declared they’d found the opposite result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler, who is originally from England, retreated to an academic post back in the U.K., but returned to Stanford in 2010 with a fighting spirit. She had written a book, “What’s Math Got to Do with It?: How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject,” which explained to a general audience why challenging, open-ended problems would help more children to embrace math and how the current approach of boring drills and formulas was turning too many kids off. Teachers loved it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler accused her earlier critics of academic \u003c/span>\u003ca href=\"https://www.insidehighered.com/news/2012/10/15/stanford-professor-goes-public-attacks-over-her-math-education-research\">\u003cspan style=\"font-weight: 400\">bullying and harassment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But she didn’t address their legitimate research questions. Instead, she focused on changing classrooms. Tens of thousands of teachers and parents flocked to her 2013 online course on how to teach math. Building on this new fan base, she founded a nonprofit organization at Stanford called youcubed to train teachers, conduct research and spread her gospel. Boaler says a half million teachers now visit youcubed’s website each month.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler also saw math as a lever to promote social justice. She lamented that too many low-income Black and Hispanic children were stuck in discouraging, low-level math classes. She advocated for change. In 2014, San Francisco \u003c/span>\u003ca href=\"https://sanfrancisco.granicus.com/player/clip/19433?view_id=47&redirect=true\">\u003cspan style=\"font-weight: 400\">heeded that call\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, mixing different achievement levels in middle school classrooms and delaying algebra until ninth grade. Parents, especially in the city’s large Asian community, protested that delaying algebra was holding their children back. Without starting algebra in middle school, it was difficult to progress to high school calculus, an important course for college applications. Parents blamed Boaler, who applauded San Francisco for \u003c/span>\u003ca href=\"https://hechingerreport.org/opinion-how-one-city-got-math-right/\">\u003cspan style=\"font-weight: 400\">getting math right\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Ten years later, the city is slated to \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2024-02-14-sfusd-offer-algebra-1-8th-grade-beginning-2024-25-school-year#:~:text=San%20Francisco%20(February%2014%2C%202024,at%20its%20regular%20meeting%20Tuesday.\">\u003cspan style=\"font-weight: 400\">reinstate algebra for eighth graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this fall. Boaler denies any involvement in the unpopular San Francisco reforms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before that math experiment unraveled in San Francisco, California education policymakers tapped Boaler to be one of the lead writers of a new math framework, which would guide math instruction throughout the state. The first draft discouraged tracking children into separate math classes by achievement levels, and proposed delaying algebra until high school. It emphasized “social justice” and suggested that students could take data science instead of advanced algebra in high school. Traditional math proponents worried that the document would water down math instruction in California, hinder advanced students and make it harder to pursue STEM careers. And they were concerned that California’s proposed reforms could spread across the nation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the battle to quash the framework, critics attacked Boaler for trying to institute “\u003c/span>\u003ca href=\"https://blog.independent.org/2023/07/10/californias-flawed-k-12-math-framework/\">\u003cspan style=\"font-weight: 400\">woke\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” mathematics. The battle became personal, with some criticizing her \u003c/span>\u003ca href=\"https://www.oxnardsd.org/site/default.aspx?PageType=3&ModuleInstanceID=16044&ViewID=DEDCCD34-7C24-4AF2-812A-33C0075398BC&RenderLoc=0&FlexDataID=25705&PageID=10939&Tag=&Comments=true\">\u003cspan style=\"font-weight: 400\">$5,000-an-hour\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consulting and speaking fees at public schools while sending her own children to private school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critics also dug into the weeds of the framework document, which is how this also became a research story. A Stanford mathematics professor catalogued a list of what he saw as \u003c/span>\u003ca href=\"https://sites.google.com/view/publiccommentsonthecmf/\">\u003cspan style=\"font-weight: 400\">research misrepresentations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Those citations, together with additional characterizations of research findings throughout Boaler’s writings, eventually grew into the anonymous complaint that’s now at Stanford.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the time the most recent complaint against Boaler was lodged, the framework had already been revised in substantial ways. Boaler’s critics had arguably won their main policy battles. College-bound students still need the traditional course sequence and cannot substitute data science for advanced algebra. California’s middle schools will continue to have the option to track children into separate classes and start algebra in eighth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the attacks on Boaler continue. In addition to seeking sanctions from Stanford, her anonymous critics have asked academic journals to pull down her papers, according to Boaler. They’ve written to conference organizers to stop Boaler from speaking and, she says, they’ve told her funders to stop giving money to her. At least one, the Valhalla Foundation, the family foundation of billionaire Scott Cook (co-founder of the software giant Intuit), stopped funding youcubed in 2024. In 2022 and 2023, it gave Boaler’s organization more than $560,000. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler sees the continued salvos against her as part of the larger right-wing attack on diversity, equity and inclusion, or DEI. She also sees a misogynistic pattern of taking down women who have power in education, such as Claudine Gay. “You’re basically hung, drawn and quartered by the court of Twitter,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From my perch as a journalist who covers education research, I see that Boaler has a tendency to \u003c/span>\u003ca href=\"http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/march-13th-2019\">\u003cspan style=\"font-weight: 400\">overstate the implications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a narrow study. Sometimes she cites a theory that’s been written about in an academic journal but hasn’t been proven and labels it research. While technically true – most academic writing falls under the broad category of research – that’s not the same as evidence from a well-designed classroom experiment. And she tends not to factor in evidence that runs counter to her views or adjust her views as new studies arise. Some of her numerical claims seem grandiose. For example, she says one of her 18-lesson summer courses raised achievement by \u003c/span>\u003ca href=\"https://www.youcubed.org/pd/\">\u003cspan style=\"font-weight: 400\">2.8 years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People have raised questions for a long time about the rigor and the care in which Jo makes claims related to both her own research and others,” said Jon Star, a professor of math education at Harvard Graduate School of Education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Star says many other education researchers have done exactly the same, and the “liberties” Boaler takes are common in the field. “That’s not to suggest that taking these liberties is okay,” Star said, “but she is being called out for it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler is getting more scrutiny than her colleagues, he said, because she’s influential, has a large following of devoted teachers and has been involved in policy changes at schools. Many other scholars of math education share Boaler’s views. But Boaler has become the public face of nontraditional teaching ideas in math. And in today’s polarized political climate, that’s a dangerous public face to be.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The citation controversy reflects bigger issues with the state of education research. It’s often not as precise as the hard sciences or even social sciences like economics. Academic experts are prone to make wide, sweeping statements. And there are too few studies in real classrooms or randomized controlled trials that could settle some of the big debates. Star argues that \u003c/span>\u003ca href=\"https://pubs.nctm.org/view/journals/jrme/49/1/article-p98.xml\">\u003cspan style=\"font-weight: 400\">more replication studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> could improve the quality of evidence for math instruction. We can’t know which teaching methods are most effective unless the method can be reproduced in different settings with different students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also possible that more research may never settle these big math debates and we may continue to generate conflicting evidence. There’s the real possibility that traditional methods could be more effective for short-term achievement gains, while nontraditional methods might attract more students to the subject, and potentially lead to more creative problem solvers in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if \u003c/span>\u003ca href=\"https://notepad.michaelpershan.com/youcubed-is-more-than-just-sloppy-about-research/\">\u003cspan style=\"font-weight: 400\">Boaler is loose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with the details of research studies, she could still be right about the big picture. Maybe advanced students would be better off slowing down on the current racetrack to calculus to learn math with more depth and breadth. Her fun, hands-on approach to math might spark just enough motivation to inspire more kids to do their homework. Might we trade off a bit of short-term math achievement for a greater good of a numerate, civic society?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her new book, “\u003c/span>\u003ca href=\"https://www.harpercollins.com/products/math-ish-jo-boaler?variant=41226038083618\">\u003cspan style=\"font-weight: 400\">MATH-\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">ish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Boaler is doubling down on her approach to math with a title that seems to encourage inexactitude. She argues that approaching a problem in a “math-ish” way gives students the freedom to take a guess and make mistakes, to step back and think rather than jumping to numerical calculations. Boaler says she’s hearing from teachers that “ish” is far more fun than making estimates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m hoping this book is going to be my salvation,” she said, “that I have something exciting to do and focus on and not focus on the thousands of abusive messages I’m getting.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-stanfords-jo-boaler-book-math-ish-critics/\">\u003ci>\u003cspan style=\"font-weight: 400\">Jo Boaler\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63615/stanfords-jo-boaler-talks-about-her-new-book-math-ish-and-takes-on-her-critics","authors":["byline_mindshift_63615"],"categories":["mindshift_21504"],"tags":["mindshift_21341","mindshift_20943","mindshift_392","mindshift_20893","mindshift_20841"],"featImg":"mindshift_63616","label":"mindshift"},"mindshift_63585":{"type":"posts","id":"mindshift_63585","meta":{"index":"posts_1591205157","site":"mindshift","id":"63585","score":null,"sort":[1713348023000]},"guestAuthors":[],"slug":"eliminating-advanced-math-tracks-often-prompts-outrage-some-districts-buck-the-trend","title":"Eliminating Advanced Math ‘Tracks’ Often Prompts Outrage. Some Districts Buck the Trend","publishDate":1713348023,"format":"standard","headTitle":"Eliminating Advanced Math ‘Tracks’ Often Prompts Outrage. Some Districts Buck the Trend | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Last April, an email went out to families in the Troy School District outside Detroit. Signed by unnamed “concerned Troy parents,” it said that a district proposal for its middle schools to end “basic” and “honors” math classes for sixth and seventh graders was part of a longer-term district plan to completely abolish honors classes in all of its schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Superintendent Richard Machesky and his team were stunned. The district was indeed proposing to merge separate sixth- and seventh-grade math tracks into what it said would be a single, rigorous pathway emphasizing pre-algebra skills. In eighth grade, students could opt for Eighth Grade Math or Algebra I. But the district had no plans for changes to other grades, much less to do away with high school honors classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Machesky and a district team of curriculum specialists and math teachers had unveiled the plan during a series of meetings with parents of current and incoming middle schoolers. Parents had largely expressed support, said Machesky: “We thought we were hitting the mark.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">No matter. The email blast spurred opponents to show up at a board workshop and a town hall. A \u003c/span>\u003ca href=\"https://www.change.org/p/oppose-the-removal-of-honors-classes-in-the-troy-school-district\">\u003cspan style=\"font-weight: 400\">petition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> demanding that the plan be scrapped got more than 3,000 signatures. At one packed board meeting, more than 40 people spoke, nearly all opposed, and the comments got personal. “Are you all on drugs?” parent Andrew Sosnoski asked the members.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s part of the \u003ca href=\"https://www.kqed.org/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy\">skirmish over “detracking,”\u003c/a> or eliminating the sorting of kids by perceived ability into separate math classes. Since the mid-1980s, some education experts have supported such moves, citing \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2018/08/180816081454.htm#:~:text=%22Educational%20tracking%20creates%20artificial%20inequalities%20among%20students.%22%20ScienceDaily\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a> \u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1250375.pdf\">\u003cspan style=\"font-weight: 400\">showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that tracking primarily serves as a marker of race or class, as Black and Hispanic students, and those from lower-income families, are steered into lower-track classes at disproportionate rates. In the last 15 years, a handful of school districts around the country have eliminated some tracked math classes.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there’s been ample \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/does-detracking-promote-educational-equity/#footnote1\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on tracking’s negative effects, studies of positive effects resulting from detracking are scant. A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/j.1756-5391.2009.01032.x\">\u003cspan style=\"font-weight: 400\">2009 summary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 15 studies from 1972 to 2006 concluded that detracking improved academic outcomes for lower-ability students, but had \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/j.1756-5391.2009.01032.x\">\u003cspan style=\"font-weight: 400\">no effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on average and high-ability students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proposals to curtail tracking often draw \u003c/span>\u003ca href=\"https://www.washingtonpost.com/local/education/fairfax-county-schools-math-classes-tracking/2021/04/29/197aa29c-a7a2-11eb-8d25-7b30e74923ea_story.html\">\u003cspan style=\"font-weight: 400\">fiery opposition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, sometimes scuttling the efforts. The San Francisco Unified School District, which in 2014 \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2023-03-20-sfusd-leaders-work-researchers-examine-math-programming\">\u003cspan style=\"font-weight: 400\">detracked\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> math through ninth\u003c/span> \u003cspan style=\"font-weight: 400\">grade, recently \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2024-03-15-sfusd-announces-pilot-schools-algebra-1-8th-grade-2024-25#:~:text=The%20San%20Francisco%20Board%20of,the%202024%2D25%20school%20year\">\u003cspan style=\"font-weight: 400\">announced\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that it’s testing the reintroduction of a tracked system, following a \u003c/span>\u003ca href=\"https://news.yahoo.com/sf-parents-sue-local-school-202200892.html\">\u003cspan style=\"font-weight: 400\">lawsuit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from a group of parents who alleged that detracking hurt student achievement.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63586\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63586\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Boulan Park Middle School teacher Jordan Baines gives tips to help her students figure out a math problem. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pushback, often from \u003c/span>\u003ca href=\"https://www.educationnext.org/the-detracking-movement/\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of \u003c/span>\u003ca href=\"https://www.nassp.org/tracking-and-ability-grouping-in-middle-level-and-high-schools/#:~:text=Parents%20of%20high%2Dtrack%20students,make%20teaching%20admittedly%20more%20challenging\">\u003cspan style=\"font-weight: 400\">high-track students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is part of why tracking, especially in math, remains common. In a 2023 \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA2836-2.html\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of middle-school principals by the Rand Corporation, 39% said their schools group students into separate classes based on achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But some places have changed their math classes with minimal backlash, and also ensured course rigor and improved academic outcomes. That’s often because they moved slowly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Evanston Township High School, in Illinois, started detracking in 2010, collapsing several levels in two freshman-year subjects — humanities and biology — into one.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, for six years, the school made no other changes. That allowed leaders to work out the kinks and look at the data to make sure there were no negative effects on achievement, said Pete Bavis, the district’s assistant superintendent for curriculum and instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers liked the mixed-ability classes and asked to expand them to other subjects. In 2017 the school began detracking sophomore and junior English, geometry and Algebra II.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At South Side Middle School and High School on Long Island, detracking went even slower, taking 17 years to fully roll out between 1989 and 2006.During that period, the proportion of students earning New York’s higher-level Regents diploma \u003c/span>\u003ca href=\"https://includenyc.org/help-center/resources/nyc-high-school-diploma-options/#:~:text=Graduating%20with%20a%20high%20school,and%20High%20School%20Equivalency%20Diplomas\">\u003cspan style=\"font-weight: 400\">climbed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from 58% in 1989 to 97% by 2005. “I always told parents, when we started moving this through the high school, ‘Look, if this isn’t working, I’m not going to do it. I’m not going to hurt your kid,’” said former South Side High Principal Carol Burris.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those slow rollouts contrast with what happened in the Shaker Heights City School District in Ohio in 2020. That summer, school leaders needed to simplify schedules to accommodate a mix of online and onsite students because of the pandemic. They saw an \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/08/16/shaker-heights-academic-tracking-classes-racial-equity/\">\u003cspan style=\"font-weight: 400\">opening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do something that had long been in the district’s strategic plan: end tracking in most fifth- through ninth-grade subjects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But teachers complained last \u003c/span>\u003ca href=\"https://shakerite.com/campus-and-city/investigations/we-did-it-the-wrong-way/10/2023/\">\u003cspan style=\"font-weight: 400\">spring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that it had gone too quickly, saying that they didn’t get enough training on teaching mixed classrooms, and that course rigor has suffered. Even supporters of detracking suggested it had happened so fast that the district couldn’t lay the groundwork with parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shaker Heights Superintendent David Glasner said he understands those concerns. But he said he also heard from parents, students and instructional leaders who say they’re glad the district “ripped the Band-Aid off.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Troy, despite the pushback from parents, the school board \u003c/span>\u003ca href=\"https://www.freep.com/story/news/education/2023/05/26/troy-school-district-honors-classes-remove-math/70228665007/\">\u003cspan style=\"font-weight: 400\">voted 6-1\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the change, noting that the district had spent four years studying options and that teachers and outside experts largely supported the plan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Machesky said if he had it to do over, he’d communicate with parents earlier. The anonymous email took advantage of an information void: The district had communicated the proposal only to parents of current and upcoming middle schoolers. Most who opposed it had younger kids, he said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63590\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63590\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Boulan Park Middle School in Troy, Michigan, work on a math problem. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leaders in Evanston and South Side both say they also framed detracking as a way to create more opportunities for all students. As part of getting rid of tracks, Evanston created an “earned honors” system. All students enroll in the same classes, but they can opt into honors credit — which boosts their class grade by a half-point, akin to extra credit — if they take and do well on additional assessments or complete additional projects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders in South Side also ensured that detracked classes remained as challenging as the higher-level classes had been previously, Burris said. To make sure students succeeded, the school arranged for teachers to tutor struggling students in a support class held two or three times a week and in a half-hour period before school, changing the bus schedules to make that work. Teachers also created optional activities for each lesson that would push higher-achieving students if they mastered the material being covered.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to make sure you’re not taking something away from anyone,” said Burris.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To prepare for pushback, Evanston also formed a “rapid-response team” that answered parent questions about the new system within 24 hours and developed dozens of pages of frequently updated FAQs. That took the pressure off teachers, letting them focus on the classroom, said math department chair Dale Leibforth. By the end of the first year of detracking, the school had gotten just three complaints, all requests for fixes to narrow technical problems rather than wholesale critiques, said Bavis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We imagined a catastrophe,” he said. “We asked, ‘what could go wrong?’” and mapped how to handle each scenario.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63589\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63589\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Troy School District in Michigan has moved to end “basic” and “honors” math classes for sixth and seventh graders. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In response to continued critiques of its detracking effort, last fall Shaker Heights pioneered another idea: an evening immersion experience that lets parents sit through detracked classes, followed by questions and answers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents were respectful but probing: How do teachers work together to make the new system work? Do kids know when they’re grouped with others who are struggling in a skill? Are the books we worked with really at sixth-grade level? While there’s no data on the session’s effects, Glasner says they “absolutely did move the needle” on community opinion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research from the Century Foundation, a progressive think tank, suggests that districts should focus on how detracking helps all students, rather than emphasizing that the efforts are aimed to advance equity and benefit students in lower tracks, said senior fellow Halley Potter. That approach gives parents of higher-track kids the idea that their own child’s academics are being sacrificed to help others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That fits with what Machesky thinks happened last spring in Troy. “We kind of got caught up with the equity arguments that were raging in districts nationally at the time,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After last May’s board vote, opponents launched a recall petition against three board members who’d voted in favor of the change. To get on the ballot, it needed 8,000 signatures but got \u003c/span>\u003ca href=\"https://www.theoaklandpress.com/2023/08/15/recall-effort-falls-short-in-troy/\">\u003cspan style=\"font-weight: 400\">fewer than half\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since then, the opposition there has gone silent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last fall the district held “math nights” to talk about the new system and let parents ask questions. The students have settled in. “I have received zero negative communication from parents — no emails, no phone calls — zero,” said Machesky.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/eliminating-advanced-math-often-prompts-outrage-some-districts-buck-the-trend/\">\u003ci>\u003cspan style=\"font-weight: 400\">detracking\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by\u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\"> Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Districts that try to ‘detrack’ — or stop sorting students by perceived ability — often face parental pushback. But districts that went slowly fared better.","status":"publish","parent":0,"modified":1713296397,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1644},"headData":{"title":"Eliminating Advanced Math ‘Tracks’ Often Prompts Outrage. Some Districts Buck the Trend | KQED","description":"Districts that try to ‘detrack’ — or stop sorting students by perceived ability — often face parental pushback. But districts that went slowly fared better.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63588","twTitle":"","twDescription":"","twImgId":"mindshift_63588","socialDescription":"Districts that try to ‘detrack’ — or stop sorting students by perceived ability — often face parental pushback. But districts that went slowly fared better.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Eliminating Advanced Math ‘Tracks’ Often Prompts Outrage. Some Districts Buck the Trend","datePublished":"2024-04-17T10:00:23.000Z","dateModified":"2024-04-16T19:39:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Steven Yoder, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63585/eliminating-advanced-math-tracks-often-prompts-outrage-some-districts-buck-the-trend","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last April, an email went out to families in the Troy School District outside Detroit. Signed by unnamed “concerned Troy parents,” it said that a district proposal for its middle schools to end “basic” and “honors” math classes for sixth and seventh graders was part of a longer-term district plan to completely abolish honors classes in all of its schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Superintendent Richard Machesky and his team were stunned. The district was indeed proposing to merge separate sixth- and seventh-grade math tracks into what it said would be a single, rigorous pathway emphasizing pre-algebra skills. In eighth grade, students could opt for Eighth Grade Math or Algebra I. But the district had no plans for changes to other grades, much less to do away with high school honors classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Machesky and a district team of curriculum specialists and math teachers had unveiled the plan during a series of meetings with parents of current and incoming middle schoolers. Parents had largely expressed support, said Machesky: “We thought we were hitting the mark.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">No matter. The email blast spurred opponents to show up at a board workshop and a town hall. A \u003c/span>\u003ca href=\"https://www.change.org/p/oppose-the-removal-of-honors-classes-in-the-troy-school-district\">\u003cspan style=\"font-weight: 400\">petition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> demanding that the plan be scrapped got more than 3,000 signatures. At one packed board meeting, more than 40 people spoke, nearly all opposed, and the comments got personal. “Are you all on drugs?” parent Andrew Sosnoski asked the members.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s part of the \u003ca href=\"https://www.kqed.org/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy\">skirmish over “detracking,”\u003c/a> or eliminating the sorting of kids by perceived ability into separate math classes. Since the mid-1980s, some education experts have supported such moves, citing \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2018/08/180816081454.htm#:~:text=%22Educational%20tracking%20creates%20artificial%20inequalities%20among%20students.%22%20ScienceDaily\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a> \u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1250375.pdf\">\u003cspan style=\"font-weight: 400\">showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that tracking primarily serves as a marker of race or class, as Black and Hispanic students, and those from lower-income families, are steered into lower-track classes at disproportionate rates. In the last 15 years, a handful of school districts around the country have eliminated some tracked math classes.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there’s been ample \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/does-detracking-promote-educational-equity/#footnote1\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on tracking’s negative effects, studies of positive effects resulting from detracking are scant. A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/j.1756-5391.2009.01032.x\">\u003cspan style=\"font-weight: 400\">2009 summary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 15 studies from 1972 to 2006 concluded that detracking improved academic outcomes for lower-ability students, but had \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/j.1756-5391.2009.01032.x\">\u003cspan style=\"font-weight: 400\">no effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on average and high-ability students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proposals to curtail tracking often draw \u003c/span>\u003ca href=\"https://www.washingtonpost.com/local/education/fairfax-county-schools-math-classes-tracking/2021/04/29/197aa29c-a7a2-11eb-8d25-7b30e74923ea_story.html\">\u003cspan style=\"font-weight: 400\">fiery opposition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, sometimes scuttling the efforts. The San Francisco Unified School District, which in 2014 \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2023-03-20-sfusd-leaders-work-researchers-examine-math-programming\">\u003cspan style=\"font-weight: 400\">detracked\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> math through ninth\u003c/span> \u003cspan style=\"font-weight: 400\">grade, recently \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2024-03-15-sfusd-announces-pilot-schools-algebra-1-8th-grade-2024-25#:~:text=The%20San%20Francisco%20Board%20of,the%202024%2D25%20school%20year\">\u003cspan style=\"font-weight: 400\">announced\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that it’s testing the reintroduction of a tracked system, following a \u003c/span>\u003ca href=\"https://news.yahoo.com/sf-parents-sue-local-school-202200892.html\">\u003cspan style=\"font-weight: 400\">lawsuit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from a group of parents who alleged that detracking hurt student achievement.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63586\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63586\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Boulan Park Middle School teacher Jordan Baines gives tips to help her students figure out a math problem. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pushback, often from \u003c/span>\u003ca href=\"https://www.educationnext.org/the-detracking-movement/\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of \u003c/span>\u003ca href=\"https://www.nassp.org/tracking-and-ability-grouping-in-middle-level-and-high-schools/#:~:text=Parents%20of%20high%2Dtrack%20students,make%20teaching%20admittedly%20more%20challenging\">\u003cspan style=\"font-weight: 400\">high-track students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is part of why tracking, especially in math, remains common. In a 2023 \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA2836-2.html\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of middle-school principals by the Rand Corporation, 39% said their schools group students into separate classes based on achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But some places have changed their math classes with minimal backlash, and also ensured course rigor and improved academic outcomes. That’s often because they moved slowly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Evanston Township High School, in Illinois, started detracking in 2010, collapsing several levels in two freshman-year subjects — humanities and biology — into one.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, for six years, the school made no other changes. That allowed leaders to work out the kinks and look at the data to make sure there were no negative effects on achievement, said Pete Bavis, the district’s assistant superintendent for curriculum and instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers liked the mixed-ability classes and asked to expand them to other subjects. In 2017 the school began detracking sophomore and junior English, geometry and Algebra II.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At South Side Middle School and High School on Long Island, detracking went even slower, taking 17 years to fully roll out between 1989 and 2006.During that period, the proportion of students earning New York’s higher-level Regents diploma \u003c/span>\u003ca href=\"https://includenyc.org/help-center/resources/nyc-high-school-diploma-options/#:~:text=Graduating%20with%20a%20high%20school,and%20High%20School%20Equivalency%20Diplomas\">\u003cspan style=\"font-weight: 400\">climbed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from 58% in 1989 to 97% by 2005. “I always told parents, when we started moving this through the high school, ‘Look, if this isn’t working, I’m not going to do it. I’m not going to hurt your kid,’” said former South Side High Principal Carol Burris.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those slow rollouts contrast with what happened in the Shaker Heights City School District in Ohio in 2020. That summer, school leaders needed to simplify schedules to accommodate a mix of online and onsite students because of the pandemic. They saw an \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/08/16/shaker-heights-academic-tracking-classes-racial-equity/\">\u003cspan style=\"font-weight: 400\">opening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do something that had long been in the district’s strategic plan: end tracking in most fifth- through ninth-grade subjects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But teachers complained last \u003c/span>\u003ca href=\"https://shakerite.com/campus-and-city/investigations/we-did-it-the-wrong-way/10/2023/\">\u003cspan style=\"font-weight: 400\">spring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that it had gone too quickly, saying that they didn’t get enough training on teaching mixed classrooms, and that course rigor has suffered. Even supporters of detracking suggested it had happened so fast that the district couldn’t lay the groundwork with parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shaker Heights Superintendent David Glasner said he understands those concerns. But he said he also heard from parents, students and instructional leaders who say they’re glad the district “ripped the Band-Aid off.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Troy, despite the pushback from parents, the school board \u003c/span>\u003ca href=\"https://www.freep.com/story/news/education/2023/05/26/troy-school-district-honors-classes-remove-math/70228665007/\">\u003cspan style=\"font-weight: 400\">voted 6-1\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the change, noting that the district had spent four years studying options and that teachers and outside experts largely supported the plan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Machesky said if he had it to do over, he’d communicate with parents earlier. The anonymous email took advantage of an information void: The district had communicated the proposal only to parents of current and upcoming middle schoolers. Most who opposed it had younger kids, he said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63590\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63590\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Boulan Park Middle School in Troy, Michigan, work on a math problem. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leaders in Evanston and South Side both say they also framed detracking as a way to create more opportunities for all students. As part of getting rid of tracks, Evanston created an “earned honors” system. All students enroll in the same classes, but they can opt into honors credit — which boosts their class grade by a half-point, akin to extra credit — if they take and do well on additional assessments or complete additional projects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders in South Side also ensured that detracked classes remained as challenging as the higher-level classes had been previously, Burris said. To make sure students succeeded, the school arranged for teachers to tutor struggling students in a support class held two or three times a week and in a half-hour period before school, changing the bus schedules to make that work. Teachers also created optional activities for each lesson that would push higher-achieving students if they mastered the material being covered.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to make sure you’re not taking something away from anyone,” said Burris.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To prepare for pushback, Evanston also formed a “rapid-response team” that answered parent questions about the new system within 24 hours and developed dozens of pages of frequently updated FAQs. That took the pressure off teachers, letting them focus on the classroom, said math department chair Dale Leibforth. By the end of the first year of detracking, the school had gotten just three complaints, all requests for fixes to narrow technical problems rather than wholesale critiques, said Bavis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We imagined a catastrophe,” he said. “We asked, ‘what could go wrong?’” and mapped how to handle each scenario.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63589\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63589\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Troy School District in Michigan has moved to end “basic” and “honors” math classes for sixth and seventh graders. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In response to continued critiques of its detracking effort, last fall Shaker Heights pioneered another idea: an evening immersion experience that lets parents sit through detracked classes, followed by questions and answers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents were respectful but probing: How do teachers work together to make the new system work? Do kids know when they’re grouped with others who are struggling in a skill? Are the books we worked with really at sixth-grade level? While there’s no data on the session’s effects, Glasner says they “absolutely did move the needle” on community opinion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research from the Century Foundation, a progressive think tank, suggests that districts should focus on how detracking helps all students, rather than emphasizing that the efforts are aimed to advance equity and benefit students in lower tracks, said senior fellow Halley Potter. That approach gives parents of higher-track kids the idea that their own child’s academics are being sacrificed to help others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That fits with what Machesky thinks happened last spring in Troy. “We kind of got caught up with the equity arguments that were raging in districts nationally at the time,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After last May’s board vote, opponents launched a recall petition against three board members who’d voted in favor of the change. To get on the ballot, it needed 8,000 signatures but got \u003c/span>\u003ca href=\"https://www.theoaklandpress.com/2023/08/15/recall-effort-falls-short-in-troy/\">\u003cspan style=\"font-weight: 400\">fewer than half\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since then, the opposition there has gone silent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last fall the district held “math nights” to talk about the new system and let parents ask questions. The students have settled in. “I have received zero negative communication from parents — no emails, no phone calls — zero,” said Machesky.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/eliminating-advanced-math-often-prompts-outrage-some-districts-buck-the-trend/\">\u003ci>\u003cspan style=\"font-weight: 400\">detracking\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by\u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\"> Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63585/eliminating-advanced-math-tracks-often-prompts-outrage-some-districts-buck-the-trend","authors":["byline_mindshift_63585"],"categories":["mindshift_21579"],"tags":["mindshift_392","mindshift_20841"],"featImg":"mindshift_63590","label":"mindshift"},"mindshift_63506":{"type":"posts","id":"mindshift_63506","meta":{"index":"posts_1591205157","site":"mindshift","id":"63506","score":null,"sort":[1713261628000]},"guestAuthors":[],"slug":"young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","title":"Young Children Need Help Identifying Emotions. 'Little Safe Place' Boxes Give Them Tools.","publishDate":1713261628,"format":"standard","headTitle":"Young Children Need Help Identifying Emotions. ‘Little Safe Place’ Boxes Give Them Tools. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">When Jenny Kist’s students walk through the classroom door every morning, they take out their “little safe place” boxes. Made to be a portable version of a calming physical space in Kist’s early childhood education classroom, these small plastic pencil boxes hold everything Kist’s students need throughout the day to practice \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists\">\u003cspan style=\"font-weight: 400;\">self-regulation and emotional identification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Developed when Kist’s classroom went virtual after the onset of covid, “little safe place” boxes are now a mainstay for Kist’s three to five year-old students. Each student is provided with their own box and practices self-regulating breathing techniques, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">\u003cspan style=\"font-weight: 400;\">providing compassion and empathy towards others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and labeling and expressing their emotions throughout the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist, an early childhood educator with 27 years of experience, works at a school that follows the \u003c/span>\u003ca href=\"https://consciousdiscipline.com/\">\u003cspan style=\"font-weight: 400;\">Conscious Discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> framework, which is rooted in social-emotional learning and trauma-informed practices, and \u003c/span>\u003ca href=\"https://teachingstrategies.com/product/the-creative-curriculum-for-preschool/\">\u003cspan style=\"font-weight: 400;\">Creative Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a project-based early learning framework. Her school also encourages building a “school family” in order to foster safety and connection among the students, faculty and staff. For Kist, a big part of providing safety and connection in her classroom comes from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent\">\u003cspan style=\"font-weight: 400;\">helping young learners identify and process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and “little safe place” boxes are a tool for that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being aware of your emotions is the first step in learning how to regulate them,” said \u003c/span>\u003ca href=\"https://parentingtranslator.substack.com/\">\u003cspan style=\"font-weight: 400;\">Cara Goodwin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a child psychologist and author of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/parenting-translator\">\u003cspan style=\"font-weight: 400;\">Parenting Translator newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Identifying and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">\u003cspan style=\"font-weight: 400;\">expressing emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are “essential for the development of empathy and for maintaining healthy social relationships,” Goodwin continued.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Little safe place” boxes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist starts the school year by introducing her young students to the four basic emotions: happy, sad, angry and scared. She spends a week on each one, starting with happiness, and uses books, songs, and other classroom visuals as learning aids. Kist continues like this until students are well acquainted with the concepts inside of the “little safe place” boxes. Then she distributes a box to each child.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63571\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63571\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jenny Kist created a “My Little Safe Place” box for every student in her early childhood classroom. It contains tools for emotional identification and regulation. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After that, each morning Kist guides students through using the different tools in their boxes. They take out a card that has faces for the four basic feelings and mark which feeling they identify with that morning. Then, the children take out their breathing strategy card, which has four different icons that indicate different breathing strategies that they have learned. The boxes also have a card in them that remind the students of what Kist calls “I love you” rituals – nursery rhymes with the lyrics changed and designed to help students with attachment and connection. Students practice an “I love you” ritual one-on-one with a classroom adult each morning.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s “little safe place” boxes are modeled from the self-regulation and emotional identification tools in the “safe place” corner of her classroom, an area that also contains a rug and pillows to comfort students. In a moment of dysregulation, whether the student is using the box or the safe place corner, a classroom adult can guide them to use these tools to recognize and move through their emotions. Each student also has a family photo in their box. “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400;\">Connections to home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are just so helpful if they’re upset about anything,” said Kist.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to identify emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Identifying emotions is a complex process. For young children the first steps in this process are learning to recognize facial expressions, tone of voice and body language, according to Goodwin, the child psychologist. They also need to learn to label those context clues with language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, children should be able to identify emotions by around three or four years old. Although most children will learn how to identify emotions naturally through social interaction, parents and educators can facilitate that learning. “The biggest thing you can do is just talk about emotions,” she said. Taking opportunities to talk about and label your own emotions or the emotions expressed in a children’s TV show or book can be helpful. It is also helpful for parents and educators to label emotions that a child is expressing for them so that “in the future they can then learn to label it themselves,” Goodwin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">\u003cspan style=\"font-weight: 400;\">build empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, Goodwin recommends parents and educators ask young children what a character in a book or tv show might be feeling, and why they might be feeling that way. One activity that Goodwin has found useful in her personal and professional life is “\u003c/span>\u003ca href=\"https://rainbowdays.org/wp-content/uploads/2020/04/Rainbow-Days-SEL-Resource-Feelings-Charades-on-website.pdf\">\u003cspan style=\"font-weight: 400;\">feeling charades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.” In this game, both children and adults act out a feeling, while the other participants guess what feeling they are expressing. Feeling charades can also be played with puppets or toys.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to regulate emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In Kist’s classroom, students practice emotional regulation strategies throughout the day, not just when there’s a peer conflict or an individual child is distressed. “You can’t teach it when they’re in the middle of it,” Kist said. When a child is upset, she takes time to acknowledge the student’s feelings, reflect back to them what their face is expressing and suggest an emotion that they might be feeling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s students also practice different breathing techniques throughout the day. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker\">\u003cspan style=\"font-weight: 400;\">Breathing exercises can be helpful for self-regulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, but young children need concrete explanations, so the techniques Kist uses have a symbol, such as a star or a balloon. The visual reminders are printed on a small laminated page in their “little safe place” box. When a student needs to access deep breathing, they can pull out their breathing card and choose an exercise. Kist and her students also make up their own breathing exercises, always involving a physical aspect like deep breathing while swinging their leg to kick an imaginary ball.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63512\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63512 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The “safe place” corner of Jenny Kist’s classroom contains a rug and pillows to comfort students, as well as tools to help them identify and process their feelings. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin suggested encouraging children to breathe in through their nose and out through their mouth by pretending to smell a flower and blow out a candle. This can be given as a verbal explanation, but can also be helped by using fake flowers and candles, or even drawings for children to reference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin also uses \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=RiMb2Bw4Ae8\">\u003cspan style=\"font-weight: 400;\">belly breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where young children put their hands on their bellies as they breathe to feel how their abdomen expands and contracts with each breath, as well as \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=FKdApTxsDP0\">\u003cspan style=\"font-weight: 400;\">five-finger breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where children trace their fingers on one hand with the index finger on their other hand as they take slow breaths, one per finger. Teaching these techniques can be frustrating because kids at this age are easily distracted and learning these skills for the first time. It “just takes like a lot of modeling,” and “a lot of reminding,” said Goodwin.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 origins and ongoing impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist originally created the “my little safe place” boxes when the early learning center went virtual in spring 2020 because of the COVID-19 pandemic. During the unfamiliar experience of virtual learning, she wanted to find a way to provide a portable and accessible version of the safe space corner for each student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Initially, not every student was given a “little safe place” box. But as she saw how helpful they were to the students that she had given them to during at home learning, Kist decided that every student in her classroom should have one. Since incorporating the boxes in her in-person classroom, she has seen students bring other students their boxes in moments of dysregulation. She has also seen some of her young learners singing their “I love you” nursery rhymes with each other unprompted.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, we don’t yet have enough data to determine if distance learning had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61310/are-the-pandemic-babies-and-kids-ok\">\u003cspan style=\"font-weight: 400;\">any long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on young children’s ability to identify and process emotions, but she is encouraged by the knowledge that children’s brains are very plastic. There is a sensitive period for developing the skills to process emotions, but that “doesn’t mean that’s the only time you can learn those skills,” Goodwin said. At the same time, she added, it doesn’t hurt for parents and educators to focus on educating young children on emotional and social emotional skills that they may have missed out on during the early years of the pandemic.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","status":"publish","parent":0,"modified":1714405946,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1500},"headData":{"title":"Young Children Need Help Identifying Emotions. 'Little Safe Place' Boxes Give Them Tools. | KQED","description":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Young Children Need Help Identifying Emotions. 'Little Safe Place' Boxes Give Them Tools.","datePublished":"2024-04-16T10:00:28.000Z","dateModified":"2024-04-29T15:52:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">When Jenny Kist’s students walk through the classroom door every morning, they take out their “little safe place” boxes. Made to be a portable version of a calming physical space in Kist’s early childhood education classroom, these small plastic pencil boxes hold everything Kist’s students need throughout the day to practice \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists\">\u003cspan style=\"font-weight: 400;\">self-regulation and emotional identification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Developed when Kist’s classroom went virtual after the onset of covid, “little safe place” boxes are now a mainstay for Kist’s three to five year-old students. Each student is provided with their own box and practices self-regulating breathing techniques, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">\u003cspan style=\"font-weight: 400;\">providing compassion and empathy towards others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and labeling and expressing their emotions throughout the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist, an early childhood educator with 27 years of experience, works at a school that follows the \u003c/span>\u003ca href=\"https://consciousdiscipline.com/\">\u003cspan style=\"font-weight: 400;\">Conscious Discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> framework, which is rooted in social-emotional learning and trauma-informed practices, and \u003c/span>\u003ca href=\"https://teachingstrategies.com/product/the-creative-curriculum-for-preschool/\">\u003cspan style=\"font-weight: 400;\">Creative Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a project-based early learning framework. Her school also encourages building a “school family” in order to foster safety and connection among the students, faculty and staff. For Kist, a big part of providing safety and connection in her classroom comes from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent\">\u003cspan style=\"font-weight: 400;\">helping young learners identify and process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and “little safe place” boxes are a tool for that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being aware of your emotions is the first step in learning how to regulate them,” said \u003c/span>\u003ca href=\"https://parentingtranslator.substack.com/\">\u003cspan style=\"font-weight: 400;\">Cara Goodwin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a child psychologist and author of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/parenting-translator\">\u003cspan style=\"font-weight: 400;\">Parenting Translator newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Identifying and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">\u003cspan style=\"font-weight: 400;\">expressing emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are “essential for the development of empathy and for maintaining healthy social relationships,” Goodwin continued.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Little safe place” boxes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist starts the school year by introducing her young students to the four basic emotions: happy, sad, angry and scared. She spends a week on each one, starting with happiness, and uses books, songs, and other classroom visuals as learning aids. Kist continues like this until students are well acquainted with the concepts inside of the “little safe place” boxes. Then she distributes a box to each child.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63571\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63571\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jenny Kist created a “My Little Safe Place” box for every student in her early childhood classroom. It contains tools for emotional identification and regulation. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After that, each morning Kist guides students through using the different tools in their boxes. They take out a card that has faces for the four basic feelings and mark which feeling they identify with that morning. Then, the children take out their breathing strategy card, which has four different icons that indicate different breathing strategies that they have learned. The boxes also have a card in them that remind the students of what Kist calls “I love you” rituals – nursery rhymes with the lyrics changed and designed to help students with attachment and connection. Students practice an “I love you” ritual one-on-one with a classroom adult each morning.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s “little safe place” boxes are modeled from the self-regulation and emotional identification tools in the “safe place” corner of her classroom, an area that also contains a rug and pillows to comfort students. In a moment of dysregulation, whether the student is using the box or the safe place corner, a classroom adult can guide them to use these tools to recognize and move through their emotions. Each student also has a family photo in their box. “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400;\">Connections to home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are just so helpful if they’re upset about anything,” said Kist.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to identify emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Identifying emotions is a complex process. For young children the first steps in this process are learning to recognize facial expressions, tone of voice and body language, according to Goodwin, the child psychologist. They also need to learn to label those context clues with language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, children should be able to identify emotions by around three or four years old. Although most children will learn how to identify emotions naturally through social interaction, parents and educators can facilitate that learning. “The biggest thing you can do is just talk about emotions,” she said. Taking opportunities to talk about and label your own emotions or the emotions expressed in a children’s TV show or book can be helpful. It is also helpful for parents and educators to label emotions that a child is expressing for them so that “in the future they can then learn to label it themselves,” Goodwin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">\u003cspan style=\"font-weight: 400;\">build empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, Goodwin recommends parents and educators ask young children what a character in a book or tv show might be feeling, and why they might be feeling that way. One activity that Goodwin has found useful in her personal and professional life is “\u003c/span>\u003ca href=\"https://rainbowdays.org/wp-content/uploads/2020/04/Rainbow-Days-SEL-Resource-Feelings-Charades-on-website.pdf\">\u003cspan style=\"font-weight: 400;\">feeling charades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.” In this game, both children and adults act out a feeling, while the other participants guess what feeling they are expressing. Feeling charades can also be played with puppets or toys.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to regulate emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In Kist’s classroom, students practice emotional regulation strategies throughout the day, not just when there’s a peer conflict or an individual child is distressed. “You can’t teach it when they’re in the middle of it,” Kist said. When a child is upset, she takes time to acknowledge the student’s feelings, reflect back to them what their face is expressing and suggest an emotion that they might be feeling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s students also practice different breathing techniques throughout the day. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker\">\u003cspan style=\"font-weight: 400;\">Breathing exercises can be helpful for self-regulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, but young children need concrete explanations, so the techniques Kist uses have a symbol, such as a star or a balloon. The visual reminders are printed on a small laminated page in their “little safe place” box. When a student needs to access deep breathing, they can pull out their breathing card and choose an exercise. Kist and her students also make up their own breathing exercises, always involving a physical aspect like deep breathing while swinging their leg to kick an imaginary ball.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63512\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63512 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The “safe place” corner of Jenny Kist’s classroom contains a rug and pillows to comfort students, as well as tools to help them identify and process their feelings. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin suggested encouraging children to breathe in through their nose and out through their mouth by pretending to smell a flower and blow out a candle. This can be given as a verbal explanation, but can also be helped by using fake flowers and candles, or even drawings for children to reference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin also uses \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=RiMb2Bw4Ae8\">\u003cspan style=\"font-weight: 400;\">belly breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where young children put their hands on their bellies as they breathe to feel how their abdomen expands and contracts with each breath, as well as \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=FKdApTxsDP0\">\u003cspan style=\"font-weight: 400;\">five-finger breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where children trace their fingers on one hand with the index finger on their other hand as they take slow breaths, one per finger. Teaching these techniques can be frustrating because kids at this age are easily distracted and learning these skills for the first time. It “just takes like a lot of modeling,” and “a lot of reminding,” said Goodwin.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 origins and ongoing impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist originally created the “my little safe place” boxes when the early learning center went virtual in spring 2020 because of the COVID-19 pandemic. During the unfamiliar experience of virtual learning, she wanted to find a way to provide a portable and accessible version of the safe space corner for each student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Initially, not every student was given a “little safe place” box. But as she saw how helpful they were to the students that she had given them to during at home learning, Kist decided that every student in her classroom should have one. Since incorporating the boxes in her in-person classroom, she has seen students bring other students their boxes in moments of dysregulation. She has also seen some of her young learners singing their “I love you” nursery rhymes with each other unprompted.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, we don’t yet have enough data to determine if distance learning had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61310/are-the-pandemic-babies-and-kids-ok\">\u003cspan style=\"font-weight: 400;\">any long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on young children’s ability to identify and process emotions, but she is encouraged by the knowledge that children’s brains are very plastic. There is a sensitive period for developing the skills to process emotions, but that “doesn’t mean that’s the only time you can learn those skills,” Goodwin said. At the same time, she added, it doesn’t hurt for parents and educators to focus on educating young children on emotional and social emotional skills that they may have missed out on during the early years of the pandemic.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","authors":["11759"],"categories":["mindshift_194","mindshift_21280","mindshift_21385","mindshift_193"],"tags":["mindshift_20720","mindshift_21157","mindshift_20699","mindshift_841","mindshift_152","mindshift_943"],"featImg":"mindshift_63511","label":"mindshift"},"mindshift_63596":{"type":"posts","id":"mindshift_63596","meta":{"index":"posts_1591205157","site":"mindshift","id":"63596","score":null,"sort":[1713200422000]},"guestAuthors":[],"slug":"growing-up-he-struggled-to-read-then-a-young-teacher-saw-his-potential","title":"Growing Up, He Struggled to Read. Then a Young Teacher Saw His Potential","publishDate":1713200422,"format":"standard","headTitle":"Growing Up, He Struggled to Read. Then a Young Teacher Saw His Potential | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story is part of the My Unsung Hero series, from the Hidden Brain team. It features stories of people whose kindness left a lasting impression on someone else.\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>Juleus Ghunta is a published children’s author and award-winning poet. But growing up, he could barely read.\u003c/p>\n\u003cp>Ghunta and his three siblings lived in a rural part of Western Jamaica. They were raised by a single mother, and she often had to make tough choices about how to use their limited resources — including a decision to send his oldest sister to school, and to keep Ghunta at home.\u003c/p>\n\u003cp>“Life was very difficult for us,” he recalled.\u003c/p>\n\u003cp>When Ghunta finally went to school, he couldn’t catch up on his reading skills. Not only had he been kept home from school as a child, he had not been exposed to books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>By the time he entered six grade, he could spell his name, but he still couldn’t make out words, spell, or read with understanding. The situation was made worse by a series of teachers who made him feel worthless.\u003c/p>\n\u003cp>“Many of the teachers were not very patient, not very kind,” he said.\u003c/p>\n\u003cp>“I struggled in school with a deep sense of loss and shame and humiliation.”\u003c/p>\n\u003cfigure id=\"attachment_63598\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-63598\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-160x120.jpe\" alt=\"\" width=\"160\" height=\"120\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-160x120.jpe 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-800x600.jpe 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-1020x765.jpe 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-768x576.jpe 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-1536x1152.jpe 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f.jpe 1830w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Juleus Ghunta \u003ccite>(Courtesy of Juleus Ghunta)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When Ghunta was about 12, a young teacher-in-training decided to start a special reading program for struggling students. Ghunta was the first student to sign up. That teacher, whose name he does not recall, would become Ghunta’s unsung hero — the person who changed his life.\u003c/p>\n\u003cp>“The teacher was incredibly kind to me,” he sad. “She was patient. She was creative. She did not ask anything of me, except that I work hard and believe in myself.”\u003c/p>\n\u003cp>Under her guidance, Ghunta’s reading skills finally started to improve. And his sense of inadequacy began to lift.\u003c/p>\n\u003cp>“She had left me with the gift of literacy,” he said. “And with a deeper appreciation of my personhood, and value as a human being.”\u003c/p>\n\u003cp>After Ghunta’s experience with the teacher, his life took a new direction. He graduated from elementary school with a number of academic awards, including one for “most improved in reading.”\u003c/p>\n\u003cp>He went on to college, and later, graduate school. Today, he is the author of two children’s books, including \u003cem>Rohan Bullkin and the Shadows: A Story about ACEs and Hope, \u003c/em>about overcoming difficult experiences in childhood. He’s now working on his first full-length collection of poetry.\u003c/p>\n\u003cp>In 2010, Ghunta went back to his old school, to ask the principal and teachers if they knew his old teacher’s name. But no one did. He still hopes to find her one day, so that he can tell her thank you for seeing his potential.\u003c/p>\n\u003cp>“I would love for her to see the significant impact that she has made on my life, and the ways in which I have carried this memory of her — the hope, the light, with me — and how it continues to be a source of joy.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://hiddenbrain.org/myunsunghero/\">\u003cem>My Unsung Hero is also a podcast\u003c/em>\u003c/a>\u003cem> — new episodes are released every Tuesday. To share the story of your unsung hero with the Hidden Brain team, record a voice memo on your phone and send it to myunsunghero@hiddenbrain.org.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Growing+up%2C+he+struggled+to+read.+Then+a+young+teacher+saw+his+potential&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Juleus Ghunta is a published children's author and award-winning poet. Growing up, he could barely read — until a teacher saw his potential.","status":"publish","parent":0,"modified":1713322066,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":594},"headData":{"title":"Growing Up, He Struggled to Read. Then a Young Teacher Saw His Potential | KQED","description":"Juleus Ghunta is a published children's author and award-winning poet. Growing up, he could barely read — until a teacher saw his potential.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63597","twTitle":"","twDescription":"","twImgId":"mindshift_63597","socialDescription":"Juleus Ghunta is a published children's author and award-winning poet. Growing up, he could barely read — until a teacher saw his potential.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Growing Up, He Struggled to Read. Then a Young Teacher Saw His Potential","datePublished":"2024-04-15T17:00:22.000Z","dateModified":"2024-04-17T02:47:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Laura Kwerel and Brigid McCarthy","nprImageAgency":"Juleus Ghunta","nprStoryId":"1244275790","nprApiLink":"http://api.npr.org/query?id=1244275790&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/04/15/1244275790/reading-literacy-books-school-teacher?ft=nprml&f=1244275790","nprRetrievedStory":"1","nprPubDate":"Mon, 15 Apr 2024 12:22:00 -0400","nprStoryDate":"Mon, 15 Apr 2024 05:00:56 -0400","nprLastModifiedDate":"Mon, 15 Apr 2024 12:22:00 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63596/growing-up-he-struggled-to-read-then-a-young-teacher-saw-his-potential","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story is part of the My Unsung Hero series, from the Hidden Brain team. It features stories of people whose kindness left a lasting impression on someone else.\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>Juleus Ghunta is a published children’s author and award-winning poet. But growing up, he could barely read.\u003c/p>\n\u003cp>Ghunta and his three siblings lived in a rural part of Western Jamaica. They were raised by a single mother, and she often had to make tough choices about how to use their limited resources — including a decision to send his oldest sister to school, and to keep Ghunta at home.\u003c/p>\n\u003cp>“Life was very difficult for us,” he recalled.\u003c/p>\n\u003cp>When Ghunta finally went to school, he couldn’t catch up on his reading skills. Not only had he been kept home from school as a child, he had not been exposed to books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>By the time he entered six grade, he could spell his name, but he still couldn’t make out words, spell, or read with understanding. The situation was made worse by a series of teachers who made him feel worthless.\u003c/p>\n\u003cp>“Many of the teachers were not very patient, not very kind,” he said.\u003c/p>\n\u003cp>“I struggled in school with a deep sense of loss and shame and humiliation.”\u003c/p>\n\u003cfigure id=\"attachment_63598\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-63598\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-160x120.jpe\" alt=\"\" width=\"160\" height=\"120\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-160x120.jpe 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-800x600.jpe 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-1020x765.jpe 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-768x576.jpe 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-1536x1152.jpe 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f.jpe 1830w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Juleus Ghunta \u003ccite>(Courtesy of Juleus Ghunta)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When Ghunta was about 12, a young teacher-in-training decided to start a special reading program for struggling students. Ghunta was the first student to sign up. That teacher, whose name he does not recall, would become Ghunta’s unsung hero — the person who changed his life.\u003c/p>\n\u003cp>“The teacher was incredibly kind to me,” he sad. “She was patient. She was creative. She did not ask anything of me, except that I work hard and believe in myself.”\u003c/p>\n\u003cp>Under her guidance, Ghunta’s reading skills finally started to improve. And his sense of inadequacy began to lift.\u003c/p>\n\u003cp>“She had left me with the gift of literacy,” he said. “And with a deeper appreciation of my personhood, and value as a human being.”\u003c/p>\n\u003cp>After Ghunta’s experience with the teacher, his life took a new direction. He graduated from elementary school with a number of academic awards, including one for “most improved in reading.”\u003c/p>\n\u003cp>He went on to college, and later, graduate school. Today, he is the author of two children’s books, including \u003cem>Rohan Bullkin and the Shadows: A Story about ACEs and Hope, \u003c/em>about overcoming difficult experiences in childhood. He’s now working on his first full-length collection of poetry.\u003c/p>\n\u003cp>In 2010, Ghunta went back to his old school, to ask the principal and teachers if they knew his old teacher’s name. But no one did. He still hopes to find her one day, so that he can tell her thank you for seeing his potential.\u003c/p>\n\u003cp>“I would love for her to see the significant impact that she has made on my life, and the ways in which I have carried this memory of her — the hope, the light, with me — and how it continues to be a source of joy.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://hiddenbrain.org/myunsunghero/\">\u003cem>My Unsung Hero is also a podcast\u003c/em>\u003c/a>\u003cem> — new episodes are released every Tuesday. To share the story of your unsung hero with the Hidden Brain team, record a voice memo on your phone and send it to myunsunghero@hiddenbrain.org.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Growing+up%2C+he+struggled+to+read.+Then+a+young+teacher+saw+his+potential&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63596/growing-up-he-struggled-to-read-then-a-young-teacher-saw-his-potential","authors":["byline_mindshift_63596"],"categories":["mindshift_21512","mindshift_193"],"tags":["mindshift_444","mindshift_550"],"featImg":"mindshift_63597","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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