Report Finds ‘Deeper Learning’ Model Improves Outcomes for All Students
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That shift has brought schools that are practicing “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/deeper-learning/\" target=\"_blank\">deeper learning\u003c/a>” into focus.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.hewlett.org/programs/education/deeper-learning\" target=\"_blank\">William and Flora Hewlett Foundation\u003c/a> has been a big supporter of this work, defining deeper learning as a model that focuses on critical thinking, communication, collaboration, academic mindsets and learning how to learn, all through rigorous content. \u003ca href=\"http://www.air.org/resource/deeper-learning\" target=\"_blank\">New research conducted by the American Institutes for Research (AIR)\u003c/a> has found that the deeper learning model does have positive learning outcomes for students, regardless of their background.\u003c/p>\n\u003cp>The model is often critiqued as a framework that only works for high-achieving learners. The Hewlett Foundation commissioned this study to test whether the model works for all learners, choosing schools with a high proportion of low-income and English-language learners who often face \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/strategies-to-reach-every-student-regardless-of-language-barrier/\" target=\"_blank\">more barriers to achievement\u003c/a>. AIR investigators were also careful to choose schools that did not have a selective admissions process that might skew the student population toward high-achieving learners.\u003c/p>\n\u003cp>Researchers investigated 13 schools in Hewlett's Deeper Learning Network and compared them with nearby schools with similar demographics. To strengthen the comparison, AIR researchers also chose individual students with similar demographic and academic characteristics when entering ninth grade and compared their learning outcomes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Students attending Deeper Learning Network schools graduated on time, that is, in four years, at a 9 percent higher rate than their matched counterparts at the comparison school,” said Jennifer O’Day, co-principal investigator for AIR. Additionally, students at deeper learning schools were more likely to attend four-year colleges and often enrolled in more selective institutions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“One of the things that we saw in these schools was that the teachers and students themselves were constantly engaged in thinking about what students were learning, and the students were reflecting on their learning and trying to improve it.”\u003c/aside>\n\u003cp>Positive stories in education often highlight one student who overcame the odds, or an exceptional teacher or school, noted Ron Berger, chief academic officer for Expeditionary Learning, one of the Deeper Learning Network school models. “This is a much more important story because it's not about one student or one teacher or one school, or even one network,” Berger said.\u003c/p>\n\u003cp>The schools in the study all subscribe to the broad principles of deeper learning, but they implement those ideas in different ways. Still, the study found consistently better performance and reports from students at the Deeper Learning Network schools. “We’re talking about applying these principles of deeper learning broadly, and it’s not dependent on one great teacher or one kid,” Berger said.\u003c/p>\n\u003cp>To begin scaling up this model, the report recommends that educators take advantage of the growing number of deeper learning resources available, visit deeper learning schools and explore ways to change the system to allow for more learning of this kind.\u003c/p>\n\u003cp>One obvious barrier remains the importance of standardized test scores for determining school resources, leading to its paramount importance for many administrators. “The most important assessments happening in schools right now are not the big top-down assessments,” Berger said. “It’s the ones happening in the minds of students. Those are the kinds of things that need to be supported at the school level. It’s not that those big assessments are wrong, it’s that they are incredibly insufficient to build up these skills.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"t55qdzSlkB3YgVmOorDLWRVqnfW420J8\"]\u003c/p>\n\u003cp>O’Day has been working in the education field for 30 years and agreed that watching students articulate their own learning and growth was the most striking difference between Deeper Learning Network schools and more traditional schools in this study. “One of the things that we saw in these schools was that the teachers and students themselves were constantly engaged in thinking about what students were learning, and the students were reflecting on their learning and trying to improve it,” she said.\u003c/p>\n\u003cp>If this approach to teaching and learning is to take hold more broadly, however, a lot of pieces of the education system at many levels would have to change. Teachers need more professional development to learn how to scaffold and support student learning in this way. Administrators don’t often have the leadership skills to advocate and support the work. The accountability systems used by state and federal education bureaucracies would need to shift to align with the kinds of instruction taking place in the classroom. And schools need more resources to make sure all of this can take place.\u003c/p>\n\u003cp>AIR investigators also looked at more traditional measures of achievement -- tests. They evaluated student scores on state exams (the Regents in New York and the High School Exit Exam in California) and on the \u003ca href=\"http://www.oecd.org/pisa/aboutpisa/pisa-basedtestforschools.htm\" target=\"_blank\">OECD PISA-based Test for Schools\u003c/a>, which is supposed to measure complex problem-solving skills as well as content. “We found on average that students in the network schools achieved higher scores in reading, math and science than students in comparison schools,” O’Day said.\u003c/p>\n\u003cp>Researchers also asked students about their personal experiences of school to make sure student opinion aligned with quantitative data. “It’s important to look at what students are actually experiencing because it's not always what adults think they’re experiencing,” O’Day said. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/what-keeps-students-them-motivated-to-learn/\" target=\"_blank\">Students at deeper learning schools\u003c/a> reported higher levels of engagement, motivation to learn, self-efficacy and collaboration skills than their peers.\u003c/p>\n\u003cp>Students were also asked about creative thinking skills, locus of control, perseverance and self-management, but the results were not significantly better for deeper learning schools in these areas than non-network schools. One possible explanation for this discrepancy is that projects are very structured at Deeper Learning Network schools, so students feel supported and guided through the process, said Marc Chun, a program officer at the Hewlett Foundation. He suspects that this support led to lower scores on qualities such as control, self-management and perseverance.\u003c/p>\n\u003cp>“We feel pretty comfortable that the kinds of outcomes we are seeing are a result of the experiences [students] receive while in school,” O’Day said. The researchers found the results held true for students coming in as high-achieving middle schoolers and for those with low achievement.\u003c/p>\n\u003cp>“This consistency was across multiple measures, and it was across a variety of school models,” O’Day said. “This suggests that this concept of deeper learning has legs. And it also suggests that there’s not one right approach to doing this, that there may be multiple ways of helping students achieve these outcomes.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Here is a list of networks in the Hewlett Foundation’s Deeper Learning Community of Practice:\u003cbr>\n\u003ca href=\"http://asiasociety.org/international-studies-schools-network\">Asia Society\u003c/a>\u003cbr>\n\u003ca href=\"http://www.bigpicture.org/\">Big Picture Learning\u003c/a>\u003cbr>\n\u003ca href=\"http://www.connectedcalifornia.org/\">ConnectEd\u003c/a>\u003cbr>\n\u003ca href=\"http://www.edvisions.com/\">EdVisions Schools\u003c/a>\u003cbr>\n\u003ca href=\"http://www.envisionschools.org/\">Envision Schools\u003c/a>\u003cbr>\n\u003ca href=\"http://elschools.org/\">Expeditionary Learning\u003c/a>\u003cbr>\n\u003ca href=\"http://www.hightechhigh.org/\">High Tech High\u003c/a>\u003cbr>\n\u003ca href=\"http://internationalsnps.org/\">Internationals Network for Public Schools\u003c/a>\u003cbr>\n\u003ca href=\"http://www.newtechnetwork.org/\">New Tech Network\u003c/a>\u003cbr>\n\u003ca href=\"http://www.newvisions.org/\">New Visions for Public Schools\u003c/a> \u003c/p>\n\n","blocks":[],"excerpt":"The conversation about what kids need to know and to be able to do by the end of high school has gradually shifted over the past several years to emphasize not just rigorous content goals, but also less tangible skills, such as creative thinking, problem-solving and collaboration. ","status":"publish","parent":0,"modified":1412343460,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1204},"headData":{"title":"Report Finds ‘Deeper Learning’ Model Improves Outcomes for All Students | KQED","description":"The conversation about what kids need to know and to be able to do by the end of high school has gradually shifted over the past several years to emphasize not just rigorous content goals, but also less tangible skills, such as creative thinking, problem-solving and collaboration. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"37946 http://blogs.kqed.org/mindshift/?p=37946","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/03/report-finds-deeper-learning-model-improves-outcomes-for-all-students/","disqusTitle":"Report Finds ‘Deeper Learning’ Model Improves Outcomes for All Students","path":"/mindshift/37946/report-finds-deeper-learning-model-improves-outcomes-for-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png\" alt=\"Deeper Learning\" width=\"464\" height=\"300\" class=\"alignnone size-full wp-image-23833\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png 464w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-400x259.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-320x207.png 320w\" sizes=\"(max-width: 464px) 100vw, 464px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">The conversation about what kids need to know and to be able to do by the end of high school has gradually shifted over the past several years to emphasize not just rigorous content goals, but also less tangible skills, such as creative thinking, problem-solving and collaboration. That shift has brought schools that are practicing “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/deeper-learning/\" target=\"_blank\">deeper learning\u003c/a>” into focus.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.hewlett.org/programs/education/deeper-learning\" target=\"_blank\">William and Flora Hewlett Foundation\u003c/a> has been a big supporter of this work, defining deeper learning as a model that focuses on critical thinking, communication, collaboration, academic mindsets and learning how to learn, all through rigorous content. \u003ca href=\"http://www.air.org/resource/deeper-learning\" target=\"_blank\">New research conducted by the American Institutes for Research (AIR)\u003c/a> has found that the deeper learning model does have positive learning outcomes for students, regardless of their background.\u003c/p>\n\u003cp>The model is often critiqued as a framework that only works for high-achieving learners. The Hewlett Foundation commissioned this study to test whether the model works for all learners, choosing schools with a high proportion of low-income and English-language learners who often face \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/strategies-to-reach-every-student-regardless-of-language-barrier/\" target=\"_blank\">more barriers to achievement\u003c/a>. AIR investigators were also careful to choose schools that did not have a selective admissions process that might skew the student population toward high-achieving learners.\u003c/p>\n\u003cp>Researchers investigated 13 schools in Hewlett's Deeper Learning Network and compared them with nearby schools with similar demographics. To strengthen the comparison, AIR researchers also chose individual students with similar demographic and academic characteristics when entering ninth grade and compared their learning outcomes.\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>“Students attending Deeper Learning Network schools graduated on time, that is, in four years, at a 9 percent higher rate than their matched counterparts at the comparison school,” said Jennifer O’Day, co-principal investigator for AIR. Additionally, students at deeper learning schools were more likely to attend four-year colleges and often enrolled in more selective institutions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“One of the things that we saw in these schools was that the teachers and students themselves were constantly engaged in thinking about what students were learning, and the students were reflecting on their learning and trying to improve it.”\u003c/aside>\n\u003cp>Positive stories in education often highlight one student who overcame the odds, or an exceptional teacher or school, noted Ron Berger, chief academic officer for Expeditionary Learning, one of the Deeper Learning Network school models. “This is a much more important story because it's not about one student or one teacher or one school, or even one network,” Berger said.\u003c/p>\n\u003cp>The schools in the study all subscribe to the broad principles of deeper learning, but they implement those ideas in different ways. Still, the study found consistently better performance and reports from students at the Deeper Learning Network schools. “We’re talking about applying these principles of deeper learning broadly, and it’s not dependent on one great teacher or one kid,” Berger said.\u003c/p>\n\u003cp>To begin scaling up this model, the report recommends that educators take advantage of the growing number of deeper learning resources available, visit deeper learning schools and explore ways to change the system to allow for more learning of this kind.\u003c/p>\n\u003cp>One obvious barrier remains the importance of standardized test scores for determining school resources, leading to its paramount importance for many administrators. “The most important assessments happening in schools right now are not the big top-down assessments,” Berger said. “It’s the ones happening in the minds of students. Those are the kinds of things that need to be supported at the school level. It’s not that those big assessments are wrong, it’s that they are incredibly insufficient to build up these skills.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>O’Day has been working in the education field for 30 years and agreed that watching students articulate their own learning and growth was the most striking difference between Deeper Learning Network schools and more traditional schools in this study. “One of the things that we saw in these schools was that the teachers and students themselves were constantly engaged in thinking about what students were learning, and the students were reflecting on their learning and trying to improve it,” she said.\u003c/p>\n\u003cp>If this approach to teaching and learning is to take hold more broadly, however, a lot of pieces of the education system at many levels would have to change. Teachers need more professional development to learn how to scaffold and support student learning in this way. Administrators don’t often have the leadership skills to advocate and support the work. The accountability systems used by state and federal education bureaucracies would need to shift to align with the kinds of instruction taking place in the classroom. And schools need more resources to make sure all of this can take place.\u003c/p>\n\u003cp>AIR investigators also looked at more traditional measures of achievement -- tests. They evaluated student scores on state exams (the Regents in New York and the High School Exit Exam in California) and on the \u003ca href=\"http://www.oecd.org/pisa/aboutpisa/pisa-basedtestforschools.htm\" target=\"_blank\">OECD PISA-based Test for Schools\u003c/a>, which is supposed to measure complex problem-solving skills as well as content. “We found on average that students in the network schools achieved higher scores in reading, math and science than students in comparison schools,” O’Day said.\u003c/p>\n\u003cp>Researchers also asked students about their personal experiences of school to make sure student opinion aligned with quantitative data. “It’s important to look at what students are actually experiencing because it's not always what adults think they’re experiencing,” O’Day said. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/what-keeps-students-them-motivated-to-learn/\" target=\"_blank\">Students at deeper learning schools\u003c/a> reported higher levels of engagement, motivation to learn, self-efficacy and collaboration skills than their peers.\u003c/p>\n\u003cp>Students were also asked about creative thinking skills, locus of control, perseverance and self-management, but the results were not significantly better for deeper learning schools in these areas than non-network schools. One possible explanation for this discrepancy is that projects are very structured at Deeper Learning Network schools, so students feel supported and guided through the process, said Marc Chun, a program officer at the Hewlett Foundation. He suspects that this support led to lower scores on qualities such as control, self-management and perseverance.\u003c/p>\n\u003cp>“We feel pretty comfortable that the kinds of outcomes we are seeing are a result of the experiences [students] receive while in school,” O’Day said. The researchers found the results held true for students coming in as high-achieving middle schoolers and for those with low achievement.\u003c/p>\n\u003cp>“This consistency was across multiple measures, and it was across a variety of school models,” O’Day said. “This suggests that this concept of deeper learning has legs. And it also suggests that there’s not one right approach to doing this, that there may be multiple ways of helping students achieve these outcomes.”\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>Here is a list of networks in the Hewlett Foundation’s Deeper Learning Community of Practice:\u003cbr>\n\u003ca href=\"http://asiasociety.org/international-studies-schools-network\">Asia Society\u003c/a>\u003cbr>\n\u003ca href=\"http://www.bigpicture.org/\">Big Picture Learning\u003c/a>\u003cbr>\n\u003ca href=\"http://www.connectedcalifornia.org/\">ConnectEd\u003c/a>\u003cbr>\n\u003ca href=\"http://www.edvisions.com/\">EdVisions Schools\u003c/a>\u003cbr>\n\u003ca href=\"http://www.envisionschools.org/\">Envision Schools\u003c/a>\u003cbr>\n\u003ca href=\"http://elschools.org/\">Expeditionary Learning\u003c/a>\u003cbr>\n\u003ca href=\"http://www.hightechhigh.org/\">High Tech High\u003c/a>\u003cbr>\n\u003ca href=\"http://internationalsnps.org/\">Internationals Network for Public Schools\u003c/a>\u003cbr>\n\u003ca href=\"http://www.newtechnetwork.org/\">New Tech Network\u003c/a>\u003cbr>\n\u003ca href=\"http://www.newvisions.org/\">New Visions for Public Schools\u003c/a> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37946/report-finds-deeper-learning-model-improves-outcomes-for-all-students","authors":["234"],"categories":["mindshift_20673","mindshift_1"],"tags":["mindshift_939","mindshift_1040","mindshift_813","mindshift_381"],"featImg":"mindshift_23833","label":"mindshift"},"mindshift_34821":{"type":"posts","id":"mindshift_34821","meta":{"index":"posts_1591205157","site":"mindshift","id":"34821","score":null,"sort":[1397054804000]},"guestAuthors":[],"slug":"more-progressive-ways-to-measure-deeper-level-of-learning","title":"More Progressive Ways to Measure Deeper Levels of Learning","publishDate":1397054804,"format":"aside","headTitle":"ASSESSMENT | MindShift | KQED News","labelTerm":{"term":20658,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34949\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34949\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students work together. \u003ccite>(Erin Scott/MindShift)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">How do we measure learning beyond knowledge of content? Finding that winning combination of criteria can prove to be a complicated and sometimes difficult process. Schools that are pushing boundaries are learning that it takes time, a lot of conversation, and a willingness to let students participate in that evaluation.\u003c/p>\n\u003cp>“Most schools and most of our learning stops at knowing and we need to move that and broaden it to the doing and the reflecting,” said Bob Lenz, co-founder & chief executive officer of \u003ca href=\"http://www.envisionschools.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Envision Schools\u003c/a> while participating in a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Deeper Learning MOOC\u003c/a> panel. The charter network’s teachers follow three steps for assessment: know, do, reflect. Skills like critical thinking, problem-solving, and collaboration require practice, Lenz said. Students have to do them constantly and be observed throughout the process for a true assessment.\u003c/p>\n\u003cp>[contextly_sidebar id=\"0fdf23794d382e0679149aaa635e3606\"]\u003c/p>\n\u003cp>“The real power comes in the reflective process, both individually and with peers,” Lenz said. “Any of the deeper learning outcomes, the reflection is really where the power is and it puts the onus back on the student, instead of the teacher standing in judgment.” Most projects at Envision schools culminate in an exhibition of work at which students reflect on how they could have done things differently or improved on their work. All four years of high school at Envision are a cycle of performance frameworks feeding into a portfolio and culminating in a defense of four years of learning at which students show what they have learned by demonstrating their knowledge and skill, as well as the ability to learn how to learn.\u003c/p>\n\u003cp>\u003cstrong>RUBRICS\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teaching rubrics are a common tool in any classroom, but they can easily become a disguised checklist of tasks, instead of a living document designed to structure learning towards a desired skill or outcome. Setting clear goals about what students should know and be able to do when they graduate high school is a good way to start.\u003c/p>\n\u003cp>“We find it effective to start with the types of student outcomes that we’re after and have all the staff make sense of that, and commit to the common ‘why,’ and then have the instructional practices to reach those outcomes,” said Megan Pacheco, senior director of school design and implementation at the \u003ca href=\"http://www.newtechnetwork.org/\" target=\"_blank\" rel=\"noopener noreferrer\">New Tech Network\u003c/a>.\u003c/p>\n\u003cp>Having a rubric doesn’t mean students aren’t engaged in the assessment process or that there’s no room for surprise or creativity. “If those performance tasks are really open ended then students go about them in very unique ways,” Pacheco said. Asking students to dig into the rubric themselves, unpack it, compare themselves against it and reflect on that experience is a great way to get them to understand their own learning.\u003c/p>\n\u003cp>“Helping students not to think about assessment as just for a grade or the endpoint of learning, but really as that continuing path of development towards all the skills we know they need,” Pacheco said. Students could even be involved in creating the rubric.\u003c/p>\n\u003cp>“[Students] often don’t like using rubrics that I bring to them,” said Cady Staff, an eighth-grade teacher \u003ca href=\"http://www.hightechhigh.org/schools/HTMCV/\" target=\"_blank\" rel=\"noopener noreferrer\">High Tech Middle Chula Vista\u003c/a>. “So when I do use rubrics it would be a co-designed rubric.” Her students reject outside assessments that haven’t been personalized to their classroom and agreed upon by one another. The process of tinkering with the rubric can be on-going. For example, some students at the neighboring high school became interested in gun-violence and started a \u003ca href=\"https://www.kickstarter.com/projects/898983347/beyond-the-crossfire\" target=\"_blank\" rel=\"noopener noreferrer\">Kickstarter campaign\u003c/a> to raise money to make a documentary about gun violence in their lives. As they worked through their project, they continually changed what elements should be included in the rubric, as they experimented with what would entice people to give to their cause.\u003c/p>\n\u003cp>\u003cstrong>ASSESSING AT THE RIGHT MOMENT\u003c/strong>\u003c/p>\n\u003cp>In addition to making it clear to students what learning goals will be covered and required of them through the rubric or performance framework, students need constructive feedback in order to improve. But feedback isn’t always appropriate; there are times when it’s very effective and other times when it can be a waste of precious energy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Any of the deeper learning outcomes, the reflection is really where the power is and it puts the onus back on the student, instead of the teacher standing in judgment.”\u003c/aside>\n\u003cp>“Assessment is really time consuming and exhausting,” Staff said. “So when I do it, and give a lot of meaningful feedback, I want to do it at a time that it will help them to improve.” Students don’t want to know how they could have done better after they’ve already turned in the project. Peer assessment is another way for students to gain valuable input on how they can iterate on an idea or project, helping to push towards another, better version.\u003c/p>\n\u003cp>Assessment can happen as students work to improve their projects. Teachers don’t have to wait until students turn in a final product to know if they are understanding the content, demonstrating their knowledge, working well together, thinking critically through problems that arise and reflecting on their own work. In fact, that’s the only time many of those qualities can actively be assessed since learning happens over time and can’t be capture in just a snapshot. “Strive to help students assess their own deeper learning,” Staff said. When students can reflect on their own learning process to the point of assessing themselves, teachers know they’re learning deeply.\u003c/p>\n\u003cp>\u003cstrong>USING PISA AT SCHOOL LEVEL\u003c/strong>\u003c/p>\n\u003cp>One standardized test that has been praised for its ability to measure critical thinking and creativity is the \u003ca href=\"http://www.oecd.org/pisa/\" target=\"_blank\" rel=\"noopener noreferrer\">Programme for International Student Assessment (PISA)\u003c/a>, an international test that ranks countries in reading, math and science. While those scores give leaders a sense of U.S. students’ international competitiveness in the global market, they don’t give school-based data. A group of educators is trying to capitalize on what is considered to be a fairly effective test, bringing it down to the school level.\u003c/p>\n\u003cp>“It gives a school a sense of how they are doing on these deeper learning, critical thinking, problem solving skills,” said Peter Kannam, a managing partner with America Achieves tasked with coordinating the \u003ca href=\"http://www.americaachieves.org/oecd\" target=\"_blank\" rel=\"noopener noreferrer\">OECD Test for Schools\u003c/a>. Schools have used the test to identify weaknesses and change course if necessary. One school found that while its students were reading more, they weren’t reading deeply. The school built in more emphasis on reading for enjoyment to engage students.\u003c/p>\n\u003cp>The drawback with the OECD Test For Schools, as with any assessment that tries to authentically measure soft skills, is that it’s expensive. It costs $11,000 to administer and score the OECD test in each school. “At the end of the day it costs money to grade,” Kannam said. That is typically the drawback with authentic assessment at scale. “We don’t need to necessarily do more assessments, we need to do better assessment,” Kannam said. He pointed out that many assessments currently in use for accountability purposes don’t give educators useful, actionable data at the classroom level.\u003c/p>\n\u003cp>\u003cstrong>SCALING AUTHENTIC ASSESSMENTS\u003c/strong>\u003c/p>\n\u003cp>Some educators are hoping that new assessments meant to test Common Core State Standards will provide more authentic assessment of some deeper learning skills. The \u003ca href=\"http://www.hewlett.org/programs/education/deeper-learning\" target=\"_blank\" rel=\"noopener noreferrer\">Hewlett Foundation\u003c/a> has been supporting work to grow the Deeper Learning Movement and believes that assessment will not only drive teacher practices, but is ultimately the only way to know if schools are succeeding in their efforts.\u003c/p>\n\u003cp>“We don’t know if we are getting any better unless we can document it,” said Marc Chun, program officer at the Hewlett Foundation. The foundation commissioned a National Center for Research, Evaluation, Standards and Student Testing (CRESST) \u003ca href=\"http://www.hewlett.org/library/grantee-publication/road-assessing-deeper-learning\" target=\"_blank\" rel=\"noopener noreferrer\">study\u003c/a> to evaluate the Smarter Balanced and PARCC tests for various aspects of deeper learning. The study found that the test actually does measure content and critical thinking better than any other test and it does a reasonable job at measuring written communication.\u003c/p>\n\u003cp>“Ultimately what we want students to be able to do is solve problems they’ve never seen before,” Chun said. That’s why he thinks even nationally administered tests like those being used to evaluate Common Core standards can be effective. If a classroom is doing incredible project-based work or sending students on interesting and dynamic internships the ultimate test of how much students learned is their ability to transfer that knowledge to a new setting.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>While the new tests don’t measure effective oral communication, collaboration, learning how to learn or develop academic mindsets -- the other three and a half parts of Hewlett’s definition of deeper learning -- there is still a lot of work to be done to effectively scale up well-rounded assessments of deeper learning. But Chun believes the new tests will be a step in the right direction.\u003c/p>\n\n","blocks":[],"excerpt":"How do we measure learning beyond knowledge of content? Finding that winning combination of criteria can prove to be a complicated and sometimes difficult process. Schools that are pushing boundaries are learning that it takes time, a lot of conversation, and a willingness to let students participate in that evaluation.","status":"publish","parent":0,"modified":1573778877,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1543},"headData":{"title":"More Progressive Ways to Measure Deeper Levels of Learning | KQED","description":"How do we measure learning beyond knowledge of content? Finding that winning combination of criteria can prove to be a complicated and sometimes difficult process. Schools that are pushing boundaries are learning that it takes time, a lot of conversation, and a willingness to let students participate in that evaluation.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"34821 http://blogs.kqed.org/mindshift/?p=34821","disqusUrl":"https://ww2.kqed.org/mindshift/2014/04/09/more-progressive-ways-to-measure-deeper-level-of-learning/","disqusTitle":"More Progressive Ways to Measure Deeper Levels of Learning","path":"/mindshift/34821/more-progressive-ways-to-measure-deeper-level-of-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34949\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34949\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students work together. \u003ccite>(Erin Scott/MindShift)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">How do we measure learning beyond knowledge of content? Finding that winning combination of criteria can prove to be a complicated and sometimes difficult process. Schools that are pushing boundaries are learning that it takes time, a lot of conversation, and a willingness to let students participate in that evaluation.\u003c/p>\n\u003cp>“Most schools and most of our learning stops at knowing and we need to move that and broaden it to the doing and the reflecting,” said Bob Lenz, co-founder & chief executive officer of \u003ca href=\"http://www.envisionschools.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Envision Schools\u003c/a> while participating in a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Deeper Learning MOOC\u003c/a> panel. The charter network’s teachers follow three steps for assessment: know, do, reflect. Skills like critical thinking, problem-solving, and collaboration require practice, Lenz said. Students have to do them constantly and be observed throughout the process for a true assessment.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The real power comes in the reflective process, both individually and with peers,” Lenz said. “Any of the deeper learning outcomes, the reflection is really where the power is and it puts the onus back on the student, instead of the teacher standing in judgment.” Most projects at Envision schools culminate in an exhibition of work at which students reflect on how they could have done things differently or improved on their work. All four years of high school at Envision are a cycle of performance frameworks feeding into a portfolio and culminating in a defense of four years of learning at which students show what they have learned by demonstrating their knowledge and skill, as well as the ability to learn how to learn.\u003c/p>\n\u003cp>\u003cstrong>RUBRICS\u003c/strong>\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>Teaching rubrics are a common tool in any classroom, but they can easily become a disguised checklist of tasks, instead of a living document designed to structure learning towards a desired skill or outcome. Setting clear goals about what students should know and be able to do when they graduate high school is a good way to start.\u003c/p>\n\u003cp>“We find it effective to start with the types of student outcomes that we’re after and have all the staff make sense of that, and commit to the common ‘why,’ and then have the instructional practices to reach those outcomes,” said Megan Pacheco, senior director of school design and implementation at the \u003ca href=\"http://www.newtechnetwork.org/\" target=\"_blank\" rel=\"noopener noreferrer\">New Tech Network\u003c/a>.\u003c/p>\n\u003cp>Having a rubric doesn’t mean students aren’t engaged in the assessment process or that there’s no room for surprise or creativity. “If those performance tasks are really open ended then students go about them in very unique ways,” Pacheco said. Asking students to dig into the rubric themselves, unpack it, compare themselves against it and reflect on that experience is a great way to get them to understand their own learning.\u003c/p>\n\u003cp>“Helping students not to think about assessment as just for a grade or the endpoint of learning, but really as that continuing path of development towards all the skills we know they need,” Pacheco said. Students could even be involved in creating the rubric.\u003c/p>\n\u003cp>“[Students] often don’t like using rubrics that I bring to them,” said Cady Staff, an eighth-grade teacher \u003ca href=\"http://www.hightechhigh.org/schools/HTMCV/\" target=\"_blank\" rel=\"noopener noreferrer\">High Tech Middle Chula Vista\u003c/a>. “So when I do use rubrics it would be a co-designed rubric.” Her students reject outside assessments that haven’t been personalized to their classroom and agreed upon by one another. The process of tinkering with the rubric can be on-going. For example, some students at the neighboring high school became interested in gun-violence and started a \u003ca href=\"https://www.kickstarter.com/projects/898983347/beyond-the-crossfire\" target=\"_blank\" rel=\"noopener noreferrer\">Kickstarter campaign\u003c/a> to raise money to make a documentary about gun violence in their lives. As they worked through their project, they continually changed what elements should be included in the rubric, as they experimented with what would entice people to give to their cause.\u003c/p>\n\u003cp>\u003cstrong>ASSESSING AT THE RIGHT MOMENT\u003c/strong>\u003c/p>\n\u003cp>In addition to making it clear to students what learning goals will be covered and required of them through the rubric or performance framework, students need constructive feedback in order to improve. But feedback isn’t always appropriate; there are times when it’s very effective and other times when it can be a waste of precious energy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Any of the deeper learning outcomes, the reflection is really where the power is and it puts the onus back on the student, instead of the teacher standing in judgment.”\u003c/aside>\n\u003cp>“Assessment is really time consuming and exhausting,” Staff said. “So when I do it, and give a lot of meaningful feedback, I want to do it at a time that it will help them to improve.” Students don’t want to know how they could have done better after they’ve already turned in the project. Peer assessment is another way for students to gain valuable input on how they can iterate on an idea or project, helping to push towards another, better version.\u003c/p>\n\u003cp>Assessment can happen as students work to improve their projects. Teachers don’t have to wait until students turn in a final product to know if they are understanding the content, demonstrating their knowledge, working well together, thinking critically through problems that arise and reflecting on their own work. In fact, that’s the only time many of those qualities can actively be assessed since learning happens over time and can’t be capture in just a snapshot. “Strive to help students assess their own deeper learning,” Staff said. When students can reflect on their own learning process to the point of assessing themselves, teachers know they’re learning deeply.\u003c/p>\n\u003cp>\u003cstrong>USING PISA AT SCHOOL LEVEL\u003c/strong>\u003c/p>\n\u003cp>One standardized test that has been praised for its ability to measure critical thinking and creativity is the \u003ca href=\"http://www.oecd.org/pisa/\" target=\"_blank\" rel=\"noopener noreferrer\">Programme for International Student Assessment (PISA)\u003c/a>, an international test that ranks countries in reading, math and science. While those scores give leaders a sense of U.S. students’ international competitiveness in the global market, they don’t give school-based data. A group of educators is trying to capitalize on what is considered to be a fairly effective test, bringing it down to the school level.\u003c/p>\n\u003cp>“It gives a school a sense of how they are doing on these deeper learning, critical thinking, problem solving skills,” said Peter Kannam, a managing partner with America Achieves tasked with coordinating the \u003ca href=\"http://www.americaachieves.org/oecd\" target=\"_blank\" rel=\"noopener noreferrer\">OECD Test for Schools\u003c/a>. Schools have used the test to identify weaknesses and change course if necessary. One school found that while its students were reading more, they weren’t reading deeply. The school built in more emphasis on reading for enjoyment to engage students.\u003c/p>\n\u003cp>The drawback with the OECD Test For Schools, as with any assessment that tries to authentically measure soft skills, is that it’s expensive. It costs $11,000 to administer and score the OECD test in each school. “At the end of the day it costs money to grade,” Kannam said. That is typically the drawback with authentic assessment at scale. “We don’t need to necessarily do more assessments, we need to do better assessment,” Kannam said. He pointed out that many assessments currently in use for accountability purposes don’t give educators useful, actionable data at the classroom level.\u003c/p>\n\u003cp>\u003cstrong>SCALING AUTHENTIC ASSESSMENTS\u003c/strong>\u003c/p>\n\u003cp>Some educators are hoping that new assessments meant to test Common Core State Standards will provide more authentic assessment of some deeper learning skills. The \u003ca href=\"http://www.hewlett.org/programs/education/deeper-learning\" target=\"_blank\" rel=\"noopener noreferrer\">Hewlett Foundation\u003c/a> has been supporting work to grow the Deeper Learning Movement and believes that assessment will not only drive teacher practices, but is ultimately the only way to know if schools are succeeding in their efforts.\u003c/p>\n\u003cp>“We don’t know if we are getting any better unless we can document it,” said Marc Chun, program officer at the Hewlett Foundation. The foundation commissioned a National Center for Research, Evaluation, Standards and Student Testing (CRESST) \u003ca href=\"http://www.hewlett.org/library/grantee-publication/road-assessing-deeper-learning\" target=\"_blank\" rel=\"noopener noreferrer\">study\u003c/a> to evaluate the Smarter Balanced and PARCC tests for various aspects of deeper learning. The study found that the test actually does measure content and critical thinking better than any other test and it does a reasonable job at measuring written communication.\u003c/p>\n\u003cp>“Ultimately what we want students to be able to do is solve problems they’ve never seen before,” Chun said. That’s why he thinks even nationally administered tests like those being used to evaluate Common Core standards can be effective. If a classroom is doing incredible project-based work or sending students on interesting and dynamic internships the ultimate test of how much students learned is their ability to transfer that knowledge to a new setting.\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>While the new tests don’t measure effective oral communication, collaboration, learning how to learn or develop academic mindsets -- the other three and a half parts of Hewlett’s definition of deeper learning -- there is still a lot of work to be done to effectively scale up well-rounded assessments of deeper learning. But Chun believes the new tests will be a step in the right direction.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34821/more-progressive-ways-to-measure-deeper-level-of-learning","authors":["234"],"series":["mindshift_20658"],"categories":["mindshift_192","mindshift_20673"],"tags":["mindshift_108","mindshift_939","mindshift_1040"],"featImg":"mindshift_34949","label":"mindshift_20658"},"mindshift_34684":{"type":"posts","id":"mindshift_34684","meta":{"index":"posts_1591205157","site":"mindshift","id":"34684","score":null,"sort":[1395756045000]},"guestAuthors":[],"slug":"whats-your-learning-disposition-how-to-foster-students-mindsets","title":"What's Your Learning Disposition? How to Foster Students' Mindsets","publishDate":1395756045,"format":"aside","headTitle":"GROWTH MINDSET | MindShift | KQED News","labelTerm":{"term":20659,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34741\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34741\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg\" alt=\"3113816327_9a3e7bdaff_z-e1395356922903\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Flickr: fhwrdh\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\" style=\"text-align: left\">Stanford psychologist \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\" rel=\"noopener\">Carol Dweck’s work on growth mindsets\u003c/a> has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.\u003c/p>\n\u003cp>\u003cstrong>Belonging to an academic community:\u003c/strong> Feeling connected to adults and peers at school intellectually, not just socially, through an academic community, is a strong motivator. Feeling a sense of belonging in an intellectual community helps students interpret setbacks as a natural part of learning, and not as a personal deficit that sets them apart.\u003c/p>\n\u003cp>\u003cstrong>Belief in the likelihood of success:\u003c/strong> Students’ belief in their own self-efficacy is a better predictor of academic success than measured ability. Students need to feel that they're likely to succeed in order to sustain the hard work of learning something challenging. When students believe they'll fail, they often don’t invest in the work or devalue the task.\u003c/p>\n\u003cp>\u003cstrong>The work has meaning and value:\u003c/strong> The brain naturally looks for connections. When students find academic work to be relevant to lives, interests, and concerns they're much more likely to work on a task in a sustained way and to perform well. It takes much more energy to focus attention on a task that does not have direct value to the student.\u003c/p>\n\u003cp>\u003cstrong>Belief that abilities and intelligence can grow with effort:\u003c/strong> Known as a growth mindset, (Carol Dweck's theory we refer to above) if students believe the brain is a muscle that must be exercised, they're more likely to interpret setbacks as opportunities to learn and improve. This mindset is associated with the joy of mastering a task, rather than learning for a grade or to outperform others.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>FOSTERING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Schools can encourage students to develop these mindsets, but it requires an intentional focus. “One thing we like to do as a school is celebrate kids taking risks and failing and then learning from those failures,” said Stephen Mahoney, principal of \u003ca href=\"http://www.springfieldrenaissanceschool.com/\" target=\"_blank\" rel=\"noopener\">Springfield Renaissance School\u003c/a> on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\" rel=\"noopener\">Deeper Learning MOOC panel\u003c/a>. The majority of Renaissance students receive free and reduced price lunch and 80 percent are students of color. Even the school’s honor roll is based on effort and perseverance rather than on objective performance. Setting school values in this way sends a strong message to students about what educators see as the most valuable skills school can teach.\u003c/p>\n\u003cp>[contextly_sidebar id=\"936a5b0cc610cbc6837d624b55af8462\"]\u003c/p>\n\u003cp>To help students see learning as a process, their assessments need to reflect the same ethos, including lots of informal feedback so students can improve on their work. “If they did something not very well, and they only get one chance to show what they know, that’s not a very good way to foster a growth mindset,” said \u003ca href=\"https://uei.uchicago.edu/about/staff/camille-farrington\" target=\"_blank\" rel=\"noopener\">Camille Farrington\u003c/a>, research associate at University of Chicago Consortium on Chicago School Research and author of a \u003ca href=\"http://www.hewlett.org/uploads/documents/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\" target=\"_blank\" rel=\"noopener\">white paper \u003c/a>on academic mindsets for the Hewlett Foundation.\u003c/p>\n\u003cp>To avoid that trap, schools can structure failure into the school culture, as Springfield Renaissance has done, so students don’t see a misstep as the end of their ability to succeed. “When students start reading the tea leaves and realize it’s impossible for them to succeed, they give up,” Farrington said. In points-based grading systems, students know when they’ve reached a point at which they can no longer pass, and stop trying.\u003c/p>\n\u003cp>“Students always have mindsets and they're always in the process of affirming the mindsets they already have,” Farrington said. “If they believe that they don’t belong or they can’t really do it then they’ll be looking for confirmation that that’s true.” It’s the teacher’s job to interrupt that negative mindset and turn it around to something positive and adaptive. Researchers have seen the impact of small, experimental interventions on a limited scale, so teachers who see kids every day can have a much bigger effect.\u003c/p>\n\u003cp>To make assessment feel worthwhile to students, and progressive in nature, educators can allow students to show their learning in multiple ways and at multiple stages in the learning process. Allowing students to assess themselves as part of the process creates a thoughtful, recurring time for them to look at their own growth and set new goals.\u003c/p>\n\u003cp>It also helps to give very specific feedback using behavior language. There’s a big difference between, “good job, you got the right answer,” and feedback that points out specific qualities in the work that were well done and how that connects to one of the academic mindsets being fostered or to the student’s stated learning goals.\u003c/p>\n\u003cp>\u003cstrong>TIPS FOR TEACHING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Influencing how students view themselves as learners is challenging work. Students often won’t respond if a teacher just tells them how they should think -- that creates defensiveness. Instead, a good tactic is to teach them some of the neuroscience around learning, including that the brain is malleable.\u003c/p>\n\u003cp>“You're telling students that when you work on really challenging things that’s when your brain is growing the most,” said Carissa Romero, assistant director of \u003ca href=\"http://www.perts.net/home/about.php\" target=\"_blank\" rel=\"noopener\">Stanford’s PERTS center\u003c/a>, which studies academic motivation. Giving them a reason to care about their approach to learning helps them connect it to their own lives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades.”\u003c/aside>\n\u003cp>Another tactic is to ask students if they exhibited one of the academic mindsets in another area of their lives and help them see how it could apply to learning. When a student exhibits that mindset in school, it can then be identified and connected to the rest of their lives. It’s important in these conversations to honor who students are as people and where they come from.\u003c/p>\n\u003cp>Even in environments where test results dominate the conversation, teachers have control over the language they use. “Even if you're forced to give lots of assessments, the way that you talk about your assessments can promote a growth mindset,” Romero said. “Tell [students] this will help you know where you are, and we can use this together to get you to where you want to be, and help you reach your learning goals.”\u003c/p>\n\u003cp>\u003cstrong>THE TEACHER IS CENTRAL\u003c/strong>\u003c/p>\n\u003cp>“I think the best way to cultivate these academic mindsets is through the type of culture where every adult in the school is on the same page about what we're trying to do and how we're going about it,” said Ed Briceno, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\" rel=\"noopener\">MindSet Works\u003c/a>, a company offering professional development and curriculum based on Carol Dweck’s research. “And then everything we do on a daily basis fosters those positive academic mindsets.”\u003c/p>\n\u003cp>Creating that kind of culture starts by being honest with students about the kinds of goals educators are working towards and the challenges they faced along the way. “My kids know that I got kicked out of the Peace Corps and that I recovered from getting kicked out the Peace Corps,” said Mahoney. They also know his goal is to better support middle school math. He’s invited students to check in with him about that goal, and they do. By being transparent with students, Mahoney is modeling the kind of approach that he’d like to see students take.\u003c/p>\n\u003cp>“It starts with the conversation you direct in schools and it starts with the examples you set for kids,” Mahoney said. “The kids are watching and they’re making note of that. And it’s important to make this fun. Making it feel like a game for kids is just another way of making it not so bad to fail.”\u003c/p>\n\u003cp>Growth, community, a sense of personal agency, and creating meaningful work are not always the primary goals in many U.S. schools. Too often the conversation is focused on test scores, standards and pacing guides. Educators and researchers working to develop academic mindsets emphasized the importance of school culture to make kids believe in the concepts. “Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades,” said Mahoney.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Fostering academic mindsets is a two-way street and requires teachers to listen to students. “If we’re thinking about what’s required of us as teachers to foster academic mindsets in classrooms -- and thereby foster student development and growth -- it’s a mindset in and of itself,” said Rob Riordan, co-founder of \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\" rel=\"noopener\">High Tech High\u003c/a> and President of its Graduate School of Education. “It wants to know what students are thinking and how they’re thinking.”\u003c/p>\n\n","blocks":[],"excerpt":"Stanford psychologist Carol Dweck’s work on growth mindsets has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.","status":"publish","parent":0,"modified":1542330792,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1536},"headData":{"title":"What's Your Learning Disposition? How to Foster Students' Mindsets | KQED","description":"Stanford psychologist Carol Dweck’s work on growth mindsets has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"34684 http://blogs.kqed.org/mindshift/?p=34684","disqusUrl":"https://ww2.kqed.org/mindshift/2014/03/25/whats-your-learning-disposition-how-to-foster-students-mindsets/","disqusTitle":"What's Your Learning Disposition? How to Foster Students' Mindsets","path":"/mindshift/34684/whats-your-learning-disposition-how-to-foster-students-mindsets","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34741\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34741\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg\" alt=\"3113816327_9a3e7bdaff_z-e1395356922903\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Flickr: fhwrdh\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\" style=\"text-align: left\">Stanford psychologist \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\" rel=\"noopener\">Carol Dweck’s work on growth mindsets\u003c/a> has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.\u003c/p>\n\u003cp>\u003cstrong>Belonging to an academic community:\u003c/strong> Feeling connected to adults and peers at school intellectually, not just socially, through an academic community, is a strong motivator. Feeling a sense of belonging in an intellectual community helps students interpret setbacks as a natural part of learning, and not as a personal deficit that sets them apart.\u003c/p>\n\u003cp>\u003cstrong>Belief in the likelihood of success:\u003c/strong> Students’ belief in their own self-efficacy is a better predictor of academic success than measured ability. Students need to feel that they're likely to succeed in order to sustain the hard work of learning something challenging. When students believe they'll fail, they often don’t invest in the work or devalue the task.\u003c/p>\n\u003cp>\u003cstrong>The work has meaning and value:\u003c/strong> The brain naturally looks for connections. When students find academic work to be relevant to lives, interests, and concerns they're much more likely to work on a task in a sustained way and to perform well. It takes much more energy to focus attention on a task that does not have direct value to the student.\u003c/p>\n\u003cp>\u003cstrong>Belief that abilities and intelligence can grow with effort:\u003c/strong> Known as a growth mindset, (Carol Dweck's theory we refer to above) if students believe the brain is a muscle that must be exercised, they're more likely to interpret setbacks as opportunities to learn and improve. This mindset is associated with the joy of mastering a task, rather than learning for a grade or to outperform others.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>FOSTERING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Schools can encourage students to develop these mindsets, but it requires an intentional focus. “One thing we like to do as a school is celebrate kids taking risks and failing and then learning from those failures,” said Stephen Mahoney, principal of \u003ca href=\"http://www.springfieldrenaissanceschool.com/\" target=\"_blank\" rel=\"noopener\">Springfield Renaissance School\u003c/a> on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\" rel=\"noopener\">Deeper Learning MOOC panel\u003c/a>. The majority of Renaissance students receive free and reduced price lunch and 80 percent are students of color. Even the school’s honor roll is based on effort and perseverance rather than on objective performance. Setting school values in this way sends a strong message to students about what educators see as the most valuable skills school can teach.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>To help students see learning as a process, their assessments need to reflect the same ethos, including lots of informal feedback so students can improve on their work. “If they did something not very well, and they only get one chance to show what they know, that’s not a very good way to foster a growth mindset,” said \u003ca href=\"https://uei.uchicago.edu/about/staff/camille-farrington\" target=\"_blank\" rel=\"noopener\">Camille Farrington\u003c/a>, research associate at University of Chicago Consortium on Chicago School Research and author of a \u003ca href=\"http://www.hewlett.org/uploads/documents/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\" target=\"_blank\" rel=\"noopener\">white paper \u003c/a>on academic mindsets for the Hewlett Foundation.\u003c/p>\n\u003cp>To avoid that trap, schools can structure failure into the school culture, as Springfield Renaissance has done, so students don’t see a misstep as the end of their ability to succeed. “When students start reading the tea leaves and realize it’s impossible for them to succeed, they give up,” Farrington said. In points-based grading systems, students know when they’ve reached a point at which they can no longer pass, and stop trying.\u003c/p>\n\u003cp>“Students always have mindsets and they're always in the process of affirming the mindsets they already have,” Farrington said. “If they believe that they don’t belong or they can’t really do it then they’ll be looking for confirmation that that’s true.” It’s the teacher’s job to interrupt that negative mindset and turn it around to something positive and adaptive. Researchers have seen the impact of small, experimental interventions on a limited scale, so teachers who see kids every day can have a much bigger effect.\u003c/p>\n\u003cp>To make assessment feel worthwhile to students, and progressive in nature, educators can allow students to show their learning in multiple ways and at multiple stages in the learning process. Allowing students to assess themselves as part of the process creates a thoughtful, recurring time for them to look at their own growth and set new goals.\u003c/p>\n\u003cp>It also helps to give very specific feedback using behavior language. There’s a big difference between, “good job, you got the right answer,” and feedback that points out specific qualities in the work that were well done and how that connects to one of the academic mindsets being fostered or to the student’s stated learning goals.\u003c/p>\n\u003cp>\u003cstrong>TIPS FOR TEACHING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Influencing how students view themselves as learners is challenging work. Students often won’t respond if a teacher just tells them how they should think -- that creates defensiveness. Instead, a good tactic is to teach them some of the neuroscience around learning, including that the brain is malleable.\u003c/p>\n\u003cp>“You're telling students that when you work on really challenging things that’s when your brain is growing the most,” said Carissa Romero, assistant director of \u003ca href=\"http://www.perts.net/home/about.php\" target=\"_blank\" rel=\"noopener\">Stanford’s PERTS center\u003c/a>, which studies academic motivation. Giving them a reason to care about their approach to learning helps them connect it to their own lives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades.”\u003c/aside>\n\u003cp>Another tactic is to ask students if they exhibited one of the academic mindsets in another area of their lives and help them see how it could apply to learning. When a student exhibits that mindset in school, it can then be identified and connected to the rest of their lives. It’s important in these conversations to honor who students are as people and where they come from.\u003c/p>\n\u003cp>Even in environments where test results dominate the conversation, teachers have control over the language they use. “Even if you're forced to give lots of assessments, the way that you talk about your assessments can promote a growth mindset,” Romero said. “Tell [students] this will help you know where you are, and we can use this together to get you to where you want to be, and help you reach your learning goals.”\u003c/p>\n\u003cp>\u003cstrong>THE TEACHER IS CENTRAL\u003c/strong>\u003c/p>\n\u003cp>“I think the best way to cultivate these academic mindsets is through the type of culture where every adult in the school is on the same page about what we're trying to do and how we're going about it,” said Ed Briceno, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\" rel=\"noopener\">MindSet Works\u003c/a>, a company offering professional development and curriculum based on Carol Dweck’s research. “And then everything we do on a daily basis fosters those positive academic mindsets.”\u003c/p>\n\u003cp>Creating that kind of culture starts by being honest with students about the kinds of goals educators are working towards and the challenges they faced along the way. “My kids know that I got kicked out of the Peace Corps and that I recovered from getting kicked out the Peace Corps,” said Mahoney. They also know his goal is to better support middle school math. He’s invited students to check in with him about that goal, and they do. By being transparent with students, Mahoney is modeling the kind of approach that he’d like to see students take.\u003c/p>\n\u003cp>“It starts with the conversation you direct in schools and it starts with the examples you set for kids,” Mahoney said. “The kids are watching and they’re making note of that. And it’s important to make this fun. Making it feel like a game for kids is just another way of making it not so bad to fail.”\u003c/p>\n\u003cp>Growth, community, a sense of personal agency, and creating meaningful work are not always the primary goals in many U.S. schools. Too often the conversation is focused on test scores, standards and pacing guides. Educators and researchers working to develop academic mindsets emphasized the importance of school culture to make kids believe in the concepts. “Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades,” said Mahoney.\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>Fostering academic mindsets is a two-way street and requires teachers to listen to students. “If we’re thinking about what’s required of us as teachers to foster academic mindsets in classrooms -- and thereby foster student development and growth -- it’s a mindset in and of itself,” said Rob Riordan, co-founder of \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\" rel=\"noopener\">High Tech High\u003c/a> and President of its Graduate School of Education. “It wants to know what students are thinking and how they’re thinking.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34684/whats-your-learning-disposition-how-to-foster-students-mindsets","authors":["234"],"series":["mindshift_20659"],"categories":["mindshift_20673","mindshift_193"],"tags":["mindshift_20650","mindshift_796","mindshift_870","mindshift_1040","mindshift_945","mindshift_20512","mindshift_20641"],"label":"mindshift_20659"},"mindshift_34422":{"type":"posts","id":"mindshift_34422","meta":{"index":"posts_1591205157","site":"mindshift","id":"34422","score":null,"sort":[1394719209000]},"guestAuthors":[],"slug":"what-keeps-students-them-motivated-to-learn","title":"What Keeps Students Motivated to Learn?","publishDate":1394719209,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34510\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34510\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/erinscott_-7080.jpg\" alt=\"erinscott_-7080\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/erinscott_-7080.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/erinscott_-7080-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/erinscott_-7080-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators have lots of ideas about how to improve education, to better reach learners and to give students the skills they’ll need in college and beyond the classroom. But often those conversations remain between adults. The real test of any idea is in the classroom, though students are rarely asked about what they think about their education.\u003c/p>\n\u003cp>A panel of seven students attending schools that are part of the “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a>” movement gave their perspective on what it means for them to learn and how educators can work to create a school culture that fosters creativity, collaboration, trust, the ability to fail, and perhaps most importantly, one in which students want to participate.\u003c/p>\n\u003cp>\u003cstrong>INTEGRATED PROJECTS\u003c/strong>\u003c/p>\n\u003cp>Project-based learning is the norm among these students, but they also have a lot of ideas about what makes a good project work. Students want projects to be \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/what-does-design-thinking-look-like-in-school/\" target=\"_blank\">integrated across subjects\u003c/a>, not separated by discipline. “When it’s integrated, each student can find something they like and everyone can get into it,” said Erina Chavez, a junior at \u003ca href=\"http://www.hightechhigh.org/schools/HTHNC/\" target=\"_blank\">High Tech High North County\u003c/a>. “I love when projects are integrated so you can find so many different aspects,” said Daniel Cohen, also a North County junior.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Treat students like adults. If the students feel like they’re worth it they’ll act more like adults.\"\u003c/aside>\n\u003cp>Students described an integrated biology and art project that asked them to research the origins of a disease that had significance for them, and to create an art project around it. They took drastically different approaches to researching an illness that ran in their family -- from interviewing family members about the experience for a video, to investigating whether stubbornness is genetic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At first Chavez wasn’t excited about the project, but she ended up enjoying it because she loves art. “All of us found our own solution to the problem and our own answers with the guidance of our teachers,” said another North County junior Paris Gramann. “It was a struggle because we didn’t really know where we were going, but I always find those are the best ones.”\u003c/p>\n\u003cp>Students were also excited that this project resulted in a real product that they could display. Their work was recognized and displayed at the University of California at San Diego art gallery. “It got really real at the time it moved up to the exhibition,” said Chavez. “It wasn’t something we were just turning in for a grade, but it was something that we could do well and beautifully.”\u003c/p>\n\u003cp>Middle school students also appreciate those projects where different subjects are integrated. \u003ca href=\"http://www.hightechhigh.org/schools/HTMCV/\" target=\"_blank\">High Tech Middle Chula Vista\u003c/a> seventh grader Ana de Almeida Amaral described an integrated humanities and math/science project, when students read Sherlock Holmes, wrote their own versions, and became experts in one aspect of forensics. Together they created a crime scene in their classroom and then taught everyone assembled about a part of the forensics process through a stop animation video.\u003c/p>\n\u003cp>\u003cstrong>INTEREST-BASED AND RELEVANT\u003c/strong>\u003c/p>\n\u003cp>Students like to know why they're learning something and they want to access that information through \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/students-own-interests-will-drive-the-school-day-of-the-future/\" target=\"_blank\">a lens that interests them\u003c/a>. “If teachers give broad guidelines for the project and then have students do something they’re interested in it will bring students along the whole time,” said Gramann. “Treat students like adults. If the students feel like they’re worth it they’ll act more like adults.”\u003c/p>\n\u003cp>Projects can often last for several weeks, so students need motivation to stay engaged and committed to deeply engaging a topic. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/how-to-help-students-develop-the-motivation-to-learn/\" target=\"_blank\">Authentic choice\u003c/a> is one aspect of allowing that to happen. Students on the panel described real choices they make about their education on a daily basis, from which book they’ll read in Humanities to the different topics they want to research. And even though these students sound like natural learners, many of them haven’t always been. They need teachers to show them why they should care about each learning goal.\u003c/p>\n\u003cp>“If you really let them know, and use real life problems, it will help them understand it and they will feel like it’s worth doing,” said de Almeida Amaral. “The biggest thing that’s necessary is making sure the projects connect to the students,” said Gibran Huerta, a junior at \u003ca href=\"http://envisionacademy.org/\" target=\"_blank\">Envision Academy\u003c/a> in Oakland. “Teachers tend to give projects and benchmarks and create topics around things that students don’t really connect to.” He was adamant that learning how to connect a topic to oneself is the key to learning. “Throughout middle school you have to develop skills of how things connect to yourself,” he said.\u003c/p>\n\u003cp>\u003cstrong>MAKE IT HANDS-ON\u003c/strong>\u003c/p>\n\u003cp>“If you get hands-on and they’re really interacting with what they’re doing, it’s really helpful,” said Trey Lewis, a junior at North County. He’s had teachers that lecture a lot and much \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\" target=\"_blank\">prefers doing the work to being told about it\u003c/a>. He says it also adds a challenge since most hands-on projects at High Tech High North County are group projects, requiring \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/how-to-foster-collaboration-and-team-spirit/\" target=\"_blank\">collaboration\u003c/a>, a leadership skill that all students agree isn’t always easy.\u003c/p>\n\u003cp>“Collaborating productively is a leadership skill at this school,” said Dora Aguilar, a junior at \u003ca href=\"http://www.es-cat.org/\" target=\"_blank\">City Arts and Tech\u003c/a>, part of the Envision network. She says that while it can be hard, it can also be very rewarding because working with other people allows her to see the project through the eyes of her peers. Other students talked about difficult collaborations too, emphasizing that it runs more smoothly if one group member agrees to keep everyone on track. They also said it gets easier over time as students begin to understand one another’s needs and motivations and can begin to operate as a cohesive group.\u003c/p>\n\u003cp>\u003cstrong>KNOWING TEACHERS CARE\u003c/strong>\u003c/p>\n\u003cp>The number one thing that students on the panel said makes them want to try hard and succeed is knowing that teachers care about them and are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/what-students-need-from-teachers/\" target=\"_blank\">part of the learning journey with them\u003c/a>. “I am not the perfect student,” said Aguilar. “What really helped me was the teachers and staff here who showed me that they cared about me. Students can feel that.” She described hating math for most of her life until a good teacher described what she could do with strong math skills in the future. “It got me motivated to learn more and I showed my potential as a student, which I never knew I had,” she said.\u003c/p>\n\u003cp>Every student reiterated that \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-will-students-perform-depends-on-teachers-expectations/\" target=\"_blank\">high expectations and strong support from teachers \u003c/a>are crucial. “I feel motivated because the teachers make me feel worth it,” said Gramann. “I feel that I have responsibility and credibility.”\u003c/p>\n\u003cp>Cohen actually transferred out of High Tech High North County at one point, thinking the school model wasn’t for him. But he quickly came back. “The teachers really do care about us and I think that’s something that makes our school really unique and special,” he said. Others reiterated that feeling connected to school is important to them. “It’s that strong connection between teachers and students that makes students feel like they are at home,” said Huerta. Envision Academy only has 400 students and teachers know all the students by name, contributing to the feeling of “being known.”\u003c/p>\n\u003cp>\u003cstrong>LEARNING FROM FAILURE\u003c/strong>\u003c/p>\n\u003cp>Every student on the panel had a story of big failure on an important class project. But because the culture of their schools \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\" target=\"_blank\">encourage them to learn from mistakes\u003c/a>, they can clearly articulate what they’d do differently next time and even laugh about it. Lewis described a solar oven he made that was working great up until the day of the exhibition when it started falling apart. “When we have projects that go wrong last minute and we have to think on our feet and fix it, I definitely think that’s a mistake that’s going to help me in the future,” he said.\u003c/p>\n\u003cp>Cohen described presenting a project expecting his group mates to be well prepared and have the correct information. But one student’s research was faulty and Cohen hadn’t seen it until the presentation, putting him in a difficult position. “I know now to check over all my work, always revise, make sure all the work is accurate,” he said.\u003c/p>\n\u003cp>\u003cstrong>EVALUATING WORK\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Project-based learning affords many \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/the-importance-of-low-stakes-student-feedback/\" target=\"_blank\">opportunities for feedback\u003c/a> both from teachers and from peers. “Some of the most meaningful feedback I’ve gotten is from students,” said Lewis. Students get used to giving and taking critique daily with each other and hearing it from educators as well. Their ease with it comes from practice and with the awareness that feedback isn’t the end of the process, it’s a part of improving their work.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>One tip students offer to educators: When evaluating student work, frame feedback in terms of the learner’s goals instead of referring to the standards. “Goals are more motivating for students to hear,” said Aguilar. While the education policy world may be obsessed with standards, students don’t care about them. They’d rather hear how the skill connects to their lives and interests.\u003c/p>\n\n","blocks":[],"excerpt":"What keeps students motivated to learn? Relevance, connections, and their teachers' emotional investment, among just a few criteria.","status":"publish","parent":0,"modified":1399067512,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1611},"headData":{"title":"What Keeps Students Motivated to Learn? | KQED","description":"What keeps students motivated to learn? Relevance, connections, and their teachers' emotional investment, among just a few criteria.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"34422 http://blogs.kqed.org/mindshift/?p=34422","disqusUrl":"https://ww2.kqed.org/mindshift/2014/03/13/what-keeps-students-them-motivated-to-learn/","disqusTitle":"What Keeps Students Motivated to Learn?","path":"/mindshift/34422/what-keeps-students-them-motivated-to-learn","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34510\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34510\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/erinscott_-7080.jpg\" alt=\"erinscott_-7080\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/erinscott_-7080.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/erinscott_-7080-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/erinscott_-7080-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators have lots of ideas about how to improve education, to better reach learners and to give students the skills they’ll need in college and beyond the classroom. But often those conversations remain between adults. The real test of any idea is in the classroom, though students are rarely asked about what they think about their education.\u003c/p>\n\u003cp>A panel of seven students attending schools that are part of the “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a>” movement gave their perspective on what it means for them to learn and how educators can work to create a school culture that fosters creativity, collaboration, trust, the ability to fail, and perhaps most importantly, one in which students want to participate.\u003c/p>\n\u003cp>\u003cstrong>INTEGRATED PROJECTS\u003c/strong>\u003c/p>\n\u003cp>Project-based learning is the norm among these students, but they also have a lot of ideas about what makes a good project work. Students want projects to be \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/what-does-design-thinking-look-like-in-school/\" target=\"_blank\">integrated across subjects\u003c/a>, not separated by discipline. “When it’s integrated, each student can find something they like and everyone can get into it,” said Erina Chavez, a junior at \u003ca href=\"http://www.hightechhigh.org/schools/HTHNC/\" target=\"_blank\">High Tech High North County\u003c/a>. “I love when projects are integrated so you can find so many different aspects,” said Daniel Cohen, also a North County junior.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Treat students like adults. If the students feel like they’re worth it they’ll act more like adults.\"\u003c/aside>\n\u003cp>Students described an integrated biology and art project that asked them to research the origins of a disease that had significance for them, and to create an art project around it. They took drastically different approaches to researching an illness that ran in their family -- from interviewing family members about the experience for a video, to investigating whether stubbornness is genetic.\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>At first Chavez wasn’t excited about the project, but she ended up enjoying it because she loves art. “All of us found our own solution to the problem and our own answers with the guidance of our teachers,” said another North County junior Paris Gramann. “It was a struggle because we didn’t really know where we were going, but I always find those are the best ones.”\u003c/p>\n\u003cp>Students were also excited that this project resulted in a real product that they could display. Their work was recognized and displayed at the University of California at San Diego art gallery. “It got really real at the time it moved up to the exhibition,” said Chavez. “It wasn’t something we were just turning in for a grade, but it was something that we could do well and beautifully.”\u003c/p>\n\u003cp>Middle school students also appreciate those projects where different subjects are integrated. \u003ca href=\"http://www.hightechhigh.org/schools/HTMCV/\" target=\"_blank\">High Tech Middle Chula Vista\u003c/a> seventh grader Ana de Almeida Amaral described an integrated humanities and math/science project, when students read Sherlock Holmes, wrote their own versions, and became experts in one aspect of forensics. Together they created a crime scene in their classroom and then taught everyone assembled about a part of the forensics process through a stop animation video.\u003c/p>\n\u003cp>\u003cstrong>INTEREST-BASED AND RELEVANT\u003c/strong>\u003c/p>\n\u003cp>Students like to know why they're learning something and they want to access that information through \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/students-own-interests-will-drive-the-school-day-of-the-future/\" target=\"_blank\">a lens that interests them\u003c/a>. “If teachers give broad guidelines for the project and then have students do something they’re interested in it will bring students along the whole time,” said Gramann. “Treat students like adults. If the students feel like they’re worth it they’ll act more like adults.”\u003c/p>\n\u003cp>Projects can often last for several weeks, so students need motivation to stay engaged and committed to deeply engaging a topic. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/how-to-help-students-develop-the-motivation-to-learn/\" target=\"_blank\">Authentic choice\u003c/a> is one aspect of allowing that to happen. Students on the panel described real choices they make about their education on a daily basis, from which book they’ll read in Humanities to the different topics they want to research. And even though these students sound like natural learners, many of them haven’t always been. They need teachers to show them why they should care about each learning goal.\u003c/p>\n\u003cp>“If you really let them know, and use real life problems, it will help them understand it and they will feel like it’s worth doing,” said de Almeida Amaral. “The biggest thing that’s necessary is making sure the projects connect to the students,” said Gibran Huerta, a junior at \u003ca href=\"http://envisionacademy.org/\" target=\"_blank\">Envision Academy\u003c/a> in Oakland. “Teachers tend to give projects and benchmarks and create topics around things that students don’t really connect to.” He was adamant that learning how to connect a topic to oneself is the key to learning. “Throughout middle school you have to develop skills of how things connect to yourself,” he said.\u003c/p>\n\u003cp>\u003cstrong>MAKE IT HANDS-ON\u003c/strong>\u003c/p>\n\u003cp>“If you get hands-on and they’re really interacting with what they’re doing, it’s really helpful,” said Trey Lewis, a junior at North County. He’s had teachers that lecture a lot and much \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\" target=\"_blank\">prefers doing the work to being told about it\u003c/a>. He says it also adds a challenge since most hands-on projects at High Tech High North County are group projects, requiring \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/how-to-foster-collaboration-and-team-spirit/\" target=\"_blank\">collaboration\u003c/a>, a leadership skill that all students agree isn’t always easy.\u003c/p>\n\u003cp>“Collaborating productively is a leadership skill at this school,” said Dora Aguilar, a junior at \u003ca href=\"http://www.es-cat.org/\" target=\"_blank\">City Arts and Tech\u003c/a>, part of the Envision network. She says that while it can be hard, it can also be very rewarding because working with other people allows her to see the project through the eyes of her peers. Other students talked about difficult collaborations too, emphasizing that it runs more smoothly if one group member agrees to keep everyone on track. They also said it gets easier over time as students begin to understand one another’s needs and motivations and can begin to operate as a cohesive group.\u003c/p>\n\u003cp>\u003cstrong>KNOWING TEACHERS CARE\u003c/strong>\u003c/p>\n\u003cp>The number one thing that students on the panel said makes them want to try hard and succeed is knowing that teachers care about them and are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/what-students-need-from-teachers/\" target=\"_blank\">part of the learning journey with them\u003c/a>. “I am not the perfect student,” said Aguilar. “What really helped me was the teachers and staff here who showed me that they cared about me. Students can feel that.” She described hating math for most of her life until a good teacher described what she could do with strong math skills in the future. “It got me motivated to learn more and I showed my potential as a student, which I never knew I had,” she said.\u003c/p>\n\u003cp>Every student reiterated that \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-will-students-perform-depends-on-teachers-expectations/\" target=\"_blank\">high expectations and strong support from teachers \u003c/a>are crucial. “I feel motivated because the teachers make me feel worth it,” said Gramann. “I feel that I have responsibility and credibility.”\u003c/p>\n\u003cp>Cohen actually transferred out of High Tech High North County at one point, thinking the school model wasn’t for him. But he quickly came back. “The teachers really do care about us and I think that’s something that makes our school really unique and special,” he said. Others reiterated that feeling connected to school is important to them. “It’s that strong connection between teachers and students that makes students feel like they are at home,” said Huerta. Envision Academy only has 400 students and teachers know all the students by name, contributing to the feeling of “being known.”\u003c/p>\n\u003cp>\u003cstrong>LEARNING FROM FAILURE\u003c/strong>\u003c/p>\n\u003cp>Every student on the panel had a story of big failure on an important class project. But because the culture of their schools \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\" target=\"_blank\">encourage them to learn from mistakes\u003c/a>, they can clearly articulate what they’d do differently next time and even laugh about it. Lewis described a solar oven he made that was working great up until the day of the exhibition when it started falling apart. “When we have projects that go wrong last minute and we have to think on our feet and fix it, I definitely think that’s a mistake that’s going to help me in the future,” he said.\u003c/p>\n\u003cp>Cohen described presenting a project expecting his group mates to be well prepared and have the correct information. But one student’s research was faulty and Cohen hadn’t seen it until the presentation, putting him in a difficult position. “I know now to check over all my work, always revise, make sure all the work is accurate,” he said.\u003c/p>\n\u003cp>\u003cstrong>EVALUATING WORK\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Project-based learning affords many \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/the-importance-of-low-stakes-student-feedback/\" target=\"_blank\">opportunities for feedback\u003c/a> both from teachers and from peers. “Some of the most meaningful feedback I’ve gotten is from students,” said Lewis. Students get used to giving and taking critique daily with each other and hearing it from educators as well. Their ease with it comes from practice and with the awareness that feedback isn’t the end of the process, it’s a part of improving their work.\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>One tip students offer to educators: When evaluating student work, frame feedback in terms of the learner’s goals instead of referring to the standards. “Goals are more motivating for students to hear,” said Aguilar. While the education policy world may be obsessed with standards, students don’t care about them. They’d rather hear how the skill connects to their lives and interests.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34422/what-keeps-students-them-motivated-to-learn","authors":["234"],"categories":["mindshift_20673","mindshift_193"],"tags":["mindshift_939","mindshift_1040"],"featImg":"mindshift_34510","label":"mindshift"},"mindshift_34253":{"type":"posts","id":"mindshift_34253","meta":{"index":"posts_1591205157","site":"mindshift","id":"34253","score":null,"sort":[1393610293000]},"guestAuthors":[],"slug":"how-do-we-create-rich-learning-opportunities-for-all-students","title":"Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? ","publishDate":1393610293,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34271\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/inchoherent/5197618882/\">\u003cimg class=\"size-full wp-image-34271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/sunshine.jpg\" alt=\"sunshine\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As educators across the country continue to examine the best ways of teaching and learning, a new lexicon is beginning to emerge that describes one particular approach -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">deeper learning\u003c/a>. The phrase implies a rich learning experience for students that allows them to really dig into a subject and understand it in a way that requires more than just memorizing facts.\u003c/p>\n\u003cp>The elements that make up this approach are not necessarily new -- great teachers have been employing these tactics for years. But now there's a movement to codify the different pieces that define the deeper learning approach, and to spread the knowledge from teacher to teacher, school to school in the form of a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC\u003c/a> (massive open online course), organized by a group of schools, non-profits, and sponsored by the \u003ca href=\"http://www.hewlett.org/programs/education-program/deeper-learning\" target=\"_blank\">Hewlett Foundation.\u003c/a>\u003c/p>\n\u003cp>So what defines deeper learning? This group has identified six competencies: mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn, and developing academic mindsets.\u003c/p>\n\u003cp>To help put these concepts in perspective, consider the example of a High Tech High sophomore class in San Diego that worked together in groups on a project combining humanities and physics through the lens of the rise and fall of ancient civilizations. Students were responsible for creating a mechanism to explain their theory about why those civilizations failed, drawing on what they’d learned about gears through the course of the project.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability.\"\u003c/aside>\n\u003cp>“My individual mechanism didn’t work on exhibition day, when the whole school was watching,” said Maya Ervin, a sophomore at\u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\"> High Tech High\u003c/a> during the first online panel of the MOOC. The malfunction didn’t affect her entire grade because her teacher had been watching her collaborate and communicate with her group on the project for weeks and had many data points to assess her understanding of the material.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The great project for education everywhere is to reach all students and to discover that all students are capable of deeper learning,” said Rob Riordan, co-founder of High Tech High in describing the goal of the Deeper Learning MOOC. “The question then becomes, how do we find ways to offer access to all learners and in ways that all can shine.” That means letting students get their hands on materials to build things, giving them a real question or problem that’s worth pursuing and making them feel that they are engaged in authentic, valuable work.\u003c/p>\n\u003cp>“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability,\" said Larry Rosenstock, High Tech High’s other founder. \"Those are natural elements and talents that are all within us, but they’re not drawn upon in schools.” When schools try to draw out these innate human qualities, the social differences between students no longer matter for their achievement. But to achieve that vision of equitable learning, educators must recognize the varied strengths of students, some of which might not be strictly related to academic content.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Educators often discuss the difficulty of teaching students who don’t seem to want to learn. Without internal motivation and curiosity, school can feel like a chore to many students. But there are concrete ways to help students develop motivation and other positive academic mindsets.“The key is that we can develop in students that inner drive, that motivation for them to make the most out of those learning experiences,” said Eduardo Briceño, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\">Mindset Works\u003c/a>, a non-profit started by Stanford Professor Carol Dweck \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\" target=\"_blank\">based on her research\u003c/a>.\u003c/p>\n\u003cp>To develop a positive academic mindset, these are four key beliefs students must hold:\u003c/p>\n\u003cul>\n\u003cli>I can change my intelligence and abilities through effort\u003c/li>\n\u003cli>I can succeed\u003c/li>\n\u003cli>I belong in this learning community\u003c/li>\n\u003cli>This work has value and purpose for me\u003c/li>\n\u003c/ul>\n\u003cp>When those beliefs are present and paired with learning strategies to help with effective self-management, any student can be successful. “We have to be deliberate about creating environments that foster those beliefs and strategies in students so they take ownership of learning,” Briceno said. “There is not one way to create deeper learning, different schools can design themselves in different ways to create deeper learning experiences and outcomes for their students.”\u003c/p>\n\u003cp>\u003cstrong>DEEPER LEARNING AND THE COMMON CORE\u003c/strong>\u003c/p>\n\u003cp>“Teachers consistently tell us the things that hold them back from deeper learning are state tests and college expectations,” said \u003ca href=\"http://www.gse.harvard.edu/directory/faculty/faculty-detail/?fc=78498&flt=m&sub=all\" target=\"_blank\">Jal Mehta\u003c/a>, professor at Harvard Graduate School of Education. Mehta has spent a lot of time visiting schools around the country, documenting deeper learning or its lack. In high school, teachers say there are too many required topics so classes turn into shallow treatments of a wide range of topics, rather than a deep dive on just a few.\u003c/p>\n\u003cp>[contextly_sidebar id=\"0e93f4040107474941fa290cdf0efecd\"]\u003c/p>\n\u003cp>The Common Core State Standards try to take a deeper approach to learning, but Deeper Learning MOOC panelists agreed that whether the standards live up to their expectations depends on implementation. “If you add a few letters to standards you get standardization and standardization is the death knell to innovation,” said Rosenstock. “I think that there’s a lot of ways that you can be accountable and the greatest risk for standards is that they devolve into content standards, instead of process standards.”\u003c/p>\n\u003cp>Panelists agreed that for the most part the Common Core Standards are trying to move in the right direction, but how those standards are assessed can become tricky. “Before we assess, we need to know what we are assessing for,” said Marc Chun, program officer at the Hewlett Foundation. What does effective collaboration look like? What does it really look like to be a critical thinker? These skill are more oriented towards process than content, making them difficult to assess in a standardized way.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS AND DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>“The relationship between teachers and administrators parallels the relationship between teachers and students,” said Mehta. If administrators hold tightly to hierarchy, teachers are more likely to see themselves as the authority figure in the classroom. Conversely, if there is a respectful partnership between administrators and teachers that approach transfers to the classroom, modeling how teachers can treat students as partners in the learning process.\u003c/p>\n\u003cp>Another important key to success is for educators to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\">move away from siloed disciplines and work together in groups\u003c/a>. Rosenstock said High Tech High teachers rarely work alone. Instead, they look for ways to create projects that cross the boundaries of disciplines, the way real world problems often do.\u003c/p>\n\u003cp>It’s also worth recognizing that deeper learning isn’t happening everywhere and some teachers may have never experienced that kind of learning in their own schooling. In those cases, it might help them to see deeper learning in action in order to understand how they might be able to implement it in their classrooms. “Despite the fact that there’s not that much deeper learning out there, when there is, it’s really powerful,” Mehta said.“The most helpful thing with respect to learning about deeper learning was seeing it and then doing it.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>One easy way to try out deeper learning is to ask students what interests them. Don’t have any curricular goals in mind, just ask them genuinely what they care about. Throw the ideas up on the board and group them, looking for an overarching theme. “As educators you forget to go to students and ask a question,” said Maya Ervin, the High Tech High sophomore. “Sometimes it’s forgotten that the students are the ones that are most affected by deeper learning.”\u003c/p>\n\u003cp>Rob Riordan has tried this method with students of all ages. With one sixth grade class it was clear that all their questions were linked to the end of the world. The class ended up studying asteroids, earthquakes, the Mayan calendar and other apocalyptic events.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The core competencies of deeper learning will transfer beyond school and into the rest of students lives. That makes it imperative that all students acquire them through school and makes any discussions of deeper learning one about equity. “I think that the notion of deeper learning is ultimately a social justice issue,” said Chun. “We need to find ways for everyone to have this otherwise they’ll be left behind with the challenges we’ll face in the world.”\u003c/p>\n\n","blocks":[],"excerpt":"Every student has the capacity for rich, meaningful learning experiences. How can educators tap into the motivation that helps drive a love of learning in students? They key might be found in the \"deeper learning\" movement.","status":"publish","parent":0,"modified":1399067474,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1483},"headData":{"title":"Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? | KQED","description":"Every student has the capacity for rich, meaningful learning experiences. How can educators tap into the motivation that helps drive a love of learning in students? They key might be found in the "deeper learning" movement.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"34253 http://blogs.kqed.org/mindshift/?p=34253","disqusUrl":"https://ww2.kqed.org/mindshift/2014/02/28/how-do-we-create-rich-learning-opportunities-for-all-students/","disqusTitle":"Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? ","path":"/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34271\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/inchoherent/5197618882/\">\u003cimg class=\"size-full wp-image-34271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/sunshine.jpg\" alt=\"sunshine\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As educators across the country continue to examine the best ways of teaching and learning, a new lexicon is beginning to emerge that describes one particular approach -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">deeper learning\u003c/a>. The phrase implies a rich learning experience for students that allows them to really dig into a subject and understand it in a way that requires more than just memorizing facts.\u003c/p>\n\u003cp>The elements that make up this approach are not necessarily new -- great teachers have been employing these tactics for years. But now there's a movement to codify the different pieces that define the deeper learning approach, and to spread the knowledge from teacher to teacher, school to school in the form of a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC\u003c/a> (massive open online course), organized by a group of schools, non-profits, and sponsored by the \u003ca href=\"http://www.hewlett.org/programs/education-program/deeper-learning\" target=\"_blank\">Hewlett Foundation.\u003c/a>\u003c/p>\n\u003cp>So what defines deeper learning? This group has identified six competencies: mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn, and developing academic mindsets.\u003c/p>\n\u003cp>To help put these concepts in perspective, consider the example of a High Tech High sophomore class in San Diego that worked together in groups on a project combining humanities and physics through the lens of the rise and fall of ancient civilizations. Students were responsible for creating a mechanism to explain their theory about why those civilizations failed, drawing on what they’d learned about gears through the course of the project.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability.\"\u003c/aside>\n\u003cp>“My individual mechanism didn’t work on exhibition day, when the whole school was watching,” said Maya Ervin, a sophomore at\u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\"> High Tech High\u003c/a> during the first online panel of the MOOC. The malfunction didn’t affect her entire grade because her teacher had been watching her collaborate and communicate with her group on the project for weeks and had many data points to assess her understanding of the material.\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>“The great project for education everywhere is to reach all students and to discover that all students are capable of deeper learning,” said Rob Riordan, co-founder of High Tech High in describing the goal of the Deeper Learning MOOC. “The question then becomes, how do we find ways to offer access to all learners and in ways that all can shine.” That means letting students get their hands on materials to build things, giving them a real question or problem that’s worth pursuing and making them feel that they are engaged in authentic, valuable work.\u003c/p>\n\u003cp>“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability,\" said Larry Rosenstock, High Tech High’s other founder. \"Those are natural elements and talents that are all within us, but they’re not drawn upon in schools.” When schools try to draw out these innate human qualities, the social differences between students no longer matter for their achievement. But to achieve that vision of equitable learning, educators must recognize the varied strengths of students, some of which might not be strictly related to academic content.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Educators often discuss the difficulty of teaching students who don’t seem to want to learn. Without internal motivation and curiosity, school can feel like a chore to many students. But there are concrete ways to help students develop motivation and other positive academic mindsets.“The key is that we can develop in students that inner drive, that motivation for them to make the most out of those learning experiences,” said Eduardo Briceño, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\">Mindset Works\u003c/a>, a non-profit started by Stanford Professor Carol Dweck \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\" target=\"_blank\">based on her research\u003c/a>.\u003c/p>\n\u003cp>To develop a positive academic mindset, these are four key beliefs students must hold:\u003c/p>\n\u003cul>\n\u003cli>I can change my intelligence and abilities through effort\u003c/li>\n\u003cli>I can succeed\u003c/li>\n\u003cli>I belong in this learning community\u003c/li>\n\u003cli>This work has value and purpose for me\u003c/li>\n\u003c/ul>\n\u003cp>When those beliefs are present and paired with learning strategies to help with effective self-management, any student can be successful. “We have to be deliberate about creating environments that foster those beliefs and strategies in students so they take ownership of learning,” Briceno said. “There is not one way to create deeper learning, different schools can design themselves in different ways to create deeper learning experiences and outcomes for their students.”\u003c/p>\n\u003cp>\u003cstrong>DEEPER LEARNING AND THE COMMON CORE\u003c/strong>\u003c/p>\n\u003cp>“Teachers consistently tell us the things that hold them back from deeper learning are state tests and college expectations,” said \u003ca href=\"http://www.gse.harvard.edu/directory/faculty/faculty-detail/?fc=78498&flt=m&sub=all\" target=\"_blank\">Jal Mehta\u003c/a>, professor at Harvard Graduate School of Education. Mehta has spent a lot of time visiting schools around the country, documenting deeper learning or its lack. In high school, teachers say there are too many required topics so classes turn into shallow treatments of a wide range of topics, rather than a deep dive on just a few.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The Common Core State Standards try to take a deeper approach to learning, but Deeper Learning MOOC panelists agreed that whether the standards live up to their expectations depends on implementation. “If you add a few letters to standards you get standardization and standardization is the death knell to innovation,” said Rosenstock. “I think that there’s a lot of ways that you can be accountable and the greatest risk for standards is that they devolve into content standards, instead of process standards.”\u003c/p>\n\u003cp>Panelists agreed that for the most part the Common Core Standards are trying to move in the right direction, but how those standards are assessed can become tricky. “Before we assess, we need to know what we are assessing for,” said Marc Chun, program officer at the Hewlett Foundation. What does effective collaboration look like? What does it really look like to be a critical thinker? These skill are more oriented towards process than content, making them difficult to assess in a standardized way.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS AND DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>“The relationship between teachers and administrators parallels the relationship between teachers and students,” said Mehta. If administrators hold tightly to hierarchy, teachers are more likely to see themselves as the authority figure in the classroom. Conversely, if there is a respectful partnership between administrators and teachers that approach transfers to the classroom, modeling how teachers can treat students as partners in the learning process.\u003c/p>\n\u003cp>Another important key to success is for educators to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\">move away from siloed disciplines and work together in groups\u003c/a>. Rosenstock said High Tech High teachers rarely work alone. Instead, they look for ways to create projects that cross the boundaries of disciplines, the way real world problems often do.\u003c/p>\n\u003cp>It’s also worth recognizing that deeper learning isn’t happening everywhere and some teachers may have never experienced that kind of learning in their own schooling. In those cases, it might help them to see deeper learning in action in order to understand how they might be able to implement it in their classrooms. “Despite the fact that there’s not that much deeper learning out there, when there is, it’s really powerful,” Mehta said.“The most helpful thing with respect to learning about deeper learning was seeing it and then doing it.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>One easy way to try out deeper learning is to ask students what interests them. Don’t have any curricular goals in mind, just ask them genuinely what they care about. Throw the ideas up on the board and group them, looking for an overarching theme. “As educators you forget to go to students and ask a question,” said Maya Ervin, the High Tech High sophomore. “Sometimes it’s forgotten that the students are the ones that are most affected by deeper learning.”\u003c/p>\n\u003cp>Rob Riordan has tried this method with students of all ages. With one sixth grade class it was clear that all their questions were linked to the end of the world. The class ended up studying asteroids, earthquakes, the Mayan calendar and other apocalyptic events.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The core competencies of deeper learning will transfer beyond school and into the rest of students lives. That makes it imperative that all students acquire them through school and makes any discussions of deeper learning one about equity. “I think that the notion of deeper learning is ultimately a social justice issue,” said Chun. “We need to find ways for everyone to have this otherwise they’ll be left behind with the challenges we’ll face in the world.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students","authors":["234"],"categories":["mindshift_20673","mindshift_193"],"tags":["mindshift_939","mindshift_20642","mindshift_1040","mindshift_813","mindshift_20641"],"featImg":"mindshift_34271","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.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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We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2022/02/mindshift2021-tile-3000x3000-1-scaled-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. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://ww2.kqed.org/app/uploads/2021/10/ME_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/01/OOW_Tile_Final.png","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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For more than 10 years, the word assessment has been synonymous with high stakes standardized tests, used to compare schools and states against one another, to allocate federal funding and increasingly to evaluate teachers. 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To that end, educators will find a slew of tech products that promise to make these formative assessments easier. Take a look at the posts below, which provide examples of how teachers are using technology to help assess student learning moment by moment, including one effort to use video games for assessment. DIG INTO ASSESSMENT 1. The Importance of Low-Stakes Student Feedback 2. Rethinking Assessment: Trusting Teachers to Evaluate Student Learning 3. Beyond the Bubble Test: How Will We Measure Learning in the Future? 4. In an Era of Global Competition, What Exactly Are We Testing For? 5. How Do You Measure Learning? 6. SimCityEDU: Using Games for Formative Assessment 7. Is Kindergarten Too Young to Test? 8. 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