What the Research Says About the Academic Power of Friendship
Strategies To Foster A Sense Of Belonging In Your Classroom
How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion
How Making an Impact on the World Motivates Students
Why Character Can’t Be Taught Like The Pythagorean Theorem
How Harnessing the Positive Side of Stress Can Change Student Mindsets
What's Your Learning Disposition? How to Foster Students' Mindsets
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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | 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FM","link":"/"}},"mindshift_56979":{"type":"posts","id":"mindshift_56979","meta":{"index":"posts_1591205157","site":"mindshift","id":"56979","score":null,"sort":[1605694624000]},"guestAuthors":[],"slug":"what-the-research-says-about-the-academic-power-of-friendship","title":"What the Research Says About the Academic Power of Friendship","publishDate":1605694624,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">For years, education research focused on time-on-task as a measure of effective instruction, says \u003c/span>\u003ca href=\"https://curry.virginia.edu/scott-gest\">\u003cspan style=\"font-weight: 400\">Scott Gest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at the University of Virginia. Through that lens, friends in elementary school \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03004279685200091?journalCode=rett20&\">\u003cspan style=\"font-weight: 400\">appeared to be a negative,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an impediment to focus and a catalyst for disruption. Even when the value of strong social ties gained recognition, friendships stood to the side conceptually, as developmentally important but not germane to academics. Yet recent research has confirmed two things many teachers have long believed to be true. First, \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/28685826/\">\u003cspan style=\"font-weight: 400\">social-emotional\u003c/span>\u003c/a> \u003ca href=\"https://www.educationdive.com/news/how-peer-reviews-can-build-critical-thinking-sel-skills/574196/\">\u003cspan style=\"font-weight: 400\">benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.casel.org/wp-content/uploads/2016/08/PDF-3-Durlak-Weissberg-Dymnicki-Taylor-_-Schellinger-2011-Meta-analysis.pdf\">\u003cspan style=\"font-weight: 400\">academic ones\u003c/span>\u003c/a> \u003ca href=\"https://www.researchgate.net/publication/302991262_Social_and_emotional_learning_Past_present_and_future\">\u003cspan style=\"font-weight: 400\">don’t operate in isolation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Second, friendships in elementary school can be harnessed to drive academic growth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students with no friends “receive lower grades and are \u003ca href=\"https://psycnet.apa.org/record/2004-95233-001\">less academically engaged\u003c/a> compared to those with even just one friend,” \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1655645?journalCode=hedp20\">reported\u003c/a> \u003c/span>\u003ca href=\"https://www.psych.ucla.edu/faculty/page/jjuvonen\">\u003cspan style=\"font-weight: 400\">Jaana Juvonen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychology professor at UCLA, and her colleagues \u003c/span>\u003cspan style=\"font-weight: 400\"> in a 2019 issue of the journal \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Educational Psychologist.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">This is a point that bears repeating, says Florida Atlantic University’s \u003c/span>\u003ca href=\"http://www.psy.fau.edu/people/laursen.php\">\u003cspan style=\"font-weight: 400\">Brett Laursen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, editor in chief of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">International Journal of Behavioral Development\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">: “There is a massive gap between being friended and friendless,” he says, and “studies that are as close to causation as you can get” show that becoming friendless produces a meaningful decline in mental health. Research has also tied friendlessness and exclusion to truancy, susceptibility to peer pressure, inability to focus, deficits in working memory, and lack of classroom participation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the flip side, friends can make mundane tasks more fun, reports Lydia Denworth in \u003c/span>\u003ca href=\"https://lydiadenworth.com/books/friendship/\">\u003ci>\u003cspan style=\"font-weight: 400\">Friendship\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. Her 2020 book catalogues research on the many benefits of “life’s fundamental bond.” For example, when they smell familiar fish, zebrafish show reduced levels of fear, a fact that seems cool but irrelevant until you learn that a \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/21895364/\">\u003cspan style=\"font-weight: 400\">2011 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of humans showed that “having a best friend present during an experience significantly buffered any negative feelings, lowering cortisol and boosting a sense of self-worth.” \u003c/span>\u003ca href=\"http://mitch.web.unc.edu/files/2013/10/Calhoun-et-al-DP-2014.pdf\">\u003cspan style=\"font-weight: 400\">Another\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that talking to supportive friends after a stressful incident increases the speed with which cortisol levels revert to normal. This buffering effect appears to insulate kids from both social and academic missteps by shifting their inner narrative in the face of failure from “there’s something wrong with me” to a more resilient response. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/jora.12219\">\u003cspan style=\"font-weight: 400\">In one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, adolescents working together took part in more exploratory behavior, learned faster, and completed tasks better than they did working alone. In \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">another\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Laursen and his colleagues arranged for pairs of students to be taught a new programming language. Kids were asked how they felt about their partner multiple times. “How much I thought that you were my friend,” he says, “predicted how much I learned in that classroom.” Taken together, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">the evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that with a friend on hand, a child’s tolerance for novelty and intellectual stretching tends to increase, while without one, engagement tends to decrease.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do educators both promote this type of bond and exploit its academic power? \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gest, who is chair of human services at the Curry School of Education and Human Development, says, “There is a long tradition of informal guidance on how to think about group dynamics in the classroom, but relatively little empirical research to back up particular strategies.” That said, some things are known. There are four big impediments to friendship formation in school: lack of contact, competition, unequal status, and surface-level homophily (a.k.a., “birds of a feather flock together”). Each of these factors can prevent relationships from blossoming, particularly across gender, racial, and other divides. For each of the four roadblocks, teachers wield at least one not-so-secret weapon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But before getting to solutions, says \u003c/span>\u003ca href=\"https://peabody.vanderbilt.edu/bio/barbara-stengel\">\u003cspan style=\"font-weight: 400\">Barbara Stengel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor emerita at Vanderbilt University, who focuses on the philosophy of education, it’s important to think about what friendship really means in a classroom. Aristotle divided the concept into \u003c/span>\u003ca href=\"https://qz.com/1155649/aristotle-said-there-are-three-types-of-friendship-but-only-one-we-should-strive-for/\">\u003cspan style=\"font-weight: 400\">three categories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: friendships of utility based on mutual benefit, friendships of pleasure that usually center around a shared interest, and friendships of virtue, the kind with deeper, longer lasting mutual appreciation. When we think of a friend, most of us picture that last sort, the one we can confide in and count on, but the other two types can also make children feel “seen and encouraged,” Stengel says, producing many of the desired academic benefits.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Encouraging contact\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lack of contact obviously inhibits friendship formation. On the flip side, physical proximity \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s11218-016-9353-y\">\u003cspan style=\"font-weight: 400\">can reduce\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> negative perceptions of a peer. Teachers and administrators often don’t have control over \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2018-00748-025\">\u003cspan style=\"font-weight: 400\">the biggest piece of this puzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">—the makeup of their student body—but they can manipulate contact between the kids they do have. For starters,\u003c/span>\u003cspan style=\"font-weight: 400\"> Juvonen says, teachers and administrators should consider keeping friends together when assigning classes. Schoolwide \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging\">\u003cspan style=\"font-weight: 400\">“house” programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that produce stable cohorts have also shown potential.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Within classes, \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1467-9604.2008.00375.x\">\u003cspan style=\"font-weight: 400\">seating arrangements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> most directly impact proximity. When children who did not like each other were seated close together for several weeks in \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007%2Fs10802-011-9567-6\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their likeability ratings increased. Perhaps they formed Aristotle’s friendships of pleasure, because they were made aware of common interests (comic books!) or maybe the students formed friendships of utility, since whisperings and wisecracks require a set of ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who dislike one another \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">should not\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, however, be paired for peer-assisted learning. Most commonly in pairs, peer-assisted learning has been shown to improve the standing of \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/1540-5826.00046\">\u003cspan style=\"font-weight: 400\">students with learning disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and help \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/019874290503000404?journalCode=bhda\">\u003cspan style=\"font-weight: 400\">shy children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> befriend peers. In choosing dyads, professors \u003c/span>\u003ca href=\"https://frg.vkcsites.org/\">\u003cspan style=\"font-weight: 400\">Lynn and Douglas Fuchs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggest different strategies for \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/247498599_Research_on_Peer-Assisted_Learning_Strategies_The_Promise_and_Limitations_of_Peer-Mediated_Instruction\">\u003cspan style=\"font-weight: 400\">reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/235910655_Enhancing_first-grade_children's_mathematical_development_with_Peer-Assisted_Learning_Strategies\">\u003cspan style=\"font-weight: 400\">math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, both of which involve splitting the class into a top half and a bottom half by current skill level and then choosing one student from each block. But Juvonen says teachers would do well to make these matches with pre-existing friendships and common interests in mind as well, and at least \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> backs her up (there, how much partners liked each other predicted how well they learned). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peer-assisted learning does not, unfortunately, \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/019874290503000404?journalCode=bhda\">\u003cspan style=\"font-weight: 400\">seem to be\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “sufficient to improve the social integration of children who have behavior issues or whose negative reputation is deeply entrenched,” says \u003c/span>\u003ca href=\"https://professeurs.uqam.ca/professeur/dion.e/\">\u003cspan style=\"font-weight: 400\">Éric Dion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at the University of Quebec at Montreal.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Fostering\u003c/span>\u003cspan style=\"font-weight: 400\"> cooperati\u003c/span>\u003cspan style=\"font-weight: 400\">ve\u003c/span>\u003cspan style=\"font-weight: 400\"> learning\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another type of grouping shows promise for that though. By doing away with competition, \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ888657\">\u003cspan style=\"font-weight: 400\">cooperative learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> boosts learning and decreases problematic behaviors, says \u003c/span>\u003ca href=\"http://croseth.educ.msu.edu/\">\u003cspan style=\"font-weight: 400\">Cary Roseth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, chair of the Department of Counseling, Educational Psychology and Special Education at Michigan State University. It requires establishing \u003c/span>\u003ca href=\"https://kappanonline.org/van-ryzin-roseth-power-peer-influence-address-student-behavioral-problems/\">\u003cspan style=\"font-weight: 400\">positive interdependence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, meaning “individuals can attain their goals if (and only if) others in their group also reach their goals,” Roseth has written.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Teachers may require a single finished product from a group (goal interdependence) or may offer a reward to the group if everyone achieves above a certain threshold (reward interdependence). Members of the group can be issued different materials that the group must share to complete the lesson (resource interdependence), or each member of the group could be assigned a different role to play (role interdependence). The group may have its own name (identity interdependence), or each group member may have to complete a different step in a task, like on an assembly line (task interdependence).\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers carefully create and scaffold small groups, an expectation that a group member will cooperate arises, and that produces liking. If one group member perceives another as attempting to promote their success, that also promotes liking, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">even if they ultimately fail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. A positive feedback loop results: “The more students work cooperatively to learn, the more they will tend to like each other, and the more they like each other, the harder they will work to help each other learn,” Roseth and colleagues report. In other words, positive interdependence fosters, at the very least, Aristotelian friendships of utility.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Equalizing status\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Encouraging contact provides the opportunity for friendships to form, but budding connections can easily be nipped by social status asymmetry. Those who don’t conform with school norms on behavior, ability, sexuality, and even body size will be shunned without intervention, Juvonen says. Promoting a cooperative, rather than competitive, learning environment is one step toward redefining “smart” and “good” in children’s minds, but teachers can further decrease status gaps by drawing attention to \u003c/span>\u003ca href=\"https://www.usnews.com/news/best-states/articles/2018-02-02/california-school-district-explores-strength-based-learning\">\u003cspan style=\"font-weight: 400\">hidden strengths\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3522754/\">\u003cspan style=\"font-weight: 400\">2013 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, when camp counselors encouraged peers to interact inclusively with children who exhibit ADHD symptoms and drew attention to those students’ positive characteristics, the reputations of the children with ADHD improved, and they had more reciprocated friendships. The study’s primary author, Amori Yee Mikami, a psychology professor at the University of British Columbia, stresses that these findings may not translate to the classroom but \u003c/span>\u003ca href=\"https://www.erudit.org/en/journals/enfance/1900-v1-n1-enfance01654/1028010ar/abstract/\">\u003cspan style=\"font-weight: 400\">other studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have shown that teachers voicing a favorable opinion of students and interacting with them warmly tends to increase their social integration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To this end, teachers should think of themselves in social media parlance as “influencers” or “thought leaders.” Teachers’ relationships with kids “have a big influence on how those kids are seen,” Gest confirms: “Kids who perceive their classmates as not getting along with the teacher come to see those classmates less positively.” But “if teachers make public comments about a child’s academic or social strengths, those have an impact on how kids view that classmate” too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a problem though: Teachers’ \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0193397311000219?via%3Dihub\">\u003cspan style=\"font-weight: 400\">take\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on who is high status and who isn’t doesn’t always align with kids’, Gest says. “There are kids whom teachers perceive to be disruptive and a problem yet who are quite popular with their classmates. And then conversely, sometimes kids teachers perceive as super nice and prosocial are not particularly influential.” A first step, then, in realizing children’s potential to elevate and inspire one another, is “developing an accurate understanding of what those relationship patterns are.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Leveraging homophily\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One pattern is called homophily. Plato once wrote “similarity begets friendship,” and modern social science research has proven him right. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-010\">\u003cspan style=\"font-weight: 400\">Like tends to stick with like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in terms of attitudes and beliefs, but also ethnicity, socio-economic status, and gender even in an integrated classroom. (In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Friendship\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Denworth reports: “Friendship with opposite-sex peers ‘drops off precipitously after seven years of age.’”) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet friendships that bridge these divides have been associated with higher academic outcomes, and Juvonen says, “students with a greater proportion of cross-ethnic friendships reported lower vulnerability” to peer victimization. On the other hand, discriminatory experiences lead to anger, impulsivity, depression, anxiety, sleep loss, and more, all conditions that drive down academic engagement and performance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For cross-group friendships to thrive, Juvonen says, teachers and administrators have to “disrupt typical social dynamics and avoid instructional practices that highlight differences.” Going after low-hanging fruit, Juvonen recommends we stop saying, “Good morning, boys and girls.” Using these categories implies that they have functional importance in elementary school (when \u003c/span>\u003ca href=\"https://www.parents.com/toddlers-preschoolers/development/behavioral/what-science-really-says-about-boys-and-girls/\">\u003cspan style=\"font-weight: 400\">research has yet to prove they do\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) and impedes same-gender bonds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Administrators can also consider explicit anti-bias interventions. Juvonen \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1655645?scroll=top&needAccess=true&journalCode=hedp20\">\u003cspan style=\"font-weight: 400\">says\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a puppet program that “teaches about acceptance of various body shapes has been shown effective in reducing negative attitudes and stereotypes about larger body shapes.” Inclusive curricula \u003c/span>\u003ca href=\"https://www.educationdive.com/news/improving-lgbtq-representation-in-curriculum-reduces-stigma-bullying/580239/\">\u003cspan style=\"font-weight: 400\">can also alter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> social dynamics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though initiatives like these take time and institutional support, there’s one thing educators can do right away, Laursen says. While perceived similarities predict who will become friends better than actual similarities, it’s the latter that determines whether friendships will last. Teachers can help kids’ friendship calculus be more accurate by making less obvious similarities salient. Another way of looking at it? By drawing attention to traits and interests that aren’t as readily apparent as gender or skin tone (e.g., “You two and your Minecraft obsession!”), teachers foster Aristotelian friendships of virtue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Juvonen says extracurricular activities like sports and interscholastic robotics competitions provide the ideal context both for highlighting shared interests and promoting positive interdependence, but access is often a problem. Administrators can try to decrease hurdles such as transportation and out-of-pocket expenses, as well as ensuring there’s extra support on hand to facilitate the participation of special needs students. But logistical stumbling blocks aren’t the only type. “Some kids are just reluctant to take the big step to join a club,” Laursen says, and schools would do well to create an emotionally safe environment. That can mean paired activities and inclusion-oriented clubs such as Gay-Straight Alliances.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids can also be encouraged to find hidden similarities on their own. Julia Smith, who teaches first-grade in San Francisco, reads her students \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Day You Begin\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> by Jacqueline Woodson: \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">There will be times when you walk into a room and no one there is quite like you until the day you begin to share your stories. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">My name is Angelina and I spent my whole summer with my little sister\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, you tell the class …. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Your name is like my sister’s\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Rigoberto says. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Her name is Angelina, too\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">…. This is the day you begin to find … every new friend has something a little like you.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Elizabeth Self, an assistant professor at Vanderbilt University, says it’s important to keep in mind there simply isn’t enough research on encouraging cross-group friendships for academics like her to provide a 10-tricks book. For the most part, they are instead “going to talk about, you could do this, but you’d need to watch out for that.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Case in point: Just how much to spread kids out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Skill sorting and ability grouping, Juvonen says, “not only reduces contact, but also highlights status differences between demographic groups.” Tracked classes, resource rooms, and second-language learner programs that separate groups of students and highlight their differences are also “likely to hinder peer acceptance and the development of friendships,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, distributing a small group of atypical kids across classrooms can also be the wrong call. In one study, children with disabilities, who can struggle with social integration, were just as likely to have friends and be accepted as their developmentally typical peers when placed in classrooms where one-third of the students had a mild disability. Juvonen’s conclusion: “There is a critical minimum mass required for groups of vulnerable students to be socially integrated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on race relations in middle and high schools suggests exactly that. In \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2017/09/beverly-daniel-tatum-classroom-conversations-race/538758/\">\u003ci>\u003cspan style=\"font-weight: 400\">Why Are All the Black Kids Sitting Together in the Cafeteria?\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> Beverly Daniel Tatum, a psychology professor and former president of Spelman College, explains that around the onset of puberty, Black students start to explore their identity just as “the world begins to reflect their Blackness back to them more clearly.” In racially mixed settings, she writes, voluntary “racial grouping is a developmental process in response to an environmental stressor, racism.” When it comes to racial \u003ca href=\"https://www.nytimes.com/2020/12/04/parenting/remote-learning-microaggressions.html\">microaggressions\u003c/a>, white peers “are unprepared to respond in supportive ways.” That makes joining with other Black students “a positive coping strategy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A teacher with a class of 25 students that includes 5 Black students and needs to be split into 5 groups may be tempted to create diverse pods by placing one of the underrepresented students in each group, but doing so can actually set intergroup relations back. Once kids are old enough to grapple with race, numerical insignificance and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49230/how-a-stereotype-threat-intervention-can-help-students-in-stem-fields\">\u003cspan style=\"font-weight: 400\">stereotype threat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">—which one of Dr. Tatum’s young sources described as “that constant burden of you always having to strive to do your best and show that you can do just as much as everybody else\"—can silence and alienate Black children, reduce their status, and thwart friendship formation. When small groups involve peer critique, preventing critical mass can also leave Black students emotionally unprepared to receive feedback. As counterintuitive as it may seem, allowing Black students “the psychological safety of their own group” can actually increase the likelihood that they form friendships outside it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elizabeth Self says similar concerns apply to “putting kids from the same linguistic background together in maths small group work.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Making game-time calls\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of the day, teachers will have to make judgment calls when it comes to friendship. Students who are easily distracted may benefit from more individual work, and there’s research showing that friends \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">interfere with productivity in some circumstances: for example, when they’re not engaged by the subject matter or they put one another’s feelings over giving meaningful feedback. But if a friendless child goofs off with a peer, Laursen says, a little more leeway may be in order, since research shows that kids with at least one friend are both less likely to be bullied and less harmed by bullying. It would make sense then, to seat a child with very low social status near one who is both friendly and popular. A warm relationship with someone like that could increase classwide acceptance considerably. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elizabeth Self likes the idea of reconceptualizing friends as a resource, thinking, “How can we give them permission to draw on that person?” When a student is getting out of sorts, for example: “If they have a good bud who is not in the classroom, say: ‘Let’s go see if we can pull Margarita from Ms. Jon’s class. You all stay in the hall for five minutes. We are going to set a timer to see if spending some time together helps you to be able to come back into class.’” In the context of restorative justice circles, why not have an ally present for each child? “I think there is rich opportunity here,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Gest wants to remind teachers, administrators, and their communities: “You can’t address everything at once, through either a seating arrangement or a group learning assignment.” Yes, friendship can present untapped academic potential, but “there’s limits to how much teachers can do.”\u003c/span>\u003c/p>\n\u003cp>\u003cem>This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/gailcornwall\">Gail Cornwall\u003c/a> works as a mother and writer in San Francisco. Her youngest child is in Julia Smith’s class at Rooftop School.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Friends can often be seen as distractions to school, but research has found the academic benefits of learning with friends. ","status":"publish","parent":0,"modified":1607622854,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":3157},"headData":{"title":"What the Research Says About the Academic Power of Friendship - MindShift","description":"Friends can often be seen as distractions to school, but research has found the academic benefits of learning with friends. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56979 https://ww2.kqed.org/mindshift/?p=56979","disqusUrl":"https://ww2.kqed.org/mindshift/2020/11/18/what-the-research-says-about-the-academic-power-of-friendship/","disqusTitle":"What the Research Says About the Academic Power of Friendship","nprByline":"Gail Cornwall","path":"/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For years, education research focused on time-on-task as a measure of effective instruction, says \u003c/span>\u003ca href=\"https://curry.virginia.edu/scott-gest\">\u003cspan style=\"font-weight: 400\">Scott Gest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at the University of Virginia. Through that lens, friends in elementary school \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03004279685200091?journalCode=rett20&\">\u003cspan style=\"font-weight: 400\">appeared to be a negative,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an impediment to focus and a catalyst for disruption. Even when the value of strong social ties gained recognition, friendships stood to the side conceptually, as developmentally important but not germane to academics. Yet recent research has confirmed two things many teachers have long believed to be true. First, \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/28685826/\">\u003cspan style=\"font-weight: 400\">social-emotional\u003c/span>\u003c/a> \u003ca href=\"https://www.educationdive.com/news/how-peer-reviews-can-build-critical-thinking-sel-skills/574196/\">\u003cspan style=\"font-weight: 400\">benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.casel.org/wp-content/uploads/2016/08/PDF-3-Durlak-Weissberg-Dymnicki-Taylor-_-Schellinger-2011-Meta-analysis.pdf\">\u003cspan style=\"font-weight: 400\">academic ones\u003c/span>\u003c/a> \u003ca href=\"https://www.researchgate.net/publication/302991262_Social_and_emotional_learning_Past_present_and_future\">\u003cspan style=\"font-weight: 400\">don’t operate in isolation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Second, friendships in elementary school can be harnessed to drive academic growth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students with no friends “receive lower grades and are \u003ca href=\"https://psycnet.apa.org/record/2004-95233-001\">less academically engaged\u003c/a> compared to those with even just one friend,” \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1655645?journalCode=hedp20\">reported\u003c/a> \u003c/span>\u003ca href=\"https://www.psych.ucla.edu/faculty/page/jjuvonen\">\u003cspan style=\"font-weight: 400\">Jaana Juvonen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychology professor at UCLA, and her colleagues \u003c/span>\u003cspan style=\"font-weight: 400\"> in a 2019 issue of the journal \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Educational Psychologist.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">This is a point that bears repeating, says Florida Atlantic University’s \u003c/span>\u003ca href=\"http://www.psy.fau.edu/people/laursen.php\">\u003cspan style=\"font-weight: 400\">Brett Laursen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, editor in chief of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">International Journal of Behavioral Development\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">: “There is a massive gap between being friended and friendless,” he says, and “studies that are as close to causation as you can get” show that becoming friendless produces a meaningful decline in mental health. Research has also tied friendlessness and exclusion to truancy, susceptibility to peer pressure, inability to focus, deficits in working memory, and lack of classroom participation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the flip side, friends can make mundane tasks more fun, reports Lydia Denworth in \u003c/span>\u003ca href=\"https://lydiadenworth.com/books/friendship/\">\u003ci>\u003cspan style=\"font-weight: 400\">Friendship\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. Her 2020 book catalogues research on the many benefits of “life’s fundamental bond.” For example, when they smell familiar fish, zebrafish show reduced levels of fear, a fact that seems cool but irrelevant until you learn that a \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/21895364/\">\u003cspan style=\"font-weight: 400\">2011 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of humans showed that “having a best friend present during an experience significantly buffered any negative feelings, lowering cortisol and boosting a sense of self-worth.” \u003c/span>\u003ca href=\"http://mitch.web.unc.edu/files/2013/10/Calhoun-et-al-DP-2014.pdf\">\u003cspan style=\"font-weight: 400\">Another\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that talking to supportive friends after a stressful incident increases the speed with which cortisol levels revert to normal. This buffering effect appears to insulate kids from both social and academic missteps by shifting their inner narrative in the face of failure from “there’s something wrong with me” to a more resilient response. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/jora.12219\">\u003cspan style=\"font-weight: 400\">In one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, adolescents working together took part in more exploratory behavior, learned faster, and completed tasks better than they did working alone. In \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">another\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Laursen and his colleagues arranged for pairs of students to be taught a new programming language. Kids were asked how they felt about their partner multiple times. “How much I thought that you were my friend,” he says, “predicted how much I learned in that classroom.” Taken together, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">the evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that with a friend on hand, a child’s tolerance for novelty and intellectual stretching tends to increase, while without one, engagement tends to decrease.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do educators both promote this type of bond and exploit its academic power? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gest, who is chair of human services at the Curry School of Education and Human Development, says, “There is a long tradition of informal guidance on how to think about group dynamics in the classroom, but relatively little empirical research to back up particular strategies.” That said, some things are known. There are four big impediments to friendship formation in school: lack of contact, competition, unequal status, and surface-level homophily (a.k.a., “birds of a feather flock together”). Each of these factors can prevent relationships from blossoming, particularly across gender, racial, and other divides. For each of the four roadblocks, teachers wield at least one not-so-secret weapon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But before getting to solutions, says \u003c/span>\u003ca href=\"https://peabody.vanderbilt.edu/bio/barbara-stengel\">\u003cspan style=\"font-weight: 400\">Barbara Stengel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor emerita at Vanderbilt University, who focuses on the philosophy of education, it’s important to think about what friendship really means in a classroom. Aristotle divided the concept into \u003c/span>\u003ca href=\"https://qz.com/1155649/aristotle-said-there-are-three-types-of-friendship-but-only-one-we-should-strive-for/\">\u003cspan style=\"font-weight: 400\">three categories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: friendships of utility based on mutual benefit, friendships of pleasure that usually center around a shared interest, and friendships of virtue, the kind with deeper, longer lasting mutual appreciation. When we think of a friend, most of us picture that last sort, the one we can confide in and count on, but the other two types can also make children feel “seen and encouraged,” Stengel says, producing many of the desired academic benefits.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Encouraging contact\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lack of contact obviously inhibits friendship formation. On the flip side, physical proximity \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s11218-016-9353-y\">\u003cspan style=\"font-weight: 400\">can reduce\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> negative perceptions of a peer. Teachers and administrators often don’t have control over \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2018-00748-025\">\u003cspan style=\"font-weight: 400\">the biggest piece of this puzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">—the makeup of their student body—but they can manipulate contact between the kids they do have. For starters,\u003c/span>\u003cspan style=\"font-weight: 400\"> Juvonen says, teachers and administrators should consider keeping friends together when assigning classes. Schoolwide \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging\">\u003cspan style=\"font-weight: 400\">“house” programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that produce stable cohorts have also shown potential.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Within classes, \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1467-9604.2008.00375.x\">\u003cspan style=\"font-weight: 400\">seating arrangements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> most directly impact proximity. When children who did not like each other were seated close together for several weeks in \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007%2Fs10802-011-9567-6\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their likeability ratings increased. Perhaps they formed Aristotle’s friendships of pleasure, because they were made aware of common interests (comic books!) or maybe the students formed friendships of utility, since whisperings and wisecracks require a set of ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who dislike one another \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">should not\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, however, be paired for peer-assisted learning. Most commonly in pairs, peer-assisted learning has been shown to improve the standing of \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/1540-5826.00046\">\u003cspan style=\"font-weight: 400\">students with learning disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and help \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/019874290503000404?journalCode=bhda\">\u003cspan style=\"font-weight: 400\">shy children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> befriend peers. In choosing dyads, professors \u003c/span>\u003ca href=\"https://frg.vkcsites.org/\">\u003cspan style=\"font-weight: 400\">Lynn and Douglas Fuchs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggest different strategies for \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/247498599_Research_on_Peer-Assisted_Learning_Strategies_The_Promise_and_Limitations_of_Peer-Mediated_Instruction\">\u003cspan style=\"font-weight: 400\">reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/235910655_Enhancing_first-grade_children's_mathematical_development_with_Peer-Assisted_Learning_Strategies\">\u003cspan style=\"font-weight: 400\">math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, both of which involve splitting the class into a top half and a bottom half by current skill level and then choosing one student from each block. But Juvonen says teachers would do well to make these matches with pre-existing friendships and common interests in mind as well, and at least \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> backs her up (there, how much partners liked each other predicted how well they learned). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peer-assisted learning does not, unfortunately, \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/019874290503000404?journalCode=bhda\">\u003cspan style=\"font-weight: 400\">seem to be\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “sufficient to improve the social integration of children who have behavior issues or whose negative reputation is deeply entrenched,” says \u003c/span>\u003ca href=\"https://professeurs.uqam.ca/professeur/dion.e/\">\u003cspan style=\"font-weight: 400\">Éric Dion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at the University of Quebec at Montreal.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Fostering\u003c/span>\u003cspan style=\"font-weight: 400\"> cooperati\u003c/span>\u003cspan style=\"font-weight: 400\">ve\u003c/span>\u003cspan style=\"font-weight: 400\"> learning\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another type of grouping shows promise for that though. By doing away with competition, \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ888657\">\u003cspan style=\"font-weight: 400\">cooperative learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> boosts learning and decreases problematic behaviors, says \u003c/span>\u003ca href=\"http://croseth.educ.msu.edu/\">\u003cspan style=\"font-weight: 400\">Cary Roseth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, chair of the Department of Counseling, Educational Psychology and Special Education at Michigan State University. It requires establishing \u003c/span>\u003ca href=\"https://kappanonline.org/van-ryzin-roseth-power-peer-influence-address-student-behavioral-problems/\">\u003cspan style=\"font-weight: 400\">positive interdependence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, meaning “individuals can attain their goals if (and only if) others in their group also reach their goals,” Roseth has written.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Teachers may require a single finished product from a group (goal interdependence) or may offer a reward to the group if everyone achieves above a certain threshold (reward interdependence). Members of the group can be issued different materials that the group must share to complete the lesson (resource interdependence), or each member of the group could be assigned a different role to play (role interdependence). The group may have its own name (identity interdependence), or each group member may have to complete a different step in a task, like on an assembly line (task interdependence).\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers carefully create and scaffold small groups, an expectation that a group member will cooperate arises, and that produces liking. If one group member perceives another as attempting to promote their success, that also promotes liking, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">even if they ultimately fail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. A positive feedback loop results: “The more students work cooperatively to learn, the more they will tend to like each other, and the more they like each other, the harder they will work to help each other learn,” Roseth and colleagues report. In other words, positive interdependence fosters, at the very least, Aristotelian friendships of utility.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Equalizing status\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Encouraging contact provides the opportunity for friendships to form, but budding connections can easily be nipped by social status asymmetry. Those who don’t conform with school norms on behavior, ability, sexuality, and even body size will be shunned without intervention, Juvonen says. Promoting a cooperative, rather than competitive, learning environment is one step toward redefining “smart” and “good” in children’s minds, but teachers can further decrease status gaps by drawing attention to \u003c/span>\u003ca href=\"https://www.usnews.com/news/best-states/articles/2018-02-02/california-school-district-explores-strength-based-learning\">\u003cspan style=\"font-weight: 400\">hidden strengths\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3522754/\">\u003cspan style=\"font-weight: 400\">2013 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, when camp counselors encouraged peers to interact inclusively with children who exhibit ADHD symptoms and drew attention to those students’ positive characteristics, the reputations of the children with ADHD improved, and they had more reciprocated friendships. The study’s primary author, Amori Yee Mikami, a psychology professor at the University of British Columbia, stresses that these findings may not translate to the classroom but \u003c/span>\u003ca href=\"https://www.erudit.org/en/journals/enfance/1900-v1-n1-enfance01654/1028010ar/abstract/\">\u003cspan style=\"font-weight: 400\">other studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have shown that teachers voicing a favorable opinion of students and interacting with them warmly tends to increase their social integration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To this end, teachers should think of themselves in social media parlance as “influencers” or “thought leaders.” Teachers’ relationships with kids “have a big influence on how those kids are seen,” Gest confirms: “Kids who perceive their classmates as not getting along with the teacher come to see those classmates less positively.” But “if teachers make public comments about a child’s academic or social strengths, those have an impact on how kids view that classmate” too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a problem though: Teachers’ \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0193397311000219?via%3Dihub\">\u003cspan style=\"font-weight: 400\">take\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on who is high status and who isn’t doesn’t always align with kids’, Gest says. “There are kids whom teachers perceive to be disruptive and a problem yet who are quite popular with their classmates. And then conversely, sometimes kids teachers perceive as super nice and prosocial are not particularly influential.” A first step, then, in realizing children’s potential to elevate and inspire one another, is “developing an accurate understanding of what those relationship patterns are.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Leveraging homophily\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One pattern is called homophily. Plato once wrote “similarity begets friendship,” and modern social science research has proven him right. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-010\">\u003cspan style=\"font-weight: 400\">Like tends to stick with like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in terms of attitudes and beliefs, but also ethnicity, socio-economic status, and gender even in an integrated classroom. (In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Friendship\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Denworth reports: “Friendship with opposite-sex peers ‘drops off precipitously after seven years of age.’”) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet friendships that bridge these divides have been associated with higher academic outcomes, and Juvonen says, “students with a greater proportion of cross-ethnic friendships reported lower vulnerability” to peer victimization. On the other hand, discriminatory experiences lead to anger, impulsivity, depression, anxiety, sleep loss, and more, all conditions that drive down academic engagement and performance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For cross-group friendships to thrive, Juvonen says, teachers and administrators have to “disrupt typical social dynamics and avoid instructional practices that highlight differences.” Going after low-hanging fruit, Juvonen recommends we stop saying, “Good morning, boys and girls.” Using these categories implies that they have functional importance in elementary school (when \u003c/span>\u003ca href=\"https://www.parents.com/toddlers-preschoolers/development/behavioral/what-science-really-says-about-boys-and-girls/\">\u003cspan style=\"font-weight: 400\">research has yet to prove they do\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) and impedes same-gender bonds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Administrators can also consider explicit anti-bias interventions. Juvonen \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1655645?scroll=top&needAccess=true&journalCode=hedp20\">\u003cspan style=\"font-weight: 400\">says\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a puppet program that “teaches about acceptance of various body shapes has been shown effective in reducing negative attitudes and stereotypes about larger body shapes.” Inclusive curricula \u003c/span>\u003ca href=\"https://www.educationdive.com/news/improving-lgbtq-representation-in-curriculum-reduces-stigma-bullying/580239/\">\u003cspan style=\"font-weight: 400\">can also alter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> social dynamics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though initiatives like these take time and institutional support, there’s one thing educators can do right away, Laursen says. While perceived similarities predict who will become friends better than actual similarities, it’s the latter that determines whether friendships will last. Teachers can help kids’ friendship calculus be more accurate by making less obvious similarities salient. Another way of looking at it? By drawing attention to traits and interests that aren’t as readily apparent as gender or skin tone (e.g., “You two and your Minecraft obsession!”), teachers foster Aristotelian friendships of virtue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Juvonen says extracurricular activities like sports and interscholastic robotics competitions provide the ideal context both for highlighting shared interests and promoting positive interdependence, but access is often a problem. Administrators can try to decrease hurdles such as transportation and out-of-pocket expenses, as well as ensuring there’s extra support on hand to facilitate the participation of special needs students. But logistical stumbling blocks aren’t the only type. “Some kids are just reluctant to take the big step to join a club,” Laursen says, and schools would do well to create an emotionally safe environment. That can mean paired activities and inclusion-oriented clubs such as Gay-Straight Alliances.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids can also be encouraged to find hidden similarities on their own. Julia Smith, who teaches first-grade in San Francisco, reads her students \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Day You Begin\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> by Jacqueline Woodson: \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">There will be times when you walk into a room and no one there is quite like you until the day you begin to share your stories. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">My name is Angelina and I spent my whole summer with my little sister\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, you tell the class …. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Your name is like my sister’s\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Rigoberto says. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Her name is Angelina, too\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">…. This is the day you begin to find … every new friend has something a little like you.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Elizabeth Self, an assistant professor at Vanderbilt University, says it’s important to keep in mind there simply isn’t enough research on encouraging cross-group friendships for academics like her to provide a 10-tricks book. For the most part, they are instead “going to talk about, you could do this, but you’d need to watch out for that.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Case in point: Just how much to spread kids out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Skill sorting and ability grouping, Juvonen says, “not only reduces contact, but also highlights status differences between demographic groups.” Tracked classes, resource rooms, and second-language learner programs that separate groups of students and highlight their differences are also “likely to hinder peer acceptance and the development of friendships,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, distributing a small group of atypical kids across classrooms can also be the wrong call. In one study, children with disabilities, who can struggle with social integration, were just as likely to have friends and be accepted as their developmentally typical peers when placed in classrooms where one-third of the students had a mild disability. Juvonen’s conclusion: “There is a critical minimum mass required for groups of vulnerable students to be socially integrated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on race relations in middle and high schools suggests exactly that. In \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2017/09/beverly-daniel-tatum-classroom-conversations-race/538758/\">\u003ci>\u003cspan style=\"font-weight: 400\">Why Are All the Black Kids Sitting Together in the Cafeteria?\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> Beverly Daniel Tatum, a psychology professor and former president of Spelman College, explains that around the onset of puberty, Black students start to explore their identity just as “the world begins to reflect their Blackness back to them more clearly.” In racially mixed settings, she writes, voluntary “racial grouping is a developmental process in response to an environmental stressor, racism.” When it comes to racial \u003ca href=\"https://www.nytimes.com/2020/12/04/parenting/remote-learning-microaggressions.html\">microaggressions\u003c/a>, white peers “are unprepared to respond in supportive ways.” That makes joining with other Black students “a positive coping strategy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A teacher with a class of 25 students that includes 5 Black students and needs to be split into 5 groups may be tempted to create diverse pods by placing one of the underrepresented students in each group, but doing so can actually set intergroup relations back. Once kids are old enough to grapple with race, numerical insignificance and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49230/how-a-stereotype-threat-intervention-can-help-students-in-stem-fields\">\u003cspan style=\"font-weight: 400\">stereotype threat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">—which one of Dr. Tatum’s young sources described as “that constant burden of you always having to strive to do your best and show that you can do just as much as everybody else\"—can silence and alienate Black children, reduce their status, and thwart friendship formation. When small groups involve peer critique, preventing critical mass can also leave Black students emotionally unprepared to receive feedback. As counterintuitive as it may seem, allowing Black students “the psychological safety of their own group” can actually increase the likelihood that they form friendships outside it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elizabeth Self says similar concerns apply to “putting kids from the same linguistic background together in maths small group work.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Making game-time calls\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of the day, teachers will have to make judgment calls when it comes to friendship. Students who are easily distracted may benefit from more individual work, and there’s research showing that friends \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">interfere with productivity in some circumstances: for example, when they’re not engaged by the subject matter or they put one another’s feelings over giving meaningful feedback. But if a friendless child goofs off with a peer, Laursen says, a little more leeway may be in order, since research shows that kids with at least one friend are both less likely to be bullied and less harmed by bullying. It would make sense then, to seat a child with very low social status near one who is both friendly and popular. A warm relationship with someone like that could increase classwide acceptance considerably. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elizabeth Self likes the idea of reconceptualizing friends as a resource, thinking, “How can we give them permission to draw on that person?” When a student is getting out of sorts, for example: “If they have a good bud who is not in the classroom, say: ‘Let’s go see if we can pull Margarita from Ms. Jon’s class. You all stay in the hall for five minutes. We are going to set a timer to see if spending some time together helps you to be able to come back into class.’” In the context of restorative justice circles, why not have an ally present for each child? “I think there is rich opportunity here,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Gest wants to remind teachers, administrators, and their communities: “You can’t address everything at once, through either a seating arrangement or a group learning assignment.” Yes, friendship can present untapped academic potential, but “there’s limits to how much teachers can do.”\u003c/span>\u003c/p>\n\u003cp>\u003cem>This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/gailcornwall\">Gail Cornwall\u003c/a> works as a mother and writer in San Francisco. Her youngest child is in Julia Smith’s class at Rooftop School.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship","authors":["byline_mindshift_56979"],"categories":["mindshift_20828"],"tags":["mindshift_20650","mindshift_21396","mindshift_21336","mindshift_20865","mindshift_943"],"featImg":"mindshift_56982","label":"mindshift"},"mindshift_53103":{"type":"posts","id":"mindshift_53103","meta":{"index":"posts_1591205157","site":"mindshift","id":"53103","score":null,"sort":[1551078473000]},"guestAuthors":[],"slug":"strategies-to-foster-a-sense-of-belonging-in-your-classroom","title":"Strategies To Foster A Sense Of Belonging In Your Classroom","publishDate":1551078473,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/34684/whats-your-learning-disposition-how-to-foster-students-mindsets\" target=\"_blank\" rel=\"noopener\">students feel they belong\u003c/a> at school they also feel respected and ready to learn. That's why teachers work so hard to create a class environment where every student feels able to contribute and be heard.\u003c/p>\n\u003cp>\"As human beings, one of the most essential needs we have is the need to belong,\" said Dr. Linda Darling-Hammond, President and CEO of the Learning Policy Institute in an \u003ca href=\"https://www.edutopia.org/how-learning-happens\" target=\"_blank\" rel=\"noopener\">Edutopia video series\u003c/a> on the science of learning. \"When that sense of belonging is there, children throw themselves into the learning environment and when that sense of belonging is not there, children will alienate, they will marginalize, they will step back.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/video/fostering-belonging-classroom-norms\" target=\"_blank\" rel=\"noopener\">Classroom norms\u003c/a> are one way to make sure everyone is on the same page about how to treat one another in academic spaces, and they're even more powerful when \u003ca href=\"https://www.kqed.org/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands\" target=\"_blank\" rel=\"noopener\">kids come up with them\u003c/a>.\u003c/p>\n\u003cp>\"To begin nearly every class, I start with the norms,\" said middle school social studies teacher Bobby Shaddox. \"We developed this list of about ten adjectives. The classes that go really well are the classes when I start off reflecting on the norms and using those norms to articulate how our class will run well.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/oRXYc4xmvwg\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>In addition to giving students a shared language to talk about the learning community, teachers can use specific \u003ca href=\"https://www.edutopia.org/video/boosting-engagement-notices-and-wonders\" target=\"_blank\" rel=\"noopener\">strategies like \"I notice, I wonder\"\u003c/a> to engage learners in a topic no matter their starting point. With many learning needs in a classroom, this practice gives students time to think to themselves, as well as time to learn together. It also builds confidence because there are so many entry points for noticing and wondering.\u003c/p>\n\u003cp>\" 'I notice, I wonder' just brings the conversation to a place where all people can contribute,\" said math teacher Ann Young. \"It gives everyone a voice. It allows kids to listen to other people's ideas before they do the analysis. So, it's like a way to collect information collaboratively, but allowing time to think first.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/yp0QORzzvSs\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"When students have a sense that they belong in the academic community of their school they are much more open to learning. Teachers share their strategies to promote academic belonging.","status":"publish","parent":0,"modified":1551078473,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/oRXYc4xmvwg","https://www.youtube.com/embed/yp0QORzzvSs"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":331},"headData":{"title":"Strategies To Foster A Sense Of Belonging In Your Classroom | KQED","description":"When students have a sense that they belong in the academic community of their school they are much more open to learning. Teachers share their strategies to promote academic belonging.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53103 https://ww2.kqed.org/mindshift/?p=53103","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/24/strategies-to-foster-a-sense-of-belonging-in-your-classroom/","disqusTitle":"Strategies To Foster A Sense Of Belonging In Your Classroom","path":"/mindshift/53103/strategies-to-foster-a-sense-of-belonging-in-your-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/34684/whats-your-learning-disposition-how-to-foster-students-mindsets\" target=\"_blank\" rel=\"noopener\">students feel they belong\u003c/a> at school they also feel respected and ready to learn. That's why teachers work so hard to create a class environment where every student feels able to contribute and be heard.\u003c/p>\n\u003cp>\"As human beings, one of the most essential needs we have is the need to belong,\" said Dr. Linda Darling-Hammond, President and CEO of the Learning Policy Institute in an \u003ca href=\"https://www.edutopia.org/how-learning-happens\" target=\"_blank\" rel=\"noopener\">Edutopia video series\u003c/a> on the science of learning. \"When that sense of belonging is there, children throw themselves into the learning environment and when that sense of belonging is not there, children will alienate, they will marginalize, they will step back.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/video/fostering-belonging-classroom-norms\" target=\"_blank\" rel=\"noopener\">Classroom norms\u003c/a> are one way to make sure everyone is on the same page about how to treat one another in academic spaces, and they're even more powerful when \u003ca href=\"https://www.kqed.org/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands\" target=\"_blank\" rel=\"noopener\">kids come up with them\u003c/a>.\u003c/p>\n\u003cp>\"To begin nearly every class, I start with the norms,\" said middle school social studies teacher Bobby Shaddox. \"We developed this list of about ten adjectives. The classes that go really well are the classes when I start off reflecting on the norms and using those norms to articulate how our class will run well.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/oRXYc4xmvwg\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>In addition to giving students a shared language to talk about the learning community, teachers can use specific \u003ca href=\"https://www.edutopia.org/video/boosting-engagement-notices-and-wonders\" target=\"_blank\" rel=\"noopener\">strategies like \"I notice, I wonder\"\u003c/a> to engage learners in a topic no matter their starting point. With many learning needs in a classroom, this practice gives students time to think to themselves, as well as time to learn together. It also builds confidence because there are so many entry points for noticing and wondering.\u003c/p>\n\u003cp>\" 'I notice, I wonder' just brings the conversation to a place where all people can contribute,\" said math teacher Ann Young. \"It gives everyone a voice. It allows kids to listen to other people's ideas before they do the analysis. So, it's like a way to collect information collaboratively, but allowing time to think first.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/yp0QORzzvSs\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\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>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53103/strategies-to-foster-a-sense-of-belonging-in-your-classroom","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20650","mindshift_21250","mindshift_20784","mindshift_1040","mindshift_486"],"featImg":"mindshift_53106","label":"mindshift"},"mindshift_53036":{"type":"posts","id":"mindshift_53036","meta":{"index":"posts_1591205157","site":"mindshift","id":"53036","score":null,"sort":[1550129169000]},"guestAuthors":[],"slug":"how-extra-arts-education-at-school-boosts-students-writing-scores-and-their-compassion","title":"How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion","publishDate":1550129169,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Originally posted on \u003ca href=\"https://www.chalkbeat.org/posts/us/2019/02/12/study-arts-education-boosted-compassion-and-writing-scores/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> by \u003ca class=\"author url fn\" title=\"Posts by Matt Barnum\" href=\"https://www.chalkbeat.org/author/mbarnum/\" rel=\"author\">Matt Barnum\u003c/a> on February 12, 2019\u003c/em>\u003c/p>\n\u003cp>When you’re the big fish, it’s not OK to pick on the little fish just because you can.\u003c/p>\n\u003cp>That’s an important lesson for everyone. But some Houston first-graders got a particularly vivid demonstration in the form of a musical puppet show, which featured fish puppets and an underlying message about why it’s wrong to bully others.\u003c/p>\n\u003cp>The show left an impression on the students at Codwell Elementary, according to their teacher Shelea Bennett. “You felt like you were in that story,” she said. “By the end of the story they were able to answer why [bullying] wasn’t good, and why you shouldn’t act this way.”\u003c/p>\n\u003cp>The puppeteer’s show was part of an effort to expand arts education in Houston elementary and middle schools. Now, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">a new study\u003c/a> shows that the initiative helped students in a few ways: boosting students’ compassion for their classmates, lowering discipline rates, and improving students’ scores on writing tests.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s just the latest study to find that giving students more access to the arts offers measurable benefits. And adding time for dance, theater, or visual arts isn’t at odds with traditional measures of academic success, according to the research — which amounts to one of the largest gold-standard studies on arts education ever conducted.\u003c/p>\n\u003cp>“Arts learning experiences benefit students in terms of social, emotional, and academic outcomes,” write researchers Dan Bowen of Texas A&M and Brian Kisida of the University of Missouri.\u003c/p>\n\u003cp>The study, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">released Tuesday\u003c/a> through the Houston Education Research Consortium, looked at elementary and middle schools — which predominantly served low-income students of color — that expressed interest in participating in Houston’s Arts Access Initiative. There appeared to be significant need: nearly a third of elementary and middle schools in the district \u003ca href=\"http://education.kennedy-center.org/pdf/Houston%202015%20Action%20Plan.pdf\">reported\u003c/a> lacking a full-time arts teacher.\u003c/p>\n\u003cp>Too many schools were interested, which was bad news for some schools but good news for researchers. They worked with the district to randomly assign some schools to participate, with about 5,000 students in each group. The schools in the program offered students nearly eight “school-community arts partnerships,” compared to just three at comparison schools.\u003c/p>\n\u003cp>What that looked like ran the gamut. Schools were encouraged to provide some exposure to theater, dance, music, and visual arts, and that took the form of on-campus performances, field trips, artists in residence, and other programs outside of school hours.\u003c/p>\n\u003cp>When the researchers compared the two groups of schools, they looked at academics but also responses to surveys that asked students whether they agreed with statements like, “I want to help people who get treated badly,” “School work is interesting,” and “I plan to go to college.”\u003c/p>\n\u003cp>The positive effects on writing test scores, discipline, and compassion were small to moderate. Students’ disciplinary infraction rates, for instance, fell by 3.6 percentage points. But these results are particularly encouraging because the cost to schools was fairly small — about $15 per student. (This did not include costs borne by the program as whole or by the cultural institutions that donated time.)\u003c/p>\n\u003cp>On other measures, the initiative didn’t make a clear difference. That includes reading and math scores as well as survey questions about school engagement and college aspirations. Still, the survey results were mostly positive, though largely not statistically significant.\u003c/p>\n\u003cp>“It could have come out negative. It could have been, look, they did this extra stuff where they learned more in these other domains but their math scores went down, so here’s the tradeoff,” said Kisida, one of the researchers. “We don’t see evidence of a tradeoff.”\u003c/p>\n\u003cp>That’s especially notable because some have feared that pressure to raise test scores has squeezed arts out of the curriculum in many schools (though there’s \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0022429414530759\">limited\u003c/a> \u003ca href=\"https://www.gao.gov/new.items/d09286.pdf\">empirical\u003c/a> \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200617300510\">evidence\u003c/a> on whether that’s actually happened).\u003c/p>\n\u003cp>\u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">Other recent studies\u003c/a> on field trips to the theater and museums have also found encouraging results, boosting students’ political tolerance, interest in the arts, critical examination of art, and, in one case, math and reading test scores. And since low-income children are \u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">less likely\u003c/a> than their wealthier peers to access things like plays and art galleries over the summer, schools are critical providers of those cultural experiences and the accompanying benefits.\u003c/p>\n\u003cp>The latest study came to a mix of conclusions about which group of students benefited the most from the extra arts education.\u003c/p>\n\u003cp>Tiffany Thompson, another first-grade teacher at Codwell Elementary, said she’s seen the extra arts make a difference for struggling students.\u003c/p>\n\u003cp>“Some students who don’t excel academically, they’re more engaged, because it gives them a different way to learn,” she said.\u003c/p>\n\u003cp>One caveat to the study is that principals volunteered for the program. It might not be as successful in schools where there is less enthusiasm for the idea to start.\u003c/p>\n\u003cp>Still, the results of the study hold national import as districts consider how much to prioritize arts education and as cities assess or expand their similar initiatives.\u003c/p>\n\u003cp>“I really feel like people should know how much the [kids] do benefit from it,” Bennett said. “Normally they wouldn’t have this exposure.”\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of the story mis-stated the number of partnerships in schools that participated in the arts initiative. The correct number is eight, compared to three in schools that did not participate.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A new study found that giving students more access to arts at school had positive effects on kids' writing test scores, discipline and compassion. The additional program cost the schools about $15 per student.","status":"publish","parent":0,"modified":1593710878,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":973},"headData":{"title":"How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion - MindShift","description":"A new study found that giving students more access to arts at school had positive effects on kids' writing test scores, discipline and compassion. The additional program cost the schools about $15 per student.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53036 https://ww2.kqed.org/mindshift/?p=53036","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/13/how-extra-arts-education-at-school-boosts-students-writing-scores-and-their-compassion/","disqusTitle":"How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion","nprByline":"\u003ca href=\"https://www.chalkbeat.org/posts/co/2019/02/12/community-schools-serve-students-and-their-families-this-colorado-bill-would-promote-them/\">Matt Barnum, Chalkbeat\u003c/a>","path":"/mindshift/53036/how-extra-arts-education-at-school-boosts-students-writing-scores-and-their-compassion","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Originally posted on \u003ca href=\"https://www.chalkbeat.org/posts/us/2019/02/12/study-arts-education-boosted-compassion-and-writing-scores/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> by \u003ca class=\"author url fn\" title=\"Posts by Matt Barnum\" href=\"https://www.chalkbeat.org/author/mbarnum/\" rel=\"author\">Matt Barnum\u003c/a> on February 12, 2019\u003c/em>\u003c/p>\n\u003cp>When you’re the big fish, it’s not OK to pick on the little fish just because you can.\u003c/p>\n\u003cp>That’s an important lesson for everyone. But some Houston first-graders got a particularly vivid demonstration in the form of a musical puppet show, which featured fish puppets and an underlying message about why it’s wrong to bully others.\u003c/p>\n\u003cp>The show left an impression on the students at Codwell Elementary, according to their teacher Shelea Bennett. “You felt like you were in that story,” she said. “By the end of the story they were able to answer why [bullying] wasn’t good, and why you shouldn’t act this way.”\u003c/p>\n\u003cp>The puppeteer’s show was part of an effort to expand arts education in Houston elementary and middle schools. Now, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">a new study\u003c/a> shows that the initiative helped students in a few ways: boosting students’ compassion for their classmates, lowering discipline rates, and improving students’ scores on writing tests.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s just the latest study to find that giving students more access to the arts offers measurable benefits. And adding time for dance, theater, or visual arts isn’t at odds with traditional measures of academic success, according to the research — which amounts to one of the largest gold-standard studies on arts education ever conducted.\u003c/p>\n\u003cp>“Arts learning experiences benefit students in terms of social, emotional, and academic outcomes,” write researchers Dan Bowen of Texas A&M and Brian Kisida of the University of Missouri.\u003c/p>\n\u003cp>The study, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">released Tuesday\u003c/a> through the Houston Education Research Consortium, looked at elementary and middle schools — which predominantly served low-income students of color — that expressed interest in participating in Houston’s Arts Access Initiative. There appeared to be significant need: nearly a third of elementary and middle schools in the district \u003ca href=\"http://education.kennedy-center.org/pdf/Houston%202015%20Action%20Plan.pdf\">reported\u003c/a> lacking a full-time arts teacher.\u003c/p>\n\u003cp>Too many schools were interested, which was bad news for some schools but good news for researchers. They worked with the district to randomly assign some schools to participate, with about 5,000 students in each group. The schools in the program offered students nearly eight “school-community arts partnerships,” compared to just three at comparison schools.\u003c/p>\n\u003cp>What that looked like ran the gamut. Schools were encouraged to provide some exposure to theater, dance, music, and visual arts, and that took the form of on-campus performances, field trips, artists in residence, and other programs outside of school hours.\u003c/p>\n\u003cp>When the researchers compared the two groups of schools, they looked at academics but also responses to surveys that asked students whether they agreed with statements like, “I want to help people who get treated badly,” “School work is interesting,” and “I plan to go to college.”\u003c/p>\n\u003cp>The positive effects on writing test scores, discipline, and compassion were small to moderate. Students’ disciplinary infraction rates, for instance, fell by 3.6 percentage points. But these results are particularly encouraging because the cost to schools was fairly small — about $15 per student. (This did not include costs borne by the program as whole or by the cultural institutions that donated time.)\u003c/p>\n\u003cp>On other measures, the initiative didn’t make a clear difference. That includes reading and math scores as well as survey questions about school engagement and college aspirations. Still, the survey results were mostly positive, though largely not statistically significant.\u003c/p>\n\u003cp>“It could have come out negative. It could have been, look, they did this extra stuff where they learned more in these other domains but their math scores went down, so here’s the tradeoff,” said Kisida, one of the researchers. “We don’t see evidence of a tradeoff.”\u003c/p>\n\u003cp>That’s especially notable because some have feared that pressure to raise test scores has squeezed arts out of the curriculum in many schools (though there’s \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0022429414530759\">limited\u003c/a> \u003ca href=\"https://www.gao.gov/new.items/d09286.pdf\">empirical\u003c/a> \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200617300510\">evidence\u003c/a> on whether that’s actually happened).\u003c/p>\n\u003cp>\u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">Other recent studies\u003c/a> on field trips to the theater and museums have also found encouraging results, boosting students’ political tolerance, interest in the arts, critical examination of art, and, in one case, math and reading test scores. And since low-income children are \u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">less likely\u003c/a> than their wealthier peers to access things like plays and art galleries over the summer, schools are critical providers of those cultural experiences and the accompanying benefits.\u003c/p>\n\u003cp>The latest study came to a mix of conclusions about which group of students benefited the most from the extra arts education.\u003c/p>\n\u003cp>Tiffany Thompson, another first-grade teacher at Codwell Elementary, said she’s seen the extra arts make a difference for struggling students.\u003c/p>\n\u003cp>“Some students who don’t excel academically, they’re more engaged, because it gives them a different way to learn,” she said.\u003c/p>\n\u003cp>One caveat to the study is that principals volunteered for the program. It might not be as successful in schools where there is less enthusiasm for the idea to start.\u003c/p>\n\u003cp>Still, the results of the study hold national import as districts consider how much to prioritize arts education and as cities assess or expand their similar initiatives.\u003c/p>\n\u003cp>“I really feel like people should know how much the [kids] do benefit from it,” Bennett said. “Normally they wouldn’t have this exposure.”\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of the story mis-stated the number of partnerships in schools that participated in the arts initiative. The correct number is eight, compared to three in schools that did not participate.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53036/how-extra-arts-education-at-school-boosts-students-writing-scores-and-their-compassion","authors":["byline_mindshift_53036"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20650","mindshift_20854","mindshift_21240","mindshift_20794","mindshift_20772","mindshift_21049","mindshift_943","mindshift_851"],"featImg":"mindshift_53040","label":"mindshift"},"mindshift_49341":{"type":"posts","id":"mindshift_49341","meta":{"index":"posts_1591205157","site":"mindshift","id":"49341","score":null,"sort":[1507530344000]},"guestAuthors":[],"slug":"how-making-an-impact-on-the-world-motivates-students","title":"How Making an Impact on the World Motivates Students","publishDate":1507530344,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Many schools are moving to project-based learning as a way to help students make meaning about content in deeper and more lasting ways than a lecture can provide. While those goals are clear to educators, and inspiring examples of schools successfully implementing the pedagogy exist, it can still be a challenging shift for many teachers. It is difficult to design projects that both help students learn required content and that genuinely interest them. Some educators are finding that connecting projects to a global community is a powerful way to make a project feel meaningful to students.\u003c/p>\n\u003cp>“I’m very much interested in how we can encourage young people to be active, engaged members of community,” said \u003ca href=\"http://mikegwaltney.net/blog/\" target=\"_blank\" rel=\"noopener\">Mike Gwaltney\u003c/a> during a presentation on project-based learning and global citizenship at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education (ISTE)\u003c/a>. Gwaltney is now the principal of Rocky Hill School in Rhode Island and has been teaching for 25 years. His specialty is history, but he doesn’t think that should mean teaching the Gadsden Purchase anymore.\u003c/p>\n\u003cp>“We ought to be teaching stuff that has real meaning for people,” Gwaltney said. He believes students are more keyed into global issues and current events than many adults know. The young people he has worked with care about what’s happening in the world around them. When teachers tap into that passion, students are capable of producing work that impacts the world beyond school. In 2014, Gwaltney was teaching at the Oregon Episcopal School in Portland when a shooting took place near the school. He knew that one way to handle the issue would have been to facilitate a discussion about the shooting with his class. But he wanted to localize the bigger issue of gun violence for his students.\u003c/p>\n\u003cp>“Project-based learning is about doing something; it’s about active learning,” Gwaltney said. “It’s about getting involved in the subject. It’s not learning about math or about government, but how can I be someone in those fields.” After the shooting it became clear his students didn’t just want to talk about the pros and cons of gun control -- they wanted to do something to make their local community safer. So they \u003ca href=\"http://portlandtribune.com/pt/9-news/249911-118804-students-ask-council-to-ban-assault-weapons-ammo-clips\" target=\"_blank\" rel=\"noopener\">wrote legislation and introduced it \u003c/a>to the Portland City Council. When it failed, and various adults patted them on the back before sending them on their way, the students were indignant.\u003c/p>\n\u003cp>Instead of giving up the idea, they partnered with other interest groups to sponsor and testify in support of a bill in the state legislature that would require background checks on private gun sales and close a loophole in Oregon state law. The bill passed; the governor signed it into law, and those students learned an \u003ca href=\"https://www.edutopia.org/blog/how-pbl-creates-engaged-citizens-suzie-boss\" target=\"_blank\" rel=\"noopener\">indelible lesson about how government works\u003c/a>. Their work had an impact; and along the way they came to understand it takes persistence to see results. They practiced less tangible skills like effective communication and collaboration with outside groups. And, perhaps most importantly, they also began to empathize with responsible gun owners through conversations with citizens and lobbyists testifying on the other side of the issue.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Wherever I go, I see the desire for opportunities to build citizenship,” said \u003ca href=\"http://reinventingpbl.blogspot.com/\" target=\"_blank\" rel=\"noopener\">Suzie Boss\u003c/a>, a journalist and project-based learning advocate who has worked with educators around the world on globally connected projects. “That’s one of the universals. How can we change the world together?” She sees many opportunities for this type of important work because there are so many thorny problems affecting every person on the globe.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">So incredibly proud of my team \u003ca href=\"https://twitter.com/MYWorldMexico?ref_src=twsrc%5Etfw\">@MYWorldMexico\u003c/a>! +5000 actions in almost 2 years of hard work! \u003ca href=\"https://twitter.com/hashtag/Act4SDGs?src=hash&ref_src=twsrc%5Etfw\">#Act4SDGs\u003c/a> 🇲🇽❤️ \u003ca href=\"https://twitter.com/mtoomeyUN?ref_src=twsrc%5Etfw\">@mtoomeyUN\u003c/a> \u003ca href=\"https://twitter.com/SDGaction?ref_src=twsrc%5Etfw\">@SDGaction\u003c/a> \u003ca href=\"https://twitter.com/UN?ref_src=twsrc%5Etfw\">@UN\u003c/a> \u003ca href=\"https://t.co/qcll14JN3H\">pic.twitter.com/qcll14JN3H\u003c/a>\u003c/p>\n\u003cp>— Karol Arámbula (@KarolArambula) \u003ca href=\"https://twitter.com/KarolArambula/status/912301366705623040?ref_src=twsrc%5Etfw\">September 25, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“My bottom line when you think about designing PBL, with global competency as one of the goals you want to get to, there needs to be passion,” Boss said. “You need to activate that passion in them by opening their eyes to issues they may not be aware of, or by listening to them about what they care about.” She said good projects usually start with an entry event that helps activate that passion and curiosity in students. After that, the second most important element is that the problem be actionable.\u003c/p>\n\u003cp>“If we teach kids about the problems of the world without giving them a recipe for doing something, that’s just a recipe for depression,” Boss said. The problems need to be big enough to matter, but actionable enough that students feel they can make a difference. One of her favorite examples of this type of teaching has developed around the \u003ca href=\"http://www.un.org/sustainabledevelopment/sustainable-development-goals/\" target=\"_blank\" rel=\"noopener\">United Nations Sustainable Development Goals\u003c/a>. These are big, lofty goals, like eliminating poverty, that will affect the future of the world. Crucially, they are works in progress -- the global community has not yet been able to solve these problems, which means there’s an \u003ca href=\"http://www.teachsdgs.org/\" target=\"_blank\" rel=\"noopener\">opportunity for students’ work to make a difference\u003c/a>.\u003c/p>\n\u003cp>“These are [opportunities for] project-based learning for the world,” Boss said. She’s found that working with the Sustainable Development Goals has helped even the most content-first teachers she knows to embrace project-based learning. Boss worked with \u003ca href=\"http://econclassroom.com/?author=1\" target=\"_blank\" rel=\"noopener\">Jason Welker\u003c/a>, an economics teacher who at the time worked for a rigorous private school. He didn’t want to do project-based learning because he didn’t think he could fit all the content he needed to cover into the short school year. Finally, he decided to give PBL a try in his environmental economics class.\u003c/p>\n\u003cp>“He challenged his students in an economics class to pick one of those [U.N. Sustainable Development] goals that they care about and propose an action project using economic theory,” Boss said. One group got interested in climate action, researching carbon offsets as an economic mechanism to help solve the problem of climate change. Their theory of action was so well researched that their school ended up investing in their proposal.\u003c/p>\n\u003cp>\u003cstrong>MONUMENTS PROJECT\u003c/strong>\u003c/p>\n\u003cp>Tom Neville had a hunch that taking his eighth-graders to the cemetery would spark some powerful history learning, but he had no idea that what started as an effort to offer his students at the \u003ca href=\"https://www.asparis.org/\" target=\"_blank\" rel=\"noopener\">American School of Paris (ASP)\u003c/a> an authentic project-based learning experience on World War I would take off the way it did.\u003c/p>\n\u003cp>“The introduction to the project was folks from the \u003ca href=\"https://www.abmc.gov/about-us\" target=\"_blank\" rel=\"noopener\">American Battle Monuments Commission\u003c/a> saying, ‘Look, we have all these folks buried here and we don’t know anything about them and we think you can help us with that,” Neville said. Students broke into groups, each taking the names of several American soldiers who fought in Europe, died and were buried in Suresnes American Cemetery. They began trying to figure out the back stories of the soldiers, intending to build an app for the cemetery so visitors could learn about who was buried there.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/zMFP39KluY8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Neville was lucky to have the support of administrators at ASP who were looking to push the school’s pedagogy toward these types of projects. Soon the \u003ca href=\"http://www.monumentsproject.org/about.html\" target=\"_blank\" rel=\"noopener\">Monuments Project\u003c/a> was much more than history. Theater students were writing and directing plays based on the research; French students were helping translate documents students found in local archives; and students wrote about their research in English class.*\u003c/p>\n\u003cp>As the project was getting off the ground, Neville read \u003ca href=\"https://www.geekwire.com/2016/project-wa-state-history-app/\" target=\"_blank\" rel=\"noopener\">an article\u003c/a> about two teachers on Lopez Island whose students had developed a gamified history app about sites around Washington state. Neville recognized a kindred spirit and reached out to Anthony Rovente and Tim Fry to see if they’d like to partner on the Monuments Project. Soon, Neville’s students in Paris were working with the Lopez Island students in the U.S. to find out what had happened to the 23 Washingtonians buried at Suresnes.\u003c/p>\n\u003cp>“There is an excitement in the sense of scale,” Neville said. “Anytime we are engaged in something bigger than ourselves we feel that sense of camaraderie.” The U.S. students were emailing and calling local archives in Washington state while students in Paris were plumbing the French archives. Both classes shared their research and contributed to the app. In some cases, the students’ efforts prompted local archives to digitize their content for the first time. In others, family members of soldiers buried far away shared their personal memories, records and mementos with the students. And students \u003ca href=\"http://www.monumentsproject.org/blog/week-5-to-celebrate-the-need-of-comrades-whitman\" target=\"_blank\" rel=\"noopener\">collaborated with historians and archivists\u003c/a> in many parts of the world to learn research tips and how to navigate archives.\u003c/p>\n\u003cp>“The level of energy and investment I saw was really powerful,” Neville said. “You just want to bottle it.” He was impressed that his students persisted in their search, even when they made no progress for several weeks. But, Neville’s careful to point out that he had prepared his students for this type of uncertainty, a lesson he learned early in his efforts to do big real-world history projects.\u003c/p>\n\u003cp>“It’s really more about developing a mindset and a culture within that learning space,” Neville said. He always starts the year using Eleanor Duckworth’s concept of \u003ca href=\"https://www.gse.harvard.edu/news/uk/08/05/critical-exploration-classroom\" target=\"_blank\" rel=\"noopener\">Critical Exploration\u003c/a>. The exercise forces them to accept uncertainty and to back up what they think they know with evidence, and gets them thinking like real historians. “Without that mindset you’ll have different reactions from kids who are hitting walls,” Neville said. He uses Critical Exploration as a touchstone for students when they get frustrated, reminding them that valuable learning is happening even if they’re stuck.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/1sfgenKusQk?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Despite the success of the Monuments Project, it was messy and logistically challenging. The nine-hour time difference between Paris and Lopez Island made global collaboration difficult. Partway through the project a teacher at Stuyvesant High School in New York City wanted to join, further complicating matters. But as interest about the program grew among educators in the U.S., Neville decided to try to scale the project. He’s now working with an old co-worker, Patrick Cronin, to create a \u003ca href=\"http://www.thatclass.org/about.html\" target=\"_blank\" rel=\"noopener\">nonprofit\u003c/a> that can \u003ca href=\"http://www.monumentsproject.org/briefcase.html\" target=\"_blank\" rel=\"noopener\">support social studies teachers\u003c/a> to do similar projects based on the soldiers in their local cemeteries.\u003c/p>\n\u003cp>“The goal of finding out how to scale this effectively is not just to expand the Monument Project, but to expand the pedagogy,” Neville said. He knows not all teachers work in environments as supportive of global projects as APS -- he’s even worked in some -- but he’s convinced when teachers experience the level of engagement and quality of work he saw in his students, they’ll be excited to jump on board. And, he can’t think of a better way to instill the importance of history in students than by introducing them to the tools real historians rely on to discover untold stories that resonate beyond the classroom.\u003c/p>\n\u003cp>Student reflections on the process and the power of adding to the world's knowledge are a bit motivator for Neville. In a \u003ca href=\"http://www.monumentsproject.org/blog/from-footnotes-to-forefront\" target=\"_blank\" rel=\"noopener\">blog post\u003c/a> for the Monuments Project a Stuyvesant student, Dawei Huang, writes: \"Simply said, the experiences of individual soldiers are often overlooked by historians, and Stuyvesant students were now helping do the work. For myself, I feel like there is great significance and satisfaction lifting the lives of soldiers reserved for the footnotes of history to the forefront of our attention and appreciation.\"\u003c/p>\n\u003cp>\u003cstrong>LESS CONSUMING GLOBAL PROJECTS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://teachergeekischic.com/\" target=\"_blank\" rel=\"noopener\">Tammy Dunbar\u003c/a> has been connecting her fifth-grade students at Lincoln School, a public K-8 in Manteca, California, with international classrooms for years now. It’s become a standard part of her teaching. She got interested in collaborating across continents through her own global community of peers and brought that enthusiasm to her class.\u003c/p>\n\u003cp>For example, an educator friend in Belgium told her about his plan to do a big project on gender equality. Around that time, Dunbar was hearing a lot of anxiety from her students about President Trump’s campaign promise to build a wall between Mexico and the U.S. Dunbar’s students, about 70 percent of whom are Latino, were worried about what would happen to their families. The two teachers joined their themes in the \u003ca href=\"http://www.humandifferences.com/\" target=\"_blank\" rel=\"noopener\">Human Differences project\u003c/a> where they explored the visible and invisible walls that humans put up. Eventually, classrooms all around the world joined the project, sharing the walls that characterize their countries and cultures.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Impressed! Nigerian students developed a small biogas plant in the school chemistry lab to fight carbon monoxide! \u003ca href=\"https://t.co/KmUrV5pgzO\">https://t.co/KmUrV5pgzO\u003c/a> \u003ca href=\"https://t.co/joPdtioF1v\">pic.twitter.com/joPdtioF1v\u003c/a>\u003c/p>\n\u003cp>— Koen Timmers (@zelfstudie) \u003ca href=\"https://twitter.com/zelfstudie/status/912736399887077376?ref_src=twsrc%5Etfw\">September 26, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>In week one of the project, students explored the various kinds of walls they notice in their communities, both physical and invisible. They researched and discussed with their classes, but then made videos to share on the Human Differences site that other classes could watch. The second week focused on gender equality, a topic Dunbar’s students didn’t think was a problem at first. Then they watched the videos uploaded by partner classes in China and India.\u003c/p>\n\u003cp>“It kind of opened their eyes to what’s going on in the world,” Dunbar said. Those videos prompted students to think more critically about gender equity in their own homes and communities, leading to a good discussion. In the third week, classes discussed real walls. They studied the Berlin Wall and the Great Wall of China. Dunbar’s fifth-graders talked about what makes a wall good or bad, and they talked about the wall President Trump wants to build, as well as what their class might do about it.\u003c/p>\n\u003cp>When they shared their reflections on physical walls with other classrooms around the world, they learned that the leaders of countries in Latin America live in houses walled off from the people. Dunbar’s students were sympathetic to their faraway peers, and felt validated in their own concerns about a wall along the border.\u003c/p>\n\u003cp>In week four, classes explored the idea of bridges and how people can build bridges instead of walls. Dunbar’s class Skyped with students in Canada and Nigeria to learn about their lives.\u003c/p>\n\u003cp>“The teachers really took the questions and ran with them because every country has their issue and things that are happening,” Dunbar said. “This gives them a platform to talk about it with their kids.” The project was flexible, but still provided contact with students in other parts of the world with different worldviews and realities. Along the way, Dunbar knows her students were honing skills like respectful listening, questioning, communication, presenting, research, writing and critical thinking.\u003c/p>\n\u003cp>“If we want kids to be 21st century learners, then they have to think globally; everything is connected,” Dunbar said. “I like to think that by doing this we’re building the bridges that make people more tolerant, more willing to accept more people.”\u003c/p>\n\u003cp>This year, Dunbar is kicking off the school year by reading Lois Lowry’s book “Number the Stars” with her class and her friend Emma Naas’ class in Sweden. The two classes have different perspectives on the story based on their geography and history, but are \u003ca href=\"https://sway.com/wpf7KQrUtn6w4yRf\" target=\"_blank\" rel=\"noopener\">learning a lot from one another by reading together\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>LEVEL UP VILLAGE\u003c/strong>\u003c/p>\n\u003cp>Many of the teachers doing the most elaborate globally connected projects are anomalies in their schools. They are individually invested in helping students develop global competencies and have taken on the extra work of connecting with international educators interested in Skyping or finding education-based programs that include a global dimension. Not all teachers have the inclination or time to do that legwork.\u003c/p>\n\u003cp>There are several organizations working to smooth the way for schools that value global projects. One such company, \u003ca href=\"http://www.levelupvillage.com/\" target=\"_blank\" rel=\"noopener\">Level Up Village\u003c/a>, focuses on providing science, technology, engineering and math (STEM) content through an online platform that also connects U.S. classrooms to those abroad. The founder and CEO, Amy McCooe, realized that kids in Kenya were learning about electricity at the same time as kids in the U.S. She saw the curricular connection as an opportunity to create connections between U.S. students and international students.\u003c/p>\n\u003cp>Kids are partnered up and each week they upload videos talking about the issues in their own communities. They start off by sharing personal details, but eventually end up communicating about what they’re learning and how it is connected to issues in their local communities. In the model, the U.S. schools pay $55 per student for the service, and part of that fee goes to the partner school to pay for the technology and curriculum there.\u003c/p>\n\u003cp>The Level Up Village program intentionally includes introductory online courses for teachers to help them increase their own global competency before being asked to teach it to students. The course talks about equity and empathy, emphasizing that respect is conveyed differently in different cultures. They talk about how important it is for students to learn to say their partners’ names correctly and how different body language cues might be misunderstood.\u003c/p>\n\u003cp>Carrie Brown teaches English and History to sixth-graders at Girls Academic Leadership Academy (GALA), an all-girls STEM school in Los Angeles Unified School District. When her principal said they would be using Level Up Village, she was initially skeptical. As a 27-year veteran teacher she doesn’t like being told how to run her class, but she checked it out with an open mind and decided it was worth a try.\u003c/p>\n\u003cp>“I did not expect to love it as much as I did,” Brown said. She doesn’t feel particularly tech-savvy, but found the three hours of introductory work provided by the program sufficiently prepared her. She can’t imagine doing all the work to find a partner class in Kenya, ensure the quality of the videos, enlist translation services and make sure the experience drives toward academic goals.\u003c/p>\n\u003cp>“I liked that [my students] were very independent,” Brown said. “I loved the interactions. I liked the self-directed projects.” She liked that the curriculum was flexible enough that she could spend a lot or a little time on it each week. Like many teachers, she’s careful what she spends class time on, but found the conversations, revelations and enthusiasm of this international partnership to be well worth the time investment.\u003c/p>\n\u003cp>While many Level Up Village courses focus on STEM, they also have a course on leadership taught through \u003ca href=\"https://www.malala.org/malalas-story\" target=\"_blank\" rel=\"noopener\">Malala Yousafzai’s\u003c/a> autobiography “I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban.” Reading the book and talking about it with girls in Kenya upended some of the preconceived notions students held -- like the assumption that everyone gets to go to school for free.\u003c/p>\n\u003cp>One student’s partner didn’t upload a video by the deadline. When Brown inquired, she found out that the girl was no longer in school because her parents couldn’t pay the school fees. That prompted an important discussion in Brown’s class. And students took the experience home to their families as well. Brown says it’s the first time in her career that she got emails from parents about the engaging, lively discussions they were having over dinner about school.\u003c/p>\n\u003cp>While teachers continue to discern the most impactful ways to use technology in classrooms, one fact is inarguable: Technology makes the world smaller. Teachers can find inspiration in the work of colleagues across the world and students can learn together. That powerful capacity can bring new dimensions to classroom learning when leveraged by a skillful teacher.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/227787626\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*A previous version of this article stated that students at American School of Paris built the Monuments Project app. In fact, they used \u003c/em>\u003cem>the same platform Lopez Island students used the year before.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Connecting projects that students can do locally to a global community both builds global competency and helps students to see how their work impacts the world.","status":"publish","parent":0,"modified":1507569270,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/zMFP39KluY8","https://www.youtube.com/embed/1sfgenKusQk","https://player.vimeo.com/video/227787626"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":50,"wordCount":3393},"headData":{"title":"How Making an Impact on the World Motivates Students | KQED","description":"Connecting projects that students can do locally to a global community both builds global competency and helps students to see how their work impacts the world.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49341 https://ww2.kqed.org/mindshift/?p=49341","disqusUrl":"https://ww2.kqed.org/mindshift/2017/10/08/how-making-an-impact-on-the-world-motivates-students/","disqusTitle":"How Making an Impact on the World Motivates Students","path":"/mindshift/49341/how-making-an-impact-on-the-world-motivates-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many schools are moving to project-based learning as a way to help students make meaning about content in deeper and more lasting ways than a lecture can provide. While those goals are clear to educators, and inspiring examples of schools successfully implementing the pedagogy exist, it can still be a challenging shift for many teachers. It is difficult to design projects that both help students learn required content and that genuinely interest them. Some educators are finding that connecting projects to a global community is a powerful way to make a project feel meaningful to students.\u003c/p>\n\u003cp>“I’m very much interested in how we can encourage young people to be active, engaged members of community,” said \u003ca href=\"http://mikegwaltney.net/blog/\" target=\"_blank\" rel=\"noopener\">Mike Gwaltney\u003c/a> during a presentation on project-based learning and global citizenship at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education (ISTE)\u003c/a>. Gwaltney is now the principal of Rocky Hill School in Rhode Island and has been teaching for 25 years. His specialty is history, but he doesn’t think that should mean teaching the Gadsden Purchase anymore.\u003c/p>\n\u003cp>“We ought to be teaching stuff that has real meaning for people,” Gwaltney said. He believes students are more keyed into global issues and current events than many adults know. The young people he has worked with care about what’s happening in the world around them. When teachers tap into that passion, students are capable of producing work that impacts the world beyond school. In 2014, Gwaltney was teaching at the Oregon Episcopal School in Portland when a shooting took place near the school. He knew that one way to handle the issue would have been to facilitate a discussion about the shooting with his class. But he wanted to localize the bigger issue of gun violence for his students.\u003c/p>\n\u003cp>“Project-based learning is about doing something; it’s about active learning,” Gwaltney said. “It’s about getting involved in the subject. It’s not learning about math or about government, but how can I be someone in those fields.” After the shooting it became clear his students didn’t just want to talk about the pros and cons of gun control -- they wanted to do something to make their local community safer. So they \u003ca href=\"http://portlandtribune.com/pt/9-news/249911-118804-students-ask-council-to-ban-assault-weapons-ammo-clips\" target=\"_blank\" rel=\"noopener\">wrote legislation and introduced it \u003c/a>to the Portland City Council. When it failed, and various adults patted them on the back before sending them on their way, the students were indignant.\u003c/p>\n\u003cp>Instead of giving up the idea, they partnered with other interest groups to sponsor and testify in support of a bill in the state legislature that would require background checks on private gun sales and close a loophole in Oregon state law. The bill passed; the governor signed it into law, and those students learned an \u003ca href=\"https://www.edutopia.org/blog/how-pbl-creates-engaged-citizens-suzie-boss\" target=\"_blank\" rel=\"noopener\">indelible lesson about how government works\u003c/a>. Their work had an impact; and along the way they came to understand it takes persistence to see results. They practiced less tangible skills like effective communication and collaboration with outside groups. And, perhaps most importantly, they also began to empathize with responsible gun owners through conversations with citizens and lobbyists testifying on the other side of the issue.\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>“Wherever I go, I see the desire for opportunities to build citizenship,” said \u003ca href=\"http://reinventingpbl.blogspot.com/\" target=\"_blank\" rel=\"noopener\">Suzie Boss\u003c/a>, a journalist and project-based learning advocate who has worked with educators around the world on globally connected projects. “That’s one of the universals. How can we change the world together?” She sees many opportunities for this type of important work because there are so many thorny problems affecting every person on the globe.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">So incredibly proud of my team \u003ca href=\"https://twitter.com/MYWorldMexico?ref_src=twsrc%5Etfw\">@MYWorldMexico\u003c/a>! +5000 actions in almost 2 years of hard work! \u003ca href=\"https://twitter.com/hashtag/Act4SDGs?src=hash&ref_src=twsrc%5Etfw\">#Act4SDGs\u003c/a> 🇲🇽❤️ \u003ca href=\"https://twitter.com/mtoomeyUN?ref_src=twsrc%5Etfw\">@mtoomeyUN\u003c/a> \u003ca href=\"https://twitter.com/SDGaction?ref_src=twsrc%5Etfw\">@SDGaction\u003c/a> \u003ca href=\"https://twitter.com/UN?ref_src=twsrc%5Etfw\">@UN\u003c/a> \u003ca href=\"https://t.co/qcll14JN3H\">pic.twitter.com/qcll14JN3H\u003c/a>\u003c/p>\n\u003cp>— Karol Arámbula (@KarolArambula) \u003ca href=\"https://twitter.com/KarolArambula/status/912301366705623040?ref_src=twsrc%5Etfw\">September 25, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“My bottom line when you think about designing PBL, with global competency as one of the goals you want to get to, there needs to be passion,” Boss said. “You need to activate that passion in them by opening their eyes to issues they may not be aware of, or by listening to them about what they care about.” She said good projects usually start with an entry event that helps activate that passion and curiosity in students. After that, the second most important element is that the problem be actionable.\u003c/p>\n\u003cp>“If we teach kids about the problems of the world without giving them a recipe for doing something, that’s just a recipe for depression,” Boss said. The problems need to be big enough to matter, but actionable enough that students feel they can make a difference. One of her favorite examples of this type of teaching has developed around the \u003ca href=\"http://www.un.org/sustainabledevelopment/sustainable-development-goals/\" target=\"_blank\" rel=\"noopener\">United Nations Sustainable Development Goals\u003c/a>. These are big, lofty goals, like eliminating poverty, that will affect the future of the world. Crucially, they are works in progress -- the global community has not yet been able to solve these problems, which means there’s an \u003ca href=\"http://www.teachsdgs.org/\" target=\"_blank\" rel=\"noopener\">opportunity for students’ work to make a difference\u003c/a>.\u003c/p>\n\u003cp>“These are [opportunities for] project-based learning for the world,” Boss said. She’s found that working with the Sustainable Development Goals has helped even the most content-first teachers she knows to embrace project-based learning. Boss worked with \u003ca href=\"http://econclassroom.com/?author=1\" target=\"_blank\" rel=\"noopener\">Jason Welker\u003c/a>, an economics teacher who at the time worked for a rigorous private school. He didn’t want to do project-based learning because he didn’t think he could fit all the content he needed to cover into the short school year. Finally, he decided to give PBL a try in his environmental economics class.\u003c/p>\n\u003cp>“He challenged his students in an economics class to pick one of those [U.N. Sustainable Development] goals that they care about and propose an action project using economic theory,” Boss said. One group got interested in climate action, researching carbon offsets as an economic mechanism to help solve the problem of climate change. Their theory of action was so well researched that their school ended up investing in their proposal.\u003c/p>\n\u003cp>\u003cstrong>MONUMENTS PROJECT\u003c/strong>\u003c/p>\n\u003cp>Tom Neville had a hunch that taking his eighth-graders to the cemetery would spark some powerful history learning, but he had no idea that what started as an effort to offer his students at the \u003ca href=\"https://www.asparis.org/\" target=\"_blank\" rel=\"noopener\">American School of Paris (ASP)\u003c/a> an authentic project-based learning experience on World War I would take off the way it did.\u003c/p>\n\u003cp>“The introduction to the project was folks from the \u003ca href=\"https://www.abmc.gov/about-us\" target=\"_blank\" rel=\"noopener\">American Battle Monuments Commission\u003c/a> saying, ‘Look, we have all these folks buried here and we don’t know anything about them and we think you can help us with that,” Neville said. Students broke into groups, each taking the names of several American soldiers who fought in Europe, died and were buried in Suresnes American Cemetery. They began trying to figure out the back stories of the soldiers, intending to build an app for the cemetery so visitors could learn about who was buried there.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/zMFP39KluY8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Neville was lucky to have the support of administrators at ASP who were looking to push the school’s pedagogy toward these types of projects. Soon the \u003ca href=\"http://www.monumentsproject.org/about.html\" target=\"_blank\" rel=\"noopener\">Monuments Project\u003c/a> was much more than history. Theater students were writing and directing plays based on the research; French students were helping translate documents students found in local archives; and students wrote about their research in English class.*\u003c/p>\n\u003cp>As the project was getting off the ground, Neville read \u003ca href=\"https://www.geekwire.com/2016/project-wa-state-history-app/\" target=\"_blank\" rel=\"noopener\">an article\u003c/a> about two teachers on Lopez Island whose students had developed a gamified history app about sites around Washington state. Neville recognized a kindred spirit and reached out to Anthony Rovente and Tim Fry to see if they’d like to partner on the Monuments Project. Soon, Neville’s students in Paris were working with the Lopez Island students in the U.S. to find out what had happened to the 23 Washingtonians buried at Suresnes.\u003c/p>\n\u003cp>“There is an excitement in the sense of scale,” Neville said. “Anytime we are engaged in something bigger than ourselves we feel that sense of camaraderie.” The U.S. students were emailing and calling local archives in Washington state while students in Paris were plumbing the French archives. Both classes shared their research and contributed to the app. In some cases, the students’ efforts prompted local archives to digitize their content for the first time. In others, family members of soldiers buried far away shared their personal memories, records and mementos with the students. And students \u003ca href=\"http://www.monumentsproject.org/blog/week-5-to-celebrate-the-need-of-comrades-whitman\" target=\"_blank\" rel=\"noopener\">collaborated with historians and archivists\u003c/a> in many parts of the world to learn research tips and how to navigate archives.\u003c/p>\n\u003cp>“The level of energy and investment I saw was really powerful,” Neville said. “You just want to bottle it.” He was impressed that his students persisted in their search, even when they made no progress for several weeks. But, Neville’s careful to point out that he had prepared his students for this type of uncertainty, a lesson he learned early in his efforts to do big real-world history projects.\u003c/p>\n\u003cp>“It’s really more about developing a mindset and a culture within that learning space,” Neville said. He always starts the year using Eleanor Duckworth’s concept of \u003ca href=\"https://www.gse.harvard.edu/news/uk/08/05/critical-exploration-classroom\" target=\"_blank\" rel=\"noopener\">Critical Exploration\u003c/a>. The exercise forces them to accept uncertainty and to back up what they think they know with evidence, and gets them thinking like real historians. “Without that mindset you’ll have different reactions from kids who are hitting walls,” Neville said. He uses Critical Exploration as a touchstone for students when they get frustrated, reminding them that valuable learning is happening even if they’re stuck.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/1sfgenKusQk?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Despite the success of the Monuments Project, it was messy and logistically challenging. The nine-hour time difference between Paris and Lopez Island made global collaboration difficult. Partway through the project a teacher at Stuyvesant High School in New York City wanted to join, further complicating matters. But as interest about the program grew among educators in the U.S., Neville decided to try to scale the project. He’s now working with an old co-worker, Patrick Cronin, to create a \u003ca href=\"http://www.thatclass.org/about.html\" target=\"_blank\" rel=\"noopener\">nonprofit\u003c/a> that can \u003ca href=\"http://www.monumentsproject.org/briefcase.html\" target=\"_blank\" rel=\"noopener\">support social studies teachers\u003c/a> to do similar projects based on the soldiers in their local cemeteries.\u003c/p>\n\u003cp>“The goal of finding out how to scale this effectively is not just to expand the Monument Project, but to expand the pedagogy,” Neville said. He knows not all teachers work in environments as supportive of global projects as APS -- he’s even worked in some -- but he’s convinced when teachers experience the level of engagement and quality of work he saw in his students, they’ll be excited to jump on board. And, he can’t think of a better way to instill the importance of history in students than by introducing them to the tools real historians rely on to discover untold stories that resonate beyond the classroom.\u003c/p>\n\u003cp>Student reflections on the process and the power of adding to the world's knowledge are a bit motivator for Neville. In a \u003ca href=\"http://www.monumentsproject.org/blog/from-footnotes-to-forefront\" target=\"_blank\" rel=\"noopener\">blog post\u003c/a> for the Monuments Project a Stuyvesant student, Dawei Huang, writes: \"Simply said, the experiences of individual soldiers are often overlooked by historians, and Stuyvesant students were now helping do the work. For myself, I feel like there is great significance and satisfaction lifting the lives of soldiers reserved for the footnotes of history to the forefront of our attention and appreciation.\"\u003c/p>\n\u003cp>\u003cstrong>LESS CONSUMING GLOBAL PROJECTS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://teachergeekischic.com/\" target=\"_blank\" rel=\"noopener\">Tammy Dunbar\u003c/a> has been connecting her fifth-grade students at Lincoln School, a public K-8 in Manteca, California, with international classrooms for years now. It’s become a standard part of her teaching. She got interested in collaborating across continents through her own global community of peers and brought that enthusiasm to her class.\u003c/p>\n\u003cp>For example, an educator friend in Belgium told her about his plan to do a big project on gender equality. Around that time, Dunbar was hearing a lot of anxiety from her students about President Trump’s campaign promise to build a wall between Mexico and the U.S. Dunbar’s students, about 70 percent of whom are Latino, were worried about what would happen to their families. The two teachers joined their themes in the \u003ca href=\"http://www.humandifferences.com/\" target=\"_blank\" rel=\"noopener\">Human Differences project\u003c/a> where they explored the visible and invisible walls that humans put up. Eventually, classrooms all around the world joined the project, sharing the walls that characterize their countries and cultures.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Impressed! Nigerian students developed a small biogas plant in the school chemistry lab to fight carbon monoxide! \u003ca href=\"https://t.co/KmUrV5pgzO\">https://t.co/KmUrV5pgzO\u003c/a> \u003ca href=\"https://t.co/joPdtioF1v\">pic.twitter.com/joPdtioF1v\u003c/a>\u003c/p>\n\u003cp>— Koen Timmers (@zelfstudie) \u003ca href=\"https://twitter.com/zelfstudie/status/912736399887077376?ref_src=twsrc%5Etfw\">September 26, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>In week one of the project, students explored the various kinds of walls they notice in their communities, both physical and invisible. They researched and discussed with their classes, but then made videos to share on the Human Differences site that other classes could watch. The second week focused on gender equality, a topic Dunbar’s students didn’t think was a problem at first. Then they watched the videos uploaded by partner classes in China and India.\u003c/p>\n\u003cp>“It kind of opened their eyes to what’s going on in the world,” Dunbar said. Those videos prompted students to think more critically about gender equity in their own homes and communities, leading to a good discussion. In the third week, classes discussed real walls. They studied the Berlin Wall and the Great Wall of China. Dunbar’s fifth-graders talked about what makes a wall good or bad, and they talked about the wall President Trump wants to build, as well as what their class might do about it.\u003c/p>\n\u003cp>When they shared their reflections on physical walls with other classrooms around the world, they learned that the leaders of countries in Latin America live in houses walled off from the people. Dunbar’s students were sympathetic to their faraway peers, and felt validated in their own concerns about a wall along the border.\u003c/p>\n\u003cp>In week four, classes explored the idea of bridges and how people can build bridges instead of walls. Dunbar’s class Skyped with students in Canada and Nigeria to learn about their lives.\u003c/p>\n\u003cp>“The teachers really took the questions and ran with them because every country has their issue and things that are happening,” Dunbar said. “This gives them a platform to talk about it with their kids.” The project was flexible, but still provided contact with students in other parts of the world with different worldviews and realities. Along the way, Dunbar knows her students were honing skills like respectful listening, questioning, communication, presenting, research, writing and critical thinking.\u003c/p>\n\u003cp>“If we want kids to be 21st century learners, then they have to think globally; everything is connected,” Dunbar said. “I like to think that by doing this we’re building the bridges that make people more tolerant, more willing to accept more people.”\u003c/p>\n\u003cp>This year, Dunbar is kicking off the school year by reading Lois Lowry’s book “Number the Stars” with her class and her friend Emma Naas’ class in Sweden. The two classes have different perspectives on the story based on their geography and history, but are \u003ca href=\"https://sway.com/wpf7KQrUtn6w4yRf\" target=\"_blank\" rel=\"noopener\">learning a lot from one another by reading together\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>LEVEL UP VILLAGE\u003c/strong>\u003c/p>\n\u003cp>Many of the teachers doing the most elaborate globally connected projects are anomalies in their schools. They are individually invested in helping students develop global competencies and have taken on the extra work of connecting with international educators interested in Skyping or finding education-based programs that include a global dimension. Not all teachers have the inclination or time to do that legwork.\u003c/p>\n\u003cp>There are several organizations working to smooth the way for schools that value global projects. One such company, \u003ca href=\"http://www.levelupvillage.com/\" target=\"_blank\" rel=\"noopener\">Level Up Village\u003c/a>, focuses on providing science, technology, engineering and math (STEM) content through an online platform that also connects U.S. classrooms to those abroad. The founder and CEO, Amy McCooe, realized that kids in Kenya were learning about electricity at the same time as kids in the U.S. She saw the curricular connection as an opportunity to create connections between U.S. students and international students.\u003c/p>\n\u003cp>Kids are partnered up and each week they upload videos talking about the issues in their own communities. They start off by sharing personal details, but eventually end up communicating about what they’re learning and how it is connected to issues in their local communities. In the model, the U.S. schools pay $55 per student for the service, and part of that fee goes to the partner school to pay for the technology and curriculum there.\u003c/p>\n\u003cp>The Level Up Village program intentionally includes introductory online courses for teachers to help them increase their own global competency before being asked to teach it to students. The course talks about equity and empathy, emphasizing that respect is conveyed differently in different cultures. They talk about how important it is for students to learn to say their partners’ names correctly and how different body language cues might be misunderstood.\u003c/p>\n\u003cp>Carrie Brown teaches English and History to sixth-graders at Girls Academic Leadership Academy (GALA), an all-girls STEM school in Los Angeles Unified School District. When her principal said they would be using Level Up Village, she was initially skeptical. As a 27-year veteran teacher she doesn’t like being told how to run her class, but she checked it out with an open mind and decided it was worth a try.\u003c/p>\n\u003cp>“I did not expect to love it as much as I did,” Brown said. She doesn’t feel particularly tech-savvy, but found the three hours of introductory work provided by the program sufficiently prepared her. She can’t imagine doing all the work to find a partner class in Kenya, ensure the quality of the videos, enlist translation services and make sure the experience drives toward academic goals.\u003c/p>\n\u003cp>“I liked that [my students] were very independent,” Brown said. “I loved the interactions. I liked the self-directed projects.” She liked that the curriculum was flexible enough that she could spend a lot or a little time on it each week. Like many teachers, she’s careful what she spends class time on, but found the conversations, revelations and enthusiasm of this international partnership to be well worth the time investment.\u003c/p>\n\u003cp>While many Level Up Village courses focus on STEM, they also have a course on leadership taught through \u003ca href=\"https://www.malala.org/malalas-story\" target=\"_blank\" rel=\"noopener\">Malala Yousafzai’s\u003c/a> autobiography “I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban.” Reading the book and talking about it with girls in Kenya upended some of the preconceived notions students held -- like the assumption that everyone gets to go to school for free.\u003c/p>\n\u003cp>One student’s partner didn’t upload a video by the deadline. When Brown inquired, she found out that the girl was no longer in school because her parents couldn’t pay the school fees. That prompted an important discussion in Brown’s class. And students took the experience home to their families as well. Brown says it’s the first time in her career that she got emails from parents about the engaging, lively discussions they were having over dinner about school.\u003c/p>\n\u003cp>While teachers continue to discern the most impactful ways to use technology in classrooms, one fact is inarguable: Technology makes the world smaller. Teachers can find inspiration in the work of colleagues across the world and students can learn together. That powerful capacity can bring new dimensions to classroom learning when leveraged by a skillful teacher.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/227787626\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*A previous version of this article stated that students at American School of Paris built the Monuments Project app. In fact, they used \u003c/em>\u003cem>the same platform Lopez Island students used the year before.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49341/how-making-an-impact-on-the-world-motivates-students","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20650","mindshift_20784","mindshift_1040","mindshift_85","mindshift_20867","mindshift_256"],"featImg":"mindshift_49350","label":"mindshift"},"mindshift_45366":{"type":"posts","id":"mindshift_45366","meta":{"index":"posts_1591205157","site":"mindshift","id":"45366","score":null,"sort":[1465456658000]},"guestAuthors":[],"slug":"why-character-cant-be-taught-like-the-pythagorean-theorem","title":"Why Character Can’t Be Taught Like The Pythagorean Theorem","publishDate":1465456658,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cstrong>By Paul Tough\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Because noncognitive qualities like grit, curiosity, self-control, optimism, and conscientiousness are often described, with some accuracy, as skills, educators eager to develop these qualities in their students quite naturally tend to treat them like the skills that we already know how to teach: reading, calculating, analyzing, and so on. And as the value of noncognitive skills has become more widely acknowledged, demand has grown for a curriculum or a textbook or a teaching strategy to guide us in helping students develop these skills. If we can all agree on the most effective way to teach the Pythagorean theorem, can’t we also agree on the best way to teach grit? In practice, though, it hasn’t been so simple. Some schools have developed comprehensive approaches to teaching character strengths, and in classrooms across the country, teachers are talking to their students more than ever about qualities like grit and perseverance. But in my reporting for How Children Succeed, I noticed a strange paradox: Many of the educators I encountered who seemed best able to engender noncognitive abilities in their students never said a word about these skills in the classroom.\u003c/p>\n\u003cp class=\"p2\">Take Elizabeth Spiegel, the chess instructor I profiled at length in How Children Succeed. She teaches chess at Intermediate School 318, a traditional, non-magnet public school in Brooklyn that enrolls mostly low-income students of color. As I described in the book, she turned the I.S. 318 chess team into a competitive powerhouse, one that regularly beats better-funded private school teams and wins national championships. It was clear to me, watching her work, that she was teaching her students something more than chess knowledge; she was also conveying to them a sense of belonging and self-confidence and purpose. And among the skills her students were mastering were many that looked exactly like what other educators called character: the students persisted at difficult tasks, overcoming great obstacles; they handled frustration and loss and failure with aplomb and resilience; they devoted themselves to long-term goals that often seemed impossibly distant.\u003c/p>\n\u003cp class=\"p2\">And yet, in all the time I spent watching her teach, I never once heard Elizabeth Spiegel use words like grit or character or self-control. She talked to her students only about chess. She didn’t even really give them pep talks or motivational speeches. Instead, her main pedagogical technique was to intensely analyze their games with them, talking frankly and in detail about the mistakes they had made, helping them see what they could have done differently. Something in her careful and close attention to her students’ work changed not only their chess ability but also their approach to life.\u003c/p>\n\u003cp class=\"p2\">Or take Lanita Reed. She was one of the best teachers of character I met — yet not only did she not talk much about character, she wasn’t even a teacher. She was a hairdresser who owned her own salon, called Gifted Hanz, on the South Side of Chicago, and she worked part-time as a mentor for a group called Youth Advocate Programs, which had been hired by the Chicago schools department to provide intensive mentoring services to students who had been identified as being most at risk of committing or being a victim of gun violence. When I met Reed, she was working with a 17-year-old girl named Keitha Jones, whose childhood had been extremely difficult and painful and who expressed her frustration and anger by starting a fistfight, nearly every morning, with the first student at her high school who looked at her the wrong way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">Over the course of several months, Reed spent hours talking with Keitha — at her salon, at fast-food restaurants, at bowling alleys — listening to her troubles and giving her big-sisterly advice. Reed was a fantastic mentor, empathetic and kind but no softy. While she bonded and sympathized with Keitha over the ways Keitha had been mistreated, she also made sure Keitha understood that transforming her life was going to take a lot of hard work. With Reed’s support, Keitha changed in exactly the way character-focused educators would hope: She became more persistent, more resilient, more optimistic, more self-controlled, more willing to forgo short-term gratification for a chance at long-term happiness. And it happened without any explicit talk about noncognitive skills or character strengths.\u003c/p>\n\u003cfigure id=\"attachment_45367\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-45367\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/PaulTough-c-Paul-Terefenko-The-Lavin-Agency-2-e1464977915366.jpg\" alt=\"Author Paul Tough\" width=\"250\" height=\"292\">\u003cfigcaption class=\"wp-caption-text\">Author Paul Tough \u003ccite>(Paul Terefenko/The Lavin Agency)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">Though I observed this phenomenon during my reporting, it was only later, after the book was published, that I began to ask whether the teaching paradigm might be the wrong one to use when it comes to helping young people develop noncognitive strengths. Maybe you can’t teach character the way you teach math. It seems axiomatic that you can’t teach the quadratic equation without actually talking about the quadratic equation, and yet it was clear from my reporting that you could make students more self-controlled without ever talking to them about the virtue of self-control. It was also clear that certain pedagogical techniques that work well in math or history are ineffective when it comes to character strengths. No child ever learned curiosity by filling out curiosity worksheets; hearing lectures on perseverance doesn’t seem to have much impact on the extent to which young people persevere.\u003c/p>\n\u003cp class=\"p2\">This dawning understanding led me to some new questions: What if noncognitive capacities are categorically different than cognitive skills? What if they are not primarily the result of training and practice? And what if the process of developing them doesn’t actually look anything like the process of learning stuff like reading and writing and math?\u003c/p>\n\u003cp class=\"p2\">\u003cimg class=\"alignleft wp-image-45371 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/9780544935280_hres-e1464978368196.jpg\" alt=\"How Children Succeed: What Works and Why\" width=\"250\" height=\"378\">Rather than consider noncognitive capacities as skills to be taught, I came to conclude, it’s more accurate and useful to look at them as products of a child’s environment. There is certainly strong evidence that this is true in early childhood; we have in recent years learned a great deal about the effects that adverse environments have on children’s early development. And there is growing evidence that even in middle and high school, children’s noncognitive capacities are primarily a reflection of the environments in which they are embedded, including, centrally, their school environment.\u003c/p>\n\u003cp class=\"p2\">This is big news for those of us who are trying to figure out how to help kids develop these abilities — and, more broadly, it’s important news for those of us seeking to shrink class-based achievement gaps and provide broader avenues of opportunity for children growing up in adversity. If we want to improve a child’s grit or resilience or self-control, it turns out that the place to begin is not with the child himself. What we need to change first, it seems, is his environment.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p2\">\u003cem>Excerpted from the book \"\u003ca href=\"http://www.paultough.com/\">Helping Children Succeed: What Works and Why\u003c/a>\" by Paul Tough. He is also the author of \"\u003ca href=\"http://www.paultough.com/the-books/how-children-succeed/\">How Children Succeed: Grit, Curiosity, and the Hidden Power of Character\u003c/a>\" and \"\u003ca href=\"http://www.paultough.com/the-books/whatever-it-takes/\">Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America\u003c/a>.\"\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Can character be taught to kids? Author Paul Tough writes about how kids develop character through relationships with caring adults instead of through formal lessons. ","status":"publish","parent":0,"modified":1465456658,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1301},"headData":{"title":"Why Character Can’t Be Taught Like The Pythagorean Theorem | KQED","description":"Can character be taught to kids? Author Paul Tough writes about how kids develop character through relationships with caring adults instead of through formal lessons. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45366 http://ww2.kqed.org/mindshift/?p=45366","disqusUrl":"https://ww2.kqed.org/mindshift/2016/06/09/why-character-cant-be-taught-like-the-pythagorean-theorem/","disqusTitle":"Why Character Can’t Be Taught Like The Pythagorean Theorem","path":"/mindshift/45366/why-character-cant-be-taught-like-the-pythagorean-theorem","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cstrong>By Paul Tough\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Because noncognitive qualities like grit, curiosity, self-control, optimism, and conscientiousness are often described, with some accuracy, as skills, educators eager to develop these qualities in their students quite naturally tend to treat them like the skills that we already know how to teach: reading, calculating, analyzing, and so on. And as the value of noncognitive skills has become more widely acknowledged, demand has grown for a curriculum or a textbook or a teaching strategy to guide us in helping students develop these skills. If we can all agree on the most effective way to teach the Pythagorean theorem, can’t we also agree on the best way to teach grit? In practice, though, it hasn’t been so simple. Some schools have developed comprehensive approaches to teaching character strengths, and in classrooms across the country, teachers are talking to their students more than ever about qualities like grit and perseverance. But in my reporting for How Children Succeed, I noticed a strange paradox: Many of the educators I encountered who seemed best able to engender noncognitive abilities in their students never said a word about these skills in the classroom.\u003c/p>\n\u003cp class=\"p2\">Take Elizabeth Spiegel, the chess instructor I profiled at length in How Children Succeed. She teaches chess at Intermediate School 318, a traditional, non-magnet public school in Brooklyn that enrolls mostly low-income students of color. As I described in the book, she turned the I.S. 318 chess team into a competitive powerhouse, one that regularly beats better-funded private school teams and wins national championships. It was clear to me, watching her work, that she was teaching her students something more than chess knowledge; she was also conveying to them a sense of belonging and self-confidence and purpose. And among the skills her students were mastering were many that looked exactly like what other educators called character: the students persisted at difficult tasks, overcoming great obstacles; they handled frustration and loss and failure with aplomb and resilience; they devoted themselves to long-term goals that often seemed impossibly distant.\u003c/p>\n\u003cp class=\"p2\">And yet, in all the time I spent watching her teach, I never once heard Elizabeth Spiegel use words like grit or character or self-control. She talked to her students only about chess. She didn’t even really give them pep talks or motivational speeches. Instead, her main pedagogical technique was to intensely analyze their games with them, talking frankly and in detail about the mistakes they had made, helping them see what they could have done differently. Something in her careful and close attention to her students’ work changed not only their chess ability but also their approach to life.\u003c/p>\n\u003cp class=\"p2\">Or take Lanita Reed. She was one of the best teachers of character I met — yet not only did she not talk much about character, she wasn’t even a teacher. She was a hairdresser who owned her own salon, called Gifted Hanz, on the South Side of Chicago, and she worked part-time as a mentor for a group called Youth Advocate Programs, which had been hired by the Chicago schools department to provide intensive mentoring services to students who had been identified as being most at risk of committing or being a victim of gun violence. When I met Reed, she was working with a 17-year-old girl named Keitha Jones, whose childhood had been extremely difficult and painful and who expressed her frustration and anger by starting a fistfight, nearly every morning, with the first student at her high school who looked at her the wrong way.\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 class=\"p2\">Over the course of several months, Reed spent hours talking with Keitha — at her salon, at fast-food restaurants, at bowling alleys — listening to her troubles and giving her big-sisterly advice. Reed was a fantastic mentor, empathetic and kind but no softy. While she bonded and sympathized with Keitha over the ways Keitha had been mistreated, she also made sure Keitha understood that transforming her life was going to take a lot of hard work. With Reed’s support, Keitha changed in exactly the way character-focused educators would hope: She became more persistent, more resilient, more optimistic, more self-controlled, more willing to forgo short-term gratification for a chance at long-term happiness. And it happened without any explicit talk about noncognitive skills or character strengths.\u003c/p>\n\u003cfigure id=\"attachment_45367\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-45367\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/PaulTough-c-Paul-Terefenko-The-Lavin-Agency-2-e1464977915366.jpg\" alt=\"Author Paul Tough\" width=\"250\" height=\"292\">\u003cfigcaption class=\"wp-caption-text\">Author Paul Tough \u003ccite>(Paul Terefenko/The Lavin Agency)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">Though I observed this phenomenon during my reporting, it was only later, after the book was published, that I began to ask whether the teaching paradigm might be the wrong one to use when it comes to helping young people develop noncognitive strengths. Maybe you can’t teach character the way you teach math. It seems axiomatic that you can’t teach the quadratic equation without actually talking about the quadratic equation, and yet it was clear from my reporting that you could make students more self-controlled without ever talking to them about the virtue of self-control. It was also clear that certain pedagogical techniques that work well in math or history are ineffective when it comes to character strengths. No child ever learned curiosity by filling out curiosity worksheets; hearing lectures on perseverance doesn’t seem to have much impact on the extent to which young people persevere.\u003c/p>\n\u003cp class=\"p2\">This dawning understanding led me to some new questions: What if noncognitive capacities are categorically different than cognitive skills? What if they are not primarily the result of training and practice? And what if the process of developing them doesn’t actually look anything like the process of learning stuff like reading and writing and math?\u003c/p>\n\u003cp class=\"p2\">\u003cimg class=\"alignleft wp-image-45371 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/9780544935280_hres-e1464978368196.jpg\" alt=\"How Children Succeed: What Works and Why\" width=\"250\" height=\"378\">Rather than consider noncognitive capacities as skills to be taught, I came to conclude, it’s more accurate and useful to look at them as products of a child’s environment. There is certainly strong evidence that this is true in early childhood; we have in recent years learned a great deal about the effects that adverse environments have on children’s early development. And there is growing evidence that even in middle and high school, children’s noncognitive capacities are primarily a reflection of the environments in which they are embedded, including, centrally, their school environment.\u003c/p>\n\u003cp class=\"p2\">This is big news for those of us who are trying to figure out how to help kids develop these abilities — and, more broadly, it’s important news for those of us seeking to shrink class-based achievement gaps and provide broader avenues of opportunity for children growing up in adversity. If we want to improve a child’s grit or resilience or self-control, it turns out that the place to begin is not with the child himself. What we need to change first, it seems, is his environment.\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 class=\"p2\">\u003cem>Excerpted from the book \"\u003ca href=\"http://www.paultough.com/\">Helping Children Succeed: What Works and Why\u003c/a>\" by Paul Tough. He is also the author of \"\u003ca href=\"http://www.paultough.com/the-books/how-children-succeed/\">How Children Succeed: Grit, Curiosity, and the Hidden Power of Character\u003c/a>\" and \"\u003ca href=\"http://www.paultough.com/the-books/whatever-it-takes/\">Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America\u003c/a>.\"\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45366/why-character-cant-be-taught-like-the-pythagorean-theorem","authors":["4354"],"categories":["mindshift_20827"],"tags":["mindshift_20650","mindshift_20784","mindshift_1040","mindshift_945","mindshift_20512","mindshift_20867","mindshift_910"],"featImg":"mindshift_45429","label":"mindshift"},"mindshift_43831":{"type":"posts","id":"mindshift_43831","meta":{"index":"posts_1591205157","site":"mindshift","id":"43831","score":null,"sort":[1456329566000]},"guestAuthors":[],"slug":"what-harnessing-the-positive-side-of-stress-can-do-for-students","title":"How Harnessing the Positive Side of Stress Can Change Student Mindsets","publishDate":1456329566,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Carol Dweck's work on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset \u003c/a>and its power to help people view challenges as opportunities to improve has helped many students understand their beliefs about themselves. When empowered with the understanding that intelligence is malleable, students can develop how they approach school and life. But the revelations around mindsets don't end there -- they apply to other areas of education, including how \u003ca href=\"http://wendyberrymendes.com/cms/uploads/CDPS_reappraisal.pdf\" target=\"_blank\">students view and react to stress\u003c/a>.\u003c/p>\n\u003cp>There is a lot of research about how stress negatively impacts health, cognitive functioning and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\" target=\"_blank\">self-control\u003c/a>, but less often discussed are how those findings change when people \u003ca href=\"https://mbl.stanford.edu/sites/default/files/crum_rethinkingstress_jpsp_2013_0.pdf\" target=\"_blank\">see their stress as a positive motivator\u003c/a>. “In a number of situations, accepting and embracing the stress instead of trying to calm down helped students to do better,” said Kelly McGonigal, a health psychologist and lecturer at Stanford University at a \u003ca href=\"http://www.learningandthebrain.com/Event-328/Shaping-Student-Mindsets/Program\" target=\"_blank\">Learning and the Brain conference\u003c/a> on mindsets.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it continues to create a narrative of strength, learning and growth.'\u003ccite>Kelly McGonigal, Stanford lecturer, author\u003c/cite>\u003c/aside>\n\u003cp>McGonigal defines stress as “what arises in your body, in your brain and in your community when something you care about is at stake.” She acknowledges that stress can make some people feel paralyzed and might lead them to underperform. She calls that reaction a “threat response” to stress, but says if educators can help students to have a “challenge response” to stress, which includes the realization that they have the resources to handle the situation, the stress can actually energize students to do better.\u003c/p>\n\u003cp>This more positive approach doesn’t negate the very real effects on the brain from constant high levels of stress. McGonigal is clear that the first priority in any situation is to relieve suffering. She says it’s useful to help students learn tactics to calm down in the moment, like\u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/17/low-income-schools-see-big-benefits-in-teaching-mindfulness/\" target=\"_blank\"> mindfulness\u003c/a> or other cortisol-reduction exercises, but those strategies aren’t enough on their own. Life is stressful in big and small ways; rather than trying to erase stress from life, it may be beneficial to approach inevitable stress more positively.\u003c/p>\n\u003cp>“There is almost no relationship between the amount of stress you are under and your stress mindset,” said McGonigal. Learning tactics to change one’s outlook on stress can be beneficial for anyone. “How you think about stress seems to influence how you cope with stress,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When people try to avoid stress or stressful situations, they often behave in escapist ways. They look for distractions or use coping mechanisms like drinking to deal with the stress they feel. Conversely, people who have a more balanced or welcoming approach to stress tend to be more proactive. When they start to feel stressed out, they are more likely to address the source of the stress, ask for help, talk about their stress or even find the humor in it.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/RcGyVTAoXEU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>When students learn to think about stress in this more positive way, they can actually use it to improve learning, to find purpose and to form stronger emotional connections to others, McGonigal said. In her popular TED talk, McGonigal describes how the stress hormone oxytocin primes people to take action and makes them crave closeness. Even as the body is releasing adrenaline and cortisol that produce anxious feelings, it is also releasing oxytocin, which can help people build resiliency against that anxiety.\u003c/p>\n\u003cp>McGonigal views the dual nature of the body’s stress response as an opportunity. She suggests three interventions to help students (or anyone) change their approach to stress and create resiliency in the face of anxiety.\u003c/p>\n\u003cp>\u003cstrong>#1 Caring for others builds resiliency against stress\u003c/strong>\u003c/p>\n\u003cp>To help people reset their mindsets about stress, encourage them to care for others. The biological reaction to stress naturally includes a desire to connect with others. Nurturing that inclination can dramatically reduce the harmful negative effects of stress.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.psychologicalscience.org/index.php/news/releases/helping-others-dampens-the-effects-of-everyday-stress.html\" target=\"_blank\">study\u003c/a> done at Yale in 2015 asked 77 adults to report every stressful event that happened to them each day, including work, school, interpersonal or financial stresses. They also kept track of all the times they helped someone throughout the day. Finally, every day the subjects took a mental health well-being test because researchers wanted to see how caring behavior affected well-being. They found that on stressful days when the person had engaged in few acts of kindness, mental health tanked. But when the person experienced a lot of stress, but also helped others, often their well-being stayed even.\u003c/p>\n\u003cp>\u003ca href=\"http://sites.northwestern.edu/foundationsofhealth/files/2013/05/13-JAMA-Pediatrics-volunteering-CV-risk.pdf\" target=\"_blank\">Another study\u003c/a> done at the University of British Columbia and Northwestern with 106 10th-graders found that kids who were randomly assigned to offer acts of kindness throughout the day had lower levels of toxic stress. They had less inflammation, lower cholesterol, and better heart and metabolic health. In their summary of results, the authors write, “Preliminary analyses within the intervention group suggest that those who increased the most in empathy and altruistic behaviors, and who decreased the most in negative mood, also showed the greatest decreases in cardiovascular risk over time.”\u003c/p>\n\u003cp>Even something as simple as a visual reminder, like a wristband, to be \u003ca href=\"http://compassionit.com/programs/\" target=\"_blank\">compassionate toward others\u003c/a> can have surprising results. It reminds kids that their teachers and parents value caring as much as academics, and gives them a sanctioned reason to point out compassionate behavior in others, as well as practicing it themselves.\u003c/p>\n\u003cp>\u003cstrong>#2 Purpose in life reduces stress\u003c/strong>\u003c/p>\n\u003cp>At the University of Illinois \u003ca href=\"https://www.researchgate.net/publication/225439629_Purpose_Mood_and_Pleasure_in_Predicting_Satisfaction_Judgments\" target=\"_blank\">researchers studied\u003c/a> how purpose in life related to happiness and mood in 222 college students. They found that students with low life-purpose were satisfied with their lives when they were happy, but very unsatisfied when their mood was low. In contrast, students with high life-purpose were satisfied with their lives whether or not they were having a bad day. Their purpose created resiliency.\u003c/p>\n\u003cp>“People who have a meaningful life worry more and have more stress than people with a less meaningful life,” McGonigal said. But that isn’t necessarily bad. People feel stress around things they care about, so when they have a high sense of purpose they naturally experience more stress. “Stress and meaning go together,” she said. She’s convinced that how we think about stress in relationship to meaning will determine whether we’re on the stress-induced heart attack side of stress or the energized, motivated side of stress.\u003c/p>\n\u003cp>To increase students’ sense of purpose, McGonigal suggests teachers simply ask students to reflect on a series of questions that help illuminate their values.\u003c/p>\n\u003cul>\n\u003cli>What quality or strength do you value about yourself? (This is different than what a teacher or adult would value about you.)\u003c/li>\n\u003cli>What activity, role or relationship brings you meaning, satisfaction or joy? McGonigal says students often point out things like sports, art or being a sibling. The point is to get at something bigger than self.\u003c/li>\n\u003cli>What mission, purpose or community do you serve? This question expands the sense of self and gets at what a student cares about.\u003c/li>\n\u003cli>Why are these important to you?\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://itp.wceruw.org/documents/Cohenannurev-psych-psychologyofchange_final_E2.pdf\" target=\"_blank\">Studies on simple self-affirmation exercises\u003c/a> like this one can have dramatic impacts on how students view their ability to handle difficult situations. “It has been shown to increase students’ ability to see the meaning when they face stress or adversity and have a sense of themselves as adequate to the challenge,” McGonigal said.\u003c/p>\n\u003cp>\u003cstrong>#3 Focus on how stress can help students grow\u003c/strong>\u003c/p>\n\u003cp>Here’s where growth mindset comes back into the story, because thinking of challenges -- no matter the context -- as learning opportunities can reframe even the toughest experiences.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Typically, human beings learn and grow from even the experiences we'd want to protect them from.'\u003c/aside>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/25346382\" target=\"_blank\">Researchers at the University of Southern California asked \u003c/a>564 alternative high school students about the worst experience of their lives. Many teenagers have already experienced really terrible things, including sexual abuse, cancer and homelessness. “Kids in the study had experienced real adversity, in additional to typical teenage adversity,” McGonigal said. The students were then asked how that experience affected their personal strength, compassion, activities, closeness to others, spiritual understanding, handling difficulties, direction in life and appreciation for life. On every measure students reported a positive change because of the terrible experience.\u003c/p>\n\u003cp>“Typically, human beings learn and grow from even the experiences we’d want to protect them from,” McGonigal said. Carol Dweck’s work has shown how important this growth can be in the academic world, but it can be \u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0136427\" target=\"_blank\">true about stressful life events, too\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"http://digitalcommons.hope.edu/cgi/viewcontent.cgi?article=1297&context=faculty_publications\" target=\"_blank\">study at Hope College\u003c/a> asked students to think about an experience that was personally painful, bothersome or embarrassing. An experimental group was told doing this was an opportunity to learn, grow and become stronger. “This was not hard for people to do, no matter what the experience was,” McGonigal said. “And when they did it, they shifted into a different stress state, one that looked more like resilience.”\u003c/p>\n\u003cp>The group that thought about that painful experience without the intervention, however, exhibited signs of toxic stress. All these studies demonstrate that how students think about and perceive their experiences are very important to how their bodies react to the resulting stress.\u003c/p>\n\u003cp>“If you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it continues to create a narrative of strength, learning and growth,” McGonigal said.\u003c/p>\n\u003cp>An easy intervention to help students build a growth mindset about stressful situations is to break into small groups and share stories of facing challenges and persevering through them. The stories don’t have to be academic, but it should be a time when the student got better at that skill or learned something. Then students can write about the strengths they drew on, reflect on who or what supported them, and think about what they learned and how they grew. This is particularly powerful when adults share, too.\u003c/p>\n\u003cp>Sharing with a group can help students see that struggle is common to everyone. It can also help highlight different strategies people used in those moments of adversity and how productive challenges can be.\u003c/p>\n\u003cp>“The most effective mindset interventions start with a new idea, some science, and then you have people talk about it,” McGonigal said. When students can relate the idea to their own experiences, it becomes much more powerful.\u003c/p>\n\u003cp>“When we are anxious, stop interpreting it as a sign we are inadequate and start seeing it as a way we can rise to the challenge,” McGonigal said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>To her, the best of these three interventions is that they can help convert mindsets about stress, even when a person isn’t conscious of it. Like mindfulness training, these strategies can shift the narrative and subtly color experiences of stress going forward.\u003c/p>\n\n","blocks":[],"excerpt":"Some types of stress can be used in a more positive way in order to improve learning, develop purpose and form stronger emotional connections with others. ","status":"publish","parent":0,"modified":1561145973,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/RcGyVTAoXEU"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1874},"headData":{"title":"How Harnessing the Positive Side of Stress Can Change Student Mindsets | KQED","description":"Some types of stress can be used in a more positive way in order to improve learning, develop purpose and form stronger emotional connections with others. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43831 http://ww2.kqed.org/mindshift/?p=43831","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/24/what-harnessing-the-positive-side-of-stress-can-do-for-students/","disqusTitle":"How Harnessing the Positive Side of Stress Can Change Student Mindsets","path":"/mindshift/43831/what-harnessing-the-positive-side-of-stress-can-do-for-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Carol Dweck's work on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset \u003c/a>and its power to help people view challenges as opportunities to improve has helped many students understand their beliefs about themselves. When empowered with the understanding that intelligence is malleable, students can develop how they approach school and life. But the revelations around mindsets don't end there -- they apply to other areas of education, including how \u003ca href=\"http://wendyberrymendes.com/cms/uploads/CDPS_reappraisal.pdf\" target=\"_blank\">students view and react to stress\u003c/a>.\u003c/p>\n\u003cp>There is a lot of research about how stress negatively impacts health, cognitive functioning and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\" target=\"_blank\">self-control\u003c/a>, but less often discussed are how those findings change when people \u003ca href=\"https://mbl.stanford.edu/sites/default/files/crum_rethinkingstress_jpsp_2013_0.pdf\" target=\"_blank\">see their stress as a positive motivator\u003c/a>. “In a number of situations, accepting and embracing the stress instead of trying to calm down helped students to do better,” said Kelly McGonigal, a health psychologist and lecturer at Stanford University at a \u003ca href=\"http://www.learningandthebrain.com/Event-328/Shaping-Student-Mindsets/Program\" target=\"_blank\">Learning and the Brain conference\u003c/a> on mindsets.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it continues to create a narrative of strength, learning and growth.'\u003ccite>Kelly McGonigal, Stanford lecturer, author\u003c/cite>\u003c/aside>\n\u003cp>McGonigal defines stress as “what arises in your body, in your brain and in your community when something you care about is at stake.” She acknowledges that stress can make some people feel paralyzed and might lead them to underperform. She calls that reaction a “threat response” to stress, but says if educators can help students to have a “challenge response” to stress, which includes the realization that they have the resources to handle the situation, the stress can actually energize students to do better.\u003c/p>\n\u003cp>This more positive approach doesn’t negate the very real effects on the brain from constant high levels of stress. McGonigal is clear that the first priority in any situation is to relieve suffering. She says it’s useful to help students learn tactics to calm down in the moment, like\u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/17/low-income-schools-see-big-benefits-in-teaching-mindfulness/\" target=\"_blank\"> mindfulness\u003c/a> or other cortisol-reduction exercises, but those strategies aren’t enough on their own. Life is stressful in big and small ways; rather than trying to erase stress from life, it may be beneficial to approach inevitable stress more positively.\u003c/p>\n\u003cp>“There is almost no relationship between the amount of stress you are under and your stress mindset,” said McGonigal. Learning tactics to change one’s outlook on stress can be beneficial for anyone. “How you think about stress seems to influence how you cope with stress,” she said.\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>When people try to avoid stress or stressful situations, they often behave in escapist ways. They look for distractions or use coping mechanisms like drinking to deal with the stress they feel. Conversely, people who have a more balanced or welcoming approach to stress tend to be more proactive. When they start to feel stressed out, they are more likely to address the source of the stress, ask for help, talk about their stress or even find the humor in it.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/RcGyVTAoXEU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>When students learn to think about stress in this more positive way, they can actually use it to improve learning, to find purpose and to form stronger emotional connections to others, McGonigal said. In her popular TED talk, McGonigal describes how the stress hormone oxytocin primes people to take action and makes them crave closeness. Even as the body is releasing adrenaline and cortisol that produce anxious feelings, it is also releasing oxytocin, which can help people build resiliency against that anxiety.\u003c/p>\n\u003cp>McGonigal views the dual nature of the body’s stress response as an opportunity. She suggests three interventions to help students (or anyone) change their approach to stress and create resiliency in the face of anxiety.\u003c/p>\n\u003cp>\u003cstrong>#1 Caring for others builds resiliency against stress\u003c/strong>\u003c/p>\n\u003cp>To help people reset their mindsets about stress, encourage them to care for others. The biological reaction to stress naturally includes a desire to connect with others. Nurturing that inclination can dramatically reduce the harmful negative effects of stress.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.psychologicalscience.org/index.php/news/releases/helping-others-dampens-the-effects-of-everyday-stress.html\" target=\"_blank\">study\u003c/a> done at Yale in 2015 asked 77 adults to report every stressful event that happened to them each day, including work, school, interpersonal or financial stresses. They also kept track of all the times they helped someone throughout the day. Finally, every day the subjects took a mental health well-being test because researchers wanted to see how caring behavior affected well-being. They found that on stressful days when the person had engaged in few acts of kindness, mental health tanked. But when the person experienced a lot of stress, but also helped others, often their well-being stayed even.\u003c/p>\n\u003cp>\u003ca href=\"http://sites.northwestern.edu/foundationsofhealth/files/2013/05/13-JAMA-Pediatrics-volunteering-CV-risk.pdf\" target=\"_blank\">Another study\u003c/a> done at the University of British Columbia and Northwestern with 106 10th-graders found that kids who were randomly assigned to offer acts of kindness throughout the day had lower levels of toxic stress. They had less inflammation, lower cholesterol, and better heart and metabolic health. In their summary of results, the authors write, “Preliminary analyses within the intervention group suggest that those who increased the most in empathy and altruistic behaviors, and who decreased the most in negative mood, also showed the greatest decreases in cardiovascular risk over time.”\u003c/p>\n\u003cp>Even something as simple as a visual reminder, like a wristband, to be \u003ca href=\"http://compassionit.com/programs/\" target=\"_blank\">compassionate toward others\u003c/a> can have surprising results. It reminds kids that their teachers and parents value caring as much as academics, and gives them a sanctioned reason to point out compassionate behavior in others, as well as practicing it themselves.\u003c/p>\n\u003cp>\u003cstrong>#2 Purpose in life reduces stress\u003c/strong>\u003c/p>\n\u003cp>At the University of Illinois \u003ca href=\"https://www.researchgate.net/publication/225439629_Purpose_Mood_and_Pleasure_in_Predicting_Satisfaction_Judgments\" target=\"_blank\">researchers studied\u003c/a> how purpose in life related to happiness and mood in 222 college students. They found that students with low life-purpose were satisfied with their lives when they were happy, but very unsatisfied when their mood was low. In contrast, students with high life-purpose were satisfied with their lives whether or not they were having a bad day. Their purpose created resiliency.\u003c/p>\n\u003cp>“People who have a meaningful life worry more and have more stress than people with a less meaningful life,” McGonigal said. But that isn’t necessarily bad. People feel stress around things they care about, so when they have a high sense of purpose they naturally experience more stress. “Stress and meaning go together,” she said. She’s convinced that how we think about stress in relationship to meaning will determine whether we’re on the stress-induced heart attack side of stress or the energized, motivated side of stress.\u003c/p>\n\u003cp>To increase students’ sense of purpose, McGonigal suggests teachers simply ask students to reflect on a series of questions that help illuminate their values.\u003c/p>\n\u003cul>\n\u003cli>What quality or strength do you value about yourself? (This is different than what a teacher or adult would value about you.)\u003c/li>\n\u003cli>What activity, role or relationship brings you meaning, satisfaction or joy? McGonigal says students often point out things like sports, art or being a sibling. The point is to get at something bigger than self.\u003c/li>\n\u003cli>What mission, purpose or community do you serve? This question expands the sense of self and gets at what a student cares about.\u003c/li>\n\u003cli>Why are these important to you?\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://itp.wceruw.org/documents/Cohenannurev-psych-psychologyofchange_final_E2.pdf\" target=\"_blank\">Studies on simple self-affirmation exercises\u003c/a> like this one can have dramatic impacts on how students view their ability to handle difficult situations. “It has been shown to increase students’ ability to see the meaning when they face stress or adversity and have a sense of themselves as adequate to the challenge,” McGonigal said.\u003c/p>\n\u003cp>\u003cstrong>#3 Focus on how stress can help students grow\u003c/strong>\u003c/p>\n\u003cp>Here’s where growth mindset comes back into the story, because thinking of challenges -- no matter the context -- as learning opportunities can reframe even the toughest experiences.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Typically, human beings learn and grow from even the experiences we'd want to protect them from.'\u003c/aside>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/25346382\" target=\"_blank\">Researchers at the University of Southern California asked \u003c/a>564 alternative high school students about the worst experience of their lives. Many teenagers have already experienced really terrible things, including sexual abuse, cancer and homelessness. “Kids in the study had experienced real adversity, in additional to typical teenage adversity,” McGonigal said. The students were then asked how that experience affected their personal strength, compassion, activities, closeness to others, spiritual understanding, handling difficulties, direction in life and appreciation for life. On every measure students reported a positive change because of the terrible experience.\u003c/p>\n\u003cp>“Typically, human beings learn and grow from even the experiences we’d want to protect them from,” McGonigal said. Carol Dweck’s work has shown how important this growth can be in the academic world, but it can be \u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0136427\" target=\"_blank\">true about stressful life events, too\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"http://digitalcommons.hope.edu/cgi/viewcontent.cgi?article=1297&context=faculty_publications\" target=\"_blank\">study at Hope College\u003c/a> asked students to think about an experience that was personally painful, bothersome or embarrassing. An experimental group was told doing this was an opportunity to learn, grow and become stronger. “This was not hard for people to do, no matter what the experience was,” McGonigal said. “And when they did it, they shifted into a different stress state, one that looked more like resilience.”\u003c/p>\n\u003cp>The group that thought about that painful experience without the intervention, however, exhibited signs of toxic stress. All these studies demonstrate that how students think about and perceive their experiences are very important to how their bodies react to the resulting stress.\u003c/p>\n\u003cp>“If you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it continues to create a narrative of strength, learning and growth,” McGonigal said.\u003c/p>\n\u003cp>An easy intervention to help students build a growth mindset about stressful situations is to break into small groups and share stories of facing challenges and persevering through them. The stories don’t have to be academic, but it should be a time when the student got better at that skill or learned something. Then students can write about the strengths they drew on, reflect on who or what supported them, and think about what they learned and how they grew. This is particularly powerful when adults share, too.\u003c/p>\n\u003cp>Sharing with a group can help students see that struggle is common to everyone. It can also help highlight different strategies people used in those moments of adversity and how productive challenges can be.\u003c/p>\n\u003cp>“The most effective mindset interventions start with a new idea, some science, and then you have people talk about it,” McGonigal said. When students can relate the idea to their own experiences, it becomes much more powerful.\u003c/p>\n\u003cp>“When we are anxious, stop interpreting it as a sign we are inadequate and start seeing it as a way we can rise to the challenge,” McGonigal said.\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>To her, the best of these three interventions is that they can help convert mindsets about stress, even when a person isn’t conscious of it. Like mindfulness training, these strategies can shift the narrative and subtly color experiences of stress going forward.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43831/what-harnessing-the-positive-side-of-stress-can-do-for-students","authors":["234"],"categories":["mindshift_192","mindshift_20827","mindshift_193"],"tags":["mindshift_20650","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_20972","mindshift_20925"],"featImg":"mindshift_43969","label":"mindshift"},"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"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Helping them to develop a growth mindset can give girls the \u003ca href=\"http://blogs.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">motivation to persevere in areas of study they find challenging\u003c/a> because they understand through hard work they can improve and succeed.\r\n\r\nThe notion of \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\">struggle as it pertains to learning\u003c/a> is also a big component of the growth mindset idea: in many cultures, the point of struggle is when learning happens, and studies have shown that students have \u003ca href=\"http://blogs.kqed.org/mindshift/2014/02/bigger-gains-for-students-who-dont-have-help-solving-problems-struggle-to-learn/\">bigger gains in learning and understanding\u003c/a> if they’re left to figure it out on their own without teachers’ help.\r\n\r\nTake a look at the posts below, which include ideas for fostering growth mindsets, an \u003ca href=\"http://blogs.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">educators guide to fostering perseverance\u003c/a> and a discussion of why \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">even geniuses struggle\u003c/a>.\r\n\r\n\u003cstrong>DIG INTO GROWTH MINDSET\u003c/strong>\r\n\r\n1. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/03/whats-your-learning-disposition-how-to-foster-students-mindsets/\">What’s Your Learning Disposition? How to Foster Students’ Mindsets\u003c/a>\r\n\r\n2. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">Beyond Talent And Smarts: Why Even Geniuses Struggle\u003c/a>\r\n\r\n3. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\">Struggle Means Learning: Difference in Eastern and Western Cultures\u003c/a>\r\n\r\n4. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/03/the-science-of-character-developing-positive-learning-traits/\">The Science of Character: Developing Positive Learning Traits\u003c/a>\r\n\r\n5. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick\u003c/a>\r\n\r\n6. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">Beyond Talent and Smarts: Why Even Geniuses Struggle\u003c/a>\r\n\r\n7. \u003ca>Girls and Math: Busting the Stereotype\u003c/a>\r\n\r\n8. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/06/eight-ways-of-looking-at-intelligence/\">Eight Ways of Looking at Intelligence\u003c/a>\r\n\r\n9. \u003ca href=\"http://blogs.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">Can Everyone Be Smart At Everything?\u003c/a>","featImg":null,"headData":{"title":"Growth Mindset: A New Way to Think About Learning | KQED","description":"Learn from Carol Dweck, the world-renowned psychologist who coined the term \"growth mindset,\" about how to help your child develop a love of learning and a belief that they can succeed.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19936,"isLoading":false,"link":"/mindshift/series/growth-academic-mindset-carol-dweck"},"mindshift_20673":{"type":"terms","id":"mindshift_20673","meta":{"index":"terms_1591234321","site":"mindshift","id":"20673","found":true},"relationships":{},"included":{},"name":"Guide to Deeper Learning","slug":"guide-to-deeper-learning","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Guide to Deeper Learning Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19950,"isLoading":false,"link":"/mindshift/category/guide-to-deeper-learning"},"mindshift_796":{"type":"terms","id":"mindshift_796","meta":{"index":"terms_1591234321","site":"mindshift","id":"796","found":true},"relationships":{},"included":{},"name":"Carol Dweck","slug":"carol-dweck","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"Carol Dweck Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":799,"isLoading":false,"link":"/mindshift/tag/carol-dweck"},"mindshift_870":{"type":"terms","id":"mindshift_870","meta":{"index":"terms_1591234321","site":"mindshift","id":"870","found":true},"relationships":{},"included":{},"name":"Failure","slug":"failure","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"Failure Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":873,"isLoading":false,"link":"/mindshift/tag/failure"},"mindshift_20641":{"type":"terms","id":"mindshift_20641","meta":{"index":"terms_1591234321","site":"mindshift","id":"20641","found":true},"relationships":{},"included":{},"name":"High Tech High","slug":"high-tech-high","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"High Tech High Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19918,"isLoading":false,"link":"/mindshift/tag/high-tech-high"}},"userAgentReducer":{"userAgent":"claudebot","isBot":true},"userPermissionsReducer":{"wpLoggedIn":false},"localStorageReducer":{},"browserHistoryReducer":[],"eventsReducer":{},"fssReducer":{},"tvDailyScheduleReducer":{},"tvWeeklyScheduleReducer":{},"tvPrimetimeScheduleReducer":{},"tvMonthlyScheduleReducer":{},"userAccountReducer":{"routeTo":"","showDeleteConfirmModal":false,"user":{"userId":"","isFound":false,"firstName":"","lastName":"","phoneNumber":"","email":"","articles":[]}},"youthMediaReducer":{},"checkPleaseReducer":{"filterData":{},"restaurantData":[]},"reframeReducer":{"attendee":null},"location":{"pathname":"/mindshift/tag/academic-mindsets","previousPathname":"/"}}
