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Sign up for the \u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>PROVIDENCE, R.I. – When Destiny Reyes started elementary school, she felt highly motivated. Like most young children, she liked learning new things, and she excelled at school. She got good grades and reveled in her success, thriving in an environment that, at least implicitly, set her up in competition with her peers. She was at the top of her class, and she proved herself further by testing into a competitive, private middle school. But there, among Providence’s brightest, it wasn’t as easy to be at the top of the class, and her excitement about school – and learning – subsided. Eventually, she says, nothing motivated her. She went to school because she had to.\u003c/p>\n\u003cp>Destiny, 18, is like most students in the United States. Surveys reveal a steady decline in student engagement throughout middle and high school, a trend that Gallup deemed the “school engagement cliff.” \u003ca href=\"https://news.gallup.com/opinion/gallup/211631/student-enthusiasm-falls-high-school-graduation-nears.aspx\">The latest data from the company’s Student Poll \u003c/a>found that 74 percent of fifth graders felt engaged, while the same was true of just 32 percent of high school juniors.\u003c/p>\n\u003cp>One of the key components of engagement is students’ excitement about what they learn. Yet most schools extinguish that excitement.\u003c/p>\n\u003cp>It all comes down to motivation. In many schools, students do their work because their teachers tell them to. Or because they need to do it to get a certain grade. For students like Destiny, getting a good grade and outshining their peers – not learning itself – becomes the goal of school. For other students, they need minimum grades to be on sports teams or participate in extracurricular activities or please their parents, and that becomes their motivation. Students who do their work because they’re genuinely interested in learning the material are few and far between.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But that’s exactly backwards.\u003c/p>\n\u003cp>The teacher demands, the grades, the promise of additional opportunities – they’re all external rewards. Decades of research, both about educational best practice and the way the human brain works, say these types of motivators are dangerous. Offering students rewards for learning creates reliance on the reward. If they becomes less interesting to the student or disappear entirely, the motivation does, too. That’s what happened to Destiny in middle school when she no longer got the reward of being celebrated as the top of her class.\u003c/p>\n\u003cp>Inspiring students’ intrinsic motivation to learn is a more effective strategy to get and keep students interested. And it’s more than that. Students actually learn better when motivated this way. They \u003ca href=\"https://files.eric.ed.gov/fulltext/ED370200.pdf\">put forth more effort, tackle more challenging tasks, and end up gaining a more profound understanding of the concepts they study\u003c/a>.\u003c/p>\n\u003cp>Still, Deborah Stipek, a Stanford University professor of education and author of the book “Motivation to Learn: From Theory to Practice,” is pragmatic about the role of extrinsic motivation.\u003c/p>\n\u003cp>“I think most realistic people in the field say that you’ve got to have both,” Stipek said. “You can rely entirely on intrinsic motivation if you don’t care what children learn, but if you’ve got a curriculum and a set of standards, then you can’t just go with what they’re interested in.”\u003c/p>\n\u003cp>The problem is that the balance, in most schools, is way off. While some schools around the country are trying to personalize learning and, in doing so, to tap into students’ interests, Stipek estimates that most teaching minimizes students’ internal desire to learn.\u003c/p>\n\u003cfigure id=\"attachment_53342\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53342\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met1-e1553668001955.jpg\" alt=\"Destiny Reyes, 18, spends one school day each week at the New England Aquarium and much of her schoolwork is built around research opportunities there.\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Destiny Reyes, 18, spends one school day each week at the New England Aquarium and much of her schoolwork is built around research opportunities there. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In traditional schools, it’s easier to offer a steady stream of rewards and punishments to keep students in line. And preparing students to succeed on state tests tends to discourage the lessons that let them explore their own interests. Teachers who want to inspire intrinsic motivation have to swim against the current.\u003c/p>\n\u003cp>That’s not the case everywhere, though. Destiny’s trajectory of diminishing engagement took a turn in high school. Instead of getting increasingly uninterested and disconnected from school, she became more engaged. That’s because she enrolled in the Metropolitan Regional Career and Technical Center, a public high school district in Rhode Island that goes by ‘The Met.’ She is now a senior.\u003c/p>\n\u003cp>The Met is at the extreme when it comes to tapping into intrinsic motivation. Students don’t take traditional classes. They spend virtually all of their time learning independently, with support from advisors or at internships. Students all have individual learning plans and accumulate credits toward traditional subject areas through projects, self-directed study, internship experience and dual enrollment with local colleges. Almost everything they do, all day, connects to a personal goal or something they’re interested in.\u003c/p>\n\u003cp>That’s what inspired Destiny to enroll at The Met. “I thought, oh my God, I have all this power to choose what I want,” she remembers.\u003c/p>\n\u003cp>Education researchers have been studying student motivation for decades, identifying the best classroom strategies to promote an intrinsic drive to learn. The Met puts many of them to use. Students learn through real-world, hands-on problem-solving; they tackle open-ended assignments that require sustained effort; they get the power to choose what and how they learn; they finish projects with something to show for their learning in portfolios and concrete products; they set their own academic goals; they need never focus more on a grade than the process of learning because they don’t get traditional grades. All of these things come straight out of playbooks for inspiring intrinsic motivation, including Stipek’s. And the impact on students can be profound.\u003c/p>\n\u003cp>Destiny started high school with the academic zeal she left middle school with – meaning very little. Her freshman-year report card reflected that. While The Met doesn’t give out traditional grades, students do get assessed on their mastery of the goals they set for each subject. The dominant note on Destiny’s report card from ninth grade is “meeting expectations.” She had very few instances of “exceeding expectations” and in some subjects, her mastery was only “in progress.” In her sophomore year, things started to shift, and “exceeding expectations” started to become a more common assessment. By junior year, Destiny exceeded expectations in almost every subject and “in progress” was nowhere to be found on her report card. Gone was the middle schooler who didn’t want to be in class. In her place was a driven young woman who again liked school.\u003c/p>\n\u003cp>Destiny’s experience is common for Met students. On state surveys, these students report being more interested in their coursework, more convinced that what they’re learning will matter to their futures, and more supported at school \u003ca href=\"https://secure.panoramaed.com/ride/understand/1314726/leadership_dashboard\">than their peers in almost every other district in Rhode Island\u003c/a>. She and other students at The Met continually bring the conversation back to how much difference it makes to be in control of their learning.\u003c/p>\n\u003cfigure id=\"attachment_53341\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53341\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met2-e1553667986909.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The Metropolitan Regional Career and Technical Center in Providence, R.I., known as The Met, is among a relatively small number of schools in the U.S. designed to intrinsically motivate students by tapping into their interests. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sarah McCaffrey, a 10th grader, appreciates the stark difference between The Met and her experience in middle school, “where it was just ‘Do this, this, this,’” she said. “I like more hands-on, where I’m in control, rather than you’re just going to tell me how to do it and then I do it. It’s more like I’m in charge.”\u003c/p>\n\u003cp>Marissa Souza, a 2017 graduate of The Met and now a sophomore at Rhode Island College, said she had similar motivations in high school. At The Met, she said, students set their own goals, based on their own assessments of their strengths and weaknesses, tied to the dreams they identify for themselves. “You’re more proud of your work because you know this was your goal,” she said. “You met \u003cem>your\u003c/em> goal, you didn’t meet a goal that a teacher or principal made for you.”\u003c/p>\n\u003cp>“It really pushes you to be your best self,” Marissa said.\u003c/p>\n\u003cp>It tends to take a little while for students to rise to the challenge, though.\u003c/p>\n\u003cp>Beccy Siddons, Destiny’s advisor, considers watching that trajectory to be one of the most exciting parts of her job. As the main contact for an “advisory” of about 16 students who stay with her for their entire time at The Met, Siddons guides students through their internships, all of their academic work and, eventually, their college applications.\u003c/p>\n\u003cp>“Ninth graders who have spent their whole life being told what to learn, some of them don’t even know what they’re interested in because they haven’t been given the opportunity,” Siddons said.\u003c/p>\n\u003cp>That was Destiny as a freshman. Her first internship was at an elementary school in a bilingual classroom – a safe, familiar choice for the native Spanish- and English-speaker. In the end, she didn’t like it. As a sophomore, Destiny saw another student present about an internship at the New England Aquarium, and it piqued her interest. Last year, she worked there, too, and quickly discovered a deep love of sea life. She now has a favorite creature she didn't even know existed before: the puffer fish. And she has a career interest she otherwise might not have found until college, if ever: environmental science.\u003c/p>\n\u003cfigure id=\"attachment_53339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53339\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met4-e1553668080193.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The Metropolitan Regional Career and Technical Center in Providence, R.I., known as The Met, gives students uncommonly broad control over what they learn in an effort to engage them in school. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Siddons routinely oversees such meandering paths, and a key part of her job is helping students discover passions they didn't know they might have. The freshmen she welcomes to The Met are a far cry from the seniors she sends out into the world.\u003c/p>\n\u003cp>The early part of that transformation does take work, though. And while it isn’t typical for schools to orient themselves around intrinsic motivation, hundreds do attempt it. \u003ca href=\"https://www.nextgenlearning.org/\">Next Generation Learning Challenges\u003c/a> has grown into a network of about 150 schools, all of which focus on tapping into students’ intrinsic motivation in one way or another. The Digital Promise \u003ca href=\"https://digitalpromise.org/initiative/league-of-innovative-schools/\">League of Innovative Schools\u003c/a> represents 102 school districts doing similar work; \u003ca href=\"http://www.battelleforkids.org/networks/edleader21-network\">EdLeader21\u003c/a> has another 300 districts, many of whom aim to inspire students’ intrinsic desire to learn. And the Big Picture Learning network, built around the success of The Met, now counts more than 60 schools in the U.S. (and another 100 abroad).\u003c/p>\n\u003cp>In Chicago, a charter school made its commitment to this goal very clear, choosing the name Intrinsic Schools when it launched in 2013 to serve students in grades seven through 12. Learning there happens in “pods,” large, flexible classroom spaces that let students rotate from independent work to group instruction to collaborative, project-based learning. Ami Gandhi, director of innovation and collaboration and a co-founder of the charter, said that in the first year, administrators blocked out “independent learning time” for students, expecting they would thrive with the period of freedom. Looking back, Gandhi calls that naïve.\u003c/p>\n\u003cp>“I would go into the pod during that time and kids were just sitting there,” Gandhi said. “I was like, ‘What are you interested in?’ ‘Nothing.’ ‘What do you want to explore?’ ‘Nothing.’”\u003c/p>\n\u003cp>“If someone’s been telling you what to do for nine to 10 years of your life in school, you really don’t know what to do with that independent time,” Gandhi said.\u003c/p>\n\u003cp>Teachers had to help equip students to take advantage of academic independence. At first, they didn’t give students open-ended choices. They told them what they should work on in the independent time. Then they gave them a menu of options, slowly working up to the point where students could choose for themselves, entirely. After the first-year’s naiveté, Intrinsic Schools teachers systematically prepare students to take control of their learning.\u003c/p>\n\u003cp>Another major challenge for schools trying to spark intrinsic motivation is to make sure that fun, engaging lessons also bring academic rigor. Several studies have found that projects and hands-on activities can be effective at intrinsically motivating students, but don’t actually result in substantive learning.\u003c/p>\n\u003cp>Stipek, the Stanford researcher, said this comes down to teacher preparation and school design. Teachers aren’t trained to design academically rigorous lessons that motivate students in the right way. And schools aren’t set up to give teachers the time to do so. It is possible, though. Stipek directed the UCLA Lab School for 10 years, and she said her teachers – experienced and highly trained – consistently planned projects that engaged students’ natural desire to learn while also forcing them to master concrete concepts and skills.\u003c/p>\n\u003cp>“It’s not that it can’t be done,” Stipek said. “It’s just really, really hard.”\u003c/p>\n\u003cp>And because it’s hard, it’s necessarily risky. Many teachers – and their bosses – are afraid to experiment with this work. Stipek said the accountability movement, where states hold schools to strict standards for student performance on standardized tests, put a damper on teaching methods that prioritize intrinsic motivation. She believes accountability is important, but, in its latest form, has prompted teachers to focus on test prep. That prioritizes the testing outcome – the grade – rather than the learning process, a surefire way to kill students’ sense of intrinsic motivation.\u003c/p>\n\u003cp>Researchers have found that one consequence of using grades to motivate students is that they stop challenging themselves for fear of trying something hard and failing at it. The hesitance of teachers and administrators to take a leap with new learning opportunities is an extension of the same thing.\u003c/p>\n\u003cp>Destiny’s school, though, breaks the mold.\u003c/p>\n\u003cp>Students don’t do particularly well on standardized tests at The Met. Rhode Island gives every school a star rating based on test scores, graduation rates and other metrics. The Met graduates more students than the state average (90 percent vs. 84 percent), but its rating, just two out of five stars, is dragged down by student achievement on state tests.\u003c/p>\n\u003cp>School leaders, though, don’t pay much attention to test scores. Nancy Diaz Bain, a co-director, said she and her colleagues prefer to keep track of state survey data about student engagement, parent feedback about their children’s progress, student behavior, graduation rates and student performance in college courses. When students from The Met take and pass college courses in high school – which all of them do – they not only prove they can handle advanced coursework, they save money on an eventual degree, Diaz Bain said. And the other metrics about student engagement and success persuade school leaders that the model works. They also persuaded the Bill & Melinda Gates Foundation to pour $20 million into helping Big Picture Learning expand The Met’s model to other schools and President Barack Obama to highlight The Met up as an example \u003ca href=\"https://www.prweb.com/releases/bigpicturelearning/presidentobama/prweb3670994.htm\">in a 2010 speech before the U.S. Chamber of Commerce\u003c/a>. \u003cspan class=\"s1\">(The Gates Foundation is also one of the many funders of The Hechinger Report.) \u003c/span>\u003c/p>\n\u003cp>For her part, Destiny feels prepared for what comes next. She’ll finish high school this spring and then pursue a bachelor’s degree. She plans to major in environmental science. While she knows her peers from traditional schools may have gotten a broader education, she expects the depth of knowledge she gained doing internships and related research projects will actually give her a leg up in college. And she’ll enroll armed with a sense of intrinsic motivation to learn new things that many of her peers lost a long time ago.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/intrinsic-motivation-is-key-to-student-achievement-but-schools-kill-it/\">\u003cem>intrinsic motivation in the classroom\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Extrinsic motivators dominate classrooms even though research clearly shows why they shouldn’t. Most schools motivate students to learn with external rewards or punishment. But decades of research, both about educational best practice and the way the human brain works, say these types of motivators are less effective. Students learn better when they are intrinsically motivated. The Met high school in Providence goes to the extreme to tap into students’ intrinsic motivation, letting them study what they’re most interested in. It’s difficult to pull off this type of school design, but by many indicators, it’s worth it. ","status":"publish","parent":0,"modified":1553701920,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":2850},"headData":{"title":"Intrinsic Motivation is Key to Student Achievement – But Schools Can Crush It | KQED","description":"Extrinsic motivators dominate classrooms even though research clearly shows why they shouldn’t. Most schools motivate students to learn with external rewards or punishment. But decades of research, both about educational best practice and the way the human brain works, say these types of motivators are less effective. Students learn better when they are intrinsically motivated. The Met high school in Providence goes to the extreme to tap into students’ intrinsic motivation, letting them study what they’re most interested in. It’s difficult to pull off this type of school design, but by many indicators, it’s worth it. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Intrinsic Motivation is Key to Student Achievement – But Schools Can Crush It","datePublished":"2019-03-27T07:07:30.000Z","dateModified":"2019-03-27T15:52:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53337 https://ww2.kqed.org/mindshift/?p=53337","disqusUrl":"https://ww2.kqed.org/mindshift/2019/03/27/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it/","disqusTitle":"Intrinsic Motivation is Key to Student Achievement – But Schools Can Crush It","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Tara García Mathewson, The Hechinger Report\u003c/a>","path":"/mindshift/53337/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about intrinsic motivation was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>PROVIDENCE, R.I. – When Destiny Reyes started elementary school, she felt highly motivated. Like most young children, she liked learning new things, and she excelled at school. She got good grades and reveled in her success, thriving in an environment that, at least implicitly, set her up in competition with her peers. She was at the top of her class, and she proved herself further by testing into a competitive, private middle school. But there, among Providence’s brightest, it wasn’t as easy to be at the top of the class, and her excitement about school – and learning – subsided. Eventually, she says, nothing motivated her. She went to school because she had to.\u003c/p>\n\u003cp>Destiny, 18, is like most students in the United States. Surveys reveal a steady decline in student engagement throughout middle and high school, a trend that Gallup deemed the “school engagement cliff.” \u003ca href=\"https://news.gallup.com/opinion/gallup/211631/student-enthusiasm-falls-high-school-graduation-nears.aspx\">The latest data from the company’s Student Poll \u003c/a>found that 74 percent of fifth graders felt engaged, while the same was true of just 32 percent of high school juniors.\u003c/p>\n\u003cp>One of the key components of engagement is students’ excitement about what they learn. Yet most schools extinguish that excitement.\u003c/p>\n\u003cp>It all comes down to motivation. In many schools, students do their work because their teachers tell them to. Or because they need to do it to get a certain grade. For students like Destiny, getting a good grade and outshining their peers – not learning itself – becomes the goal of school. For other students, they need minimum grades to be on sports teams or participate in extracurricular activities or please their parents, and that becomes their motivation. Students who do their work because they’re genuinely interested in learning the material are few and far between.\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>But that’s exactly backwards.\u003c/p>\n\u003cp>The teacher demands, the grades, the promise of additional opportunities – they’re all external rewards. Decades of research, both about educational best practice and the way the human brain works, say these types of motivators are dangerous. Offering students rewards for learning creates reliance on the reward. If they becomes less interesting to the student or disappear entirely, the motivation does, too. That’s what happened to Destiny in middle school when she no longer got the reward of being celebrated as the top of her class.\u003c/p>\n\u003cp>Inspiring students’ intrinsic motivation to learn is a more effective strategy to get and keep students interested. And it’s more than that. Students actually learn better when motivated this way. They \u003ca href=\"https://files.eric.ed.gov/fulltext/ED370200.pdf\">put forth more effort, tackle more challenging tasks, and end up gaining a more profound understanding of the concepts they study\u003c/a>.\u003c/p>\n\u003cp>Still, Deborah Stipek, a Stanford University professor of education and author of the book “Motivation to Learn: From Theory to Practice,” is pragmatic about the role of extrinsic motivation.\u003c/p>\n\u003cp>“I think most realistic people in the field say that you’ve got to have both,” Stipek said. “You can rely entirely on intrinsic motivation if you don’t care what children learn, but if you’ve got a curriculum and a set of standards, then you can’t just go with what they’re interested in.”\u003c/p>\n\u003cp>The problem is that the balance, in most schools, is way off. While some schools around the country are trying to personalize learning and, in doing so, to tap into students’ interests, Stipek estimates that most teaching minimizes students’ internal desire to learn.\u003c/p>\n\u003cfigure id=\"attachment_53342\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53342\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met1-e1553668001955.jpg\" alt=\"Destiny Reyes, 18, spends one school day each week at the New England Aquarium and much of her schoolwork is built around research opportunities there.\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Destiny Reyes, 18, spends one school day each week at the New England Aquarium and much of her schoolwork is built around research opportunities there. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In traditional schools, it’s easier to offer a steady stream of rewards and punishments to keep students in line. And preparing students to succeed on state tests tends to discourage the lessons that let them explore their own interests. Teachers who want to inspire intrinsic motivation have to swim against the current.\u003c/p>\n\u003cp>That’s not the case everywhere, though. Destiny’s trajectory of diminishing engagement took a turn in high school. Instead of getting increasingly uninterested and disconnected from school, she became more engaged. That’s because she enrolled in the Metropolitan Regional Career and Technical Center, a public high school district in Rhode Island that goes by ‘The Met.’ She is now a senior.\u003c/p>\n\u003cp>The Met is at the extreme when it comes to tapping into intrinsic motivation. Students don’t take traditional classes. They spend virtually all of their time learning independently, with support from advisors or at internships. Students all have individual learning plans and accumulate credits toward traditional subject areas through projects, self-directed study, internship experience and dual enrollment with local colleges. Almost everything they do, all day, connects to a personal goal or something they’re interested in.\u003c/p>\n\u003cp>That’s what inspired Destiny to enroll at The Met. “I thought, oh my God, I have all this power to choose what I want,” she remembers.\u003c/p>\n\u003cp>Education researchers have been studying student motivation for decades, identifying the best classroom strategies to promote an intrinsic drive to learn. The Met puts many of them to use. Students learn through real-world, hands-on problem-solving; they tackle open-ended assignments that require sustained effort; they get the power to choose what and how they learn; they finish projects with something to show for their learning in portfolios and concrete products; they set their own academic goals; they need never focus more on a grade than the process of learning because they don’t get traditional grades. All of these things come straight out of playbooks for inspiring intrinsic motivation, including Stipek’s. And the impact on students can be profound.\u003c/p>\n\u003cp>Destiny started high school with the academic zeal she left middle school with – meaning very little. Her freshman-year report card reflected that. While The Met doesn’t give out traditional grades, students do get assessed on their mastery of the goals they set for each subject. The dominant note on Destiny’s report card from ninth grade is “meeting expectations.” She had very few instances of “exceeding expectations” and in some subjects, her mastery was only “in progress.” In her sophomore year, things started to shift, and “exceeding expectations” started to become a more common assessment. By junior year, Destiny exceeded expectations in almost every subject and “in progress” was nowhere to be found on her report card. Gone was the middle schooler who didn’t want to be in class. In her place was a driven young woman who again liked school.\u003c/p>\n\u003cp>Destiny’s experience is common for Met students. On state surveys, these students report being more interested in their coursework, more convinced that what they’re learning will matter to their futures, and more supported at school \u003ca href=\"https://secure.panoramaed.com/ride/understand/1314726/leadership_dashboard\">than their peers in almost every other district in Rhode Island\u003c/a>. She and other students at The Met continually bring the conversation back to how much difference it makes to be in control of their learning.\u003c/p>\n\u003cfigure id=\"attachment_53341\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53341\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met2-e1553667986909.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The Metropolitan Regional Career and Technical Center in Providence, R.I., known as The Met, is among a relatively small number of schools in the U.S. designed to intrinsically motivate students by tapping into their interests. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sarah McCaffrey, a 10th grader, appreciates the stark difference between The Met and her experience in middle school, “where it was just ‘Do this, this, this,’” she said. “I like more hands-on, where I’m in control, rather than you’re just going to tell me how to do it and then I do it. It’s more like I’m in charge.”\u003c/p>\n\u003cp>Marissa Souza, a 2017 graduate of The Met and now a sophomore at Rhode Island College, said she had similar motivations in high school. At The Met, she said, students set their own goals, based on their own assessments of their strengths and weaknesses, tied to the dreams they identify for themselves. “You’re more proud of your work because you know this was your goal,” she said. “You met \u003cem>your\u003c/em> goal, you didn’t meet a goal that a teacher or principal made for you.”\u003c/p>\n\u003cp>“It really pushes you to be your best self,” Marissa said.\u003c/p>\n\u003cp>It tends to take a little while for students to rise to the challenge, though.\u003c/p>\n\u003cp>Beccy Siddons, Destiny’s advisor, considers watching that trajectory to be one of the most exciting parts of her job. As the main contact for an “advisory” of about 16 students who stay with her for their entire time at The Met, Siddons guides students through their internships, all of their academic work and, eventually, their college applications.\u003c/p>\n\u003cp>“Ninth graders who have spent their whole life being told what to learn, some of them don’t even know what they’re interested in because they haven’t been given the opportunity,” Siddons said.\u003c/p>\n\u003cp>That was Destiny as a freshman. Her first internship was at an elementary school in a bilingual classroom – a safe, familiar choice for the native Spanish- and English-speaker. In the end, she didn’t like it. As a sophomore, Destiny saw another student present about an internship at the New England Aquarium, and it piqued her interest. Last year, she worked there, too, and quickly discovered a deep love of sea life. She now has a favorite creature she didn't even know existed before: the puffer fish. And she has a career interest she otherwise might not have found until college, if ever: environmental science.\u003c/p>\n\u003cfigure id=\"attachment_53339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53339\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met4-e1553668080193.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The Metropolitan Regional Career and Technical Center in Providence, R.I., known as The Met, gives students uncommonly broad control over what they learn in an effort to engage them in school. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Siddons routinely oversees such meandering paths, and a key part of her job is helping students discover passions they didn't know they might have. The freshmen she welcomes to The Met are a far cry from the seniors she sends out into the world.\u003c/p>\n\u003cp>The early part of that transformation does take work, though. And while it isn’t typical for schools to orient themselves around intrinsic motivation, hundreds do attempt it. \u003ca href=\"https://www.nextgenlearning.org/\">Next Generation Learning Challenges\u003c/a> has grown into a network of about 150 schools, all of which focus on tapping into students’ intrinsic motivation in one way or another. The Digital Promise \u003ca href=\"https://digitalpromise.org/initiative/league-of-innovative-schools/\">League of Innovative Schools\u003c/a> represents 102 school districts doing similar work; \u003ca href=\"http://www.battelleforkids.org/networks/edleader21-network\">EdLeader21\u003c/a> has another 300 districts, many of whom aim to inspire students’ intrinsic desire to learn. And the Big Picture Learning network, built around the success of The Met, now counts more than 60 schools in the U.S. (and another 100 abroad).\u003c/p>\n\u003cp>In Chicago, a charter school made its commitment to this goal very clear, choosing the name Intrinsic Schools when it launched in 2013 to serve students in grades seven through 12. Learning there happens in “pods,” large, flexible classroom spaces that let students rotate from independent work to group instruction to collaborative, project-based learning. Ami Gandhi, director of innovation and collaboration and a co-founder of the charter, said that in the first year, administrators blocked out “independent learning time” for students, expecting they would thrive with the period of freedom. Looking back, Gandhi calls that naïve.\u003c/p>\n\u003cp>“I would go into the pod during that time and kids were just sitting there,” Gandhi said. “I was like, ‘What are you interested in?’ ‘Nothing.’ ‘What do you want to explore?’ ‘Nothing.’”\u003c/p>\n\u003cp>“If someone’s been telling you what to do for nine to 10 years of your life in school, you really don’t know what to do with that independent time,” Gandhi said.\u003c/p>\n\u003cp>Teachers had to help equip students to take advantage of academic independence. At first, they didn’t give students open-ended choices. They told them what they should work on in the independent time. Then they gave them a menu of options, slowly working up to the point where students could choose for themselves, entirely. After the first-year’s naiveté, Intrinsic Schools teachers systematically prepare students to take control of their learning.\u003c/p>\n\u003cp>Another major challenge for schools trying to spark intrinsic motivation is to make sure that fun, engaging lessons also bring academic rigor. Several studies have found that projects and hands-on activities can be effective at intrinsically motivating students, but don’t actually result in substantive learning.\u003c/p>\n\u003cp>Stipek, the Stanford researcher, said this comes down to teacher preparation and school design. Teachers aren’t trained to design academically rigorous lessons that motivate students in the right way. And schools aren’t set up to give teachers the time to do so. It is possible, though. Stipek directed the UCLA Lab School for 10 years, and she said her teachers – experienced and highly trained – consistently planned projects that engaged students’ natural desire to learn while also forcing them to master concrete concepts and skills.\u003c/p>\n\u003cp>“It’s not that it can’t be done,” Stipek said. “It’s just really, really hard.”\u003c/p>\n\u003cp>And because it’s hard, it’s necessarily risky. Many teachers – and their bosses – are afraid to experiment with this work. Stipek said the accountability movement, where states hold schools to strict standards for student performance on standardized tests, put a damper on teaching methods that prioritize intrinsic motivation. She believes accountability is important, but, in its latest form, has prompted teachers to focus on test prep. That prioritizes the testing outcome – the grade – rather than the learning process, a surefire way to kill students’ sense of intrinsic motivation.\u003c/p>\n\u003cp>Researchers have found that one consequence of using grades to motivate students is that they stop challenging themselves for fear of trying something hard and failing at it. The hesitance of teachers and administrators to take a leap with new learning opportunities is an extension of the same thing.\u003c/p>\n\u003cp>Destiny’s school, though, breaks the mold.\u003c/p>\n\u003cp>Students don’t do particularly well on standardized tests at The Met. Rhode Island gives every school a star rating based on test scores, graduation rates and other metrics. The Met graduates more students than the state average (90 percent vs. 84 percent), but its rating, just two out of five stars, is dragged down by student achievement on state tests.\u003c/p>\n\u003cp>School leaders, though, don’t pay much attention to test scores. Nancy Diaz Bain, a co-director, said she and her colleagues prefer to keep track of state survey data about student engagement, parent feedback about their children’s progress, student behavior, graduation rates and student performance in college courses. When students from The Met take and pass college courses in high school – which all of them do – they not only prove they can handle advanced coursework, they save money on an eventual degree, Diaz Bain said. And the other metrics about student engagement and success persuade school leaders that the model works. They also persuaded the Bill & Melinda Gates Foundation to pour $20 million into helping Big Picture Learning expand The Met’s model to other schools and President Barack Obama to highlight The Met up as an example \u003ca href=\"https://www.prweb.com/releases/bigpicturelearning/presidentobama/prweb3670994.htm\">in a 2010 speech before the U.S. Chamber of Commerce\u003c/a>. \u003cspan class=\"s1\">(The Gates Foundation is also one of the many funders of The Hechinger Report.) \u003c/span>\u003c/p>\n\u003cp>For her part, Destiny feels prepared for what comes next. She’ll finish high school this spring and then pursue a bachelor’s degree. She plans to major in environmental science. While she knows her peers from traditional schools may have gotten a broader education, she expects the depth of knowledge she gained doing internships and related research projects will actually give her a leg up in college. And she’ll enroll armed with a sense of intrinsic motivation to learn new things that many of her peers lost a long time ago.\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>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/intrinsic-motivation-is-key-to-student-achievement-but-schools-kill-it/\">\u003cem>intrinsic motivation in the classroom\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53337/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it","authors":["byline_mindshift_53337"],"categories":["mindshift_193"],"tags":["mindshift_20984","mindshift_20891","mindshift_21118","mindshift_20784","mindshift_1040","mindshift_20772","mindshift_558","mindshift_21252","mindshift_20616"],"featImg":"mindshift_53340","label":"mindshift"},"mindshift_52325":{"type":"posts","id":"mindshift_52325","meta":{"index":"posts_1591205157","site":"mindshift","id":"52325","score":null,"sort":[1540193886000]},"guestAuthors":[],"slug":"want-to-offer-internships-at-your-school-a-tool-to-make-it-easier","title":"Want to Offer Internships At Your School? A Tool To Make It Easier","publishDate":1540193886,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Work-based opportunities are becoming more popular in many high schools as educators and parents look for ways to connect academic learning to real-world work. States like \u003ca href=\"https://education.vermont.gov/student-learning/flexible-pathways/work-based-learning\" target=\"_blank\" rel=\"noopener\">Vermont\u003c/a> and \u003ca href=\"https://nhlearninginitiative.org/our-initial-projects/\" target=\"_blank\" rel=\"noopener\">New Hampshire\u003c/a> already have work-based learning pathways at the state level, and voters in cities like Oakland have approved money to expand “linked learning.” Internships are also emerging as a way to help low-income students develop professional networks like those more affluent students have access to through family connections and community.\u003c/p>\n\u003cp>Many educators see \u003ca href=\"https://www.kqed.org/mindshift/34377/the-value-of-interships-a-dose-of-the-real-world-in-high-school\" target=\"_blank\" rel=\"noopener\">the value in work-based learning opportunities\u003c/a>, but the logistical challenges are daunting. Schools are responsible for students during school hours and are nervous to send them off campus for credit-bearing opportunities that they can’t supervise. Big high schools have so many student schedules to manage that off-campus opportunities can seem like one thing too many. And, even when schools do have some work-based programming, it’s often tied to a program or teacher. For example, career technical education (CTE) teachers may have a small work-based program that’s completely separate from opportunities elsewhere in the building.\u003c/p>\n\u003cp>Schools in the \u003ca href=\"https://www.bigpicture.org/\" target=\"_blank\" rel=\"noopener\">Big Picture Learning \u003c/a>network have long held internships as a core part of the teaching model, so it made sense for the organization to develop a tool to help educators manage those programs. In the process, they’re trying to make internships more palatable to a broader group of schools. Their tool is called \u003ca href=\"https://www.imblaze.org/\" target=\"_blank\" rel=\"noopener\">ImBlaze\u003c/a>.\u003c/p>\n\u003cp>“We’re really trying to put a flag in the hill about what internships are and the importance of real world learning,” said David Berg, the director of technology at Big Picture Learning.\u003c/p>\n\u003cfigure id=\"attachment_52327\" class=\"wp-caption aligncenter\" style=\"max-width: 1097px\">\u003cimg class=\"size-full wp-image-52327\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/ImBlaze-cycle.png\" alt=\"\" width=\"1097\" height=\"719\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle.png 1097w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-160x105.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-800x524.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-768x503.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-1020x669.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-960x629.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-240x157.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-375x246.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-520x341.png 520w\" sizes=\"(max-width: 1097px) 100vw, 1097px\">\u003cfigcaption class=\"wp-caption-text\">The process of securing an internship from beginning to end in the ImBlaze system. \u003ccite>(\u003ca href=\"https://www.imblaze.org/\">ImBlaze\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At its core, ImBlaze is a networked database of internship opportunities that students can search, favorite and request. The platform allows internship coordinators and teachers to see a snapshot of all student internships in a semester and facilitates logging internship hours and communication with mentors. It's currently being used in more than 50 schools and was recently selected to be part of the \u003ca href=\"http://www.wise-qatar.org/wise-accelerator\" target=\"_blank\" rel=\"noopener\">WISE accelerator\u003c/a>, a program for ed-tech startups that have strong potential to have a positive impact and could scale internationally.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Schools really want to know where their kids are,” Berg said. “It’s easier to keep them all in the building because then you know where they are. But the technology lets you know where kids are pretty well.”\u003c/p>\n\u003cp>Big Picture schools see work-based learning as an \u003ca href=\"https://www.kqed.org/mindshift/41562/is-the-public-system-scared-to-put-students-at-the-center-of-education\" target=\"_blank\" rel=\"noopener\">important part of a young person’s education\u003c/a>. At many schools in the network, students spend two days a week at internships of their choosing where they are mentored by a professional in that field. That learning then becomes the basis for more traditional academic work in school.\u003c/p>\n\u003cp>“We think it should be the right of every student by the time they graduate high school to have had a mentor,” Berg said. “We want to make it possible for this to be the norm in schools.”\u003c/p>\n\u003cp>Big Picture has found that \u003ca href=\"https://www.kqed.org/mindshift/45453/interests-to-internships-when-students-take-the-lead-in-learning\" target=\"_blank\" rel=\"noopener\">internships often help re-engage students\u003c/a> who haven’t traditionally done well in school. Many adolescents have trouble seeing how classroom learning and homework connects to their lives outside of school. Work-based learning can help bridge that gap. Or, like sports for some kids, it could be the reason students are willing to put up with the rest of school.\u003c/p>\n\u003cp>But to have that effect, students must be given time to explore their passions and investigate internships where they’ll be happy working for a semester or a whole year. ImBlaze tries to streamline the process of finding an internship and embeds some of the best practices Big Picture Learning has discovered through trial and error into the technology.\u003c/p>\n\u003cp>“The platform is really less about the platform,” Berg said, “but it’s existence helps us inform the conversation about what work-based learning should be like.”\u003c/p>\n\u003cp>\u003cstrong>HOW IMBLAZE WORKS\u003c/strong>\u003c/p>\n\u003cp>ImBlaze is a database of internship opportunities curated and maintained by an internship coordinator at the school. Students can search this database for opportunities and suggest sites that interest them if they aren’t already in the system. Once students finds something they want to pursue, they request it.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/225448984\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The internship coordinator reviews the request and then approves or denies the student to pursue the internship. This step allows the coordinator, who has a birds-eye view of the program, to make sure students across the school are equitably able to access internships. Once that approval comes through, the student can see contact information for the mentor and can reach out to set up an interview or shadow day. The student only has a certain amount of time to pursue the internship before it becomes available to other students again. That prevents students from hogging internships that they aren’t pursuing in good faith.\u003c/p>\n\u003cp>If the student and mentor hit it off and intend to formalize the internship, the student requests to start through the app. At that point, the classroom teacher gets an email and has the power to approve or deny the internship. Throughout the semester, students can track their attendance through the app, set goals, and receive feedback from internship mentors.\u003c/p>\n\u003cp>“This platform doesn’t make an internship happen,” Berg said. “It’s management of the logistics.” That’s significant because the human elements of this process are important. Students have to initiate the process, show interest in something, follow up on that interest and eventually log their hours and progress.\u003c/p>\n\u003cp>All these interactions through the app are visible to the internship coordinator, who then has an overall picture of which internships are running smoothly, which mentors need a check-in, and whether or not students are actually going to their internships.\u003c/p>\n\u003cp>“It makes the internship process very deliberative and it makes it very step by step,” said Robert Fung, the internship coordinator at \u003ca href=\"https://www.sandiegounified.org/schools/san-diego-metropolitan-regional-technical\" target=\"_blank\" rel=\"noopener\">San Diego MET High School\u003c/a>, a Big Picture school.\u003c/p>\n\u003cp>Before switching to ImBlaze, Fung said his school tried a variety of methods to manage their internships. At first they had an offline database students had to take turns searching. Then they moved to an in-house Google Fusion Table set-up that allowed students to search online and filter for various interests. Students filled out paper timesheets to track their hours at internship sites and inevitably those weren’t very trustworthy. Students would forget to fill them out daily and end up guessing at their hours when it was time to turn in the logs.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-52331\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/STEMinternship-1020x574.png\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1200x675.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-960x540.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-240x135.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-375x211.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>Fung said he was drawn to ImBlaze because the user interface was easy for students to use. They have an app on their phone, which makes it easy to check in when they arrive at their internship and check out when they leave. ImBlaze uses GPS data from the student’s phone to confirm they are at their internship site, but students can turn off that feature if they don’t want to be tracked. When students check in, they’re asked to list a few goals for the day. When they check out, their internship mentor gets an email asking them to confirm that they were there. In that email the mentor can see what the student’s goals were for the day and give feedback if they want.\u003c/p>\n\u003cp>“One of the things we’re concerned about in internships is that often kids go to their internship and then go home,” Berg said. That means if the student had an issue at their internship that day, he or she may never report it. ImBlaze offers many more opportunities for communication between the student and the school as well as the mentor and the school.\u003c/p>\n\u003cp>“I did not expect mentors to leave comments very often, but they have left them with good frequency,” Fung said. To him, that’s one unexpected benefit of ImBlaze. Most mentors don’t have a problem writing a quick response when they get the check-out email, so Fung has a much better record and sense of the student’s progression at the internship site.\u003c/p>\n\u003cp>“What I’ve found is they’ll leave comments that are insightful, even if they’re not lengthy,” Fung said. “I think it creates this living regular conversation that gives us good feedback, good data, but also makes us feel more in touch with the mentors.”\u003c/p>\n\u003cp>Under his old system, Fung often wouldn’t hear about issues at an internship until he visited the site. Now, he’s able to help mediate smaller issues before they become bigger. The enhanced communication also means that Fung knows right away if a student is skipping out on their internship and can talk to them about it.\u003c/p>\n\u003cp>In the first year of implementation, Fung said the main problems he had revolved around teacher buy-in. Many members of his staff were used to the old way of doing internships, and some had developed short cuts, so they chafed against the methodical, step-by-step nature of ImBlaze. The technology intentionally slows the process down to make sure students aren’t hastily assigned to internships they don’t actually want. Fung has also found that teachers had trouble learning how to use the tool and needed some training. Students, on the other hand, didn’t seem to have any problems.\u003c/p>\n\u003cp>\u003cstrong>NETWORKS AS EQUITY\u003c/strong>\u003c/p>\n\u003cp>“What students know is important, but who students know is also really important for their success in life,” David Berg said. “That’s something that has become much more laser focused in the work itself.”\u003c/p>\n\u003cp>As a teacher and administrator, Berg didn’t understand just how much social networks mattered for closing the opportunity gap. Since he’s become more focused on internship offerings in various parts of the country and by different schools, he’s come to see just how unequal those networks can be.\u003c/p>\n\u003cfigure id=\"attachment_52346\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg class=\"size-full wp-image-52346\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region.png\" alt=\"Internship opportunity distribution between two schools in same region.\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-160x99.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-240x148.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-375x232.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-520x322.png 520w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">Internship opportunity distribution between two schools in same region. \u003ccite>(Courtesy David Berg/Big Picture Learning)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Often the internships a school has cultivated don’t match the interests of students. ImBlaze has a “wishlist” feature where students can list internships they’d like to have. Berg noticed that 25 percent of the internships listed in ImBlaze are in the field of education (which makes sense because teachers know other educators), but many students request healthcare-related internships on their wishlists. With that knowledge, the internship coordinator at a school can actively try to cultivate more internship experiences in that field.\u003c/p>\n\u003cp>“We’re really concerned around the inequity of social capital,” Berg said. “We’re collecting data around this now. We see how some schools using our platform have more opportunities than other schools.”\u003c/p>\n\u003cp>That’s why Big Picture would like to see ImBlaze used regionally -- schools could share their social networks. Right now, each school has its own network of internship opportunities that no one else can see. Berg would like to move towards a system where ImBlaze is managed by a district or other regional player so that students at one school could see the internship opportunities cultivated by another school. This would help equalize the kinds of internships on offer. One school might have a bunch of internships in the arts or trades while another has more in science and technology fields. If they shared, both sets of students would have access to more types of internship opportunities.\u003c/p>\n\u003cp>“It’s tricky because we want schools to own the relationships,” Berg said. “We want there to be a real personal component.”\u003c/p>\n\u003cp>Big Picture has found that when a school cultivates a relationship with internship mentors, students have better experiences. While they want to open up the opportunities available to students, no matter where they live, they don’t want ImBlaze to become an impersonal job board experience.\u003c/p>\n\u003cp>\u003ca href=\"https://www.heretohere.org/\" target=\"_blank\" rel=\"noopener\">Here To Here\u003c/a>, a Bronx-based non-profit working to connect high schools, community colleges, businesses, and community-based organizations through internships is piloting the type of regional approach Berg envisions. The program works with eight high schools in the South Bronx, all of which have different levels of comfort with internships.\u003c/p>\n\u003cp>“We’re trying to use it as a regional portal; so our eight schools are all in one ImBlaze portal,” said Noel Parish, director of high school partnerships for Here To Here.\u003c/p>\n\u003cp>They have a naming convention to differentiate the internship opportunities a school’s staff brought in versus ones Here To Here cultivated. When students search the system for an internship, they first look at the opportunities their school has, along with the ones available to everyone through Here To Here. Over time, if another school’s internships aren’t filled, the staff can release them to the broader community.\u003c/p>\n\u003cp>“At the beginning of the school year folks were very nervous about sharing a portal and having all those things listed transparently in one place,” Parish said.\u003c/p>\n\u003cp>But as they got used to the system they could see its value. For example, one school had numerous EMT opportunities that no other school could offer. When a few of those spots became available to the broader Bronx high school community it was a boon to students who wouldn’t otherwise have had access.\u003c/p>\n\u003cp>A side benefit of this regional approach to using ImBlaze is a more fully developed asset map of what’s available to students in each area. To truly offer students work-based opportunities that reflect their interests and give them networks in professional fields where they may not otherwise know anyone personally, educators have to be intentional about the internships on offer.\u003c/p>\n\u003cp>“I really believe that this is something that helps every young person prepare to enter the workforce and go to college,” Parish said. “You can waste a lot of money in college if you don't know what you want to do.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For his part, David Berg hopes the tool they’ve developed will make work-based learning cheaper and easier to manage. He sees national interest in things like career technical education, internships, and other real-world learning opportunities as a positive shift in education and doesn’t want it to lose momentum for lack of a good tool to manage the logistics. Big Picture does charge an on-boarding fee when schools start using ImBlaze and a per student charge year over year. Berg said the organization was working to reduce the per student charges to zero through philanthropic funding, but has not yet reached that goal.\u003c/p>\n\n","blocks":[],"excerpt":"An online database tool to manage student internships could make work-based learning much easier for schools.","status":"publish","parent":0,"modified":1540193886,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/225448984"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":2525},"headData":{"title":"Want to Offer Internships At Your School? A Tool To Make It Easier | KQED","description":"An online database tool to manage student internships could make work-based learning much easier for schools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Want to Offer Internships At Your School? A Tool To Make It Easier","datePublished":"2018-10-22T07:38:06.000Z","dateModified":"2018-10-22T07:38:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52325 https://ww2.kqed.org/mindshift/?p=52325","disqusUrl":"https://ww2.kqed.org/mindshift/2018/10/22/want-to-offer-internships-at-your-school-a-tool-to-make-it-easier/","disqusTitle":"Want to Offer Internships At Your School? A Tool To Make It Easier","path":"/mindshift/52325/want-to-offer-internships-at-your-school-a-tool-to-make-it-easier","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Work-based opportunities are becoming more popular in many high schools as educators and parents look for ways to connect academic learning to real-world work. States like \u003ca href=\"https://education.vermont.gov/student-learning/flexible-pathways/work-based-learning\" target=\"_blank\" rel=\"noopener\">Vermont\u003c/a> and \u003ca href=\"https://nhlearninginitiative.org/our-initial-projects/\" target=\"_blank\" rel=\"noopener\">New Hampshire\u003c/a> already have work-based learning pathways at the state level, and voters in cities like Oakland have approved money to expand “linked learning.” Internships are also emerging as a way to help low-income students develop professional networks like those more affluent students have access to through family connections and community.\u003c/p>\n\u003cp>Many educators see \u003ca href=\"https://www.kqed.org/mindshift/34377/the-value-of-interships-a-dose-of-the-real-world-in-high-school\" target=\"_blank\" rel=\"noopener\">the value in work-based learning opportunities\u003c/a>, but the logistical challenges are daunting. Schools are responsible for students during school hours and are nervous to send them off campus for credit-bearing opportunities that they can’t supervise. Big high schools have so many student schedules to manage that off-campus opportunities can seem like one thing too many. And, even when schools do have some work-based programming, it’s often tied to a program or teacher. For example, career technical education (CTE) teachers may have a small work-based program that’s completely separate from opportunities elsewhere in the building.\u003c/p>\n\u003cp>Schools in the \u003ca href=\"https://www.bigpicture.org/\" target=\"_blank\" rel=\"noopener\">Big Picture Learning \u003c/a>network have long held internships as a core part of the teaching model, so it made sense for the organization to develop a tool to help educators manage those programs. In the process, they’re trying to make internships more palatable to a broader group of schools. Their tool is called \u003ca href=\"https://www.imblaze.org/\" target=\"_blank\" rel=\"noopener\">ImBlaze\u003c/a>.\u003c/p>\n\u003cp>“We’re really trying to put a flag in the hill about what internships are and the importance of real world learning,” said David Berg, the director of technology at Big Picture Learning.\u003c/p>\n\u003cfigure id=\"attachment_52327\" class=\"wp-caption aligncenter\" style=\"max-width: 1097px\">\u003cimg class=\"size-full wp-image-52327\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/ImBlaze-cycle.png\" alt=\"\" width=\"1097\" height=\"719\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle.png 1097w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-160x105.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-800x524.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-768x503.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-1020x669.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-960x629.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-240x157.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-375x246.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-520x341.png 520w\" sizes=\"(max-width: 1097px) 100vw, 1097px\">\u003cfigcaption class=\"wp-caption-text\">The process of securing an internship from beginning to end in the ImBlaze system. \u003ccite>(\u003ca href=\"https://www.imblaze.org/\">ImBlaze\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At its core, ImBlaze is a networked database of internship opportunities that students can search, favorite and request. The platform allows internship coordinators and teachers to see a snapshot of all student internships in a semester and facilitates logging internship hours and communication with mentors. It's currently being used in more than 50 schools and was recently selected to be part of the \u003ca href=\"http://www.wise-qatar.org/wise-accelerator\" target=\"_blank\" rel=\"noopener\">WISE accelerator\u003c/a>, a program for ed-tech startups that have strong potential to have a positive impact and could scale internationally.\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>“Schools really want to know where their kids are,” Berg said. “It’s easier to keep them all in the building because then you know where they are. But the technology lets you know where kids are pretty well.”\u003c/p>\n\u003cp>Big Picture schools see work-based learning as an \u003ca href=\"https://www.kqed.org/mindshift/41562/is-the-public-system-scared-to-put-students-at-the-center-of-education\" target=\"_blank\" rel=\"noopener\">important part of a young person’s education\u003c/a>. At many schools in the network, students spend two days a week at internships of their choosing where they are mentored by a professional in that field. That learning then becomes the basis for more traditional academic work in school.\u003c/p>\n\u003cp>“We think it should be the right of every student by the time they graduate high school to have had a mentor,” Berg said. “We want to make it possible for this to be the norm in schools.”\u003c/p>\n\u003cp>Big Picture has found that \u003ca href=\"https://www.kqed.org/mindshift/45453/interests-to-internships-when-students-take-the-lead-in-learning\" target=\"_blank\" rel=\"noopener\">internships often help re-engage students\u003c/a> who haven’t traditionally done well in school. Many adolescents have trouble seeing how classroom learning and homework connects to their lives outside of school. Work-based learning can help bridge that gap. Or, like sports for some kids, it could be the reason students are willing to put up with the rest of school.\u003c/p>\n\u003cp>But to have that effect, students must be given time to explore their passions and investigate internships where they’ll be happy working for a semester or a whole year. ImBlaze tries to streamline the process of finding an internship and embeds some of the best practices Big Picture Learning has discovered through trial and error into the technology.\u003c/p>\n\u003cp>“The platform is really less about the platform,” Berg said, “but it’s existence helps us inform the conversation about what work-based learning should be like.”\u003c/p>\n\u003cp>\u003cstrong>HOW IMBLAZE WORKS\u003c/strong>\u003c/p>\n\u003cp>ImBlaze is a database of internship opportunities curated and maintained by an internship coordinator at the school. Students can search this database for opportunities and suggest sites that interest them if they aren’t already in the system. Once students finds something they want to pursue, they request it.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/225448984\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The internship coordinator reviews the request and then approves or denies the student to pursue the internship. This step allows the coordinator, who has a birds-eye view of the program, to make sure students across the school are equitably able to access internships. Once that approval comes through, the student can see contact information for the mentor and can reach out to set up an interview or shadow day. The student only has a certain amount of time to pursue the internship before it becomes available to other students again. That prevents students from hogging internships that they aren’t pursuing in good faith.\u003c/p>\n\u003cp>If the student and mentor hit it off and intend to formalize the internship, the student requests to start through the app. At that point, the classroom teacher gets an email and has the power to approve or deny the internship. Throughout the semester, students can track their attendance through the app, set goals, and receive feedback from internship mentors.\u003c/p>\n\u003cp>“This platform doesn’t make an internship happen,” Berg said. “It’s management of the logistics.” That’s significant because the human elements of this process are important. Students have to initiate the process, show interest in something, follow up on that interest and eventually log their hours and progress.\u003c/p>\n\u003cp>All these interactions through the app are visible to the internship coordinator, who then has an overall picture of which internships are running smoothly, which mentors need a check-in, and whether or not students are actually going to their internships.\u003c/p>\n\u003cp>“It makes the internship process very deliberative and it makes it very step by step,” said Robert Fung, the internship coordinator at \u003ca href=\"https://www.sandiegounified.org/schools/san-diego-metropolitan-regional-technical\" target=\"_blank\" rel=\"noopener\">San Diego MET High School\u003c/a>, a Big Picture school.\u003c/p>\n\u003cp>Before switching to ImBlaze, Fung said his school tried a variety of methods to manage their internships. At first they had an offline database students had to take turns searching. Then they moved to an in-house Google Fusion Table set-up that allowed students to search online and filter for various interests. Students filled out paper timesheets to track their hours at internship sites and inevitably those weren’t very trustworthy. Students would forget to fill them out daily and end up guessing at their hours when it was time to turn in the logs.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-52331\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/STEMinternship-1020x574.png\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1200x675.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-960x540.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-240x135.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-375x211.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>Fung said he was drawn to ImBlaze because the user interface was easy for students to use. They have an app on their phone, which makes it easy to check in when they arrive at their internship and check out when they leave. ImBlaze uses GPS data from the student’s phone to confirm they are at their internship site, but students can turn off that feature if they don’t want to be tracked. When students check in, they’re asked to list a few goals for the day. When they check out, their internship mentor gets an email asking them to confirm that they were there. In that email the mentor can see what the student’s goals were for the day and give feedback if they want.\u003c/p>\n\u003cp>“One of the things we’re concerned about in internships is that often kids go to their internship and then go home,” Berg said. That means if the student had an issue at their internship that day, he or she may never report it. ImBlaze offers many more opportunities for communication between the student and the school as well as the mentor and the school.\u003c/p>\n\u003cp>“I did not expect mentors to leave comments very often, but they have left them with good frequency,” Fung said. To him, that’s one unexpected benefit of ImBlaze. Most mentors don’t have a problem writing a quick response when they get the check-out email, so Fung has a much better record and sense of the student’s progression at the internship site.\u003c/p>\n\u003cp>“What I’ve found is they’ll leave comments that are insightful, even if they’re not lengthy,” Fung said. “I think it creates this living regular conversation that gives us good feedback, good data, but also makes us feel more in touch with the mentors.”\u003c/p>\n\u003cp>Under his old system, Fung often wouldn’t hear about issues at an internship until he visited the site. Now, he’s able to help mediate smaller issues before they become bigger. The enhanced communication also means that Fung knows right away if a student is skipping out on their internship and can talk to them about it.\u003c/p>\n\u003cp>In the first year of implementation, Fung said the main problems he had revolved around teacher buy-in. Many members of his staff were used to the old way of doing internships, and some had developed short cuts, so they chafed against the methodical, step-by-step nature of ImBlaze. The technology intentionally slows the process down to make sure students aren’t hastily assigned to internships they don’t actually want. Fung has also found that teachers had trouble learning how to use the tool and needed some training. Students, on the other hand, didn’t seem to have any problems.\u003c/p>\n\u003cp>\u003cstrong>NETWORKS AS EQUITY\u003c/strong>\u003c/p>\n\u003cp>“What students know is important, but who students know is also really important for their success in life,” David Berg said. “That’s something that has become much more laser focused in the work itself.”\u003c/p>\n\u003cp>As a teacher and administrator, Berg didn’t understand just how much social networks mattered for closing the opportunity gap. Since he’s become more focused on internship offerings in various parts of the country and by different schools, he’s come to see just how unequal those networks can be.\u003c/p>\n\u003cfigure id=\"attachment_52346\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg class=\"size-full wp-image-52346\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region.png\" alt=\"Internship opportunity distribution between two schools in same region.\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-160x99.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-240x148.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-375x232.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-520x322.png 520w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">Internship opportunity distribution between two schools in same region. \u003ccite>(Courtesy David Berg/Big Picture Learning)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Often the internships a school has cultivated don’t match the interests of students. ImBlaze has a “wishlist” feature where students can list internships they’d like to have. Berg noticed that 25 percent of the internships listed in ImBlaze are in the field of education (which makes sense because teachers know other educators), but many students request healthcare-related internships on their wishlists. With that knowledge, the internship coordinator at a school can actively try to cultivate more internship experiences in that field.\u003c/p>\n\u003cp>“We’re really concerned around the inequity of social capital,” Berg said. “We’re collecting data around this now. We see how some schools using our platform have more opportunities than other schools.”\u003c/p>\n\u003cp>That’s why Big Picture would like to see ImBlaze used regionally -- schools could share their social networks. Right now, each school has its own network of internship opportunities that no one else can see. Berg would like to move towards a system where ImBlaze is managed by a district or other regional player so that students at one school could see the internship opportunities cultivated by another school. This would help equalize the kinds of internships on offer. One school might have a bunch of internships in the arts or trades while another has more in science and technology fields. If they shared, both sets of students would have access to more types of internship opportunities.\u003c/p>\n\u003cp>“It’s tricky because we want schools to own the relationships,” Berg said. “We want there to be a real personal component.”\u003c/p>\n\u003cp>Big Picture has found that when a school cultivates a relationship with internship mentors, students have better experiences. While they want to open up the opportunities available to students, no matter where they live, they don’t want ImBlaze to become an impersonal job board experience.\u003c/p>\n\u003cp>\u003ca href=\"https://www.heretohere.org/\" target=\"_blank\" rel=\"noopener\">Here To Here\u003c/a>, a Bronx-based non-profit working to connect high schools, community colleges, businesses, and community-based organizations through internships is piloting the type of regional approach Berg envisions. The program works with eight high schools in the South Bronx, all of which have different levels of comfort with internships.\u003c/p>\n\u003cp>“We’re trying to use it as a regional portal; so our eight schools are all in one ImBlaze portal,” said Noel Parish, director of high school partnerships for Here To Here.\u003c/p>\n\u003cp>They have a naming convention to differentiate the internship opportunities a school’s staff brought in versus ones Here To Here cultivated. When students search the system for an internship, they first look at the opportunities their school has, along with the ones available to everyone through Here To Here. Over time, if another school’s internships aren’t filled, the staff can release them to the broader community.\u003c/p>\n\u003cp>“At the beginning of the school year folks were very nervous about sharing a portal and having all those things listed transparently in one place,” Parish said.\u003c/p>\n\u003cp>But as they got used to the system they could see its value. For example, one school had numerous EMT opportunities that no other school could offer. When a few of those spots became available to the broader Bronx high school community it was a boon to students who wouldn’t otherwise have had access.\u003c/p>\n\u003cp>A side benefit of this regional approach to using ImBlaze is a more fully developed asset map of what’s available to students in each area. To truly offer students work-based opportunities that reflect their interests and give them networks in professional fields where they may not otherwise know anyone personally, educators have to be intentional about the internships on offer.\u003c/p>\n\u003cp>“I really believe that this is something that helps every young person prepare to enter the workforce and go to college,” Parish said. “You can waste a lot of money in college if you don't know what you want to do.”\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>For his part, David Berg hopes the tool they’ve developed will make work-based learning cheaper and easier to manage. He sees national interest in things like career technical education, internships, and other real-world learning opportunities as a positive shift in education and doesn’t want it to lose momentum for lack of a good tool to manage the logistics. Big Picture does charge an on-boarding fee when schools start using ImBlaze and a per student charge year over year. Berg said the organization was working to reduce the per student charges to zero through philanthropic funding, but has not yet reached that goal.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52325/want-to-offer-internships-at-your-school-a-tool-to-make-it-easier","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20891","mindshift_20678","mindshift_20583","mindshift_20784","mindshift_1040","mindshift_20848","mindshift_20700"],"featImg":"mindshift_52329","label":"mindshift"},"mindshift_51223":{"type":"posts","id":"mindshift_51223","meta":{"index":"posts_1591205157","site":"mindshift","id":"51223","score":null,"sort":[1526324969000]},"guestAuthors":[],"slug":"can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores","title":"Can Schools Change Measures of Success by Focusing on Meaningful Work Instead of Test Scores?","publishDate":1526324969,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about project-based learning was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003ca href=\"http://eepurl.com/hagg-/\">Hechinger newsletter.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>PHILADELPHIA — In a city that’s struggled to meet the educational needs of many of its children, especially its most vulnerable ones, a select group of district high schools is shunning the traditional classroom model in which teachers dispense knowledge from the front of the room and measure progress with tests. Instead, the schools have adopted an approach that’s become increasingly popular among education advocates and funders: project-based learning.\u003c/p>\n\u003cp>In this model, students embark on in-depth investigations relevant to their lives and their communities. Projects are organized around the development of skills like student collaboration, problem-solving and self-reflection through assignments that blend research with public presentations. They’re precisely the skills that colleges and \u003ca href=\"http://www.amanet.org/uploaded/2012-Critical-Skills-Survey.pdf\">employers say graduates need for success\u003c/a>.\u003c/p>\n\u003cp>Yet, in a school district where \u003ca href=\"https://www.philasd.org/performance/programsservices/school-progress-reports/district-scorecard/#1516201963551-80237f7d-9a0d\">more than half of 8-year-olds are reading below grade level and a third of high school students don’t graduate\u003c/a>, there’s an urgency to demonstrate improved results. One of the challenges facing a project-based learning (PBL) model lies in measuring the very benefits that characterize it. “We haven’t figured out how to assess the outcomes of PBL and that is a huge issue,” said Maia Bloomfield Cucchiara, associate professor at Temple University.\u003c/p>\n\u003cp>Standardized tests don’t measure student engagement or deep thinking about relevant, meaningful content. The tests have their place, said Cucchiara, who also serves on the board of the city’s newest project-based high school, but “they don’t begin to capture all the things that we’re hoping [kids] will get out of this education.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That’s a potential liability in a city looking to change the narrative of an urban school system that persistently \u003ca href=\"https://cdn.philasd.org/offices/performance/Open_Data/School_Performance/PSSA_Keystone/2016_2017_PSSA_Keystone_All_Data.zip\">lags behind\u003c/a> \u003ca href=\"http://www.education.pa.gov/Data-and-Statistics/Pages/Keystone-Exams-Results.aspx\">statewide averages\u003c/a> in academic proficiency. Philadelphia’s move toward the project-based model is part of a broader push to open alternatives to neighborhood comprehensive schools, which have struggled in the face of chronic underfunding.\u003c/p>\n\u003cp>Project-based learning advocates are confident that the model can succeed in Philadelphia by providing students with skills that translate equally to both postsecondary and career options. Less certain, however, is whether its adoption can push educators, students and families to re-examine assumptions about the very purpose of high school. Is the goal to improve test scores or prepare students for adulthood?\u003c/p>\n\u003cfigure id=\"attachment_51229\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51229\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">Ninth-graders at the Science Leadership Academy work on a group project in science class. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the city’s project-based schools, the student experience is markedly different from that in more traditional high schools.\u003c/p>\n\u003cp>Spread out among the retro-chic sofas and love seats of the Bar Hygge brewpub in Philadelphia’s gentrified Fairmount neighborhood, a class of ninth-graders from Vaux Big Picture High School listens to restaurant co-owner Stew Keener talk about the collaboration and problem-solving that occurs on a daily basis in the food business. “Every meal service here is like the fourth quarter of a tie ball game,” he told them. “So when a problem comes up you can’t look for somebody to blame, you have to work together and come up with a solution.”\u003c/p>\n\u003cp>The message of teamwork and accountability, all in the service of a tangible product is, by now, a familiar one for this inaugural class of students at Vaux, the newest addition to Philadelphia’s network of recently opened small high schools designed around the project-based learning curriculum.\u003c/p>\n\u003cp>The visit to Bar Hygge is part of a required course in which freshmen spend one afternoon each week visiting a different business or community organization in order to identify internship opportunities they’d like to pursue in their sophomore year.\u003c/p>\n\u003cfigure class=\"media-mod img-container alignright inline-core-image\">\u003c/figure>\n\u003cp>The internships will serve as a linchpin of the school’s “real-world learning” academic model, said David Bromley, founder and executive director of Big Picture Philadelphia, which started the school. “For us, PBL is when they’re developing projects that they’re interested in with somebody in the community … projects that have some kind of impact. Our goal is that everything they learn in the classroom they apply in their internships.”\u003c/p>\n\u003cp>Vaux principal Gabriel Kuriloff emphasizes that the school has developed rigorous internal assessments to measure progress. “We’re getting an incredible amount of data about our students on the ground. But that doesn’t translate to a school report card,” he said, referring to the annual assessments that highlight a school’s performance on standardized tests. “There’s no [statewide] assessment for being able to look people in the eye and speak clearly.”\u003c/p>\n\u003cp>One of the barriers to measuring the effectiveness of the model is that there’s no universal standard for what constitutes a project-based learning curriculum. At Vaux, the model is designed around the internship program. Some schools have adopted a more career and technical education approach while others focus on projects tied to community needs.\u003c/p>\n\u003cfigure id=\"attachment_51226\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51226\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">At The Workshop School, English teacher Swetha Narasimhan works with ninth-graders on a project in which they create an original children’s book. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At The Workshop School, a project-based high school just a few miles west of Philadelphia’s Center City, more than 50 percent of each student’s day is dedicated to the research and implementation of a project, from designing a solar cellphone charger for personal use to auto repair for neighborhood clients (the school houses automotive and woodworking facilities). College-bound 18-year-old senior Miracle Townes has dreamed of owning her own businesses from an early age. She’s always been a self-motivated student, but what’s changed during her time at the school has been her ability to work with others. “When I came here,” she said, “I didn’t really want to share my work with people. I used to take the projects over and just do it myself, like ‘I’m gonna get us all an A on this project.’ But here you have to make sure everybody participates.”\u003c/p>\n\u003cp>What she’s learned, she says, is how to recognize group dynamics. “We have a few people in my class who are shy and don’t like to talk,” she explained. “If I’m placed in a group project with them I won’t say anything at the beginning even if I already have an idea because I want to hear from them. In my career I’m going to be working with other people and bringing my ideas to the table. Now I feel like I can tell when I’m talking too much, so I’ll know when to pull back.”\u003c/p>\n\u003cp>The process of learning is just as important as the resulting product, said Workshop principal Simon Hauger. “For our kids, we want the work of school to be closely tied to the work that’s going to be demanded of them as adults.”\u003c/p>\n\u003cp>Hauger doesn’t sugarcoat the challenges that his students face. “Our kids are dealing with the trauma of poverty,” he said. (Eighty-eight percent of the school’s students qualify for free or reduced-price lunch, a national measure of poverty.) Hauger believes that the project-based learning framework is flexible enough to accommodate the needs of schools serving affluent neighborhoods and those serving under-resourced neighborhoods because, at its core, he says, is the effort to build a real sense of community where kids feel safe enough to take risks, identify their passions and act on honest self-evaluations of their strengths and weaknesses. High school, he said, should be a place where students “develop a deep sense of who they are and tie that to a future vision for themselves.”\u003c/p>\n\u003cp>Education advocates say that, looking beyond test scores, a more accurate measure of success for Workshop, or any other high school, should involve following kids in the years after graduation. Are they engaged in a postsecondary experience that’s meaningful, like working at a living wage job with upward mobility or attending a college or technical school?\u003c/p>\n\u003cp>Fostering that kind of success isn’t easy. It demands unwavering commitment from teachers and stable leadership through the inevitable challenges. North Philadelphia’s The LINC High School, set in an area with \u003ca href=\"http://www.philly.com/philly/news/crime/philly-crime-decrease-homicides-over-300-ross-police-20171229.html\">one of the city’s highest violent crime rates\u003c/a>, has faced several obstacles in its short history. Designed around a project-based learning curriculum when it opened in 2014, the school’s founding principal announced she was leaving for a job in Baltimore \u003ca href=\"http://thenotebook.org/articles/2014/09/17/principal-saliyah-cruz-leaving-the-linc-for-job-in-baltimore\">just days into the first school year\u003c/a>, a move that led to an exodus of some faculty and students and a retreat to more traditional methods.\u003c/p>\n\u003cfigure id=\"attachment_51227\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51227\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">At The LINC High School, students Jose Vasquez, Sevonne Brockington and Anjeline Genao review a video project in the school’s digital lab. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Current principal Bridget Bujak says that following the upheaval of having three principals in a single year, the school did not begin to reintroduce the schoolwide project-based learning curriculum until 2017. “Everyone really struggled with the model,” she said, noting that as a nonselective school, she has some ninth-graders coming in at a kindergarten reading level. While the program is less hands-on than Workshop’s, student work remains focused on the surrounding community. Recent projects involved creating designs for residential construction and analysis of neighborhood crime patterns.\u003c/p>\n\u003cp>“Projects are really hard, collaboration is really hard,” said Bujak. “For this to work there has to be a culture of care for each other. And when there is friction among students or teachers we have to put it on the table. We have sit-downs, we have conversations. We can’t ignore it.”\u003c/p>\n\u003cp>Project-based learning’s student-focused approach, which values the process of learning for each child rather than simply recording test grades, forces everyone in the building to work more closely together, Philadelphia educators in the project-based learning schools say. The result has been strengthened relationships between students and teachers, helping schools be more attentive to their students’ needs beyond academics.\u003c/p>\n\u003cp>Sixteen-year-old junior, Rosbeiris Gomez, who will be taking community college classes during her senior year, says the work at LINC has been challenging and meaningful. But just as important, she adds, is the sense of care, which has allowed her to talk to school staff about personal issues in situations where she has needed outside help. “Everybody here knows each other,” she said. “There are times when I walk by Ms. Bujak in the hallway and she’s like ‘Rose, come here.’ She wants to catch up if it’s been a while since we have talked because she knows that since my first year, when I was down or feeling sad, she would be the one I would go to.”\u003c/p>\n\u003cp>Building meaningful, caring relationships like these is crucial to success, teachers and principals say, but is not something you’re rewarded for on a proficiency test. Philadelphia assistant superintendent Christina Grant, who oversees the district’s network of project-based learning high schools, stresses that while project-based learning schools may put an emphasis on difficult-to-measure metrics, they will be held to the same level of accountability as other district schools. “None of the things we measure have shifted,” she said.\u003c/p>\n\u003cp>If the project-based learning schools show measurable gains in test scores or graduation rates, she said, the district will look to them for methods that can be expanded to primary schools.\u003c/p>\n\u003cp>An unqualified success for these new schools would be results like those at Science Leadership Academy, a magnet school that is home to the district’s longest-running project-based learning program, which opened in 2006. The school combines rigorous research with student-driven projects that have impact beyond the school building. One student project involved putting on a city-wide Ultimate Frisbee tournament. In the 2016-17 school year, 99 percent of its seniors graduated, and 84 percent attended college immediately afterward. Algebra, Biology and English literature proficiency scores at the school are more than double the district high school average.\u003c/p>\n\u003cp>“As a magnet school,” said Science Leadership Academy principal Chris Lehmann, “we need to be able to prove that the learning we engage in here shows up on the test … without falling into a teach-for-the-test problem. It’s a balancing act. It always has been.”\u003c/p>\n\u003cp>It may prove difficult for other schools to replicate Science Leadership Academy’s performance, however. As a magnet school, it has selective admissions and attracts students from a wider range of socioeconomic backgrounds (fewer than half its students receive free or reduced-price lunch, for example) than the city’s other project-based learning schools.\u003c/p>\n\u003cp>Lehmann acknowledges the inherent advantages at a school that’s able to choose its students — applicants must meet minimum grade requirements and sit for an interview — but, like his counterparts at Philadelphia’s nonselective project-based learning schools, he argues that we need to be taking a more holistic view of school performance. “How you judge a school is an incredibly nuanced thing,” he said. “The way that we take care of each other and the way that we learn are intertwined.” There may not be a quantitative metric to assess whether students are being provided with meaningful work in an environment that lets them know they are cared for, but Lehmann believes that without those components, grades and test scores become an end unto themselves.\u003c/p>\n\u003cp>Tamir Harper is an 18-year-old senior at Science Leadership Academy whose passion is education reform: In 2017 he founded a \u003ca href=\"https://www.urbedadvocates.org/\">nonprofit that advocates for quality urban education\u003c/a>. He says that when he arrived at the school he was obsessed with grades. “I just wanted to know ‘How can I get an A?’ I didn’t care if I was learning, or comprehending,” he said. “Now I’m a student that wants to learn, and I don’t worry about the end result [grade]. I’m into the process.” He says a big part of that shift was the relationships he forged at school. “We’re not just project-based, we’re a community-driven school,” he said.\u003c/p>\n\u003cp>Fellow senior Madison Militello, 18, says her middle school was very strict, with no room for individual connections. “Here I don’t feel like the teachers are above me. I feel like we’re on the same level,” she said, noting that she’s still close with some teachers even though she doesn’t have their classes anymore. “You can’t teach a group of students you don’t have a connection with.”\u003c/p>\n\u003cp>That sentiment was a common refrain at Vaux, LINC and Workshop, each of which offer slightly different approaches to project-based learning in underserved communities. Educators at each are confident that the skills their students are acquiring — collaboration, critical thinking and problem-solving — will eventually manifest themselves in improved results on more traditional metrics like math and reading tests. More importantly, however, they believe that students will be much more prepared for the real world when they leave school. Whether project-based learning done on a larger scale can turn the tide in Philadelphia is another question.\u003c/p>\n\u003cp>“You can create the perfect school model and it’s still not going to solve American poverty,” Hauger said. “We’re moving the needle for every child who comes through the door and sometimes that doesn’t feel like enough.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about project-based learning \u003c/em>\u003cem>was produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://eepurl.com/hagg-/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Can the long-struggling Philadelphia school system change how we measure success by focusing on meaningful work instead of test scores?\r\n","status":"publish","parent":0,"modified":1526324969,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":2801},"headData":{"title":"Can Schools Change Measures of Success by Focusing on Meaningful Work Instead of Test Scores? | KQED","description":"Can the long-struggling Philadelphia school system change how we measure success by focusing on meaningful work instead of test scores?\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Schools Change Measures of Success by Focusing on Meaningful Work Instead of Test Scores?","datePublished":"2018-05-14T19:09:29.000Z","dateModified":"2018-05-14T19:09:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51223 https://ww2.kqed.org/mindshift/?p=51223","disqusUrl":"https://ww2.kqed.org/mindshift/2018/05/14/can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores/","disqusTitle":"Can Schools Change Measures of Success by Focusing on Meaningful Work Instead of Test Scores?","nprByline":"\u003ca href=\"http://hechingerreport.org/author/amadou-diallo\">Amadou Diallo\u003c/a>","path":"/mindshift/51223/can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about project-based learning was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003ca href=\"http://eepurl.com/hagg-/\">Hechinger newsletter.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>PHILADELPHIA — In a city that’s struggled to meet the educational needs of many of its children, especially its most vulnerable ones, a select group of district high schools is shunning the traditional classroom model in which teachers dispense knowledge from the front of the room and measure progress with tests. Instead, the schools have adopted an approach that’s become increasingly popular among education advocates and funders: project-based learning.\u003c/p>\n\u003cp>In this model, students embark on in-depth investigations relevant to their lives and their communities. Projects are organized around the development of skills like student collaboration, problem-solving and self-reflection through assignments that blend research with public presentations. They’re precisely the skills that colleges and \u003ca href=\"http://www.amanet.org/uploaded/2012-Critical-Skills-Survey.pdf\">employers say graduates need for success\u003c/a>.\u003c/p>\n\u003cp>Yet, in a school district where \u003ca href=\"https://www.philasd.org/performance/programsservices/school-progress-reports/district-scorecard/#1516201963551-80237f7d-9a0d\">more than half of 8-year-olds are reading below grade level and a third of high school students don’t graduate\u003c/a>, there’s an urgency to demonstrate improved results. One of the challenges facing a project-based learning (PBL) model lies in measuring the very benefits that characterize it. “We haven’t figured out how to assess the outcomes of PBL and that is a huge issue,” said Maia Bloomfield Cucchiara, associate professor at Temple University.\u003c/p>\n\u003cp>Standardized tests don’t measure student engagement or deep thinking about relevant, meaningful content. The tests have their place, said Cucchiara, who also serves on the board of the city’s newest project-based high school, but “they don’t begin to capture all the things that we’re hoping [kids] will get out of this education.”\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>That’s a potential liability in a city looking to change the narrative of an urban school system that persistently \u003ca href=\"https://cdn.philasd.org/offices/performance/Open_Data/School_Performance/PSSA_Keystone/2016_2017_PSSA_Keystone_All_Data.zip\">lags behind\u003c/a> \u003ca href=\"http://www.education.pa.gov/Data-and-Statistics/Pages/Keystone-Exams-Results.aspx\">statewide averages\u003c/a> in academic proficiency. Philadelphia’s move toward the project-based model is part of a broader push to open alternatives to neighborhood comprehensive schools, which have struggled in the face of chronic underfunding.\u003c/p>\n\u003cp>Project-based learning advocates are confident that the model can succeed in Philadelphia by providing students with skills that translate equally to both postsecondary and career options. Less certain, however, is whether its adoption can push educators, students and families to re-examine assumptions about the very purpose of high school. Is the goal to improve test scores or prepare students for adulthood?\u003c/p>\n\u003cfigure id=\"attachment_51229\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51229\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">Ninth-graders at the Science Leadership Academy work on a group project in science class. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the city’s project-based schools, the student experience is markedly different from that in more traditional high schools.\u003c/p>\n\u003cp>Spread out among the retro-chic sofas and love seats of the Bar Hygge brewpub in Philadelphia’s gentrified Fairmount neighborhood, a class of ninth-graders from Vaux Big Picture High School listens to restaurant co-owner Stew Keener talk about the collaboration and problem-solving that occurs on a daily basis in the food business. “Every meal service here is like the fourth quarter of a tie ball game,” he told them. “So when a problem comes up you can’t look for somebody to blame, you have to work together and come up with a solution.”\u003c/p>\n\u003cp>The message of teamwork and accountability, all in the service of a tangible product is, by now, a familiar one for this inaugural class of students at Vaux, the newest addition to Philadelphia’s network of recently opened small high schools designed around the project-based learning curriculum.\u003c/p>\n\u003cp>The visit to Bar Hygge is part of a required course in which freshmen spend one afternoon each week visiting a different business or community organization in order to identify internship opportunities they’d like to pursue in their sophomore year.\u003c/p>\n\u003cfigure class=\"media-mod img-container alignright inline-core-image\">\u003c/figure>\n\u003cp>The internships will serve as a linchpin of the school’s “real-world learning” academic model, said David Bromley, founder and executive director of Big Picture Philadelphia, which started the school. “For us, PBL is when they’re developing projects that they’re interested in with somebody in the community … projects that have some kind of impact. Our goal is that everything they learn in the classroom they apply in their internships.”\u003c/p>\n\u003cp>Vaux principal Gabriel Kuriloff emphasizes that the school has developed rigorous internal assessments to measure progress. “We’re getting an incredible amount of data about our students on the ground. But that doesn’t translate to a school report card,” he said, referring to the annual assessments that highlight a school’s performance on standardized tests. “There’s no [statewide] assessment for being able to look people in the eye and speak clearly.”\u003c/p>\n\u003cp>One of the barriers to measuring the effectiveness of the model is that there’s no universal standard for what constitutes a project-based learning curriculum. At Vaux, the model is designed around the internship program. Some schools have adopted a more career and technical education approach while others focus on projects tied to community needs.\u003c/p>\n\u003cfigure id=\"attachment_51226\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51226\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">At The Workshop School, English teacher Swetha Narasimhan works with ninth-graders on a project in which they create an original children’s book. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At The Workshop School, a project-based high school just a few miles west of Philadelphia’s Center City, more than 50 percent of each student’s day is dedicated to the research and implementation of a project, from designing a solar cellphone charger for personal use to auto repair for neighborhood clients (the school houses automotive and woodworking facilities). College-bound 18-year-old senior Miracle Townes has dreamed of owning her own businesses from an early age. She’s always been a self-motivated student, but what’s changed during her time at the school has been her ability to work with others. “When I came here,” she said, “I didn’t really want to share my work with people. I used to take the projects over and just do it myself, like ‘I’m gonna get us all an A on this project.’ But here you have to make sure everybody participates.”\u003c/p>\n\u003cp>What she’s learned, she says, is how to recognize group dynamics. “We have a few people in my class who are shy and don’t like to talk,” she explained. “If I’m placed in a group project with them I won’t say anything at the beginning even if I already have an idea because I want to hear from them. In my career I’m going to be working with other people and bringing my ideas to the table. Now I feel like I can tell when I’m talking too much, so I’ll know when to pull back.”\u003c/p>\n\u003cp>The process of learning is just as important as the resulting product, said Workshop principal Simon Hauger. “For our kids, we want the work of school to be closely tied to the work that’s going to be demanded of them as adults.”\u003c/p>\n\u003cp>Hauger doesn’t sugarcoat the challenges that his students face. “Our kids are dealing with the trauma of poverty,” he said. (Eighty-eight percent of the school’s students qualify for free or reduced-price lunch, a national measure of poverty.) Hauger believes that the project-based learning framework is flexible enough to accommodate the needs of schools serving affluent neighborhoods and those serving under-resourced neighborhoods because, at its core, he says, is the effort to build a real sense of community where kids feel safe enough to take risks, identify their passions and act on honest self-evaluations of their strengths and weaknesses. High school, he said, should be a place where students “develop a deep sense of who they are and tie that to a future vision for themselves.”\u003c/p>\n\u003cp>Education advocates say that, looking beyond test scores, a more accurate measure of success for Workshop, or any other high school, should involve following kids in the years after graduation. Are they engaged in a postsecondary experience that’s meaningful, like working at a living wage job with upward mobility or attending a college or technical school?\u003c/p>\n\u003cp>Fostering that kind of success isn’t easy. It demands unwavering commitment from teachers and stable leadership through the inevitable challenges. North Philadelphia’s The LINC High School, set in an area with \u003ca href=\"http://www.philly.com/philly/news/crime/philly-crime-decrease-homicides-over-300-ross-police-20171229.html\">one of the city’s highest violent crime rates\u003c/a>, has faced several obstacles in its short history. Designed around a project-based learning curriculum when it opened in 2014, the school’s founding principal announced she was leaving for a job in Baltimore \u003ca href=\"http://thenotebook.org/articles/2014/09/17/principal-saliyah-cruz-leaving-the-linc-for-job-in-baltimore\">just days into the first school year\u003c/a>, a move that led to an exodus of some faculty and students and a retreat to more traditional methods.\u003c/p>\n\u003cfigure id=\"attachment_51227\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51227\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">At The LINC High School, students Jose Vasquez, Sevonne Brockington and Anjeline Genao review a video project in the school’s digital lab. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Current principal Bridget Bujak says that following the upheaval of having three principals in a single year, the school did not begin to reintroduce the schoolwide project-based learning curriculum until 2017. “Everyone really struggled with the model,” she said, noting that as a nonselective school, she has some ninth-graders coming in at a kindergarten reading level. While the program is less hands-on than Workshop’s, student work remains focused on the surrounding community. Recent projects involved creating designs for residential construction and analysis of neighborhood crime patterns.\u003c/p>\n\u003cp>“Projects are really hard, collaboration is really hard,” said Bujak. “For this to work there has to be a culture of care for each other. And when there is friction among students or teachers we have to put it on the table. We have sit-downs, we have conversations. We can’t ignore it.”\u003c/p>\n\u003cp>Project-based learning’s student-focused approach, which values the process of learning for each child rather than simply recording test grades, forces everyone in the building to work more closely together, Philadelphia educators in the project-based learning schools say. The result has been strengthened relationships between students and teachers, helping schools be more attentive to their students’ needs beyond academics.\u003c/p>\n\u003cp>Sixteen-year-old junior, Rosbeiris Gomez, who will be taking community college classes during her senior year, says the work at LINC has been challenging and meaningful. But just as important, she adds, is the sense of care, which has allowed her to talk to school staff about personal issues in situations where she has needed outside help. “Everybody here knows each other,” she said. “There are times when I walk by Ms. Bujak in the hallway and she’s like ‘Rose, come here.’ She wants to catch up if it’s been a while since we have talked because she knows that since my first year, when I was down or feeling sad, she would be the one I would go to.”\u003c/p>\n\u003cp>Building meaningful, caring relationships like these is crucial to success, teachers and principals say, but is not something you’re rewarded for on a proficiency test. Philadelphia assistant superintendent Christina Grant, who oversees the district’s network of project-based learning high schools, stresses that while project-based learning schools may put an emphasis on difficult-to-measure metrics, they will be held to the same level of accountability as other district schools. “None of the things we measure have shifted,” she said.\u003c/p>\n\u003cp>If the project-based learning schools show measurable gains in test scores or graduation rates, she said, the district will look to them for methods that can be expanded to primary schools.\u003c/p>\n\u003cp>An unqualified success for these new schools would be results like those at Science Leadership Academy, a magnet school that is home to the district’s longest-running project-based learning program, which opened in 2006. The school combines rigorous research with student-driven projects that have impact beyond the school building. One student project involved putting on a city-wide Ultimate Frisbee tournament. In the 2016-17 school year, 99 percent of its seniors graduated, and 84 percent attended college immediately afterward. Algebra, Biology and English literature proficiency scores at the school are more than double the district high school average.\u003c/p>\n\u003cp>“As a magnet school,” said Science Leadership Academy principal Chris Lehmann, “we need to be able to prove that the learning we engage in here shows up on the test … without falling into a teach-for-the-test problem. It’s a balancing act. It always has been.”\u003c/p>\n\u003cp>It may prove difficult for other schools to replicate Science Leadership Academy’s performance, however. As a magnet school, it has selective admissions and attracts students from a wider range of socioeconomic backgrounds (fewer than half its students receive free or reduced-price lunch, for example) than the city’s other project-based learning schools.\u003c/p>\n\u003cp>Lehmann acknowledges the inherent advantages at a school that’s able to choose its students — applicants must meet minimum grade requirements and sit for an interview — but, like his counterparts at Philadelphia’s nonselective project-based learning schools, he argues that we need to be taking a more holistic view of school performance. “How you judge a school is an incredibly nuanced thing,” he said. “The way that we take care of each other and the way that we learn are intertwined.” There may not be a quantitative metric to assess whether students are being provided with meaningful work in an environment that lets them know they are cared for, but Lehmann believes that without those components, grades and test scores become an end unto themselves.\u003c/p>\n\u003cp>Tamir Harper is an 18-year-old senior at Science Leadership Academy whose passion is education reform: In 2017 he founded a \u003ca href=\"https://www.urbedadvocates.org/\">nonprofit that advocates for quality urban education\u003c/a>. He says that when he arrived at the school he was obsessed with grades. “I just wanted to know ‘How can I get an A?’ I didn’t care if I was learning, or comprehending,” he said. “Now I’m a student that wants to learn, and I don’t worry about the end result [grade]. I’m into the process.” He says a big part of that shift was the relationships he forged at school. “We’re not just project-based, we’re a community-driven school,” he said.\u003c/p>\n\u003cp>Fellow senior Madison Militello, 18, says her middle school was very strict, with no room for individual connections. “Here I don’t feel like the teachers are above me. I feel like we’re on the same level,” she said, noting that she’s still close with some teachers even though she doesn’t have their classes anymore. “You can’t teach a group of students you don’t have a connection with.”\u003c/p>\n\u003cp>That sentiment was a common refrain at Vaux, LINC and Workshop, each of which offer slightly different approaches to project-based learning in underserved communities. Educators at each are confident that the skills their students are acquiring — collaboration, critical thinking and problem-solving — will eventually manifest themselves in improved results on more traditional metrics like math and reading tests. More importantly, however, they believe that students will be much more prepared for the real world when they leave school. Whether project-based learning done on a larger scale can turn the tide in Philadelphia is another question.\u003c/p>\n\u003cp>“You can create the perfect school model and it’s still not going to solve American poverty,” Hauger said. “We’re moving the needle for every child who comes through the door and sometimes that doesn’t feel like enough.”\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>This story about project-based learning \u003c/em>\u003cem>was produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://eepurl.com/hagg-/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51223/can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores","authors":["byline_mindshift_51223"],"categories":["mindshift_192"],"tags":["mindshift_108","mindshift_20891","mindshift_20784","mindshift_1040","mindshift_20848","mindshift_256","mindshift_956","mindshift_883"],"featImg":"mindshift_51228","label":"mindshift"},"mindshift_46766":{"type":"posts","id":"mindshift_46766","meta":{"index":"posts_1591205157","site":"mindshift","id":"46766","score":null,"sort":[1480426597000]},"guestAuthors":[],"slug":"taking-small-steps-towards-change-at-a-big-traditional-high-school","title":"Taking Small Steps Towards Change At A Big, Traditional High School","publishDate":1480426597,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It’s easy to hear or read stories of innovation happening at other schools and write them off -- those schools won a grant to try something new, or work with a less difficult population, or are charter networks, or are smaller, the list goes on. And while these factors matter, innovation is happening in big traditional schools too. How can administrators and teachers working in more traditional settings incorporate interest-driven, student-centered approaches without letting go of the diversity and broad offerings of a comprehensive school? It’s a challenge, but it starts with small steps.\u003c/p>\n\u003cp>Many students thrive in big traditional high schools. For some kids, playing on a sports team is the only thing motivating them to continue working hard at school. And big high schools can offer students many more choices including AP courses, foreign languages, arts and musical opportunities like band, chorus and orchestra. All these activities contribute to a vibrant community with many options for students to find a niche. Teachers and administrators at West Seattle High School are trying to hold onto all these good qualities and make shifts in pedagogy at the same time.\u003c/p>\n\u003cp>“The high school structure doesn’t work for every student,” said West Seattle Principal Ruth Medsker. Often big high schools like West Seattle require students to be compliant in order to fit in and that can lead to disengagement. Medsker is interested in finding models within her large school that offer something different to students who want it.\u003c/p>\n\u003cp>“How do we make the system fit the child instead of trying to make the kid fit the system?” she asked. Teachers at her school are exploring this question in a variety of ways, including through a pilot advisory-type program that began with a cohort of 25 tenth graders.\u003c/p>\n\u003cp>“The idea was these students have promise, they have skills, they have things to offer, but something about our school system wasn’t working for them,” said Matt Kachmarik, who acted as the advisor, social studies and English teacher to this group of students. As much as possible, school staff tried to give these 25 kids schedules that would allow them to take classes together. They also focused on non-cognitive skills using reflection, team-building games and discussion to tease out what was going on outside of school, as well as barriers to learning inside its walls.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I definitely have some students who are among the deepest thinking of anyone in the entire grade,” Kachmarik said. Some of them are under a lot of stress or have experienced trauma or just don’t have strong executive functioning skills, but they’ve found a home in what they call the Focus program.\u003c/p>\n\u003cp>\u003cstrong>FOCUS\u003c/strong>\u003c/p>\n\u003cp>The staff hoped that keeping students together with a fewer number of teachers for most of the year would allow them to develop stronger bonds with adults and peers in the school who they could turn to when they needed help. And, because everyone was getting to know each other well, they could explore more interest-based projects and even give students opportunities to shadow professionals outside of school.\u003cbr>\n“When you start doing these cohorts you’re limiting them to a few classes,” Medsker said. “But you’ve built this capacity for them to advocate and see how their class choices affect where they want to go at the end of the day.”\u003c/p>\n\u003cp>The students who took part in the initial pilot program no longer have all their classes together, nor is the focused support of advisory built into their day now that they are juniors. But at least some of the students have found more success in the wider school after the experience.\u003c/p>\n\u003cp>Terrah was struggling after her freshman year. A few years before she moved to Seattle with her mom and siblings from Ohio and the transition hasn't been easy. She didn’t have a lot of friends in middle school and high school was overwhelming.\u003c/p>\n\u003cp>“A lot of my teachers told me they saw a lot of potential in me, but my transcript didn’t really show it,” Terrah said. Her teachers could tell she was working hard, but she struggled with math and often experienced anxiety that she said feels like something is pressing down on her, pushing her to explode. She still feels that way sometimes, but when it happens, she asks to visit the tutoring center, where one of her mentors from the previous year works. She can work in her own way when she’s there.\u003c/p>\n\u003cp>“I have a different learning style than most,” Terrah said. “I don’t like sitting in classrooms and taking notes.” She appreciated that in her Focus program she got individualized attention and formed tight bonds with the other students. “I made new friends through the program. It was just teachers caring about kids individually instead of putting everyone in a box.”\u003c/p>\n\u003cp>West Seattle has taken many ideas from the Big Picture schools, which focus on relationships, relevance and rigor. A core practice of schools following that model is exhibitions, when students present their work and how it connects to learning goals in front of an authentic audience. Terrah found this assignment scary at first, but also rewarding.\u003c/p>\n\u003cp>“We took things we were really proud of ourselves and put them together into a project and showed them to everyone’s parents including our own,” Terrah said. At first, she was worried that the work she was proud of wouldn’t be impressive to other kids’ parents. But she said parents were blown away. “A lot of parents were really impressed because their kids had never mentioned school things or said ‘Hey, look at my work.’ ”\u003c/p>\n\u003cp>\u003cstrong>RESULTS\u003c/strong>\u003c/p>\n\u003cp>The initial years of this pilot program have seemed to show some good results. Students in the program had fewer absences and passed their core classes at better rates. They’ve learned about themselves as learners, including strategies and habits of mind that will help them be effective in school and they’re trying to use those now that they don’t have as much support.\u003c/p>\n\u003cp>Medsker is also pushing numerous other changes in the school that fit well with the Focus program. She’s asking teachers to do more project-based learning and the whole school is trying to change the grading system. Medsker is pushing for 70-minute periods across the district to facilitate this work and is trying to find ways to let students get credits for internships outside of school.\u003c/p>\n\u003cp>“We’re using [the Focus program] as a lab for our schools,” Medsker said. “We’re putting teachers in there who want to do the work -- teachers who are skilled at relationships and who want to do something different in their classrooms.” The program has helped start some buzz around the school -- uninvolved teachers are taking note. Several came to watch the student exhibitions and were impressed. A teacher who declined participation originally is now interested in making her course part of the cohort.\u003c/p>\n\u003cp>The team is also learning a lot along the way. While the initial exhibitions focused mostly on non-cognitive skills, now teachers are pushing to make them more about academic work. To do that, they are considering a portfolio system to catalogue student work. They’ve already begun to do student-led conferences, but they see portfolios as a step forward to make those conversations more concretely about what the student did. Teachers of the cohort are also thinking through how they might do more interdisciplinary projects.\u003c/p>\n\u003cp>West Seattle High is also trying to implement a similar program with incoming freshmen, guessing at which kids could use a little more support based on factors like attendance in middle school. The hope is that a program like this will help prevent those kids from falling through the cracks of a big high school in the first year.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately, kids all learn in different ways and one of the strengths of a big school is the diversity it offers. West Seattle’s program is one attempt to provide a different option for kids who aren’t succeeding in traditional classrooms.\u003c/p>\n\n","blocks":[],"excerpt":"West Seattle High School is developing a program within the school to help struggling students develop the relationships and skills they need to thrive. The Focus program applied ideas from Big Picture Learning schools. ","status":"publish","parent":0,"modified":1480440943,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1420},"headData":{"title":"Taking Small Steps Towards Change At A Big, Traditional High School | KQED","description":"West Seattle High School is developing a program within the school to help struggling students develop the relationships and skills they need to thrive. The Focus program applied ideas from Big Picture Learning schools. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Taking Small Steps Towards Change At A Big, Traditional High School","datePublished":"2016-11-29T13:36:37.000Z","dateModified":"2016-11-29T17:35:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46766 http://ww2.kqed.org/mindshift/?p=46766","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/29/taking-small-steps-towards-change-at-a-big-traditional-high-school/","disqusTitle":"Taking Small Steps Towards Change At A Big, Traditional High School","path":"/mindshift/46766/taking-small-steps-towards-change-at-a-big-traditional-high-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s easy to hear or read stories of innovation happening at other schools and write them off -- those schools won a grant to try something new, or work with a less difficult population, or are charter networks, or are smaller, the list goes on. And while these factors matter, innovation is happening in big traditional schools too. How can administrators and teachers working in more traditional settings incorporate interest-driven, student-centered approaches without letting go of the diversity and broad offerings of a comprehensive school? It’s a challenge, but it starts with small steps.\u003c/p>\n\u003cp>Many students thrive in big traditional high schools. For some kids, playing on a sports team is the only thing motivating them to continue working hard at school. And big high schools can offer students many more choices including AP courses, foreign languages, arts and musical opportunities like band, chorus and orchestra. All these activities contribute to a vibrant community with many options for students to find a niche. Teachers and administrators at West Seattle High School are trying to hold onto all these good qualities and make shifts in pedagogy at the same time.\u003c/p>\n\u003cp>“The high school structure doesn’t work for every student,” said West Seattle Principal Ruth Medsker. Often big high schools like West Seattle require students to be compliant in order to fit in and that can lead to disengagement. Medsker is interested in finding models within her large school that offer something different to students who want it.\u003c/p>\n\u003cp>“How do we make the system fit the child instead of trying to make the kid fit the system?” she asked. Teachers at her school are exploring this question in a variety of ways, including through a pilot advisory-type program that began with a cohort of 25 tenth graders.\u003c/p>\n\u003cp>“The idea was these students have promise, they have skills, they have things to offer, but something about our school system wasn’t working for them,” said Matt Kachmarik, who acted as the advisor, social studies and English teacher to this group of students. As much as possible, school staff tried to give these 25 kids schedules that would allow them to take classes together. They also focused on non-cognitive skills using reflection, team-building games and discussion to tease out what was going on outside of school, as well as barriers to learning inside its walls.\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>“I definitely have some students who are among the deepest thinking of anyone in the entire grade,” Kachmarik said. Some of them are under a lot of stress or have experienced trauma or just don’t have strong executive functioning skills, but they’ve found a home in what they call the Focus program.\u003c/p>\n\u003cp>\u003cstrong>FOCUS\u003c/strong>\u003c/p>\n\u003cp>The staff hoped that keeping students together with a fewer number of teachers for most of the year would allow them to develop stronger bonds with adults and peers in the school who they could turn to when they needed help. And, because everyone was getting to know each other well, they could explore more interest-based projects and even give students opportunities to shadow professionals outside of school.\u003cbr>\n“When you start doing these cohorts you’re limiting them to a few classes,” Medsker said. “But you’ve built this capacity for them to advocate and see how their class choices affect where they want to go at the end of the day.”\u003c/p>\n\u003cp>The students who took part in the initial pilot program no longer have all their classes together, nor is the focused support of advisory built into their day now that they are juniors. But at least some of the students have found more success in the wider school after the experience.\u003c/p>\n\u003cp>Terrah was struggling after her freshman year. A few years before she moved to Seattle with her mom and siblings from Ohio and the transition hasn't been easy. She didn’t have a lot of friends in middle school and high school was overwhelming.\u003c/p>\n\u003cp>“A lot of my teachers told me they saw a lot of potential in me, but my transcript didn’t really show it,” Terrah said. Her teachers could tell she was working hard, but she struggled with math and often experienced anxiety that she said feels like something is pressing down on her, pushing her to explode. She still feels that way sometimes, but when it happens, she asks to visit the tutoring center, where one of her mentors from the previous year works. She can work in her own way when she’s there.\u003c/p>\n\u003cp>“I have a different learning style than most,” Terrah said. “I don’t like sitting in classrooms and taking notes.” She appreciated that in her Focus program she got individualized attention and formed tight bonds with the other students. “I made new friends through the program. It was just teachers caring about kids individually instead of putting everyone in a box.”\u003c/p>\n\u003cp>West Seattle has taken many ideas from the Big Picture schools, which focus on relationships, relevance and rigor. A core practice of schools following that model is exhibitions, when students present their work and how it connects to learning goals in front of an authentic audience. Terrah found this assignment scary at first, but also rewarding.\u003c/p>\n\u003cp>“We took things we were really proud of ourselves and put them together into a project and showed them to everyone’s parents including our own,” Terrah said. At first, she was worried that the work she was proud of wouldn’t be impressive to other kids’ parents. But she said parents were blown away. “A lot of parents were really impressed because their kids had never mentioned school things or said ‘Hey, look at my work.’ ”\u003c/p>\n\u003cp>\u003cstrong>RESULTS\u003c/strong>\u003c/p>\n\u003cp>The initial years of this pilot program have seemed to show some good results. Students in the program had fewer absences and passed their core classes at better rates. They’ve learned about themselves as learners, including strategies and habits of mind that will help them be effective in school and they’re trying to use those now that they don’t have as much support.\u003c/p>\n\u003cp>Medsker is also pushing numerous other changes in the school that fit well with the Focus program. She’s asking teachers to do more project-based learning and the whole school is trying to change the grading system. Medsker is pushing for 70-minute periods across the district to facilitate this work and is trying to find ways to let students get credits for internships outside of school.\u003c/p>\n\u003cp>“We’re using [the Focus program] as a lab for our schools,” Medsker said. “We’re putting teachers in there who want to do the work -- teachers who are skilled at relationships and who want to do something different in their classrooms.” The program has helped start some buzz around the school -- uninvolved teachers are taking note. Several came to watch the student exhibitions and were impressed. A teacher who declined participation originally is now interested in making her course part of the cohort.\u003c/p>\n\u003cp>The team is also learning a lot along the way. While the initial exhibitions focused mostly on non-cognitive skills, now teachers are pushing to make them more about academic work. To do that, they are considering a portfolio system to catalogue student work. They’ve already begun to do student-led conferences, but they see portfolios as a step forward to make those conversations more concretely about what the student did. Teachers of the cohort are also thinking through how they might do more interdisciplinary projects.\u003c/p>\n\u003cp>West Seattle High is also trying to implement a similar program with incoming freshmen, guessing at which kids could use a little more support based on factors like attendance in middle school. The hope is that a program like this will help prevent those kids from falling through the cracks of a big high school in the first year.\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>Ultimately, kids all learn in different ways and one of the strengths of a big school is the diversity it offers. West Seattle’s program is one attempt to provide a different option for kids who aren’t succeeding in traditional classrooms.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46766/taking-small-steps-towards-change-at-a-big-traditional-high-school","authors":["234"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_20957","mindshift_20891","mindshift_20784","mindshift_1040","mindshift_146","mindshift_70","mindshift_20867"],"featImg":"mindshift_47048","label":"mindshift"},"mindshift_46266":{"type":"posts","id":"mindshift_46266","meta":{"index":"posts_1591205157","site":"mindshift","id":"46266","score":null,"sort":[1479796607000]},"guestAuthors":[],"slug":"how-one-school-changed-culture-from-within-so-students-could-succeed","title":"How One School Changed Culture From Within So Students Could Succeed","publishDate":1479796607,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Like many parents, Nicole Hambric’s two kids are very different from one another. Her older daughter is a straight A student who did well in traditional public school, but her younger daughter, Jada, never really liked school. She would do just enough to get by, but often struggled to understand lessons the first time and felt rushed by the pace of her classes. Hambric was surprised to learn in May of Jada’s fourth grade year that she might not be promoted to the next grade. She spent thousands of dollars on tutoring to help boost Jada’s academics quickly, but she was angry the school hadn’t communicated with her about Jada’s struggles earlier.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I had never seen a 95 test result in all the years she's been in school. Now I see that she's focused and she has confidence in herself.'\u003ccite>Nicole Hambric, parent\u003c/cite>\u003c/aside>\n\u003cp>All that changed when Hambric moved Jada to\u003ca href=\"http://ps89x.org/wp/\" target=\"_blank\"> P.S. 89\u003c/a> for middle school and into the \u003ca href=\"http://www.bigpicture.org/\" target=\"_blank\">Big Picture Learning\u003c/a> Academy there. “I saw a complete [180] in my daughter,” Hambric said. “At one point learning wasn’t her thing and now she loves going to school; she loves learning.” Not only that, but Jada is bringing home better grades. She made the honor roll for the first time ever, and is motivated to continue working to improve.\u003c/p>\n\u003cp>“I had never seen a 95 test result in all the years she’s been in school,” Hambric said. “Now I see that she’s focused and she has confidence in herself.” Hambric believes the turnaround has come from the Big Picture Academy’s focus on a tight-knit classroom culture, which allows the teachers to focus on individual learner’s needs.\u003c/p>\n\u003cp>“Each of us are different and we all learn differently,” Hambric said. “It wasn’t that she wasn’t able to understand what she was being taught, it’s just that she needed a different style of learning.”\u003c/p>\n\u003cp>There are a lot of schools around the country trying to change the educational experience, but often the most visible examples like \u003ca href=\"https://ww2.kqed.org/mindshift/tag/high-tech-high/\" target=\"_blank\">High Tech High\u003c/a> or \u003ca href=\"http://www.summitps.org/\" target=\"_blank\">Summit Public Schools\u003c/a> are charter schools, built from the ground up around a shared vision and with the benefit of outside investment. While those schools can serve as inspiration, it’s often hard for educators in more traditional settings to see how they can apply those models in their own classrooms where there isn’t that same shared vision and extra support. It’s easy to see the accomplishments of educators in shiny new schools as out of reach to the average public school teacher.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>P.S. 89 is not a magnet school or a charter school -- it’s a big, public K-8 school in the Bronx serving a diverse population and many students with high needs. The changes there have not been quick and easy, but rather are the result of a few teachers within the building working to try something different. For the past three years a small group of teachers have been experimenting with bringing aspects of the Big Picture Learning model into this otherwise traditional school.\u003c/p>\n\u003cp>P.S. 89 teachers aren’t implementing the \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\" target=\"_blank\">most radical or actualized version of Big Picture Learning\u003c/a>, but teachers and administrators at the school are applying aspects of the model that can work within their constraints and are slowly strategizing how they might include others.\u003c/p>\n\u003cp>\u003cstrong>TEACHER PERSPECTIVES\u003c/strong>\u003c/p>\n\u003cp>“I really feel like building up the classroom environment to be more family like was really important and different,” said eighth grade special education teacher Gabrielle Lee. “From there I really saw more growth in the students.”\u003c/p>\n\u003cp>Lee is about to start her third year in the Big Picture Academy; she will have the same 29 kids she has had for the past two years. Keeping students together in smaller, close-knit groups with educators who know them well is one way the Big Picture Academy creates the family feeling Lee described.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We can actually see the kids having fun and in turn I can have fun as well. It's not me pulling teeth to get them to pay attention or stay awake.'\u003ccite>Ashley Sims, 6th grade teacher\u003c/cite>\u003c/aside>\n\u003cp>Relationships are at the heart of the model. The school had to find ways to make class sizes smaller and to build in time for \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\">advisory\u003c/a> with a ratio of one adult to twelve kids. They found that opportunity by using a co-teaching model in which a special education teacher and a general education teacher co-teach a smaller group of students in every subject. Half the class are students with special needs, but every student is given individualized attention. Having more adults assigned to these groups of students also means they can break them down into smaller advisories.\u003c/p>\n\u003cp>At first the model raised eyebrows and some parents wondered if it was a “special education thing,” but parents like Hambric were won over quickly by the changes they saw in their children. And teachers like Lee watched students who were known for behavior problems find their place and begin to shine.\u003c/p>\n\u003cp>One boy transferred into Lee’s class in the seventh grade. He’d been suspended the year before for bringing a BB gun to school, but in the smaller, more intimate setting he began to thrive. He was able to talk about his mistake with his classmates and even did his passion project on gun control issues.\u003c/p>\n\u003cp>“He would say he never wanted to participate in other classes, but he just loved that family feel of Big Picture,” Lee said. “He felt like he could be more than what other people were labeling him as.”\u003c/p>\n\u003cp>Another student started middle school barely verbal. She has autism and never spoke in front of the class. After two years of support and time to build trust with her teachers and classmates she now will present in front of the class. For her passion project, she wrote and illustrated a comic book in which each superhero has an autism characteristic that gives him or her superpowers. She has used this project to help educate her classmates about how she experiences the world. She also won the \"Most Good You Can Do\" \u003ca href=\"http://www.bigpicture.org/apps/pages/mostgood\">scholarship\u003c/a> from Big Picture Learning for her work.\u003c/p>\n\u003cp>[gallery type=\"rectangular\" size=\"medium\" ids=\"46931,46934,46932,46933\"]\u003c/p>\n\u003cp>The advisory time is one of the biggest differences between the Big Picture Academy and the rest of P.S. 89’s middle school. Students get one-on-one time with the teacher and they work on projects related to who they are, what they like, and who they want to be. Teachers have slowly started to integrate more of those qualities into the core academics as well.\u003c/p>\n\u003cp>Student choice and learning through individual interests is a big part of the Big Picture philosophy, but it was hard to implement at P.S. 89 because all grade level teachers were expected to follow a similar trajectory for the year. Still, teachers in the Big Picture Academy experimented with a bigger project in both math and English that would give students space to problem solve, collaborate, tap into expertise beyond the classroom and exhibit their knowledge in different ways.\u003c/p>\n\u003cp>For example, in Ashley Sims sixth grade class students were given a pretend pot of money to spend remodeling their bedrooms. They had to use the fractions, decimals and percentages they’d been working with all year to figure out how much paint they’d need and what it would cost, along with other construction challenges. A working contractor came to the class to talk about how he uses math in his work and act as an expert for their projects. Sims said even this small reach outside the classroom was important for students: “A lot of kids don’t see the connections in the real world,” she said.\u003c/p>\n\u003cp>The Big Picture Academy has been such a success that this coming school year the entire P.S. 89 middle school along with some elementary school classrooms are moving to the model. That’s a big shift because previously the teachers involved were those eager to try something different. Now, the “veteran” Big Picture teachers are coaching their more traditional colleagues in the model, trying to smooth the way for a successful implementation.\u003c/p>\n\u003cp>“When we’re making that whole school or much bigger shift, it’s definitely about figuring out in coaching individual advisors what’s going to get them excited about the model,” said Dana Luria, a regional director for Big Picture Learning who has been helping P.S. 89 implement the pilot program and now the full middle school shift. She’s trying to help advisors see that when they bring their passions and strengths to the advisory time they will form stronger bonds with kids.\u003c/p>\n\u003cp>For example, a math teacher who is new to the model got really excited about the idea of working on a semester long project to build life-sized catapults with his advisory. “He got so fired up,” Luria said, which is the most important ingredient. “There’s the relationship piece where he’s doing something he enjoys with them.”\u003c/p>\n\u003cp>The concerns many educators have about trying something new center around the time it takes, whether it will meet the standards and result in good test scores, and whether all the content will get covered. Those are important concerns, but Luria reminds them that few educators got into the profession excited to make kids take high stakes tests or to rush through curriculum. Most are passionate about helping students grow and learn, and those motivations are the building blocks of a successful advisory.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Most teachers are in it for the students,” said sixth grade teacher Ashley Sims. “And when you have that heart for kids and that heart for learning, Big Picture is just that.” She said being part of a classroom where kids care for one another and are excited to learn has changed her job for the better. “It makes it more fun. We can actually see the kids having fun and in turn I can have fun as well. It’s not me pulling teeth to get them to pay attention or stay awake.”\u003c/p>\n\n","blocks":[],"excerpt":"Of all the innovative things happening in education, teachers at PS 89 focused in on building strong relationships with students and are seeing good results.","status":"publish","parent":0,"modified":1479944243,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":true,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1787},"headData":{"title":"How One School Changed Culture From Within So Students Could Succeed | KQED","description":"Of all the innovative things happening in education, teachers at PS 89 focused in on building strong relationships with students and are seeing good results.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How One School Changed Culture From Within So Students Could Succeed","datePublished":"2016-11-22T06:36:47.000Z","dateModified":"2016-11-23T23:37:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46266 http://ww2.kqed.org/mindshift/?p=46266","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/21/how-one-school-changed-culture-from-within-so-students-could-succeed/","disqusTitle":"How One School Changed Culture From Within So Students Could Succeed","path":"/mindshift/46266/how-one-school-changed-culture-from-within-so-students-could-succeed","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Like many parents, Nicole Hambric’s two kids are very different from one another. Her older daughter is a straight A student who did well in traditional public school, but her younger daughter, Jada, never really liked school. She would do just enough to get by, but often struggled to understand lessons the first time and felt rushed by the pace of her classes. Hambric was surprised to learn in May of Jada’s fourth grade year that she might not be promoted to the next grade. She spent thousands of dollars on tutoring to help boost Jada’s academics quickly, but she was angry the school hadn’t communicated with her about Jada’s struggles earlier.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I had never seen a 95 test result in all the years she's been in school. Now I see that she's focused and she has confidence in herself.'\u003ccite>Nicole Hambric, parent\u003c/cite>\u003c/aside>\n\u003cp>All that changed when Hambric moved Jada to\u003ca href=\"http://ps89x.org/wp/\" target=\"_blank\"> P.S. 89\u003c/a> for middle school and into the \u003ca href=\"http://www.bigpicture.org/\" target=\"_blank\">Big Picture Learning\u003c/a> Academy there. “I saw a complete [180] in my daughter,” Hambric said. “At one point learning wasn’t her thing and now she loves going to school; she loves learning.” Not only that, but Jada is bringing home better grades. She made the honor roll for the first time ever, and is motivated to continue working to improve.\u003c/p>\n\u003cp>“I had never seen a 95 test result in all the years she’s been in school,” Hambric said. “Now I see that she’s focused and she has confidence in herself.” Hambric believes the turnaround has come from the Big Picture Academy’s focus on a tight-knit classroom culture, which allows the teachers to focus on individual learner’s needs.\u003c/p>\n\u003cp>“Each of us are different and we all learn differently,” Hambric said. “It wasn’t that she wasn’t able to understand what she was being taught, it’s just that she needed a different style of learning.”\u003c/p>\n\u003cp>There are a lot of schools around the country trying to change the educational experience, but often the most visible examples like \u003ca href=\"https://ww2.kqed.org/mindshift/tag/high-tech-high/\" target=\"_blank\">High Tech High\u003c/a> or \u003ca href=\"http://www.summitps.org/\" target=\"_blank\">Summit Public Schools\u003c/a> are charter schools, built from the ground up around a shared vision and with the benefit of outside investment. While those schools can serve as inspiration, it’s often hard for educators in more traditional settings to see how they can apply those models in their own classrooms where there isn’t that same shared vision and extra support. It’s easy to see the accomplishments of educators in shiny new schools as out of reach to the average public school teacher.\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>P.S. 89 is not a magnet school or a charter school -- it’s a big, public K-8 school in the Bronx serving a diverse population and many students with high needs. The changes there have not been quick and easy, but rather are the result of a few teachers within the building working to try something different. For the past three years a small group of teachers have been experimenting with bringing aspects of the Big Picture Learning model into this otherwise traditional school.\u003c/p>\n\u003cp>P.S. 89 teachers aren’t implementing the \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\" target=\"_blank\">most radical or actualized version of Big Picture Learning\u003c/a>, but teachers and administrators at the school are applying aspects of the model that can work within their constraints and are slowly strategizing how they might include others.\u003c/p>\n\u003cp>\u003cstrong>TEACHER PERSPECTIVES\u003c/strong>\u003c/p>\n\u003cp>“I really feel like building up the classroom environment to be more family like was really important and different,” said eighth grade special education teacher Gabrielle Lee. “From there I really saw more growth in the students.”\u003c/p>\n\u003cp>Lee is about to start her third year in the Big Picture Academy; she will have the same 29 kids she has had for the past two years. Keeping students together in smaller, close-knit groups with educators who know them well is one way the Big Picture Academy creates the family feeling Lee described.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We can actually see the kids having fun and in turn I can have fun as well. It's not me pulling teeth to get them to pay attention or stay awake.'\u003ccite>Ashley Sims, 6th grade teacher\u003c/cite>\u003c/aside>\n\u003cp>Relationships are at the heart of the model. The school had to find ways to make class sizes smaller and to build in time for \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\">advisory\u003c/a> with a ratio of one adult to twelve kids. They found that opportunity by using a co-teaching model in which a special education teacher and a general education teacher co-teach a smaller group of students in every subject. Half the class are students with special needs, but every student is given individualized attention. Having more adults assigned to these groups of students also means they can break them down into smaller advisories.\u003c/p>\n\u003cp>At first the model raised eyebrows and some parents wondered if it was a “special education thing,” but parents like Hambric were won over quickly by the changes they saw in their children. And teachers like Lee watched students who were known for behavior problems find their place and begin to shine.\u003c/p>\n\u003cp>One boy transferred into Lee’s class in the seventh grade. He’d been suspended the year before for bringing a BB gun to school, but in the smaller, more intimate setting he began to thrive. He was able to talk about his mistake with his classmates and even did his passion project on gun control issues.\u003c/p>\n\u003cp>“He would say he never wanted to participate in other classes, but he just loved that family feel of Big Picture,” Lee said. “He felt like he could be more than what other people were labeling him as.”\u003c/p>\n\u003cp>Another student started middle school barely verbal. She has autism and never spoke in front of the class. After two years of support and time to build trust with her teachers and classmates she now will present in front of the class. For her passion project, she wrote and illustrated a comic book in which each superhero has an autism characteristic that gives him or her superpowers. She has used this project to help educate her classmates about how she experiences the world. She also won the \"Most Good You Can Do\" \u003ca href=\"http://www.bigpicture.org/apps/pages/mostgood\">scholarship\u003c/a> from Big Picture Learning for her work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"gallery","attributes":{"named":{"type":"rectangular","size":"medium","ids":"46931,46934,46932,46933","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The advisory time is one of the biggest differences between the Big Picture Academy and the rest of P.S. 89’s middle school. Students get one-on-one time with the teacher and they work on projects related to who they are, what they like, and who they want to be. Teachers have slowly started to integrate more of those qualities into the core academics as well.\u003c/p>\n\u003cp>Student choice and learning through individual interests is a big part of the Big Picture philosophy, but it was hard to implement at P.S. 89 because all grade level teachers were expected to follow a similar trajectory for the year. Still, teachers in the Big Picture Academy experimented with a bigger project in both math and English that would give students space to problem solve, collaborate, tap into expertise beyond the classroom and exhibit their knowledge in different ways.\u003c/p>\n\u003cp>For example, in Ashley Sims sixth grade class students were given a pretend pot of money to spend remodeling their bedrooms. They had to use the fractions, decimals and percentages they’d been working with all year to figure out how much paint they’d need and what it would cost, along with other construction challenges. A working contractor came to the class to talk about how he uses math in his work and act as an expert for their projects. Sims said even this small reach outside the classroom was important for students: “A lot of kids don’t see the connections in the real world,” she said.\u003c/p>\n\u003cp>The Big Picture Academy has been such a success that this coming school year the entire P.S. 89 middle school along with some elementary school classrooms are moving to the model. That’s a big shift because previously the teachers involved were those eager to try something different. Now, the “veteran” Big Picture teachers are coaching their more traditional colleagues in the model, trying to smooth the way for a successful implementation.\u003c/p>\n\u003cp>“When we’re making that whole school or much bigger shift, it’s definitely about figuring out in coaching individual advisors what’s going to get them excited about the model,” said Dana Luria, a regional director for Big Picture Learning who has been helping P.S. 89 implement the pilot program and now the full middle school shift. She’s trying to help advisors see that when they bring their passions and strengths to the advisory time they will form stronger bonds with kids.\u003c/p>\n\u003cp>For example, a math teacher who is new to the model got really excited about the idea of working on a semester long project to build life-sized catapults with his advisory. “He got so fired up,” Luria said, which is the most important ingredient. “There’s the relationship piece where he’s doing something he enjoys with them.”\u003c/p>\n\u003cp>The concerns many educators have about trying something new center around the time it takes, whether it will meet the standards and result in good test scores, and whether all the content will get covered. Those are important concerns, but Luria reminds them that few educators got into the profession excited to make kids take high stakes tests or to rush through curriculum. Most are passionate about helping students grow and learn, and those motivations are the building blocks of a successful advisory.\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>“Most teachers are in it for the students,” said sixth grade teacher Ashley Sims. “And when you have that heart for kids and that heart for learning, Big Picture is just that.” She said being part of a classroom where kids care for one another and are excited to learn has changed her job for the better. “It makes it more fun. We can actually see the kids having fun and in turn I can have fun as well. It’s not me pulling teeth to get them to pay attention or stay awake.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46266/how-one-school-changed-culture-from-within-so-students-could-succeed","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20957","mindshift_20891","mindshift_20784","mindshift_1040"],"featImg":"mindshift_46929","label":"mindshift"},"mindshift_46309":{"type":"posts","id":"mindshift_46309","meta":{"index":"posts_1591205157","site":"mindshift","id":"46309","score":null,"sort":[1477483459000]},"guestAuthors":[],"slug":"making-college-a-powerful-experience-for-the-most-marginalized","title":"Making College A Powerful Experience For the Most Marginalized","publishDate":1477483459,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Often times people who drop out of college do so not because the academics are too difficult, but because they are managing \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/27/why-community-college-completion-is-often-a-long-and-winding-road/\">the rest of their lives at the same time\u003c/a> and require more support than most institutions of higher education offer students. Childcare, work, documentation status, and the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/13/belonging-and-believing-transforming-remedial-math-at-community-colleges/\">many “hoops” \u003c/a>students have to jump through to get a college degree are often some of the biggest barriers.\u003c/p>\n\u003cp>The founders of \u003ca href=\"http://www.collegeunbound.org/\">College Unbound\u003c/a>, an accredited college program, started out with the dream of creating a college experience that supports kids from low-income backgrounds to succeed; a program based on the principles of Big Picture Learning, where academics are connected to students’ passions and the real world of work and mentors. But they ended up discovering an adult population of learners driven to get a degree by life experiences, but scarred by attempts to navigate higher education.\u003c/p>\n\u003cp>“Several students have had deeply traumatic experiences with higher ed,” said Adam Bush, Provost of College Unbound. “They’ve been made to feel that they can’t succeed in higher ed. It’s not a safe space where they’re made to feel like a participant in their learning.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think that because the learning is so much about what my project is, and that's how I want to spend the rest of my life, I'm completely invested.'\u003ccite>Erroll Lomba, College Unbound student\u003c/cite>\u003c/aside>\n\u003cp>That is certainly the case for Erroll Lomba who grew up in a family that valued college deeply. When he graduated high school in the 1990s his teachers told him he would probably struggle in college because they hadn’t prepared him well for the amount of writing that would be required of him. He spent the next several years bouncing between different colleges, in classes that were over his head, not sure how to ask for help, and struggling to pay for books and other expenses on a limited financial aid package.\u003c/p>\n\u003cp>Lomba continued to take college classes at institutions including Brown University, University of Rhode Island, and Rhode Island College over the next ten years, but said his “heart and focus” were somewhere else. Meanwhile, he’d accumulated debt by trying to struggle through while working and raising a family. He decided to focus on what he loved doing, working with youth, and spent twenty years doing that successfully. But when he negotiated for raises or asked for promotions his bosses always used his lack of a college degree to pay him less, despite years of experience and a track record of success.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Hearing someone say that you’re not worthy, as indirectly as it is said, that’s really tough to overcome,” Lomba said. He knew he needed to get over his fear of writing and get a degree, but he was terrified of more failure in the traditional university setting. When he heard about College Unbound he was hopeful that school could be different.\u003c/p>\n\u003cfigure id=\"attachment_46398\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-46398\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/CU2.png\" alt=\"The first College Unbound class.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU2.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU2-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU2-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU2-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU2-1440x810.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU2-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU2-960x540.png 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The first College Unbound class. \u003ccite>(Tracy Money/College Unbound)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s been an awesome process and the way that the classes are structured is so different,” Lomba said. The cohort of 16 students meet once a week for three hours to discuss readings and how their individual projects connect to the theories they’re learning. Any time they meet in person the school provides childcare and food to make sure everyone can come. In between those meetings, students are working full time, but are also expected to complete between 20 and 30 hours of work at home. They document work experiences related to school, post writings and the readings, and upload everything to an online platform. There students are expected to engage with one another’s ideas by commenting and sharing relevant readings. Students also have a mentor, who checks in with them and helps them stay on track.\u003c/p>\n\u003cp>Lomba had taken courses at four different universities before College Unbound and feels he has finally found a style of learning that works for him. “The way these classes work and the way that we learn is by far superior to all of those because it’s all about these professors asking us great questions,” he said. Students are constantly filtering the readings through their own experiences of work and life, adding context and relevance to the learning experience. Each student applied with a project in mind related to their passions. Lomba is working on a media company he started several years ago that helps marginalized people and organizations serving them tell moving stories well.\u003c/p>\n\u003cp>“I think that because the learning is so much about what my project is, and that’s how I want to spend the rest of my life, I’m completely invested,” Lomba said. He hasn’t had the motivation problems he experienced with other college courses because everything he’s working on helps him in his real life. It’s a little like a business school student who enters with a company proposal in mind; every assignment meant as practice gets that student closer to a viable product. And College Unbound students are finding overlaps in their projects. Some in the group have independently started a WhatsApp group to continue conversations about school and work beyond the classroom.\u003c/p>\n\u003cp>\u003cstrong>COMPETENCY BASED LEARNING\u003c/strong>\u003c/p>\n\u003cp>Many adults returning to school have to start from square one. Any classes they took in previous attempts at university have expired and their work and life experiences don’t count towards formal academic credit. College Unbound is trying to upend that model by giving credit to students who can demonstrate they know something, regardless of how they learned about it. The program has been working with the nonprofit \u003ca href=\"http://www.cael.org/\">Council for Adult Experiential Learning (CAEL)\u003c/a> to verify the learning experiences of its students through interviews.\u003c/p>\n\u003cp>“It’s kind of a proud moment for a lot of us,” said Joyce Aboutaan, a student with two children who never thought she’d make it back to school. “I think we spend a lot of time shaming ourselves and feeling like it’s not enough.” She said her interview with CAEL felt like an empowering reflection of all that her many jobs and her life as a mother and community member have taught her.\u003c/p>\n\u003cp>“I’m somebody who has spent tons of years interning and volunteering and not getting paid and now I’m having this opportunity to get credit,” said Lauren Roy, another College Unbound student. Roy attended \u003ca href=\"http://www.themethighschool.org/\">The Metropolitan Regional Career and Technical Center \u003c/a>(better known as The MET high school), so had already come to terms with a less traditional type of education.\u003c/p>\n\u003cp>When she was 16 Roy's home life became unstable and she needed to move out. She ended up living with a mentor she had met through her high school internship at a law office, a woman who is still one of her best friends and staunchest supporters. After high school Roy tried to work full time and go to community college full time, but she was miserable. She was doing fine in her classes, but she wasn’t interested in them. With any spare time she tried to pursue her real passion of working with victims of sexual assault through volunteer activities. College Unbound has allowed her to pursue a degree while doing the work she cares about.\u003c/p>\n\u003cfigure id=\"attachment_46400\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-46400\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/CU3.png\" alt=\"College Unbound students discuss the week's readings.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU3.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU3-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU3-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU3-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU3-1440x810.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU3-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU3-960x540.png 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">College Unbound students discuss the week's readings. \u003ccite>(Tracy Money/College Unbound)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Roy loves that her course work directly relates to her project -- creating a zine written by and for women who have experienced sexual trauma. She wants the zine to be a resource to teenagers in every child advocacy agency in Rhode Island.\u003c/p>\n\u003cp>“[College Unbound is] literally here to fit around my life and not make it feel so disjointed,” Roy said. “And that’s how regular college felt to me.” In a class called “Contextualizing Work” students were asked to create foundational documents for their projects that laid out the mission, vision, desires, needs and a timeline. Roy is a person with lots of energy and passion, but a tendency to skip from one idea to another. Her class assignments forced her to take deliberate steps forward to complete her project.\u003c/p>\n\u003cp>“This is the first time I’ve ever been in the process of actually completing a project,” Roy said. She’s excited by the leadership and organizational skills she has learned, including how to manage the group of women she’s working with to create the zine.\u003c/p>\n\u003cp>\u003cstrong>REFRAMING THE COLLEGE EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>While College Unbound is certainly untraditional and a departure from traditional higher education models, it’s also rigorous and has been \u003ca href=\"http://www.npr.org/sections/ed/2015/05/27/408793531/a-new-kind-of-college-wins-state-approval-in-rhode-island\">designated an official degree-granting postsecondary option \u003c/a>by the Rhode Island Council on Postsecondary Education. Before it gained that official recognition, the program operated through a \u003ca href=\"http://www.collegeunbound.org/apps/pages/index.jsp?uREC_ID=385185&type=d&pREC_ID=875633\">partnership with Charter Oak State College\u003c/a>, an online public college. Students received credit from Charter Oaks, but the program was completely designed by College Unbound. The program is intentionally designed to work with the complicated needs of adult learners, and part of that is intentionally making courses sound less formal, even though the expectations are still high.\u003c/p>\n\u003cp>“The courses are named goofy things for a reason,” Bush said. He doesn’t want them to sound like scary college classes that these students already have too much experience failing. Instead classes are called things like “Introduction to Organizational Leadership and Change,” “Writing for Change,” “Contextualizing Work,” or “Reframing Failure.” The courses are taught by professors, and are planned with same rigor as other college courses. “Those first four classes created critical discussions for students to build the habits to succeed,” Bush said.\u003c/p>\n\u003caside class=\"alignleft\">\n\u003ch3>A Sampling of Required Reading for \"Contextualizing Work\" Course:\u003c/h3>\n\u003cul>\n\u003cli>\u003ci>\u003ca href=\"http://www.temple.edu/tempress/titles/1278_reg.html\" target=\"_blank\">Building America: The Democratic Promise of Public Work\u003c/a>\u003c/i>\u003c/li>\n\u003cli>\u003ca href=\"http://qix.sagepub.com/content/19/8/552.abstract\" target=\"_blank\">\"Activist Educational Research\"\u003c/a>\u003c/li>\n\u003cli>\"\u003ca href=\"https://www.researchgate.net/publication/254703924_Autoethnography_Personal_Narrative_Reflexivity_Researcher_as_Subject\" target=\"_blank\">Autoethnography, Personal Narrative, Reflexivity: Researcher as Subject\u003c/a>\"\u003c/li>\n\u003cli>\u003ca href=\"http://www.cengage.com/search/productOverview.do?N=16+4294963536&Ntk=P_EPI&Ntt=136824759214537028510266955641249067806&Ntx=mode%2Bmatchallpartial\">\u003ci>Primer for Critiquing Social Research: A Student Guide\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://digilib.bc.edu/reserves/sc735/dods/sc73510.pdf\">“Ethnography and Ethnographic Representation”\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Some required readings from “Reframing Failure” include \u003ca href=\"https://www.dukeupress.edu/the-queer-art-of-failure\">\u003cem>The Queer Art of Failure\u003c/em>\u003c/a> and \u003ca href=\"http://www.susansontag.com/SusanSontag/books/againstInterpretation.shtml\">\u003cem>Against Interpretation and Other Essays\u003c/em>\u003c/a> among others. Students are also expected to find, write about and share relevant readings connected to their individual topics.\u003c/p>\n\u003cp>“It turns out to be way more personalized than any other college class,” said \u003ca href=\"http://www.bigpicture.org/apps/pages/index.jsp?uREC_ID=584289&type=u&pREC_ID=915338\">Dennis Littky\u003c/a>, the program’s founder. Littky doesn’t believe the current university system serves many students well. Too many low-income and non-white students drop out because the environment doesn’t support their needs.\u003c/p>\n\u003cp>“Everyone says students must be college ready. I say, colleges must be student ready,” Littky said. And, while College Unbound is still a small program, it’s helping to prove that when the right supports are present and students have a strong learning community based around things they are passionate about even the most marginalized succeed.\u003c/p>\n\u003cp>“They don’t want to see us fail,” said Zuli Vidal, a College Unbound student who tried hard to get a higher education even after becoming a teen mom, but who ultimately quit to support her kids. “They want to see us succeed. And they’re willing to really sit with us and figure it out.”\u003c/p>\n\u003cp>While some of the College Unbound program is online, it’s very different from the self-paced, hands off model of more well known e-learning programs. Littky doesn’t see those online learning as a solution for marginalized students.\u003c/p>\n\u003cp>“I think it’s horrible and the poorer you are the more horrible it is,” Littky said. “People say online is flexible and that’s what’s good about it. But it’s only flexible in two areas: time and speed.” The style of teaching and the material is the same. In his view, it’s hard enough for students to motivate themselves to learn something they aren’t interested in when there’s a living, breathing professor to disappoint, and much harder to push through the material on their own.\u003c/p>\n\u003cp>But, he does understand that for people with busy lives meeting in person three times a week is a hardship. That’s why the online portion of the College Unbound work is more of a digital portfolio than a content delivery system. Students will retain access to the materials on their personal sites long after the course ends or they graduate. It’s a repository of their work, documentation of their learning on the job or outside of class, and a community for collaboration.\u003c/p>\n\u003cp>“You can even forget it’s online in some ways,” Littky said. “We’re using online for convenience and to share.” Students seem to like the online portion for exactly that reason. They have personalized their digital portfolios, like a personal webpage or a Facebook profile, and can regularly share ideas about one another’s projects.\u003c/p>\n\u003cp>Lauren Roy believes College Unbound will soon catch on for many more people. She looks around the room at the cohort of people she’s learning with and is amazed at how diverse their experiences of life and education have been, and yet they all needed a program like College Unbound. “I always say that College Unbound is radical because it gives the most marginalized people access to a degree,” Roy said. She believes her own education has been enriched because of learning alongside those with very different experiences than her own.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Roy has wanted to be a lawyer since high school and she still wants that, but she needed an undergraduate degree to get there. She achieved at a high level in traditional college, but hated it. Now, she knows college doesn’t have to be something boring she forces herself to get through for the piece of paper at the end.\u003c/p>\n\n","blocks":[],"excerpt":"College can be a struggle for those raising a family, working full-time or lacking support systems. College Unbound helps its students by rethinking what it takes to pursue higher education. ","status":"publish","parent":0,"modified":1477585859,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":2387},"headData":{"title":"Making College A Powerful Experience For the Most Marginalized | KQED","description":"College can be a struggle for those raising a family, working full-time or lacking support systems. College Unbound helps its students by rethinking what it takes to pursue higher education. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Making College A Powerful Experience For the Most Marginalized","datePublished":"2016-10-26T12:04:19.000Z","dateModified":"2016-10-27T16:30:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46309 http://ww2.kqed.org/mindshift/?p=46309","disqusUrl":"https://ww2.kqed.org/mindshift/2016/10/26/making-college-a-powerful-experience-for-the-most-marginalized/","disqusTitle":"Making College A Powerful Experience For the Most Marginalized","path":"/mindshift/46309/making-college-a-powerful-experience-for-the-most-marginalized","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Often times people who drop out of college do so not because the academics are too difficult, but because they are managing \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/27/why-community-college-completion-is-often-a-long-and-winding-road/\">the rest of their lives at the same time\u003c/a> and require more support than most institutions of higher education offer students. Childcare, work, documentation status, and the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/13/belonging-and-believing-transforming-remedial-math-at-community-colleges/\">many “hoops” \u003c/a>students have to jump through to get a college degree are often some of the biggest barriers.\u003c/p>\n\u003cp>The founders of \u003ca href=\"http://www.collegeunbound.org/\">College Unbound\u003c/a>, an accredited college program, started out with the dream of creating a college experience that supports kids from low-income backgrounds to succeed; a program based on the principles of Big Picture Learning, where academics are connected to students’ passions and the real world of work and mentors. But they ended up discovering an adult population of learners driven to get a degree by life experiences, but scarred by attempts to navigate higher education.\u003c/p>\n\u003cp>“Several students have had deeply traumatic experiences with higher ed,” said Adam Bush, Provost of College Unbound. “They’ve been made to feel that they can’t succeed in higher ed. It’s not a safe space where they’re made to feel like a participant in their learning.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think that because the learning is so much about what my project is, and that's how I want to spend the rest of my life, I'm completely invested.'\u003ccite>Erroll Lomba, College Unbound student\u003c/cite>\u003c/aside>\n\u003cp>That is certainly the case for Erroll Lomba who grew up in a family that valued college deeply. When he graduated high school in the 1990s his teachers told him he would probably struggle in college because they hadn’t prepared him well for the amount of writing that would be required of him. He spent the next several years bouncing between different colleges, in classes that were over his head, not sure how to ask for help, and struggling to pay for books and other expenses on a limited financial aid package.\u003c/p>\n\u003cp>Lomba continued to take college classes at institutions including Brown University, University of Rhode Island, and Rhode Island College over the next ten years, but said his “heart and focus” were somewhere else. Meanwhile, he’d accumulated debt by trying to struggle through while working and raising a family. He decided to focus on what he loved doing, working with youth, and spent twenty years doing that successfully. But when he negotiated for raises or asked for promotions his bosses always used his lack of a college degree to pay him less, despite years of experience and a track record of success.\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>“Hearing someone say that you’re not worthy, as indirectly as it is said, that’s really tough to overcome,” Lomba said. He knew he needed to get over his fear of writing and get a degree, but he was terrified of more failure in the traditional university setting. When he heard about College Unbound he was hopeful that school could be different.\u003c/p>\n\u003cfigure id=\"attachment_46398\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-46398\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/CU2.png\" alt=\"The first College Unbound class.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU2.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU2-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU2-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU2-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU2-1440x810.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU2-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU2-960x540.png 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The first College Unbound class. \u003ccite>(Tracy Money/College Unbound)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s been an awesome process and the way that the classes are structured is so different,” Lomba said. The cohort of 16 students meet once a week for three hours to discuss readings and how their individual projects connect to the theories they’re learning. Any time they meet in person the school provides childcare and food to make sure everyone can come. In between those meetings, students are working full time, but are also expected to complete between 20 and 30 hours of work at home. They document work experiences related to school, post writings and the readings, and upload everything to an online platform. There students are expected to engage with one another’s ideas by commenting and sharing relevant readings. Students also have a mentor, who checks in with them and helps them stay on track.\u003c/p>\n\u003cp>Lomba had taken courses at four different universities before College Unbound and feels he has finally found a style of learning that works for him. “The way these classes work and the way that we learn is by far superior to all of those because it’s all about these professors asking us great questions,” he said. Students are constantly filtering the readings through their own experiences of work and life, adding context and relevance to the learning experience. Each student applied with a project in mind related to their passions. Lomba is working on a media company he started several years ago that helps marginalized people and organizations serving them tell moving stories well.\u003c/p>\n\u003cp>“I think that because the learning is so much about what my project is, and that’s how I want to spend the rest of my life, I’m completely invested,” Lomba said. He hasn’t had the motivation problems he experienced with other college courses because everything he’s working on helps him in his real life. It’s a little like a business school student who enters with a company proposal in mind; every assignment meant as practice gets that student closer to a viable product. And College Unbound students are finding overlaps in their projects. Some in the group have independently started a WhatsApp group to continue conversations about school and work beyond the classroom.\u003c/p>\n\u003cp>\u003cstrong>COMPETENCY BASED LEARNING\u003c/strong>\u003c/p>\n\u003cp>Many adults returning to school have to start from square one. Any classes they took in previous attempts at university have expired and their work and life experiences don’t count towards formal academic credit. College Unbound is trying to upend that model by giving credit to students who can demonstrate they know something, regardless of how they learned about it. The program has been working with the nonprofit \u003ca href=\"http://www.cael.org/\">Council for Adult Experiential Learning (CAEL)\u003c/a> to verify the learning experiences of its students through interviews.\u003c/p>\n\u003cp>“It’s kind of a proud moment for a lot of us,” said Joyce Aboutaan, a student with two children who never thought she’d make it back to school. “I think we spend a lot of time shaming ourselves and feeling like it’s not enough.” She said her interview with CAEL felt like an empowering reflection of all that her many jobs and her life as a mother and community member have taught her.\u003c/p>\n\u003cp>“I’m somebody who has spent tons of years interning and volunteering and not getting paid and now I’m having this opportunity to get credit,” said Lauren Roy, another College Unbound student. Roy attended \u003ca href=\"http://www.themethighschool.org/\">The Metropolitan Regional Career and Technical Center \u003c/a>(better known as The MET high school), so had already come to terms with a less traditional type of education.\u003c/p>\n\u003cp>When she was 16 Roy's home life became unstable and she needed to move out. She ended up living with a mentor she had met through her high school internship at a law office, a woman who is still one of her best friends and staunchest supporters. After high school Roy tried to work full time and go to community college full time, but she was miserable. She was doing fine in her classes, but she wasn’t interested in them. With any spare time she tried to pursue her real passion of working with victims of sexual assault through volunteer activities. College Unbound has allowed her to pursue a degree while doing the work she cares about.\u003c/p>\n\u003cfigure id=\"attachment_46400\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-46400\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/CU3.png\" alt=\"College Unbound students discuss the week's readings.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU3.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU3-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU3-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU3-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU3-1440x810.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU3-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CU3-960x540.png 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">College Unbound students discuss the week's readings. \u003ccite>(Tracy Money/College Unbound)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Roy loves that her course work directly relates to her project -- creating a zine written by and for women who have experienced sexual trauma. She wants the zine to be a resource to teenagers in every child advocacy agency in Rhode Island.\u003c/p>\n\u003cp>“[College Unbound is] literally here to fit around my life and not make it feel so disjointed,” Roy said. “And that’s how regular college felt to me.” In a class called “Contextualizing Work” students were asked to create foundational documents for their projects that laid out the mission, vision, desires, needs and a timeline. Roy is a person with lots of energy and passion, but a tendency to skip from one idea to another. Her class assignments forced her to take deliberate steps forward to complete her project.\u003c/p>\n\u003cp>“This is the first time I’ve ever been in the process of actually completing a project,” Roy said. She’s excited by the leadership and organizational skills she has learned, including how to manage the group of women she’s working with to create the zine.\u003c/p>\n\u003cp>\u003cstrong>REFRAMING THE COLLEGE EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>While College Unbound is certainly untraditional and a departure from traditional higher education models, it’s also rigorous and has been \u003ca href=\"http://www.npr.org/sections/ed/2015/05/27/408793531/a-new-kind-of-college-wins-state-approval-in-rhode-island\">designated an official degree-granting postsecondary option \u003c/a>by the Rhode Island Council on Postsecondary Education. Before it gained that official recognition, the program operated through a \u003ca href=\"http://www.collegeunbound.org/apps/pages/index.jsp?uREC_ID=385185&type=d&pREC_ID=875633\">partnership with Charter Oak State College\u003c/a>, an online public college. Students received credit from Charter Oaks, but the program was completely designed by College Unbound. The program is intentionally designed to work with the complicated needs of adult learners, and part of that is intentionally making courses sound less formal, even though the expectations are still high.\u003c/p>\n\u003cp>“The courses are named goofy things for a reason,” Bush said. He doesn’t want them to sound like scary college classes that these students already have too much experience failing. Instead classes are called things like “Introduction to Organizational Leadership and Change,” “Writing for Change,” “Contextualizing Work,” or “Reframing Failure.” The courses are taught by professors, and are planned with same rigor as other college courses. “Those first four classes created critical discussions for students to build the habits to succeed,” Bush said.\u003c/p>\n\u003caside class=\"alignleft\">\n\u003ch3>A Sampling of Required Reading for \"Contextualizing Work\" Course:\u003c/h3>\n\u003cul>\n\u003cli>\u003ci>\u003ca href=\"http://www.temple.edu/tempress/titles/1278_reg.html\" target=\"_blank\">Building America: The Democratic Promise of Public Work\u003c/a>\u003c/i>\u003c/li>\n\u003cli>\u003ca href=\"http://qix.sagepub.com/content/19/8/552.abstract\" target=\"_blank\">\"Activist Educational Research\"\u003c/a>\u003c/li>\n\u003cli>\"\u003ca href=\"https://www.researchgate.net/publication/254703924_Autoethnography_Personal_Narrative_Reflexivity_Researcher_as_Subject\" target=\"_blank\">Autoethnography, Personal Narrative, Reflexivity: Researcher as Subject\u003c/a>\"\u003c/li>\n\u003cli>\u003ca href=\"http://www.cengage.com/search/productOverview.do?N=16+4294963536&Ntk=P_EPI&Ntt=136824759214537028510266955641249067806&Ntx=mode%2Bmatchallpartial\">\u003ci>Primer for Critiquing Social Research: A Student Guide\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://digilib.bc.edu/reserves/sc735/dods/sc73510.pdf\">“Ethnography and Ethnographic Representation”\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Some required readings from “Reframing Failure” include \u003ca href=\"https://www.dukeupress.edu/the-queer-art-of-failure\">\u003cem>The Queer Art of Failure\u003c/em>\u003c/a> and \u003ca href=\"http://www.susansontag.com/SusanSontag/books/againstInterpretation.shtml\">\u003cem>Against Interpretation and Other Essays\u003c/em>\u003c/a> among others. Students are also expected to find, write about and share relevant readings connected to their individual topics.\u003c/p>\n\u003cp>“It turns out to be way more personalized than any other college class,” said \u003ca href=\"http://www.bigpicture.org/apps/pages/index.jsp?uREC_ID=584289&type=u&pREC_ID=915338\">Dennis Littky\u003c/a>, the program’s founder. Littky doesn’t believe the current university system serves many students well. Too many low-income and non-white students drop out because the environment doesn’t support their needs.\u003c/p>\n\u003cp>“Everyone says students must be college ready. I say, colleges must be student ready,” Littky said. And, while College Unbound is still a small program, it’s helping to prove that when the right supports are present and students have a strong learning community based around things they are passionate about even the most marginalized succeed.\u003c/p>\n\u003cp>“They don’t want to see us fail,” said Zuli Vidal, a College Unbound student who tried hard to get a higher education even after becoming a teen mom, but who ultimately quit to support her kids. “They want to see us succeed. And they’re willing to really sit with us and figure it out.”\u003c/p>\n\u003cp>While some of the College Unbound program is online, it’s very different from the self-paced, hands off model of more well known e-learning programs. Littky doesn’t see those online learning as a solution for marginalized students.\u003c/p>\n\u003cp>“I think it’s horrible and the poorer you are the more horrible it is,” Littky said. “People say online is flexible and that’s what’s good about it. But it’s only flexible in two areas: time and speed.” The style of teaching and the material is the same. In his view, it’s hard enough for students to motivate themselves to learn something they aren’t interested in when there’s a living, breathing professor to disappoint, and much harder to push through the material on their own.\u003c/p>\n\u003cp>But, he does understand that for people with busy lives meeting in person three times a week is a hardship. That’s why the online portion of the College Unbound work is more of a digital portfolio than a content delivery system. Students will retain access to the materials on their personal sites long after the course ends or they graduate. It’s a repository of their work, documentation of their learning on the job or outside of class, and a community for collaboration.\u003c/p>\n\u003cp>“You can even forget it’s online in some ways,” Littky said. “We’re using online for convenience and to share.” Students seem to like the online portion for exactly that reason. They have personalized their digital portfolios, like a personal webpage or a Facebook profile, and can regularly share ideas about one another’s projects.\u003c/p>\n\u003cp>Lauren Roy believes College Unbound will soon catch on for many more people. She looks around the room at the cohort of people she’s learning with and is amazed at how diverse their experiences of life and education have been, and yet they all needed a program like College Unbound. “I always say that College Unbound is radical because it gives the most marginalized people access to a degree,” Roy said. She believes her own education has been enriched because of learning alongside those with very different experiences than her own.\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>Roy has wanted to be a lawyer since high school and she still wants that, but she needed an undergraduate degree to get there. She achieved at a high level in traditional college, but hated it. Now, she knows college doesn’t have to be something boring she forces herself to get through for the piece of paper at the end.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46309/making-college-a-powerful-experience-for-the-most-marginalized","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20891","mindshift_21032","mindshift_20784","mindshift_1040","mindshift_68","mindshift_623"],"featImg":"mindshift_46396","label":"mindshift"},"mindshift_46138":{"type":"posts","id":"mindshift_46138","meta":{"index":"posts_1591205157","site":"mindshift","id":"46138","score":null,"sort":[1475652821000]},"guestAuthors":[],"slug":"why-its-vital-for-native-students-to-learn-with-a-culturally-relevant-lens","title":"Why It's Vital for Native Students to Learn With a Culturally Relevant Lens","publishDate":1475652821,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Sometimes Armando Ortiz looks back at his life and can hardly believe where he is today. He grew up in White Center, just south of Seattle, and at a pretty early age got involved in gang life and hanging out with people who were getting into trouble. He says much of his early educational life felt like he was being passed along from one grade to the next, no one paying much attention to whether he was learning or not.\u003c/p>\n\u003cp>By eighth grade he felt behind in every subject except math, which came easily to him, and he was struggling with his work. Life outside of school called to him and homework usually took a place on the back burner. And then two older guys in the gang, who were like brothers to Ortiz, were killed.\u003c/p>\n\u003cp>“Losing them was kind of a wake-up call,” Ortiz said. He decided to attend \u003ca href=\"http://www.highlineschools.org/bigpicture\" target=\"_blank\">Highline Big Picture High School\u003c/a> in Seattle to get away from the neighborhood schools, which he knew would draw him back into a lifestyle he didn’t want. At Highline he started taking school more seriously, and he began to discover more about his cultural heritage as a \u003ca href=\"http://www.yakamanation-nsn.gov/\" target=\"_blank\">Yakama \u003c/a>Indian.\u003c/p>\n\u003cp>“What it really meant for me was bringing that new identity into myself, like finally knowing who I am as a whole, not feeling like there was a missing part,” Ortiz said. He’d always known he was part Native American, but it wasn’t a part of his identity he knew much about. He’s also part Filipino and part Mexican, cultures that were easier to access and understand where he grew up. At Highline, Ortiz encountered mentors at the \u003ca href=\"http://www.firstpeoplescenter.org/?page_id=93\">Native Student and Family Wellness Initiative\u003c/a>, a unique program designed to help urban American Indians from Seattle reconnect with their culture and heritage.\u003c/p>\n\u003cp>\u003ca href=\"http://anthropology.as.nyu.edu/object/anthro.angelobaca\" target=\"_blank\">Angelo Baca\u003c/a>, a Navajo and Hopi filmmaker who helped start the initiative, was a big inspiration for Ortiz. Baca taught him traditional native games, history and about the legacy of disrespect and discrimination that clouds American Indian education. “After learning a lot about my culture and real history, and looking at real data for native students within high school, college and post-baccalaureate degrees, I got more motivated,” Ortiz said. Baca’s achievements as an employee at NASA and a lecturer at Brown University also inspired him tremendously. “I need to be a positive statistic instead of a negative statistic,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=L-DxrR3SQrc\u003c/p>\n\u003cp>Now Ortiz is president of the student government organization at Central Washington University, and has worked hard to raise awareness on campus about the culture and history of the Yakama people, whose reservation is near the school. When Ortiz looks back, he’s amazed he’s come so far: “A kid who grew up on welfare, food stamps, going to the food bank and stuff like that, and now I’m involved in student government,” he said. Next he plans to go to graduate school for a teaching credential in secondary social studies, so he can set the record straight with the next generation of students about American history.\u003c/p>\n\u003cp>Ortiz’s experience shows just how important\u003ca href=\"http://www.niea-resourcerepository.org/browseLessons.php\"> culturally relevant education\u003c/a> can be for native students, who have some of the\u003ca href=\"http://files.eric.ed.gov/fulltext/ED500010.pdf\"> worst educational outcomes\u003c/a> of any marginalized group in the U.S. In 2006, just \u003ca href=\"http://nces.ed.gov/pubs2008/nativetrends/ind_6_1.asp\">26 percent of American Indian youth\u003c/a> between the ages of 18 and 24 were enrolled in college or university, as compared with 41 percent of whites. A 2014 White House \u003ca href=\"https://www.whitehouse.gov/sites/default/files/docs/20141129nativeyouthreport_final.pdf\" target=\"_blank\">report on native youth\u003c/a> found their high school graduation rate is 67 percent. And since 93 percent of Native American and Native Alaskan students attend public schools, it is imperative that all teachers recognize the particular struggles they face.\u003c/p>\n\u003cp>Ortiz remembers how disrespected he felt in the early part of his education when teachers talked about how Christopher Columbus had “discovered” America. “I was being told a lot of lies,” Ortiz said. “Reflecting back on it, I just think that sucks. It’s really traumatizing and it’s really heartbreaking. That’s what my little brother is learning.” When Ortiz would push back against a version of history that didn’t recognize the contributions of nonwhite people, his teachers would dismiss him, further alienating him from school.\u003c/p>\n\u003cp>\u003cstrong>THE NATIVE STUDENT AND FAMILY WELLNESS INITIATIVE\u003c/strong>\u003c/p>\n\u003cp>Schools in the Big Picture network prioritize relationships and real-world relevance in learning, letting students drive their academics based on individual interests. It’s a small school environment, which facilitates the deep relationships formed between adults and students in the building, and is also more flexible because of its mission to honor individual passions. And the focus on passion-based projects doesn’t stop with students; staff are encouraged to pursue their passions too.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What it really meant for me was bringing that new identity into myself, finally knowing who I am as a whole, not feeling like there was a missing part.'\u003ccite>Armando Ortiz\u003c/cite>\u003c/aside>\n\u003cp>“We were at a point where a lot of the advisers were reporting back that they had concerns about the health and wellness of the students and their ability to achieve in their academic work,” said Holly Sheehan, a former internship coordinator at Highline and one of the staff members responsible for bringing the Native Student and Family Wellness Initiative (NSFWI) to life. She is writing her master's thesis on how NSFWI affected academic outcomes for the native students involved.\u003c/p>\n\u003cp>The administration put resources toward a wellness center for all students in the school, most of whom come from poverty, but Sheehan wanted to also specifically provide resources for a smaller group of native students at the school. She started a Native Student Alliance that met weekly and began reaching out to anyone she could find in Seattle’s Native American community to be resources for her students.\u003c/p>\n\u003cp>“The students had very different amounts of exposure to their cultures,” Sheehan remembers. One student’s grandmother was the chair of the \u003ca href=\"http://www.duwamishtribe.org/\">Duwamish tribe\u003c/a>, on whose land Seattle sits. On the other end of the spectrum, another student had been adopted by a white family and knew almost nothing about her cultural heritage. When students had a space to meet, learn about one another’s cultures, meet elders from their community and find resources about their tribes, they began to prioritize their native identities in their personal learning plans, too.\u003c/p>\n\u003cp>Students at Big Picture schools do\u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\"> internships based on their interests \u003c/a>and set individualized learning goals each quarter. Sheehan began to see students incorporating learning about their native identities into their learning goals. One student found a person in the community to teach him Cherokee, while another researched native games and brought them to peers at the school. Because Big Picture students present exhibitions about their learning, non-native peers also learned the history of Seattle and Washington tribes they’d never known before.\u003c/p>\n\u003cp>Angelo Baca helped start and run the NSFWI at Highline and was a crucial role model for many of the participating students. At a presentation on how educators can respect their native students at the \u003ca href=\"http://www.bigpicture.org/apps/pages/index.jsp?uREC_ID=389381&type=d&pREC_ID=882383\">Big Bang conference\u003c/a>, he told educators that many times school can be a re-traumatizing experience for native youth. The U.S. government has a history of forcing native people to assimilate, \u003ca href=\"http://www.nrcprograms.org/site/PageServer?pagename=airc_hist_boardingschools\">sending children to boarding schools\u003c/a> meant to distance them from their culture, and generally leaving them behind when it comes to educational attainment. Many native students carry the weight of this history with them into school.\u003c/p>\n\u003cp>“If you know you have native students, you should know where they’re from,” Baca said. “Reach them as human beings first and students next.”\u003c/p>\n\u003cp>He says there are a lot of things educators in traditional schools can do to make school a more welcoming place for native students. One is to teach a version of history that doesn’t whitewash what happened to native people and demonize them for being on the land first. “It hurts. It’s depressing,” Baca said. “It sucks. But it’s necessary. We need to just engage that and make sure our students are getting good role modeling on that.”\u003c/p>\n\u003cp>\u003cstrong>STORIES FROM A SCHOOL CLOSE TO A RESERVATION\u003c/strong>\u003c/p>\n\u003cp>Leonard Oppedisano started teaching science in the LaFayette Central School District in New York state 15 years ago. The district is contracted to provide education to kids from the \u003ca href=\"http://www.onondaganation.org/\">Onondaga Nation\u003c/a>, whose land is located nearby. \u003ca href=\"http://www.usnews.com/education/best-high-schools/new-york/districts/lafayette-central-school-district/la-fayette-junior-senior-high-school-13807/student-body\">More than a quarter\u003c/a> of the traditional high school population is Native American. Oppedisano soon realized there were a lot of cultural differences he would need to pick up on to better understand and serve his native students.\u003c/p>\n\u003cfigure id=\"attachment_46585\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-46585\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/10/Lafayette3-400x602.jpg\" alt=\"John Gizzi is helping Kirwin Parsons to build a picnic table for the school.\" width=\"400\" height=\"602\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-400x602.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-800x1203.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-768x1155.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-1440x2166.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-1180x1775.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-960x1444.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">John Gizzi is helping Kirwin Parsons to build a picnic table for the school. \u003ccite>(Courtesy LaFayette Big Picture School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“One of the first things I realized was that in our dominant American culture eye contact is seen as sign of respect, but in this particular native culture students typically wouldn’t look you in the eye, or in some cases doing so was disrespectful,” Oppedisano said. Teachers in LaFayette typically get a short tour of the nation, meet with a clan mother and get a short lesson on the traditional historical perspective of the Onondaga Nation. But in daily school life, there are lots of ways that native students' lives as members of the Onondaga Nation conflict with the schedule and expectations of school.\u003c/p>\n\u003cp>Oppedisano remembers a day when one of his native students was dissecting an owl pellet. The student was just starting to get immersed in the task, excited at what he was learning, when the bell rang. He got up dejectedly to go to his next class.\u003c/p>\n\u003cp>“That was a very important moment because I was thinking to myself, why do we have to only think about a subject for 40 minutes and then we’re forced to stop and think about another subject?” Oppedisano said. “That’s really not how the brain works for a lot of people.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=sQRibiC5aHc\u003c/p>\n\u003cp>Around the same time, the LaFayette Central School District decided to open a Big Picture school, which would focus on interest-based learning, relationships and real-world learning. Oppedisano became one of the first advisers at the school -- another name for a teacher -- and in his first class three-quarters of his 15 students were native. He began to see how the more flexible schedule, commitment to learning from mentors and freedom for students to bring themselves into the classroom aided students in their learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When a student sees that you know a piece of history that other history books have kind of whitewashed, then they're a little more willing to open up.'\u003ccite>Leonardo Oppedisano\u003c/cite>\u003c/aside>\n\u003cp>“In general we just aren’t as much as a clock-oriented culture in our school,” Oppedisano said. While there are times and places that things happen, there’s also flexibility and strong relationships between staff that allow for activities to run long if necessary. And, when native students would miss class to attend ceremonies important to their culture, they weren’t as negatively impacted.\u003c/p>\n\u003cp>The internship piece of the school also allowed students from the Onondaga Nation to learn in ways that have traditionally always been part of their culture. “If you look at their tradition and how many of these students were taught, they were taught how to be or how to do something by going out with people in their village and doing those things,” Oppedisano said. Students are used to learning through oral histories passed down over generations, by doing, failing, trying again and ultimately succeeding.\u003c/p>\n\u003cp>Oppedisano feels lucky to have learned a lot about the Onondaga Nation through his students and what they’ve chosen to share about their culture and traditions. He has learned to be patient, to allow for more silence in class, and to let students reveal pieces of themselves to him as they are ready. Many of their internships have been related to their culture, which has also given him a unique window into life in the Onondaga Nation.\u003c/p>\n\u003cp>One student apprenticed with the master lacrosse stick maker in his tribe, learning woodworking skills to not only make sticks but also to build his own house. Another student learned how to find and use various plants for medicinal purposes. Students have learned traditional beading, or how to make the ceremonial headdresses worn by their ancestors, or how to do traditional dances performed at ceremonies.\u003c/p>\n\u003caside class=\"pullquote alignright\">'A native student who doesn’t spend their entire life on the reservation is kind of walking between two worlds. And when they leave for college they're kind of choosing the other world.'\u003c/aside>\n\u003cp>“In all of these situations the student reveals their interest and it’s my job, without ruining it or hijacking the project, to help them document it,” Oppedisano said. Big Picture advisers try to ensure that projects or internships have \u003ca href=\"http://bigpicture.ultrascopic.com/2007/03/what-is-rigor/\">rigor \u003c/a>by looking for five qualities: quantitative reasoning, empirical reasoning, communication, social reasoning and personal qualities. When students present their work, they talk about whether it meets these five areas.\u003c/p>\n\u003cp>And, since it is still a public school and students must take Regents Exams, teachers also sometimes present information students will be expected to know in more traditional ways. But Oppedisano says he still tries to make the learning relevant to the local context, talking about pollution in a local lake in biology, for example. He recommends that teachers read up on the history that’s not often taught.\u003c/p>\n\u003cp>“When a student sees that you know a piece of history that other history books have kind of whitewashed, then they’re a little more willing to open up,” Oppedisano said.\u003c/p>\n\u003cp>Working with students from the Onondaga Nation has also given Oppedisano a greater appreciation for how difficult it can be for native youth to choose to go to college. The low college-going rate among native young people is often portrayed as an \u003ca href=\"http://www.npr.org/sections/ed/2016/08/15/488685773/helping-college-bound-native-americans-beat-the-odds\">access gap\u003c/a>, which is often true, but there are good reasons a student might be afraid to go off to a big university.\u003c/p>\n\u003cp>“Colleges, even the smaller campuses, are large and native students are rare, so it’s extremely daunting and scary for them to leave a very close-knit community of people who get them and get shipped away to college,” Oppedisano said. And, while away at school, students miss important ceremonies, a large part of how their culture is expressed and carried forward.\u003c/p>\n\u003cp>Onondaga Nation leaders recognize the dilemma college represents for native youth. At a recent meeting between Onondaga chiefs and a delegation from the \u003ca href=\"https://www.rit.edu/academicaffairs/futurestewards/partnerships.php\" target=\"_blank\">Rochester Institute of Technology\u003c/a>, one chief plainly stated that what students learn at university is of no use to their life back in the nation. And conversely, the skills elders teach young people at the Nation are of no use to them at the university. “It was kind of extremely awkward, but he was speaking from the heart,” Oppedisano said.\u003c/p>\n\u003cp>“A native student who doesn’t spend their entire life on the reservation is kind of walking between two worlds. And when they leave for college they’re kind of choosing the other world,” he said. That is understandably a difficult decision for some students, and Oppedisano has had students who wanted to “go back to the old ways” when they graduated from high school.\u003c/p>\n\u003cp>The student populations at Highline Big Picture High School and LaFayette Big Picture High School are very different, with students from different tribes and traditions. But both examples show how the experience of native students is unique from other marginalized groups, although issues of trauma and poverty could overlap. Many teachers may have native kids in their classrooms and not even know it, which is why it’s important for educators to think about how they teach.\u003c/p>\n\u003cp>Oppedisano said if he were to boil down all that he’s learned into a few pieces of advice, he’d say the number one thing is not to teach in an ethnocentric manner. Secondly, educators can focus on giving students voice to express their identities, and take ownership over the curriculum to bring that diversity of experience into the classroom. The government is required by treaty to provide equitable education opportunities to native children through \u003ca href=\"http://www2.ed.gov/policy/elsec/leg/esea02/pg98.html\">Title VII funds\u003c/a>, but data collection on native students is poor. Baca recommends educators get in touch with their district's Title VII coordinator and push to improve the use of those funds.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>On the personal level, teachers make a big difference when they create trusting relationships with students so they feel more comfortable sharing themselves. And, encouragingly, the \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based\u003c/a>, real-world learning trends that have become more common in education writ-large could also be promising avenues to engage and motivate native youth for whom traditional education could be traumatizing.\u003c/p>\n\n","blocks":[],"excerpt":"By prioritizing understanding of Native American culture for indigenous students, schools can help kids feel a greater sense of relevance and belonging.","status":"publish","parent":0,"modified":1475652821,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":2905},"headData":{"title":"Why It's Vital for Native Students to Learn With a Culturally Relevant Lens | KQED","description":"By prioritizing understanding of Native American culture for indigenous students, schools can help kids feel a greater sense of relevance and belonging.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why It's Vital for Native Students to Learn With a Culturally Relevant Lens","datePublished":"2016-10-05T07:33:41.000Z","dateModified":"2016-10-05T07:33:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46138 http://ww2.kqed.org/mindshift/?p=46138","disqusUrl":"https://ww2.kqed.org/mindshift/2016/10/05/why-its-vital-for-native-students-to-learn-with-a-culturally-relevant-lens/","disqusTitle":"Why It's Vital for Native Students to Learn With a Culturally Relevant Lens","path":"/mindshift/46138/why-its-vital-for-native-students-to-learn-with-a-culturally-relevant-lens","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sometimes Armando Ortiz looks back at his life and can hardly believe where he is today. He grew up in White Center, just south of Seattle, and at a pretty early age got involved in gang life and hanging out with people who were getting into trouble. He says much of his early educational life felt like he was being passed along from one grade to the next, no one paying much attention to whether he was learning or not.\u003c/p>\n\u003cp>By eighth grade he felt behind in every subject except math, which came easily to him, and he was struggling with his work. Life outside of school called to him and homework usually took a place on the back burner. And then two older guys in the gang, who were like brothers to Ortiz, were killed.\u003c/p>\n\u003cp>“Losing them was kind of a wake-up call,” Ortiz said. He decided to attend \u003ca href=\"http://www.highlineschools.org/bigpicture\" target=\"_blank\">Highline Big Picture High School\u003c/a> in Seattle to get away from the neighborhood schools, which he knew would draw him back into a lifestyle he didn’t want. At Highline he started taking school more seriously, and he began to discover more about his cultural heritage as a \u003ca href=\"http://www.yakamanation-nsn.gov/\" target=\"_blank\">Yakama \u003c/a>Indian.\u003c/p>\n\u003cp>“What it really meant for me was bringing that new identity into myself, like finally knowing who I am as a whole, not feeling like there was a missing part,” Ortiz said. He’d always known he was part Native American, but it wasn’t a part of his identity he knew much about. He’s also part Filipino and part Mexican, cultures that were easier to access and understand where he grew up. At Highline, Ortiz encountered mentors at the \u003ca href=\"http://www.firstpeoplescenter.org/?page_id=93\">Native Student and Family Wellness Initiative\u003c/a>, a unique program designed to help urban American Indians from Seattle reconnect with their culture and heritage.\u003c/p>\n\u003cp>\u003ca href=\"http://anthropology.as.nyu.edu/object/anthro.angelobaca\" target=\"_blank\">Angelo Baca\u003c/a>, a Navajo and Hopi filmmaker who helped start the initiative, was a big inspiration for Ortiz. Baca taught him traditional native games, history and about the legacy of disrespect and discrimination that clouds American Indian education. “After learning a lot about my culture and real history, and looking at real data for native students within high school, college and post-baccalaureate degrees, I got more motivated,” Ortiz said. Baca’s achievements as an employee at NASA and a lecturer at Brown University also inspired him tremendously. “I need to be a positive statistic instead of a negative statistic,” he 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>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/L-DxrR3SQrc'\n title='//www.youtube.com/embed/L-DxrR3SQrc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Now Ortiz is president of the student government organization at Central Washington University, and has worked hard to raise awareness on campus about the culture and history of the Yakama people, whose reservation is near the school. When Ortiz looks back, he’s amazed he’s come so far: “A kid who grew up on welfare, food stamps, going to the food bank and stuff like that, and now I’m involved in student government,” he said. Next he plans to go to graduate school for a teaching credential in secondary social studies, so he can set the record straight with the next generation of students about American history.\u003c/p>\n\u003cp>Ortiz’s experience shows just how important\u003ca href=\"http://www.niea-resourcerepository.org/browseLessons.php\"> culturally relevant education\u003c/a> can be for native students, who have some of the\u003ca href=\"http://files.eric.ed.gov/fulltext/ED500010.pdf\"> worst educational outcomes\u003c/a> of any marginalized group in the U.S. In 2006, just \u003ca href=\"http://nces.ed.gov/pubs2008/nativetrends/ind_6_1.asp\">26 percent of American Indian youth\u003c/a> between the ages of 18 and 24 were enrolled in college or university, as compared with 41 percent of whites. A 2014 White House \u003ca href=\"https://www.whitehouse.gov/sites/default/files/docs/20141129nativeyouthreport_final.pdf\" target=\"_blank\">report on native youth\u003c/a> found their high school graduation rate is 67 percent. And since 93 percent of Native American and Native Alaskan students attend public schools, it is imperative that all teachers recognize the particular struggles they face.\u003c/p>\n\u003cp>Ortiz remembers how disrespected he felt in the early part of his education when teachers talked about how Christopher Columbus had “discovered” America. “I was being told a lot of lies,” Ortiz said. “Reflecting back on it, I just think that sucks. It’s really traumatizing and it’s really heartbreaking. That’s what my little brother is learning.” When Ortiz would push back against a version of history that didn’t recognize the contributions of nonwhite people, his teachers would dismiss him, further alienating him from school.\u003c/p>\n\u003cp>\u003cstrong>THE NATIVE STUDENT AND FAMILY WELLNESS INITIATIVE\u003c/strong>\u003c/p>\n\u003cp>Schools in the Big Picture network prioritize relationships and real-world relevance in learning, letting students drive their academics based on individual interests. It’s a small school environment, which facilitates the deep relationships formed between adults and students in the building, and is also more flexible because of its mission to honor individual passions. And the focus on passion-based projects doesn’t stop with students; staff are encouraged to pursue their passions too.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What it really meant for me was bringing that new identity into myself, finally knowing who I am as a whole, not feeling like there was a missing part.'\u003ccite>Armando Ortiz\u003c/cite>\u003c/aside>\n\u003cp>“We were at a point where a lot of the advisers were reporting back that they had concerns about the health and wellness of the students and their ability to achieve in their academic work,” said Holly Sheehan, a former internship coordinator at Highline and one of the staff members responsible for bringing the Native Student and Family Wellness Initiative (NSFWI) to life. She is writing her master's thesis on how NSFWI affected academic outcomes for the native students involved.\u003c/p>\n\u003cp>The administration put resources toward a wellness center for all students in the school, most of whom come from poverty, but Sheehan wanted to also specifically provide resources for a smaller group of native students at the school. She started a Native Student Alliance that met weekly and began reaching out to anyone she could find in Seattle’s Native American community to be resources for her students.\u003c/p>\n\u003cp>“The students had very different amounts of exposure to their cultures,” Sheehan remembers. One student’s grandmother was the chair of the \u003ca href=\"http://www.duwamishtribe.org/\">Duwamish tribe\u003c/a>, on whose land Seattle sits. On the other end of the spectrum, another student had been adopted by a white family and knew almost nothing about her cultural heritage. When students had a space to meet, learn about one another’s cultures, meet elders from their community and find resources about their tribes, they began to prioritize their native identities in their personal learning plans, too.\u003c/p>\n\u003cp>Students at Big Picture schools do\u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\"> internships based on their interests \u003c/a>and set individualized learning goals each quarter. Sheehan began to see students incorporating learning about their native identities into their learning goals. One student found a person in the community to teach him Cherokee, while another researched native games and brought them to peers at the school. Because Big Picture students present exhibitions about their learning, non-native peers also learned the history of Seattle and Washington tribes they’d never known before.\u003c/p>\n\u003cp>Angelo Baca helped start and run the NSFWI at Highline and was a crucial role model for many of the participating students. At a presentation on how educators can respect their native students at the \u003ca href=\"http://www.bigpicture.org/apps/pages/index.jsp?uREC_ID=389381&type=d&pREC_ID=882383\">Big Bang conference\u003c/a>, he told educators that many times school can be a re-traumatizing experience for native youth. The U.S. government has a history of forcing native people to assimilate, \u003ca href=\"http://www.nrcprograms.org/site/PageServer?pagename=airc_hist_boardingschools\">sending children to boarding schools\u003c/a> meant to distance them from their culture, and generally leaving them behind when it comes to educational attainment. Many native students carry the weight of this history with them into school.\u003c/p>\n\u003cp>“If you know you have native students, you should know where they’re from,” Baca said. “Reach them as human beings first and students next.”\u003c/p>\n\u003cp>He says there are a lot of things educators in traditional schools can do to make school a more welcoming place for native students. One is to teach a version of history that doesn’t whitewash what happened to native people and demonize them for being on the land first. “It hurts. It’s depressing,” Baca said. “It sucks. But it’s necessary. We need to just engage that and make sure our students are getting good role modeling on that.”\u003c/p>\n\u003cp>\u003cstrong>STORIES FROM A SCHOOL CLOSE TO A RESERVATION\u003c/strong>\u003c/p>\n\u003cp>Leonard Oppedisano started teaching science in the LaFayette Central School District in New York state 15 years ago. The district is contracted to provide education to kids from the \u003ca href=\"http://www.onondaganation.org/\">Onondaga Nation\u003c/a>, whose land is located nearby. \u003ca href=\"http://www.usnews.com/education/best-high-schools/new-york/districts/lafayette-central-school-district/la-fayette-junior-senior-high-school-13807/student-body\">More than a quarter\u003c/a> of the traditional high school population is Native American. Oppedisano soon realized there were a lot of cultural differences he would need to pick up on to better understand and serve his native students.\u003c/p>\n\u003cfigure id=\"attachment_46585\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-46585\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/10/Lafayette3-400x602.jpg\" alt=\"John Gizzi is helping Kirwin Parsons to build a picnic table for the school.\" width=\"400\" height=\"602\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-400x602.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-800x1203.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-768x1155.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-1440x2166.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-1180x1775.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-960x1444.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">John Gizzi is helping Kirwin Parsons to build a picnic table for the school. \u003ccite>(Courtesy LaFayette Big Picture School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“One of the first things I realized was that in our dominant American culture eye contact is seen as sign of respect, but in this particular native culture students typically wouldn’t look you in the eye, or in some cases doing so was disrespectful,” Oppedisano said. Teachers in LaFayette typically get a short tour of the nation, meet with a clan mother and get a short lesson on the traditional historical perspective of the Onondaga Nation. But in daily school life, there are lots of ways that native students' lives as members of the Onondaga Nation conflict with the schedule and expectations of school.\u003c/p>\n\u003cp>Oppedisano remembers a day when one of his native students was dissecting an owl pellet. The student was just starting to get immersed in the task, excited at what he was learning, when the bell rang. He got up dejectedly to go to his next class.\u003c/p>\n\u003cp>“That was a very important moment because I was thinking to myself, why do we have to only think about a subject for 40 minutes and then we’re forced to stop and think about another subject?” Oppedisano said. “That’s really not how the brain works for a lot of people.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/sQRibiC5aHc'\n title='//www.youtube.com/embed/sQRibiC5aHc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Around the same time, the LaFayette Central School District decided to open a Big Picture school, which would focus on interest-based learning, relationships and real-world learning. Oppedisano became one of the first advisers at the school -- another name for a teacher -- and in his first class three-quarters of his 15 students were native. He began to see how the more flexible schedule, commitment to learning from mentors and freedom for students to bring themselves into the classroom aided students in their learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When a student sees that you know a piece of history that other history books have kind of whitewashed, then they're a little more willing to open up.'\u003ccite>Leonardo Oppedisano\u003c/cite>\u003c/aside>\n\u003cp>“In general we just aren’t as much as a clock-oriented culture in our school,” Oppedisano said. While there are times and places that things happen, there’s also flexibility and strong relationships between staff that allow for activities to run long if necessary. And, when native students would miss class to attend ceremonies important to their culture, they weren’t as negatively impacted.\u003c/p>\n\u003cp>The internship piece of the school also allowed students from the Onondaga Nation to learn in ways that have traditionally always been part of their culture. “If you look at their tradition and how many of these students were taught, they were taught how to be or how to do something by going out with people in their village and doing those things,” Oppedisano said. Students are used to learning through oral histories passed down over generations, by doing, failing, trying again and ultimately succeeding.\u003c/p>\n\u003cp>Oppedisano feels lucky to have learned a lot about the Onondaga Nation through his students and what they’ve chosen to share about their culture and traditions. He has learned to be patient, to allow for more silence in class, and to let students reveal pieces of themselves to him as they are ready. Many of their internships have been related to their culture, which has also given him a unique window into life in the Onondaga Nation.\u003c/p>\n\u003cp>One student apprenticed with the master lacrosse stick maker in his tribe, learning woodworking skills to not only make sticks but also to build his own house. Another student learned how to find and use various plants for medicinal purposes. Students have learned traditional beading, or how to make the ceremonial headdresses worn by their ancestors, or how to do traditional dances performed at ceremonies.\u003c/p>\n\u003caside class=\"pullquote alignright\">'A native student who doesn’t spend their entire life on the reservation is kind of walking between two worlds. And when they leave for college they're kind of choosing the other world.'\u003c/aside>\n\u003cp>“In all of these situations the student reveals their interest and it’s my job, without ruining it or hijacking the project, to help them document it,” Oppedisano said. Big Picture advisers try to ensure that projects or internships have \u003ca href=\"http://bigpicture.ultrascopic.com/2007/03/what-is-rigor/\">rigor \u003c/a>by looking for five qualities: quantitative reasoning, empirical reasoning, communication, social reasoning and personal qualities. When students present their work, they talk about whether it meets these five areas.\u003c/p>\n\u003cp>And, since it is still a public school and students must take Regents Exams, teachers also sometimes present information students will be expected to know in more traditional ways. But Oppedisano says he still tries to make the learning relevant to the local context, talking about pollution in a local lake in biology, for example. He recommends that teachers read up on the history that’s not often taught.\u003c/p>\n\u003cp>“When a student sees that you know a piece of history that other history books have kind of whitewashed, then they’re a little more willing to open up,” Oppedisano said.\u003c/p>\n\u003cp>Working with students from the Onondaga Nation has also given Oppedisano a greater appreciation for how difficult it can be for native youth to choose to go to college. The low college-going rate among native young people is often portrayed as an \u003ca href=\"http://www.npr.org/sections/ed/2016/08/15/488685773/helping-college-bound-native-americans-beat-the-odds\">access gap\u003c/a>, which is often true, but there are good reasons a student might be afraid to go off to a big university.\u003c/p>\n\u003cp>“Colleges, even the smaller campuses, are large and native students are rare, so it’s extremely daunting and scary for them to leave a very close-knit community of people who get them and get shipped away to college,” Oppedisano said. And, while away at school, students miss important ceremonies, a large part of how their culture is expressed and carried forward.\u003c/p>\n\u003cp>Onondaga Nation leaders recognize the dilemma college represents for native youth. At a recent meeting between Onondaga chiefs and a delegation from the \u003ca href=\"https://www.rit.edu/academicaffairs/futurestewards/partnerships.php\" target=\"_blank\">Rochester Institute of Technology\u003c/a>, one chief plainly stated that what students learn at university is of no use to their life back in the nation. And conversely, the skills elders teach young people at the Nation are of no use to them at the university. “It was kind of extremely awkward, but he was speaking from the heart,” Oppedisano said.\u003c/p>\n\u003cp>“A native student who doesn’t spend their entire life on the reservation is kind of walking between two worlds. And when they leave for college they’re kind of choosing the other world,” he said. That is understandably a difficult decision for some students, and Oppedisano has had students who wanted to “go back to the old ways” when they graduated from high school.\u003c/p>\n\u003cp>The student populations at Highline Big Picture High School and LaFayette Big Picture High School are very different, with students from different tribes and traditions. But both examples show how the experience of native students is unique from other marginalized groups, although issues of trauma and poverty could overlap. Many teachers may have native kids in their classrooms and not even know it, which is why it’s important for educators to think about how they teach.\u003c/p>\n\u003cp>Oppedisano said if he were to boil down all that he’s learned into a few pieces of advice, he’d say the number one thing is not to teach in an ethnocentric manner. Secondly, educators can focus on giving students voice to express their identities, and take ownership over the curriculum to bring that diversity of experience into the classroom. The government is required by treaty to provide equitable education opportunities to native children through \u003ca href=\"http://www2.ed.gov/policy/elsec/leg/esea02/pg98.html\">Title VII funds\u003c/a>, but data collection on native students is poor. Baca recommends educators get in touch with their district's Title VII coordinator and push to improve the use of those funds.\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>On the personal level, teachers make a big difference when they create trusting relationships with students so they feel more comfortable sharing themselves. And, encouragingly, the \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based\u003c/a>, real-world learning trends that have become more common in education writ-large could also be promising avenues to engage and motivate native youth for whom traditional education could be traumatizing.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46138/why-its-vital-for-native-students-to-learn-with-a-culturally-relevant-lens","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20891","mindshift_20784","mindshift_1040","mindshift_21026","mindshift_20585","mindshift_21025"],"featImg":"mindshift_46583","label":"mindshift"},"mindshift_46055":{"type":"posts","id":"mindshift_46055","meta":{"index":"posts_1591205157","site":"mindshift","id":"46055","score":null,"sort":[1471250434000]},"guestAuthors":[],"slug":"sir-ken-robinson-how-to-create-a-culture-for-valuable-learning","title":"Sir Ken Robinson: How to Create a Culture For Valuable Learning","publishDate":1471250434,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>There are still many disagreements about how to improve the education system so that children graduate with the skills and dispositions they will need to succeed in life. Education reform discussions often center on how to tweak existing mechanisms, but what if \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/28/sir-ken-robinson-how-to-escape-educations-death-valley/\">the system itself is creating the problems \u003c/a>educators and policymakers are trying to solve? That’s the theory favored by author and \u003ca href=\"https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en\">TED-talk sensation Sir Ken Robinson\u003c/a>.\u003c/p>\n\u003cp>“If you design a system to do something, don’t be surprised if it does it,” Robinson said at the annual Big Picture Learning conference called \u003ca href=\"http://www.bigpicture.org/apps/pages/index.jsp?uREC_ID=389381&type=d&pREC_ID=882383\">Big Bang\u003c/a>. He went on to describe the two pillars of the current system -- conformity and compliance -- which undermine the sincere efforts of educators and parents to equip children with the confidence to enter the world on their own terms.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you get preoccupied by a certain type of achievement then you don’t even look for other things people might be good at.'\u003ccite>Sir Ken Robinson\u003c/cite>\u003c/aside>\n\u003cp>Education has become a strategic priority for countries competing for an edge in a globalized economy. Political leaders know future generations need to be ready to take on an ever-evolving economy and that a nation’s prosperity depends on a prepared workforce. These concerns have led to more comparisons across countries and attempts within various countries to standardize the education each child receives.\u003c/p>\n\u003cp>The problem with this conformist approach, Robinson said, is that “human life is like the rest of life on earth; it is characterized by diversity.” Parents with more than one child know all too well that each can be radically different in temperament, personality and in their strengths and weaknesses. The same rules and parenting approach may work with one, but not the others. And yet this fundamental diversity in the human population is not honored within education. Instead, the curriculum has narrowed and now prioritizes a\u003ca href=\"http://ww2.kqed.org/mindshift/2016/04/11/rethinking-intelligence-how-does-imagination-measure-up/\"> type of intelligence\u003c/a> that favors academic work.\u003c/p>\n\u003cp>\"There’s much more to human intelligence than a certain sort of academic work,” Robinson said. And, “if you get preoccupied by a certain type of achievement then you don’t even look for other things people might be good at.” Robinson points out that when the system narrowly defines success, it will exclude a huge portion of students who don’t happen to be good at those few valued skills.\u003c/p>\n\u003cp>[ad fullwidth]\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/zDZFcDGpL4U?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We marginalize other forms of intelligence; and it’s a big deal,” Robinson said. But if collectively those involved in the education system changed what it means to achieve in a way that honors the natural diversity of human life, many more people would see themselves as achievers and would push themselves beyond expectations set for them.\u003c/p>\n\u003cp>The other central tenet of today’s education system is compliance, which Robinson sees best reflected in the testing industry, a \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2015/03/30/report-big-education-firms-spend-millions-lobbying-for-pro-testing-policies/\">multibillion dollar business\u003c/a>. But tests only measure what test-makers put on them, and how can such a small group of people know what will truly be useful to a student in a quickly-changing future? Robinson is troubled by the trend of adults in the current moment trying to predict the specific-knowledge students will need. The current focus on science, technology, engineering and math (STEM) learning is a good example of adults looking at where jobs are right now and trying to make education fit. But who knows what other skills might be necessary 20 years from now?\u003c/p>\n\u003cp>“The real principle on which human life is based is organic growth and development,” Robinson said. It’s based on the need to invent your own life.” But the education system is not set up to allow for that kind of organic development, although Robinson acknowledges that many educators are doing their best to protect this form of learning. “They’re doing wonderful work because they believe in kids and the work, but they’re doing it against a headwind,” he said.\u003c/p>\n\u003cp>Part of the problem is the multitude of opinions and lack of clarity on exactly what it is an education should do. Debates about how to improve education will continue to rage because at a fundamental level participants don’t agree about why (or if) kids should go to school. Robinson firmly believes that\u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/22/sir-ken-robinson-creativity-is-in-everything-especially-teaching/\"> creativity is a central element \u003c/a>of what sets humans apart from other forms of life on earth and so educators’ mission should be to bring out the unique creative energy within each child.\u003c/p>\n\u003cp>Robinson believes education is “to enable students to understand the world around them, and the talents within them, so that they can become fulfilled individuals and active, compassionate citizens.” He doesn’t deny that learning information about the world is important, but he says it’s equally important for students to understand their own talents, motivations and passions if they are going to lead lives that satisfy them. The current system of conformity and compliance leaves no space for this type of self-exploration.\u003c/p>\n\u003cfigure id=\"attachment_46063\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46063 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Students-and-SirKen-1440x1045.png\" alt=\"Students from Big Picture Learning schools meet Sir Ken Robinson after his speech.\" width=\"640\" height=\"464\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-1440x1045.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-400x290.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-800x581.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-768x558.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-1180x857.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-960x697.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen.png 1500w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students from Big Picture Learning schools meet Sir Ken Robinson after his speech. \u003ccite>(Courtesy Chris Jackson/Big Picture Learning)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We spend more time talking about the outside world at school, but not enough time compelling the world within them,” Robinson said. But it’s the individual’s world view that ultimately determines whether that person stays in school, persists through challenges, feels motivated, interested, engaged and dedicated to work. And failing to focus on a sense of individual purpose could even be contributing to\u003ca href=\"http://www.everydayhealth.com/hs/major-depression/depression-statistics/\"> rising levels of depression\u003c/a> seen in the US.\u003c/p>\n\u003cp>Robinson doesn’t deny that education has an economic purpose, and that it’s important for young people to become economically independent and self-sufficient. But to do that, he argues, they shouldn’t all learn the same thing. Instead, they should be learning to be adaptable, to be innovative, to flow with change, to collaborate and other globalized skills that will apply to whatever area of work they are passionate about pursuing. An education can help expose students to different life paths and support them in finding their passions, while giving them the transferable skills to attack any problem.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING GROWTH\u003c/strong>\u003c/p>\n\u003cp>The education system is commonly compared to mechanization, a “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/14/why-the-school-as-factory-metaphor-still-pervades/\">factory-model\u003c/a>,” designed to push cookie-cutter children through in age-based batches. Robinson finds industrialized farming to be a better metaphor because it deals with living organisms. Farmers went from an organic model of farming that prioritized crop diversity, rotation and fertile soil to a system of monocrops that easily fall prey to pests, which in turn are killed with chemicals. The focus is on output and yield, which increased with chemical fertilizers. This system does what it was designed to do -- it produces a lot of food, but at the expense of the environment.\u003c/p>\n\u003cp>Similarly, the education system has focused on increasing the number of high school graduates, the output, with no concern for whether they become happy, fulfilled human beings.\u003c/p>\n\u003cp>“The way you increase the quality of our children’s experience, their life chances, it's not by focusing on yield, but on focusing on the culture of the school,” Robinson said. A healthy mix of mentorship, arts, physical education, academic subjects and more creates the “healthy soil” in this analogy, the environment in which kids can flourish. Author Paul Tough also talked about \u003ca href=\"http://ww2.kqed.org/mindshift/2016/06/09/why-character-cant-be-taught-like-the-pythagorean-theorem/\">strong learning environments\u003c/a> as the key element to success in his book \u003cem>Helping Children Succeed\u003c/em>.\u003c/p>\n\u003cp>Robinson said when schools get the culture part right they become an important asset for the community around them. “Great schools enrich the entire neighborhood, the entire ecosystem,” Robinson said. But “schools that don’t get their role in the community can drain the life force out of the community.” The best schools develop the human resources of the community to further more investment, pride and high expectations.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We spend so much time containing and constraining our teachers and students who have so much talent,” Robinson said. And while some parts of the conformist and compliance-based system are unavoidable, other parts are perpetuated by well-meaning educators simply because that’s the way things have always been done. Robinson is calling on all educators to look at the available resources differently, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\">more creatively\u003c/a>, and to use them to create learning environments that allow individual students to thrive and flourish.\u003c/p>\n\n","blocks":[],"excerpt":"Sir Ken Robinson said the current education system is designed to create conformist and compliant students, but this approach doesn't honor the diversity and creativity inherent in human life.","status":"publish","parent":0,"modified":1471250434,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/zDZFcDGpL4U"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1444},"headData":{"title":"Sir Ken Robinson: How to Create a Culture For Valuable Learning | KQED","description":"Sir Ken Robinson said the current education system is designed to create conformist and compliant students, but this approach doesn't honor the diversity and creativity inherent in human life.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Sir Ken Robinson: How to Create a Culture For Valuable Learning","datePublished":"2016-08-15T08:40:34.000Z","dateModified":"2016-08-15T08:40:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46055 http://ww2.kqed.org/mindshift/?p=46055","disqusUrl":"https://ww2.kqed.org/mindshift/2016/08/15/sir-ken-robinson-how-to-create-a-culture-for-valuable-learning/","disqusTitle":"Sir Ken Robinson: How to Create a Culture For Valuable Learning","path":"/mindshift/46055/sir-ken-robinson-how-to-create-a-culture-for-valuable-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are still many disagreements about how to improve the education system so that children graduate with the skills and dispositions they will need to succeed in life. Education reform discussions often center on how to tweak existing mechanisms, but what if \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/28/sir-ken-robinson-how-to-escape-educations-death-valley/\">the system itself is creating the problems \u003c/a>educators and policymakers are trying to solve? That’s the theory favored by author and \u003ca href=\"https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en\">TED-talk sensation Sir Ken Robinson\u003c/a>.\u003c/p>\n\u003cp>“If you design a system to do something, don’t be surprised if it does it,” Robinson said at the annual Big Picture Learning conference called \u003ca href=\"http://www.bigpicture.org/apps/pages/index.jsp?uREC_ID=389381&type=d&pREC_ID=882383\">Big Bang\u003c/a>. He went on to describe the two pillars of the current system -- conformity and compliance -- which undermine the sincere efforts of educators and parents to equip children with the confidence to enter the world on their own terms.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you get preoccupied by a certain type of achievement then you don’t even look for other things people might be good at.'\u003ccite>Sir Ken Robinson\u003c/cite>\u003c/aside>\n\u003cp>Education has become a strategic priority for countries competing for an edge in a globalized economy. Political leaders know future generations need to be ready to take on an ever-evolving economy and that a nation’s prosperity depends on a prepared workforce. These concerns have led to more comparisons across countries and attempts within various countries to standardize the education each child receives.\u003c/p>\n\u003cp>The problem with this conformist approach, Robinson said, is that “human life is like the rest of life on earth; it is characterized by diversity.” Parents with more than one child know all too well that each can be radically different in temperament, personality and in their strengths and weaknesses. The same rules and parenting approach may work with one, but not the others. And yet this fundamental diversity in the human population is not honored within education. Instead, the curriculum has narrowed and now prioritizes a\u003ca href=\"http://ww2.kqed.org/mindshift/2016/04/11/rethinking-intelligence-how-does-imagination-measure-up/\"> type of intelligence\u003c/a> that favors academic work.\u003c/p>\n\u003cp>\"There’s much more to human intelligence than a certain sort of academic work,” Robinson said. And, “if you get preoccupied by a certain type of achievement then you don’t even look for other things people might be good at.” Robinson points out that when the system narrowly defines success, it will exclude a huge portion of students who don’t happen to be good at those few valued skills.\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!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/zDZFcDGpL4U?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We marginalize other forms of intelligence; and it’s a big deal,” Robinson said. But if collectively those involved in the education system changed what it means to achieve in a way that honors the natural diversity of human life, many more people would see themselves as achievers and would push themselves beyond expectations set for them.\u003c/p>\n\u003cp>The other central tenet of today’s education system is compliance, which Robinson sees best reflected in the testing industry, a \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2015/03/30/report-big-education-firms-spend-millions-lobbying-for-pro-testing-policies/\">multibillion dollar business\u003c/a>. But tests only measure what test-makers put on them, and how can such a small group of people know what will truly be useful to a student in a quickly-changing future? Robinson is troubled by the trend of adults in the current moment trying to predict the specific-knowledge students will need. The current focus on science, technology, engineering and math (STEM) learning is a good example of adults looking at where jobs are right now and trying to make education fit. But who knows what other skills might be necessary 20 years from now?\u003c/p>\n\u003cp>“The real principle on which human life is based is organic growth and development,” Robinson said. It’s based on the need to invent your own life.” But the education system is not set up to allow for that kind of organic development, although Robinson acknowledges that many educators are doing their best to protect this form of learning. “They’re doing wonderful work because they believe in kids and the work, but they’re doing it against a headwind,” he said.\u003c/p>\n\u003cp>Part of the problem is the multitude of opinions and lack of clarity on exactly what it is an education should do. Debates about how to improve education will continue to rage because at a fundamental level participants don’t agree about why (or if) kids should go to school. Robinson firmly believes that\u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/22/sir-ken-robinson-creativity-is-in-everything-especially-teaching/\"> creativity is a central element \u003c/a>of what sets humans apart from other forms of life on earth and so educators’ mission should be to bring out the unique creative energy within each child.\u003c/p>\n\u003cp>Robinson believes education is “to enable students to understand the world around them, and the talents within them, so that they can become fulfilled individuals and active, compassionate citizens.” He doesn’t deny that learning information about the world is important, but he says it’s equally important for students to understand their own talents, motivations and passions if they are going to lead lives that satisfy them. The current system of conformity and compliance leaves no space for this type of self-exploration.\u003c/p>\n\u003cfigure id=\"attachment_46063\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46063 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Students-and-SirKen-1440x1045.png\" alt=\"Students from Big Picture Learning schools meet Sir Ken Robinson after his speech.\" width=\"640\" height=\"464\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-1440x1045.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-400x290.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-800x581.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-768x558.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-1180x857.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-960x697.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen.png 1500w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students from Big Picture Learning schools meet Sir Ken Robinson after his speech. \u003ccite>(Courtesy Chris Jackson/Big Picture Learning)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We spend more time talking about the outside world at school, but not enough time compelling the world within them,” Robinson said. But it’s the individual’s world view that ultimately determines whether that person stays in school, persists through challenges, feels motivated, interested, engaged and dedicated to work. And failing to focus on a sense of individual purpose could even be contributing to\u003ca href=\"http://www.everydayhealth.com/hs/major-depression/depression-statistics/\"> rising levels of depression\u003c/a> seen in the US.\u003c/p>\n\u003cp>Robinson doesn’t deny that education has an economic purpose, and that it’s important for young people to become economically independent and self-sufficient. But to do that, he argues, they shouldn’t all learn the same thing. Instead, they should be learning to be adaptable, to be innovative, to flow with change, to collaborate and other globalized skills that will apply to whatever area of work they are passionate about pursuing. An education can help expose students to different life paths and support them in finding their passions, while giving them the transferable skills to attack any problem.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING GROWTH\u003c/strong>\u003c/p>\n\u003cp>The education system is commonly compared to mechanization, a “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/14/why-the-school-as-factory-metaphor-still-pervades/\">factory-model\u003c/a>,” designed to push cookie-cutter children through in age-based batches. Robinson finds industrialized farming to be a better metaphor because it deals with living organisms. Farmers went from an organic model of farming that prioritized crop diversity, rotation and fertile soil to a system of monocrops that easily fall prey to pests, which in turn are killed with chemicals. The focus is on output and yield, which increased with chemical fertilizers. This system does what it was designed to do -- it produces a lot of food, but at the expense of the environment.\u003c/p>\n\u003cp>Similarly, the education system has focused on increasing the number of high school graduates, the output, with no concern for whether they become happy, fulfilled human beings.\u003c/p>\n\u003cp>“The way you increase the quality of our children’s experience, their life chances, it's not by focusing on yield, but on focusing on the culture of the school,” Robinson said. A healthy mix of mentorship, arts, physical education, academic subjects and more creates the “healthy soil” in this analogy, the environment in which kids can flourish. Author Paul Tough also talked about \u003ca href=\"http://ww2.kqed.org/mindshift/2016/06/09/why-character-cant-be-taught-like-the-pythagorean-theorem/\">strong learning environments\u003c/a> as the key element to success in his book \u003cem>Helping Children Succeed\u003c/em>.\u003c/p>\n\u003cp>Robinson said when schools get the culture part right they become an important asset for the community around them. “Great schools enrich the entire neighborhood, the entire ecosystem,” Robinson said. But “schools that don’t get their role in the community can drain the life force out of the community.” The best schools develop the human resources of the community to further more investment, pride and high expectations.\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>“We spend so much time containing and constraining our teachers and students who have so much talent,” Robinson said. And while some parts of the conformist and compliance-based system are unavoidable, other parts are perpetuated by well-meaning educators simply because that’s the way things have always been done. Robinson is calling on all educators to look at the available resources differently, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\">more creatively\u003c/a>, and to use them to create learning environments that allow individual students to thrive and flourish.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46055/sir-ken-robinson-how-to-create-a-culture-for-valuable-learning","authors":["234"],"categories":["mindshift_192","mindshift_20579"],"tags":["mindshift_20891","mindshift_862","mindshift_20784","mindshift_1040","mindshift_238"],"featImg":"mindshift_46062","label":"mindshift"},"mindshift_45453":{"type":"posts","id":"mindshift_45453","meta":{"index":"posts_1591205157","site":"mindshift","id":"45453","score":null,"sort":[1466062401000]},"guestAuthors":[],"slug":"interests-to-internships-when-students-take-the-lead-in-learning","title":"Interests-to-Internships: When Students Take the Lead in Learning","publishDate":1466062401,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>College and career readiness is a ubiquitous education catch-phrase, but in reality many high schools focus primarily on the “college” side of the equation. In part, that’s because \u003ca href=\"http://www.frbsf.org/economic-research/publications/economic-letter/2014/may/is-college-worth-it-education-tuition-wages/\" target=\"_blank\">research has shown\u003c/a> that young adults who graduate with college degrees tend to have better job prospects and earning potential throughout their lives, and educators rightly want to ensure that all students are able to take advantage of those opportunities. But what about the kids who just aren’t interested in college? And, even if kids do want to go to college, what might be lost in the development of a whole person when teenagers are asked to focus solely on traditional academics?\u003c/p>\n\u003cp>\u003ca href=\"http://www.theatlantic.com/business/archive/2015/09/vocational-education-high-school-philadelphia/407212/\" target=\"_blank\">Various school models\u003c/a> have tried to integrate more hands-on learning into the traditional school day, including schools in the \u003ca href=\"http://www.bigpicture.org/apps/pages/index.jsp?uREC_ID=389353&type=d&pREC_ID=902235\" target=\"_blank\">Big Picture Learning\u003c/a> network. One such school in Oakland, \u003ca href=\"http://www.ousd.org/metwest\" target=\"_blank\">MetWest High School\u003c/a>, aims to help high school students explore their passions outside of school and bring that learning and experience back into the academic setting. MetWest focuses on relationships, relevance and rigor, in that order.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/269457498\" params=\"color=ff5500&inverse=false&auto_play=false&show_user=true\" width=\"100%\" height=\"20\" iframe=\"true\" /]\u003c/p>\n\u003cfigure id=\"attachment_45513\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45513\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Kris-portrait-1440x989.jpg\" alt=\"Kris McCoy.\" width=\"640\" height=\"440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-1440x989.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-800x550.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-768x528.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-1180x811.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-960x660.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Kris McCoy. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A cornerstone of \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\" target=\"_blank\">Big Picture Learning model\u003c/a> is that teenagers need to begin building networks and discovering their passions in the real world, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/07/the-value-of-interships-a-dose-of-the-real-world-in-high-school/\" target=\"_blank\">through internships\u003c/a>. Students spend two days each week with a mentor at a business or organization that interests them. During the first several weeks of school, students research opportunities, set up meetings with potential work sites, travel to meet potential mentors, and work to make a good impression. For school leaders, this entire process is valuable for young people who are about to embark into the world and be treated as adults.\u003c/p>\n\u003cp>\"As a young person approaches adulthood they should spend more time out in the real world,” said Greg Cluster, MetWest’s internship coordinator and assistant principal. The MetWest internship model gives students an opportunity to connect with adults outside their families and neighborhoods, building the kind of network that can help them with college recommendations, future jobs, and practical advice.\u003c/p>\n\u003cfigure id=\"attachment_45501\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/kris-in-car-1440x1080.jpg\" alt=\"Kris uses specialized equipment to look at information on a car's computer.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Kris uses specialized equipment to look at information on a car's computer. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>MetWest's individualized approach has made a huge difference for Kris McCoy. McCoy had struggled in school and was involved in an armed robbery part-way through his eighth grade year. He served time in juvenile hall for that offense. He also got into several fights his first year at MetWest.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“He came with an ankle bracelet, and with visits from his parole officer,” said McCoy's teacher, Shannon Carey. “And needing to be the alpha male and needing to show MetWest who he was and that he shouldn’t be messed with. He was way more concerned with that than he was with his academics or his future career.”\u003c/p>\n\u003cp>If the internships are a big draw to this high school, the close-knit relationships are what make the program work. Advisors like Carey each have a cohort of 20 students that they follow throughout four years of high school. Carey gets to know each student and their families well along the way. She also teaches English and social studies to that group, often weaving students’ personal interests into \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/04/talk-to-teachers-students-share-how-and-why-theyd-change-education/\" target=\"_blank\">the assignments\u003c/a> and offering a lot of choice within the whole group instruction.\u003c/p>\n\u003cp>The school practices a restorative justice approach to discipline, which Carey says she was using a lot that first year. She kept a plant in the middle of the room because she and her students were circling up so often. In those circles they would talk about how to repair the many instances of harm that were happening. “He would have been kicked out of another high school if he had been fighting the way he had been when he first arrived here,” Carey said.\u003c/p>\n\u003cfigure id=\"attachment_45491\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45491\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Kris-work-on-car-1440x1080.jpg\" alt=\"Kris examines a car at L&L Auto Shop.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Kris examines a car at L&L Auto Shop. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Instead, McCoy began to trust Carey, something she says is very important for him to learn. He found himself an internship at an auto repair shop. His boss, Edward Lam, gave him a chance when no one else would, and treated him like an employee, while teaching him ever more complicated mechanical skills. In consultation with McCoy’s family, Carey decided to allow him to stay at that internship for several years, a fairly uncommon practice at MetWest.\u003c/p>\n\u003cp>“For students, like Kris, who really struggle with positive adult relationships, I see no reason to interrupt that relationship,” Carey said. “He can go deep in the content and he can go really deep in the really caring, trusting, loving relationship with adult men in his life.”\u003c/p>\n\u003cp>Tragically, Lam died suddenly in December of McCoy’s junior year. McCoy was devastated. “If it wasn’t for that shop I wouldn’t be alive,” McCoy said. “That shop kept me off the streets, it kept me out of jail. It gave me something to do with all my craft and my skills.”\u003c/p>\n\u003cp>McCoy said everything started to go downhill after Lam’s death. He began skipping school and his grades were slipping. He got into an altercation with a neighbor that forced him to move in with his grandparents to get out of the neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_45468\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45468\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Kris-framing-1440x1080.jpg\" alt=\"Rubenzahl helps McCoy put the finishing touches on the framing for a closet they are building.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Rubenzahl helps McCoy put the finishing touches on the framing for a closet they are building. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During this rough patch, McCoy started doing odd jobs for money with his neighbor, Murray Rubenzahl, who runs a contracting and rental business. Eventually, Rubenzahl became McCoy’s new mentor. They bond over a shared love of dirt bikes, but Rubenzahl takes his role as mentor seriously. He’s careful to lead by example, and doesn’t miss a chance to help McCoy see how his actions, like being late to work, affect the business.\u003c/p>\n\u003cp>“His presence here did push me to another level, “ Rubenzahl said. He’s excited to share his knowledge and skills with McCoy, and genuinely enjoys his company. “It’s something I’ve always been looking for, but was always too busy to set it up,” he said.\u003c/p>\n\u003cp>Rubenzahl is now part of McCoy’s “village,” the community of people who care deeply about his safety and happiness. Through those rough months after Lam’s death, no one gave up on McCoy, a fact not lost on him.\u003c/p>\n\u003cp>“MetWest has love for me,” he said. “They give me chances because they know I’m worth it. It was a point in my life when I was doubting myself.”\u003c/p>\n\u003cp>His teacher, Shannon Carey, has been patient, but firm with McCoy throughout this period. She reminded him of her expectations, but supported him with extensions on work and access to tutors. She knows how much the men at the auto shop meant to him, but doesn’t regret that the internship ultimately led to more loss in his life. She says it’s better for him to experience that with the support of the school than on his own.\u003c/p>\n\u003cp>“Just because a student appears to be backtracking or has lapses of reason or lapses in their school work that does not mean they aren’t progressing,” Carey said. She described the learning path as one of loop-de-loops, not a straight course. “It’s completely normal and needs to be supported, and attention needs to be brought to it, but there should be no faith lost or anger drummed up. That’s just the way it is for teens.”\u003c/p>\n\u003cp>\u003cstrong>Pursuing Interests\u003c/strong>\u003c/p>\n\u003cp>For some kids, connecting with people for internships is easy because they already have a deep passion for something. MetWest senior Ivan Reyes has loved fashion since he was eight and told his mom to stop dressing him. In his first three years at MetWest, he interned at a screen printing shop to learn how to design and print his own shirts, became proficient in the software Adobe Illustrator, and then worked at a local small business, where he learned the practical side of being an entrepreneur.\u003c/p>\n\u003cp>Reyes has his own clothing line, which he’s been able to display at the shop where he interned. The first time someone bought one of his shirts, he felt extremely motivated to continue improving his design skills so he could make new and better clothes. He likes MetWest because he can pursue his passion as part of school.\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/gfvOOm0e_0Q?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“It would have been harder for me to get started because I wouldn’t have the school day to learn how to screen print and use Illustrator,” Reyes said. He’s also taking a community college class on apparel design and fashion history, which has helped him broaden his ideas about the kind of clothes he wants to design. And in his history classes at MetWest, his teacher, Shannon Carey is looking for ways to connect American history to the clothes of the time as a way to engage Reyes in the class.\u003c/p>\n\u003cp>Not all kids are as passionate about one thing as Reyes. Interest discovery and support are a big part of the first month of school for exactly that reason. Organizations and businesses visit the school to try and interest students in an internship and advisors work hard to help students figure out what they might like to work on for the year. Sometimes they visit students’ homes and talk with their parents about past interests that might be latent. Other times they help students recognize a passion that arises through class discussion.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Just because a student appears to be backtracking or has lapses of reason or lapses in their school work that does not mean they aren't progressing.'\u003ccite>Shannon Carey, MetWest teacher\u003c/cite>\u003c/aside>\n\u003cp>“I’m thinking about probably working with kids, or something to do with art, I’m still thinking about it,” said Alpha Cisse at the start of his junior year. Cisse has dabbled in several areas for his internships. He worked at a local TV station, learning the basics of animation and video production. Then he worked at a local screen printing shop. He didn’t have a great experience there, but he learned some valuable lessons he’s applying to his next internship. He’s not going to leave the search to the last minute, and he's learned to ask more specific questions about what will be expected of him so he knows if it’s something he wants to do or not.\u003c/p>\n\u003cp>“Picking something you really enjoy and are passionate about makes the experience much better,” Cisse said. Between his sophomore and junior years Cisse participated in a coding bootcamp called \u003ca href=\"http://www.hackthehood.org/\">Hack The Hood\u003c/a>, where he learned to make websites. He’s now using the network he created through that program to find an internship he’ll be excited to do.\u003c/p>\n\u003cp>“Interests are there, but in order to act on them you have to be able to name them,” Cluster said. Many students end up working on issues that affect their lives or their family personally. Students have worked on education reform, diabetes care, and with social justice organizations. Often times the internship program is the reason students wanted to attend MetWest.\u003c/p>\n\u003cp>\u003cstrong>DRAWBACKS TO THE MODEL\u003c/strong>\u003c/p>\n\u003cp>While MetWest’s small size makes it possible for teachers to have these intense relationships with students, it can also be limiting. The school hasn’t been able to innovate in its science and math programs in the same way that it has for English and social studies. Those classes still look fairly traditional, although the school leadership is willing to be flexible if students can find courses outside of school that could meet a requirement. For advanced classes most students attend Laney College, which is just next door.\u003c/p>\n\u003cp>There’s also the risk that after experiencing such a close-knit, supportive high school community students will feel lost when they graduate. Carey worries about that sometimes, but she’s doing her best to prepare her students by doing deep inquiry about what they want their future lives to look like and how they plan to get there.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I have come to the belief that having the experience of being in a loving and caring community, while it might be jarring outside of it, really builds you up in a way that will bloom later,” Carey said. When students first leave MetWest, it might feel like jumping into a cold ocean, but Carey hopes while they are at the school they are learning the skills to recreate that type of community wherever they go.\u003c/p>\n\n","blocks":[],"excerpt":"Internships chosen by students are one way to bring real-world relevance back to the classroom.","status":"publish","parent":0,"modified":1492623846,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/gfvOOm0e_0Q"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":2189},"headData":{"title":"Interests-to-Internships: When Students Take the Lead in Learning | KQED","description":"Internships chosen by students are one way to bring real-world relevance back to the classroom.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Interests-to-Internships: When Students Take the Lead in Learning","datePublished":"2016-06-16T07:33:21.000Z","dateModified":"2017-04-19T17:44:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45453 http://ww2.kqed.org/mindshift/?p=45453","disqusUrl":"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/","disqusTitle":"Interests-to-Internships: When Students Take the Lead in Learning","path":"/mindshift/45453/interests-to-internships-when-students-take-the-lead-in-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>College and career readiness is a ubiquitous education catch-phrase, but in reality many high schools focus primarily on the “college” side of the equation. In part, that’s because \u003ca href=\"http://www.frbsf.org/economic-research/publications/economic-letter/2014/may/is-college-worth-it-education-tuition-wages/\" target=\"_blank\">research has shown\u003c/a> that young adults who graduate with college degrees tend to have better job prospects and earning potential throughout their lives, and educators rightly want to ensure that all students are able to take advantage of those opportunities. But what about the kids who just aren’t interested in college? And, even if kids do want to go to college, what might be lost in the development of a whole person when teenagers are asked to focus solely on traditional academics?\u003c/p>\n\u003cp>\u003ca href=\"http://www.theatlantic.com/business/archive/2015/09/vocational-education-high-school-philadelphia/407212/\" target=\"_blank\">Various school models\u003c/a> have tried to integrate more hands-on learning into the traditional school day, including schools in the \u003ca href=\"http://www.bigpicture.org/apps/pages/index.jsp?uREC_ID=389353&type=d&pREC_ID=902235\" target=\"_blank\">Big Picture Learning\u003c/a> network. One such school in Oakland, \u003ca href=\"http://www.ousd.org/metwest\" target=\"_blank\">MetWest High School\u003c/a>, aims to help high school students explore their passions outside of school and bring that learning and experience back into the academic setting. MetWest focuses on relationships, relevance and rigor, in that order.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='20'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/269457498&visual=true&color=ff5500&inverse=false&auto_play=false&show_user=true'\n title='https://api.soundcloud.com/tracks/269457498'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cfigure id=\"attachment_45513\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45513\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Kris-portrait-1440x989.jpg\" alt=\"Kris McCoy.\" width=\"640\" height=\"440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-1440x989.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-800x550.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-768x528.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-1180x811.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-960x660.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Kris McCoy. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A cornerstone of \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\" target=\"_blank\">Big Picture Learning model\u003c/a> is that teenagers need to begin building networks and discovering their passions in the real world, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/07/the-value-of-interships-a-dose-of-the-real-world-in-high-school/\" target=\"_blank\">through internships\u003c/a>. Students spend two days each week with a mentor at a business or organization that interests them. During the first several weeks of school, students research opportunities, set up meetings with potential work sites, travel to meet potential mentors, and work to make a good impression. For school leaders, this entire process is valuable for young people who are about to embark into the world and be treated as adults.\u003c/p>\n\u003cp>\"As a young person approaches adulthood they should spend more time out in the real world,” said Greg Cluster, MetWest’s internship coordinator and assistant principal. The MetWest internship model gives students an opportunity to connect with adults outside their families and neighborhoods, building the kind of network that can help them with college recommendations, future jobs, and practical advice.\u003c/p>\n\u003cfigure id=\"attachment_45501\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/kris-in-car-1440x1080.jpg\" alt=\"Kris uses specialized equipment to look at information on a car's computer.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Kris uses specialized equipment to look at information on a car's computer. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>MetWest's individualized approach has made a huge difference for Kris McCoy. McCoy had struggled in school and was involved in an armed robbery part-way through his eighth grade year. He served time in juvenile hall for that offense. He also got into several fights his first year at MetWest.\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>“He came with an ankle bracelet, and with visits from his parole officer,” said McCoy's teacher, Shannon Carey. “And needing to be the alpha male and needing to show MetWest who he was and that he shouldn’t be messed with. He was way more concerned with that than he was with his academics or his future career.”\u003c/p>\n\u003cp>If the internships are a big draw to this high school, the close-knit relationships are what make the program work. Advisors like Carey each have a cohort of 20 students that they follow throughout four years of high school. Carey gets to know each student and their families well along the way. She also teaches English and social studies to that group, often weaving students’ personal interests into \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/04/talk-to-teachers-students-share-how-and-why-theyd-change-education/\" target=\"_blank\">the assignments\u003c/a> and offering a lot of choice within the whole group instruction.\u003c/p>\n\u003cp>The school practices a restorative justice approach to discipline, which Carey says she was using a lot that first year. She kept a plant in the middle of the room because she and her students were circling up so often. In those circles they would talk about how to repair the many instances of harm that were happening. “He would have been kicked out of another high school if he had been fighting the way he had been when he first arrived here,” Carey said.\u003c/p>\n\u003cfigure id=\"attachment_45491\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45491\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Kris-work-on-car-1440x1080.jpg\" alt=\"Kris examines a car at L&L Auto Shop.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Kris examines a car at L&L Auto Shop. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Instead, McCoy began to trust Carey, something she says is very important for him to learn. He found himself an internship at an auto repair shop. His boss, Edward Lam, gave him a chance when no one else would, and treated him like an employee, while teaching him ever more complicated mechanical skills. In consultation with McCoy’s family, Carey decided to allow him to stay at that internship for several years, a fairly uncommon practice at MetWest.\u003c/p>\n\u003cp>“For students, like Kris, who really struggle with positive adult relationships, I see no reason to interrupt that relationship,” Carey said. “He can go deep in the content and he can go really deep in the really caring, trusting, loving relationship with adult men in his life.”\u003c/p>\n\u003cp>Tragically, Lam died suddenly in December of McCoy’s junior year. McCoy was devastated. “If it wasn’t for that shop I wouldn’t be alive,” McCoy said. “That shop kept me off the streets, it kept me out of jail. It gave me something to do with all my craft and my skills.”\u003c/p>\n\u003cp>McCoy said everything started to go downhill after Lam’s death. He began skipping school and his grades were slipping. He got into an altercation with a neighbor that forced him to move in with his grandparents to get out of the neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_45468\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45468\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Kris-framing-1440x1080.jpg\" alt=\"Rubenzahl helps McCoy put the finishing touches on the framing for a closet they are building.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Rubenzahl helps McCoy put the finishing touches on the framing for a closet they are building. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During this rough patch, McCoy started doing odd jobs for money with his neighbor, Murray Rubenzahl, who runs a contracting and rental business. Eventually, Rubenzahl became McCoy’s new mentor. They bond over a shared love of dirt bikes, but Rubenzahl takes his role as mentor seriously. He’s careful to lead by example, and doesn’t miss a chance to help McCoy see how his actions, like being late to work, affect the business.\u003c/p>\n\u003cp>“His presence here did push me to another level, “ Rubenzahl said. He’s excited to share his knowledge and skills with McCoy, and genuinely enjoys his company. “It’s something I’ve always been looking for, but was always too busy to set it up,” he said.\u003c/p>\n\u003cp>Rubenzahl is now part of McCoy’s “village,” the community of people who care deeply about his safety and happiness. Through those rough months after Lam’s death, no one gave up on McCoy, a fact not lost on him.\u003c/p>\n\u003cp>“MetWest has love for me,” he said. “They give me chances because they know I’m worth it. It was a point in my life when I was doubting myself.”\u003c/p>\n\u003cp>His teacher, Shannon Carey, has been patient, but firm with McCoy throughout this period. She reminded him of her expectations, but supported him with extensions on work and access to tutors. She knows how much the men at the auto shop meant to him, but doesn’t regret that the internship ultimately led to more loss in his life. She says it’s better for him to experience that with the support of the school than on his own.\u003c/p>\n\u003cp>“Just because a student appears to be backtracking or has lapses of reason or lapses in their school work that does not mean they aren’t progressing,” Carey said. She described the learning path as one of loop-de-loops, not a straight course. “It’s completely normal and needs to be supported, and attention needs to be brought to it, but there should be no faith lost or anger drummed up. That’s just the way it is for teens.”\u003c/p>\n\u003cp>\u003cstrong>Pursuing Interests\u003c/strong>\u003c/p>\n\u003cp>For some kids, connecting with people for internships is easy because they already have a deep passion for something. MetWest senior Ivan Reyes has loved fashion since he was eight and told his mom to stop dressing him. In his first three years at MetWest, he interned at a screen printing shop to learn how to design and print his own shirts, became proficient in the software Adobe Illustrator, and then worked at a local small business, where he learned the practical side of being an entrepreneur.\u003c/p>\n\u003cp>Reyes has his own clothing line, which he’s been able to display at the shop where he interned. The first time someone bought one of his shirts, he felt extremely motivated to continue improving his design skills so he could make new and better clothes. He likes MetWest because he can pursue his passion as part of school.\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/gfvOOm0e_0Q?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“It would have been harder for me to get started because I wouldn’t have the school day to learn how to screen print and use Illustrator,” Reyes said. He’s also taking a community college class on apparel design and fashion history, which has helped him broaden his ideas about the kind of clothes he wants to design. And in his history classes at MetWest, his teacher, Shannon Carey is looking for ways to connect American history to the clothes of the time as a way to engage Reyes in the class.\u003c/p>\n\u003cp>Not all kids are as passionate about one thing as Reyes. Interest discovery and support are a big part of the first month of school for exactly that reason. Organizations and businesses visit the school to try and interest students in an internship and advisors work hard to help students figure out what they might like to work on for the year. Sometimes they visit students’ homes and talk with their parents about past interests that might be latent. Other times they help students recognize a passion that arises through class discussion.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Just because a student appears to be backtracking or has lapses of reason or lapses in their school work that does not mean they aren't progressing.'\u003ccite>Shannon Carey, MetWest teacher\u003c/cite>\u003c/aside>\n\u003cp>“I’m thinking about probably working with kids, or something to do with art, I’m still thinking about it,” said Alpha Cisse at the start of his junior year. Cisse has dabbled in several areas for his internships. He worked at a local TV station, learning the basics of animation and video production. Then he worked at a local screen printing shop. He didn’t have a great experience there, but he learned some valuable lessons he’s applying to his next internship. He’s not going to leave the search to the last minute, and he's learned to ask more specific questions about what will be expected of him so he knows if it’s something he wants to do or not.\u003c/p>\n\u003cp>“Picking something you really enjoy and are passionate about makes the experience much better,” Cisse said. Between his sophomore and junior years Cisse participated in a coding bootcamp called \u003ca href=\"http://www.hackthehood.org/\">Hack The Hood\u003c/a>, where he learned to make websites. He’s now using the network he created through that program to find an internship he’ll be excited to do.\u003c/p>\n\u003cp>“Interests are there, but in order to act on them you have to be able to name them,” Cluster said. Many students end up working on issues that affect their lives or their family personally. Students have worked on education reform, diabetes care, and with social justice organizations. Often times the internship program is the reason students wanted to attend MetWest.\u003c/p>\n\u003cp>\u003cstrong>DRAWBACKS TO THE MODEL\u003c/strong>\u003c/p>\n\u003cp>While MetWest’s small size makes it possible for teachers to have these intense relationships with students, it can also be limiting. The school hasn’t been able to innovate in its science and math programs in the same way that it has for English and social studies. Those classes still look fairly traditional, although the school leadership is willing to be flexible if students can find courses outside of school that could meet a requirement. For advanced classes most students attend Laney College, which is just next door.\u003c/p>\n\u003cp>There’s also the risk that after experiencing such a close-knit, supportive high school community students will feel lost when they graduate. Carey worries about that sometimes, but she’s doing her best to prepare her students by doing deep inquiry about what they want their future lives to look like and how they plan to get there.\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>“I have come to the belief that having the experience of being in a loving and caring community, while it might be jarring outside of it, really builds you up in a way that will bloom later,” Carey said. When students first leave MetWest, it might feel like jumping into a cold ocean, but Carey hopes while they are at the school they are learning the skills to recreate that type of community wherever they go.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45453/interests-to-internships-when-students-take-the-lead-in-learning","authors":["234"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_21089","mindshift_20891","mindshift_20784","mindshift_1040","mindshift_20848","mindshift_20923"],"featImg":"mindshift_45465","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. 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