How Collaboration Unlocks Learning and Lessens Student Isolation
How Listening and Sharing Help Shape Collaborative Learning Experiences
Fixated on Leadership: Why Learning How to Follow is Crucial for Success
In an Era of Global Competition, What Exactly Are We Testing For?
If Robots Will Run the World, What Should Students Learn?
Combining Robotics With Poetry? Art and Engineering Can Co-Exist
Four Meaningful Ways Students Can Contribute
5 Tools to Help Students Learn How to Learn
Alan November: How Teachers and Tech Can Let Students Take Control
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Reprinted with permission by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Jo Boaler\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Why Is Collaboration Important?\u003c/p>\n\u003cp class=\"p2\">Over my lifetime I have encountered a small number of fascinating situations, some through research and some through personal experience, in which collaboration and connection produced surprising outcomes. Some of these have related to learning, some to the pursuit of equity, and some to the advancement of ideas, even in the face of severe opposition. These different cases all shed light on something that neuroscience is also showing—when we connect with other people’s ideas there are multiple benefits for our brains and for our lives.\u003c/p>\n\u003cp class=\"p2\">Uri Treisman, a mathematician at the University of Texas at Austin, used to teach at the University of California, Berkeley. While Uri was at Berkeley, he noticed that 60 percent of African American students who took calculus were failing the class. This caused many to drop out of college altogether. Uri began looking at more university data and saw that no Chinese American students were failing calculus, so he asked the question: What is the difference between these two cultural groups that seems to be causing this discrepancy?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">Uri at first asked the other mathematics faculty what they thought the reason was. They came up with a range of reasons: perhaps African American students came into the university with lower math scores or an insufficient mathematical background; perhaps they were from less wealthy homes. None of these suggested reasons were correct. What Uri found, through studying the students at work, was that there was one difference—the African American students worked on math problems by themselves, whereas the Chinese American students worked collaboratively. The Chinese American students worked on their assigned math problems in their dormitories and in the dining halls, thinking about them together. By contrast the African American students worked alone in their dormitory rooms and when they struggled on problems, they decided they were just not “math people” and gave up.\u003c/p>\n\u003cp class=\"p2\">\u003ca href=\"https://www.youcubed.org/limitless-mind/\">\u003cimg class=\"alignright size-full wp-image-54489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/BOALER_LimitlessMind_HC-e1569303153159.jpg\" alt=\"\" width=\"250\" height=\"375\">\u003c/a>Uri and his team set up workshops for the more vulnerable students, including students of color. They created what Uri describes as a “challenging yet emotionally supportive academic environment.” In the workshops students worked on math problems together, considering together what it would take to achieve at the highest levels on different problems. The academic improvement that resulted from the workshops was significant. Within two years, the failure rate of African American students had dropped to zero, and the African American and Latino students who attended the workshops were outperforming their white and Asian classmates. This was an impressive result, and Uri has continued this approach at Austin. His approach has now been used in over two hundred different institutions of higher education. In writing about the experience, Uri says:\u003c/p>\n\u003cp class=\"p2\">\u003cem>We were able to convince the students in our orientation that success in college would require them to work with their peers, to create for themselves a community based on shared intellectual interests and common professional aims. How‐ ever, it took some work to teach them how to work together. After that it was really rather elementary pedagogy.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">The fact that it took work to teach students how to collaborate with each other after they had spent thirteen years in school speaks to the problems in our school system, where the common pattern is that teachers lecture and students work through problems alone. The team leading the work‐ shops was right to point out that success in college requires working with others and making good connections. Many people know this, but they still see no role for collaboration in learning. When Uri and his team encouraged students to work together, their mathematical learning paths changed and they found success. This success story was about learning calculus in college, but we could substitute any other subject and expect similar results.\u003c/p>\n\u003cp class=\"p2\">Part of the reason students give up on learning is because they find it difficult and think they are alone in their struggle. An important change takes place when students work together and discover that everybody finds some or all of the work difficult. This is a critical moment for students, and one that helps them know that for everyone learning is a process and that obstacles are common.\u003c/p>\n\u003cp class=\"p2\">Another reason that students’ learning pathways change is because they receive an opportunity to connect ideas. Connecting with another person’s idea both requires and develops a higher level of understanding. When students work together (learning math, science, languages, English— anything), they get opportunities to make connections be‐ tween ideas, which is inherently valuable for them.\u003c/p>\n\u003cp class=\"p2\">A similarly noteworthy finding came from the results of a large‐scale testing program. In 2012, PISA assessments (international tests given to fifteen‐year‐olds worldwide, as mentioned earlier) showed that boys achieved at higher levels than girls in mathematics in thirty‐eight countries.\u003c/p>\n\u003cp class=\"p2\">This result was disappointing and surprising. In the US and in most other countries, the achievement of girls and boys in school is equal. This reminded me again of the ways that tests distort what students actually know and can do.\u003c/p>\n\u003cfigure id=\"attachment_54492\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54492\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg\" alt=\"\" width=\"250\" height=\"319\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-160x204.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-800x1020.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-768x979.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-1020x1301.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-941x1200.jpg 941w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Jo Boaler \u003ccite>(Robert Houser Photography)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">This was underscored when the PISA team issued a report showing that when anxiety was factored into the analysis, the gap in achievement between girls and boys was fully explained by the lower confidence of girls.\u003cspan class=\"s1\"> \u003c/span>What appeared to be a gender difference in mathematics achievement was in reality a difference in mathematics confidence levels. Girls became more anxious when they took the individual math tests, a phenomenon that is well established,\u003cspan class=\"s1\"> \u003c/span>and one that should make any educator pause before basing decisions on test performance.\u003c/p>\n\u003cp class=\"p2\">The impact of the different testing conditions as well as the potential of collaboration for reducing inequalities were also shown by another assessment the PISA team conducted. In addition to the usual individual mathematics test, they did an assessment of collaborative problem solving. In this assessment students did not collaborate with other students but with a computer agent. They had to take on the ideas of the agent and connect with and build upon them to collaboratively solve complex problems.\u003cspan class=\"s1\"> \u003c/span>This, to me, gauges something much more valuable than what a student produces on an individual math test. Instead of reproducing knowledge individually, students are asked to consider another’s ideas and work with them to solve a complex problem. This is also more consistent with the world of work students are being prepared for.\u003c/p>\n\u003cp class=\"p2\">In the test of collaborative problem solving, administered in fifty‐one countries, girls outperformed boys in every country. This notable result was accompanied by two others—there were no significant differences in outcomes between advantaged and disadvantaged students, a rare and important finding. And in some countries diversity boosted performance. The team found that in some countries “non‐ immigrant” students achieved at higher levels when they were in schools with larger numbers of “immigrant” students, a fantastic result, suggesting that diverse communities of learners help students become better collaborators.\u003c/p>\n\u003cp class=\"p2\">The results of the PISA assessment of collaborative problem solving shine a light on the pursuit of equity, revealing also the discriminatory nature of individual testing, something that anyone who gets anxious about high‐stakes testing fully understands. What does it mean that for girls collaboration, even with a computer agent, increases their confidence levels and causes them to achieve at higher levels? Similarly, what does it mean that African American students go from failing calculus to outperforming other, previously more successful, students when they collaborate? This research reveals the potential of collaboration, not only for girls or students of color, but for all learners and thinkers. When you connect with someone else’s ideas, you enhance your brain, your understanding, and your perspective.\u003c/p>\n\u003cp class=\"p2\">Neuroscientists also know the importance of collaboration. Research shows that when people collaborate, the medial orbitofrontal cortex and the frontoparietal network are activated, the latter of which aids in the development of executive functions. Neuroscientists refer to these different brain areas as the “social brain.” When we collaborate, our brains are charged with the complex task of making sense of another’s thinking and learning to interact. Social cognition is the topic of much current neuroscientific investigation.\u003c/p>\n\u003cp class=\"p2\">Collaboration is vital for learning, for college success, for brain development, and for creating equitable outcomes. Beyond all of this, it is beneficial to establish interpersonal connections, especially in times of conflict and need.\u003c/p>\n\u003cp class=\"p2\">Victor and Mildred Goertzel studied seven hundred people who had made huge contributions to society, choosing those who had been the subject of at least two biographies, people such as Marie Curie and Henry Ford. They found, in‐ credibly, that less than 15 percent of the famous men and women had been raised in supportive families; 75 percent had grown up in families with severe problems such as “poverty, abuse, absent parents, alcoholism, serious illness,” and other major issues. Their study was conducted in the 1960s. Clinical psychologist Meg Jay, in her interesting Wall Street Journal article on resilience, reports that similar results would be found today and cites Oprah Winfrey, Howard Schultz, and LeBron James as examples of people who grew up in extreme hardship.\u003c/p>\n\u003cp class=\"p2\">Jay has studied resilience over many years and points out that people who survive hardship often do better, but not through “bouncing back,” as some think, because the recovery process takes time and is more of a battle than a bounce. She also points out those who ultimately benefit from hardship, becoming stronger and resilient, do so when they maintain self‐belief, when they “own the fighter within,” and when they connect with other people. The thing that people who overcome hardship and do not become defeated by it have in common is that in times of need they all reached out to someone—a friend, a family member, or a colleague—and those connections helped them survive and develop strength.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cem>Jo Boaler is the Nomellini-Olivier Professor of Education at Stanford, cofounder of \u003ca href=\"https://www.youcubed.org/\">youcubed.org\u003c/a> and author of \u003ca href=\"https://www.youcubed.org/limitless-mind/\">Limitless Mind: Learn, Lead & Live without Barriers\u003c/a> by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Working together helps students know that obstacles are a shared experience and that they're not alone in their struggles. Collaboration also helps deepen connections to learning. ","status":"publish","parent":0,"modified":1569305261,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":1733},"headData":{"title":"How Collaboration Unlocks Learning and Lessens Student Isolation | KQED","description":"Working together helps students know that obstacles are a shared experience and that they're not alone in their struggles. Collaboration also helps deepen connections to learning. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54486 https://ww2.kqed.org/mindshift/?p=54486","disqusUrl":"https://ww2.kqed.org/mindshift/2019/09/23/how-collaboration-unlocks-learning-and-lessens-student-isolation/","disqusTitle":"How Collaboration Unlocks Learning and Lessens Student Isolation","path":"/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>Excerpted from \u003ca href=\"https://www.youcubed.org/limitless-mind/\">LIMITLESS MIND\u003c/a> by Jo Boaler, copyright 2019. Reprinted with permission by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Jo Boaler\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Why Is Collaboration Important?\u003c/p>\n\u003cp class=\"p2\">Over my lifetime I have encountered a small number of fascinating situations, some through research and some through personal experience, in which collaboration and connection produced surprising outcomes. Some of these have related to learning, some to the pursuit of equity, and some to the advancement of ideas, even in the face of severe opposition. These different cases all shed light on something that neuroscience is also showing—when we connect with other people’s ideas there are multiple benefits for our brains and for our lives.\u003c/p>\n\u003cp class=\"p2\">Uri Treisman, a mathematician at the University of Texas at Austin, used to teach at the University of California, Berkeley. While Uri was at Berkeley, he noticed that 60 percent of African American students who took calculus were failing the class. This caused many to drop out of college altogether. Uri began looking at more university data and saw that no Chinese American students were failing calculus, so he asked the question: What is the difference between these two cultural groups that seems to be causing this discrepancy?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">Uri at first asked the other mathematics faculty what they thought the reason was. They came up with a range of reasons: perhaps African American students came into the university with lower math scores or an insufficient mathematical background; perhaps they were from less wealthy homes. None of these suggested reasons were correct. What Uri found, through studying the students at work, was that there was one difference—the African American students worked on math problems by themselves, whereas the Chinese American students worked collaboratively. The Chinese American students worked on their assigned math problems in their dormitories and in the dining halls, thinking about them together. By contrast the African American students worked alone in their dormitory rooms and when they struggled on problems, they decided they were just not “math people” and gave up.\u003c/p>\n\u003cp class=\"p2\">\u003ca href=\"https://www.youcubed.org/limitless-mind/\">\u003cimg class=\"alignright size-full wp-image-54489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/BOALER_LimitlessMind_HC-e1569303153159.jpg\" alt=\"\" width=\"250\" height=\"375\">\u003c/a>Uri and his team set up workshops for the more vulnerable students, including students of color. They created what Uri describes as a “challenging yet emotionally supportive academic environment.” In the workshops students worked on math problems together, considering together what it would take to achieve at the highest levels on different problems. The academic improvement that resulted from the workshops was significant. Within two years, the failure rate of African American students had dropped to zero, and the African American and Latino students who attended the workshops were outperforming their white and Asian classmates. This was an impressive result, and Uri has continued this approach at Austin. His approach has now been used in over two hundred different institutions of higher education. In writing about the experience, Uri says:\u003c/p>\n\u003cp class=\"p2\">\u003cem>We were able to convince the students in our orientation that success in college would require them to work with their peers, to create for themselves a community based on shared intellectual interests and common professional aims. How‐ ever, it took some work to teach them how to work together. After that it was really rather elementary pedagogy.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">The fact that it took work to teach students how to collaborate with each other after they had spent thirteen years in school speaks to the problems in our school system, where the common pattern is that teachers lecture and students work through problems alone. The team leading the work‐ shops was right to point out that success in college requires working with others and making good connections. Many people know this, but they still see no role for collaboration in learning. When Uri and his team encouraged students to work together, their mathematical learning paths changed and they found success. This success story was about learning calculus in college, but we could substitute any other subject and expect similar results.\u003c/p>\n\u003cp class=\"p2\">Part of the reason students give up on learning is because they find it difficult and think they are alone in their struggle. An important change takes place when students work together and discover that everybody finds some or all of the work difficult. This is a critical moment for students, and one that helps them know that for everyone learning is a process and that obstacles are common.\u003c/p>\n\u003cp class=\"p2\">Another reason that students’ learning pathways change is because they receive an opportunity to connect ideas. Connecting with another person’s idea both requires and develops a higher level of understanding. When students work together (learning math, science, languages, English— anything), they get opportunities to make connections be‐ tween ideas, which is inherently valuable for them.\u003c/p>\n\u003cp class=\"p2\">A similarly noteworthy finding came from the results of a large‐scale testing program. In 2012, PISA assessments (international tests given to fifteen‐year‐olds worldwide, as mentioned earlier) showed that boys achieved at higher levels than girls in mathematics in thirty‐eight countries.\u003c/p>\n\u003cp class=\"p2\">This result was disappointing and surprising. In the US and in most other countries, the achievement of girls and boys in school is equal. This reminded me again of the ways that tests distort what students actually know and can do.\u003c/p>\n\u003cfigure id=\"attachment_54492\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54492\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg\" alt=\"\" width=\"250\" height=\"319\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-160x204.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-800x1020.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-768x979.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-1020x1301.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-941x1200.jpg 941w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Jo Boaler \u003ccite>(Robert Houser Photography)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">This was underscored when the PISA team issued a report showing that when anxiety was factored into the analysis, the gap in achievement between girls and boys was fully explained by the lower confidence of girls.\u003cspan class=\"s1\"> \u003c/span>What appeared to be a gender difference in mathematics achievement was in reality a difference in mathematics confidence levels. Girls became more anxious when they took the individual math tests, a phenomenon that is well established,\u003cspan class=\"s1\"> \u003c/span>and one that should make any educator pause before basing decisions on test performance.\u003c/p>\n\u003cp class=\"p2\">The impact of the different testing conditions as well as the potential of collaboration for reducing inequalities were also shown by another assessment the PISA team conducted. In addition to the usual individual mathematics test, they did an assessment of collaborative problem solving. In this assessment students did not collaborate with other students but with a computer agent. They had to take on the ideas of the agent and connect with and build upon them to collaboratively solve complex problems.\u003cspan class=\"s1\"> \u003c/span>This, to me, gauges something much more valuable than what a student produces on an individual math test. Instead of reproducing knowledge individually, students are asked to consider another’s ideas and work with them to solve a complex problem. This is also more consistent with the world of work students are being prepared for.\u003c/p>\n\u003cp class=\"p2\">In the test of collaborative problem solving, administered in fifty‐one countries, girls outperformed boys in every country. This notable result was accompanied by two others—there were no significant differences in outcomes between advantaged and disadvantaged students, a rare and important finding. And in some countries diversity boosted performance. The team found that in some countries “non‐ immigrant” students achieved at higher levels when they were in schools with larger numbers of “immigrant” students, a fantastic result, suggesting that diverse communities of learners help students become better collaborators.\u003c/p>\n\u003cp class=\"p2\">The results of the PISA assessment of collaborative problem solving shine a light on the pursuit of equity, revealing also the discriminatory nature of individual testing, something that anyone who gets anxious about high‐stakes testing fully understands. What does it mean that for girls collaboration, even with a computer agent, increases their confidence levels and causes them to achieve at higher levels? Similarly, what does it mean that African American students go from failing calculus to outperforming other, previously more successful, students when they collaborate? This research reveals the potential of collaboration, not only for girls or students of color, but for all learners and thinkers. When you connect with someone else’s ideas, you enhance your brain, your understanding, and your perspective.\u003c/p>\n\u003cp class=\"p2\">Neuroscientists also know the importance of collaboration. Research shows that when people collaborate, the medial orbitofrontal cortex and the frontoparietal network are activated, the latter of which aids in the development of executive functions. Neuroscientists refer to these different brain areas as the “social brain.” When we collaborate, our brains are charged with the complex task of making sense of another’s thinking and learning to interact. Social cognition is the topic of much current neuroscientific investigation.\u003c/p>\n\u003cp class=\"p2\">Collaboration is vital for learning, for college success, for brain development, and for creating equitable outcomes. Beyond all of this, it is beneficial to establish interpersonal connections, especially in times of conflict and need.\u003c/p>\n\u003cp class=\"p2\">Victor and Mildred Goertzel studied seven hundred people who had made huge contributions to society, choosing those who had been the subject of at least two biographies, people such as Marie Curie and Henry Ford. They found, in‐ credibly, that less than 15 percent of the famous men and women had been raised in supportive families; 75 percent had grown up in families with severe problems such as “poverty, abuse, absent parents, alcoholism, serious illness,” and other major issues. Their study was conducted in the 1960s. Clinical psychologist Meg Jay, in her interesting Wall Street Journal article on resilience, reports that similar results would be found today and cites Oprah Winfrey, Howard Schultz, and LeBron James as examples of people who grew up in extreme hardship.\u003c/p>\n\u003cp class=\"p2\">Jay has studied resilience over many years and points out that people who survive hardship often do better, but not through “bouncing back,” as some think, because the recovery process takes time and is more of a battle than a bounce. She also points out those who ultimately benefit from hardship, becoming stronger and resilient, do so when they maintain self‐belief, when they “own the fighter within,” and when they connect with other people. The thing that people who overcome hardship and do not become defeated by it have in common is that in times of need they all reached out to someone—a friend, a family member, or a colleague—and those connections helped them survive and develop strength.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>Jo Boaler is the Nomellini-Olivier Professor of Education at Stanford, cofounder of \u003ca href=\"https://www.youcubed.org/\">youcubed.org\u003c/a> and author of \u003ca href=\"https://www.youcubed.org/limitless-mind/\">Limitless Mind: Learn, Lead & Live without Barriers\u003c/a> by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20589","mindshift_1028","mindshift_121","mindshift_939","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_20943","mindshift_392","mindshift_20893","mindshift_46","mindshift_205"],"featImg":"mindshift_54495","label":"mindshift"},"mindshift_46021":{"type":"posts","id":"mindshift_46021","meta":{"index":"posts_1591205157","site":"mindshift","id":"46021","score":null,"sort":[1470294188000]},"guestAuthors":[],"slug":"how-listening-and-sharing-help-shape-collaborative-learning-experiences","title":"How Listening and Sharing Help Shape Collaborative Learning Experiences","publishDate":1470294188,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \"\u003ca href=\"http://books.wwnorton.com/books/The-ABCs-of-How-We-Learn/\">The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them\u003c/a>,\"\u003c/em>\u003cem> (c) 2016 by Daniel L. Schwartz, Jessica M. Tsang and Kristen P. Blair. Used with the permission of the publisher, W. W. Norton & Co. The following is from the chapter \"L is for Listening and Sharing.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Learning more together than alone\u003c/strong>\u003c/p>\n\u003cp>With listening and sharing learners try to construct joint understandings. Listening and sharing are the cornerstones of collaborative learning. We can learn more working together than working alone.\u003c/p>\n\u003cp>A little history lesson: The study of cooperation arose after World War II as part of a research program on conflict resolution (Deutsch, 1977). Negotiation depends on cooperation, and negotiation is a preferable resolution to conflict than war. From this starting point, one reason to use cooperative learning is to help students develop better skills at cooperating (e.g., Johnson & Johnson, 1987). Subsequent research discovered a second reason to use cooperative learning: when students collaborate on class assignments, they learn the material better (we provide examples below). Ideally, small group work can yield both better abilities to cooperate and better learning of the content.\u003c/p>\n\u003cp>Simply putting students into small groups, however, does not guarantee desirable outcomes. Success depends on listening and sharing. Here is a description of students who did not collaborate well.\u003c/p>\n\u003cblockquote>\u003cp>Sagging in his chair, Daryl gazed away, pointing his outstretched legs toward another group. Elizabeth, disgusted, looked down as she paged through the anthology. Across from them, Josh and Kara talked animatedly. When I stopped at their group, Kara told me the group had chosen Raymond Carver’s poem “Gravy.” Elizabeth complained that no one was listening to her and that she hated “the dumb poem they both want.” . . . Finally came the day of their presentation. . . . Kara and Josh had taken over the presentation. The other two never really found their way into the project. (Cohen & Lotan, 2014, p. 25, citing Shulman et al., 1998)\u003c/p>\u003c/blockquote>\n\u003cp>Kara and Josh did the lion’s share of the content work, and it may have been very good. Nevertheless, they did not listen to Elizabeth, and Daryl did not share any thoughts at all. The example resonates with people because most of us have been Daryl, Elizabeth, and Kara and Josh at some point. Fortunately, listening and sharing as cooperative techniques can alleviate frustration and, more importantly, allow group learning to surpass what would be possible by a single student (Slavin, 1995). Effective collaborative learning yields gains in motivation and conceptual understanding. Ideally, it also helps students learn how to cooperate in the future.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>1. How Listening and Sharing Works\u003c/strong>\u003c/p>\n\u003cp>Everything is more fun with someone else!! Well, at least it should be. Many college students dislike group projects. Some of this is naïve egoism and an unwillingness to compromise—I can do this better alone than together. But more often than not, it is because one or more of five ingredients is missing: joint attention, listening, sharing, coordinating, and perspective taking.\u003c/p>\n\u003cp>\u003cstrong>Joint Attention\u003c/strong>\u003c/p>\n\u003cp>To collaborate, people need to pay attention to the same thing. If two children are building separate sand castles, they are not collaborating. They are engaged in parallel play. The abilities to maintain joint attention are foundational and emerge around the first year of life. Infants and parents can share attention to the same toy. Next, infants learn to follow the parents gaze to maintain joint visual attention. Finally, the infants learn to direct their parents’ attention (Carpenter, Nagell, Tomasello, Butterworth, & Moore, 1998). Visual attention provides an index of what people are thinking about. If you are looking longingly at an ice-cold beer, it is a good bet that you are thinking about an ice-cold beer.\u003c/p>\n\u003cp>\u003ca href=\"http://books.wwnorton.com/books/The-ABCs-of-How-We-Learn/\">\u003cimg class=\"size-full wp-image-46022 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/ABCs-e1470241751579.jpg\" alt=\"Schwartz_comp17b\" width=\"250\" height=\"377\">\u003c/a>Using a common visual anchor (e.g., a common diagram) can help people maintain joint visual attention. In one study, Schneider and Pea (2013) had partners complete a circuit task, where participants had to figure out which circuit controlled which outcome in a simulation. They collaborated remotely over headsets. They saw the same image on their respective computers, so it was possible to maintain joint visual attention. In one condition, the authors used eye tracking: a moving dot showed each participant where the other was looking, so it was easier for them to maintain joint visual attention. These partners exhibited better collaboration, and they learned more from the task than did partners who did not have the eye-tracking dot to support joint attention.\u003c/p>\n\u003cp>\u003cstrong>Listening\u003c/strong>\u003c/p>\n\u003cp>Thoughts can be much more complex than an eye gaze. It also helps to hear what people are thinking. A common situation is that people refuse to listen to one another because they are too busy talking or they just discount other people’s ideas. The How-To section describes a number of solutions.\u003c/p>\n\u003cp>\u003cstrong>Sharing\u003c/strong>\u003c/p>\n\u003cp>Sharing operates on two levels: sharing common goals and sharing ideas. First, if people do not share some level of common goal, they will collaborate to cross-purposes. Two professors of mathematics may agree to design homework together for a large class, but if one professor aims to increase students’ interest in the field while the other aims to weed out the faint of heart, they will have a hard time reaching consensus. Second, if nobody shares ideas, collaboration will not go very far. In school, getting people to share can be difficult. Learners may be diffident, or they may not have good strategies for sharing. Children often do not know how to offer constructive criticism or build on an idea. It can be helpful to give templates for sharing, such as two likes and a wish, where the “wish” is a constructive criticism or a building idea.\u003c/p>\n\u003cp>\u003cstrong>Coordinating\u003c/strong>\u003c/p>\n\u003cp>Have you ever had the experience of a group discussion, in which you just cannot seem to get your timing right? Either you always interrupt before the speaker is done, or someone else grabs the floor exactly when the other person finishes and before you jump in. Collaboration requires a great deal of turn-taking coordination. When the number of collaborators increases, it is also important to partition roles and opportunities to interact. You may hope coordination evolves organically, which it might. But it might turn into a Lord of the Flies scenario instead. It can be useful to establish collaborative structures and rules.\u003c/p>\n\u003cp>\u003cstrong>Perspective Taking\u003c/strong>\u003c/p>\n\u003cp>A primary reason for collaborating is that people bring different ideas to the table. The first four ingredients—joint attention, listening, sharing, and coordinating—support the exchange of information. The fifth ingredient is understanding why people are offering the information they do. This often goes beyond what speakers can possibly show and say (see Chapter S). People need to understand the point of view behind what others are saying, so they can interpret it more fully. This requires perspective taking. This is where important learning takes place, because learners can gain a new way to think about matters. It can also help differentiate and clarify one’s own ideas. A conflict of opinions can enhance learning (Johnson & Johnson, 2009).\u003c/p>\n\u003cp>An interesting study on perspective taking (Kulkarni, Cambre, Kotturi, Bernstein, & Klemmer, 2015) occurred in a massive open online course (MOOC) with global participation. In their online discussions, learners were encouraged to review lecture content by relating it to their local context. The researchers placed people into low- or high-diversity groups based on the spread of geographic regions among participants. Students in the most geographically diverse discussion groups saw the highest learning gains, presumably because they had the opportunity to consider more different perspectives than geographically uniform groups did.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p2\">\u003cem>\u003cspan class=\"s1\">Daniel L. Schwartz, PhD, is the Dean of the Stanford University Graduate \u003c/span>\u003cspan class=\"s1\">School of Education and holds the Nomellini-Olivier Chair in Educational \u003c/span>\u003cspan class=\"s1\">Technology. Jessica M. Tsang, PhD, and Kristen P. Blair, PhD are both \u003c/span>\u003cspan class=\"s1\">researchers and instructors at Stanford University’s Graduate School of \u003c/span>\u003cspan class=\"s1\">Education.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In order for collaborative work to be effective, students need to be mindful about listening, joint attention, sharing, coordinating and perspective taking. ","status":"publish","parent":0,"modified":1470294188,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1344},"headData":{"title":"How Listening and Sharing Help Shape Collaborative Learning Experiences | KQED","description":"In order for collaborative work to be effective, students need to be mindful about listening, joint attention, sharing, coordinating and perspective taking. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"46021 http://ww2.kqed.org/mindshift/?p=46021","disqusUrl":"https://ww2.kqed.org/mindshift/2016/08/04/how-listening-and-sharing-help-shape-collaborative-learning-experiences/","disqusTitle":"How Listening and Sharing Help Shape Collaborative Learning Experiences","path":"/mindshift/46021/how-listening-and-sharing-help-shape-collaborative-learning-experiences","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \"\u003ca href=\"http://books.wwnorton.com/books/The-ABCs-of-How-We-Learn/\">The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them\u003c/a>,\"\u003c/em>\u003cem> (c) 2016 by Daniel L. Schwartz, Jessica M. Tsang and Kristen P. Blair. Used with the permission of the publisher, W. W. Norton & Co. The following is from the chapter \"L is for Listening and Sharing.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Learning more together than alone\u003c/strong>\u003c/p>\n\u003cp>With listening and sharing learners try to construct joint understandings. Listening and sharing are the cornerstones of collaborative learning. We can learn more working together than working alone.\u003c/p>\n\u003cp>A little history lesson: The study of cooperation arose after World War II as part of a research program on conflict resolution (Deutsch, 1977). Negotiation depends on cooperation, and negotiation is a preferable resolution to conflict than war. From this starting point, one reason to use cooperative learning is to help students develop better skills at cooperating (e.g., Johnson & Johnson, 1987). Subsequent research discovered a second reason to use cooperative learning: when students collaborate on class assignments, they learn the material better (we provide examples below). Ideally, small group work can yield both better abilities to cooperate and better learning of the content.\u003c/p>\n\u003cp>Simply putting students into small groups, however, does not guarantee desirable outcomes. Success depends on listening and sharing. Here is a description of students who did not collaborate well.\u003c/p>\n\u003cblockquote>\u003cp>Sagging in his chair, Daryl gazed away, pointing his outstretched legs toward another group. Elizabeth, disgusted, looked down as she paged through the anthology. Across from them, Josh and Kara talked animatedly. When I stopped at their group, Kara told me the group had chosen Raymond Carver’s poem “Gravy.” Elizabeth complained that no one was listening to her and that she hated “the dumb poem they both want.” . . . Finally came the day of their presentation. . . . Kara and Josh had taken over the presentation. The other two never really found their way into the project. (Cohen & Lotan, 2014, p. 25, citing Shulman et al., 1998)\u003c/p>\u003c/blockquote>\n\u003cp>Kara and Josh did the lion’s share of the content work, and it may have been very good. Nevertheless, they did not listen to Elizabeth, and Daryl did not share any thoughts at all. The example resonates with people because most of us have been Daryl, Elizabeth, and Kara and Josh at some point. Fortunately, listening and sharing as cooperative techniques can alleviate frustration and, more importantly, allow group learning to surpass what would be possible by a single student (Slavin, 1995). Effective collaborative learning yields gains in motivation and conceptual understanding. Ideally, it also helps students learn how to cooperate in the future.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>1. How Listening and Sharing Works\u003c/strong>\u003c/p>\n\u003cp>Everything is more fun with someone else!! Well, at least it should be. Many college students dislike group projects. Some of this is naïve egoism and an unwillingness to compromise—I can do this better alone than together. But more often than not, it is because one or more of five ingredients is missing: joint attention, listening, sharing, coordinating, and perspective taking.\u003c/p>\n\u003cp>\u003cstrong>Joint Attention\u003c/strong>\u003c/p>\n\u003cp>To collaborate, people need to pay attention to the same thing. If two children are building separate sand castles, they are not collaborating. They are engaged in parallel play. The abilities to maintain joint attention are foundational and emerge around the first year of life. Infants and parents can share attention to the same toy. Next, infants learn to follow the parents gaze to maintain joint visual attention. Finally, the infants learn to direct their parents’ attention (Carpenter, Nagell, Tomasello, Butterworth, & Moore, 1998). Visual attention provides an index of what people are thinking about. If you are looking longingly at an ice-cold beer, it is a good bet that you are thinking about an ice-cold beer.\u003c/p>\n\u003cp>\u003ca href=\"http://books.wwnorton.com/books/The-ABCs-of-How-We-Learn/\">\u003cimg class=\"size-full wp-image-46022 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/ABCs-e1470241751579.jpg\" alt=\"Schwartz_comp17b\" width=\"250\" height=\"377\">\u003c/a>Using a common visual anchor (e.g., a common diagram) can help people maintain joint visual attention. In one study, Schneider and Pea (2013) had partners complete a circuit task, where participants had to figure out which circuit controlled which outcome in a simulation. They collaborated remotely over headsets. They saw the same image on their respective computers, so it was possible to maintain joint visual attention. In one condition, the authors used eye tracking: a moving dot showed each participant where the other was looking, so it was easier for them to maintain joint visual attention. These partners exhibited better collaboration, and they learned more from the task than did partners who did not have the eye-tracking dot to support joint attention.\u003c/p>\n\u003cp>\u003cstrong>Listening\u003c/strong>\u003c/p>\n\u003cp>Thoughts can be much more complex than an eye gaze. It also helps to hear what people are thinking. A common situation is that people refuse to listen to one another because they are too busy talking or they just discount other people’s ideas. The How-To section describes a number of solutions.\u003c/p>\n\u003cp>\u003cstrong>Sharing\u003c/strong>\u003c/p>\n\u003cp>Sharing operates on two levels: sharing common goals and sharing ideas. First, if people do not share some level of common goal, they will collaborate to cross-purposes. Two professors of mathematics may agree to design homework together for a large class, but if one professor aims to increase students’ interest in the field while the other aims to weed out the faint of heart, they will have a hard time reaching consensus. Second, if nobody shares ideas, collaboration will not go very far. In school, getting people to share can be difficult. Learners may be diffident, or they may not have good strategies for sharing. Children often do not know how to offer constructive criticism or build on an idea. It can be helpful to give templates for sharing, such as two likes and a wish, where the “wish” is a constructive criticism or a building idea.\u003c/p>\n\u003cp>\u003cstrong>Coordinating\u003c/strong>\u003c/p>\n\u003cp>Have you ever had the experience of a group discussion, in which you just cannot seem to get your timing right? Either you always interrupt before the speaker is done, or someone else grabs the floor exactly when the other person finishes and before you jump in. Collaboration requires a great deal of turn-taking coordination. When the number of collaborators increases, it is also important to partition roles and opportunities to interact. You may hope coordination evolves organically, which it might. But it might turn into a Lord of the Flies scenario instead. It can be useful to establish collaborative structures and rules.\u003c/p>\n\u003cp>\u003cstrong>Perspective Taking\u003c/strong>\u003c/p>\n\u003cp>A primary reason for collaborating is that people bring different ideas to the table. The first four ingredients—joint attention, listening, sharing, and coordinating—support the exchange of information. The fifth ingredient is understanding why people are offering the information they do. This often goes beyond what speakers can possibly show and say (see Chapter S). People need to understand the point of view behind what others are saying, so they can interpret it more fully. This requires perspective taking. This is where important learning takes place, because learners can gain a new way to think about matters. It can also help differentiate and clarify one’s own ideas. A conflict of opinions can enhance learning (Johnson & Johnson, 2009).\u003c/p>\n\u003cp>An interesting study on perspective taking (Kulkarni, Cambre, Kotturi, Bernstein, & Klemmer, 2015) occurred in a massive open online course (MOOC) with global participation. In their online discussions, learners were encouraged to review lecture content by relating it to their local context. The researchers placed people into low- or high-diversity groups based on the spread of geographic regions among participants. Students in the most geographically diverse discussion groups saw the highest learning gains, presumably because they had the opportunity to consider more different perspectives than geographically uniform groups did.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">\u003cem>\u003cspan class=\"s1\">Daniel L. Schwartz, PhD, is the Dean of the Stanford University Graduate \u003c/span>\u003cspan class=\"s1\">School of Education and holds the Nomellini-Olivier Chair in Educational \u003c/span>\u003cspan class=\"s1\">Technology. Jessica M. Tsang, PhD, and Kristen P. Blair, PhD are both \u003c/span>\u003cspan class=\"s1\">researchers and instructors at Stanford University’s Graduate School of \u003c/span>\u003cspan class=\"s1\">Education.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46021/how-listening-and-sharing-help-shape-collaborative-learning-experiences","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_1028","mindshift_121","mindshift_20784","mindshift_1040","mindshift_21021","mindshift_20821","mindshift_21022","mindshift_79"],"featImg":"mindshift_46027","label":"mindshift"},"mindshift_43201":{"type":"posts","id":"mindshift_43201","meta":{"index":"posts_1591205157","site":"mindshift","id":"43201","score":null,"sort":[1450858189000]},"guestAuthors":[],"slug":"fixated-on-leadership-why-learning-how-to-follow-is-crucial-for-success","title":"Fixated on Leadership: Why Learning How to Follow is Crucial for Success","publishDate":1450858189,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Leadership ability, it would seem, is the essential ingredient of success. But is it?\u003c/p>\n\u003cp>Academies and institutes, high schools and colleges, MBA programs and charter schools all promote their ability to train 21\u003csup>st\u003c/sup> century leaders. High school seniors applying for college using the Common Application are instructed to include details about the “position/leadership” they hold as a part of their extracurricular activities. The celebration of leadership has become so routine that an educator at a California preschool was heard prompting a 5-year-old to “use her leadership voice.”\u003c/p>\n\u003cp>“The term has become so ubiquitous that it has lost its meaning,” said Ira Chaleff. He is a student of what his colleague, Harvard professor Barbara Kellerman, calls the “leadership industry,” as well as an author on the critical value of following. His most recent book, \"\u003ca href=\"http://www.amazon.com/Intelligent-Disobedience-Doing-Right-Youre/dp/1626564272\">Intelligent Disobedience: Doing Right When What You’re Told To Do Is Wrong\u003c/a>,\" explores why citizens, including young students, need to understand effective “followership,” which requires both supporting leaders’ good ideas and questioning or even resisting their bad ones. He says there are some unintended consequences of our cultural fixation on leadership and there are some ways schools and teachers can do help address them.\u003c/p>\n\u003cp>There are many costs associated with the drive to “create” leaders, according to Chaleff. Many of us mistakenly think of leaders as those special individuals who possess a certain set of traits -- confidence, charisma, vision -- that qualify them to be in charge. In fact, Chaleff says, most people shift roles depending on the work at hand: They’re followers in one sphere and leaders in others. “We have misidentified leader and follower as personality types when we should be talking about roles,” he said.\u003c/p>\n\u003cp>Kids who are brought up to believe that they should be leaders in everything -- captain of the tennis team, head of the debate team and student council president -- are being set up to fail. “You can’t be the leader of everything; kids should try lots of things, some as leaders, some as supportive team members,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another pitfall associated with a singular focus on leadership traits, rather than roles, is the dark side of leadership. Gangs, malevolent regimes and criminal organizations have effective leaders, too, but that’s not what schools, presumably, want to build. “History is full of terrible examples of people with ‘leadership skills,’ ” Chaleff said. Romanticizing leadership ignores its ugly applications and blinds us to its misuses.\u003c/p>\n\u003cp>What schools at all levels should teach, Chaleff said, is the other side of the leadership coin: followership, not the passive stereotype of a follower, but the energetic, courageous way of performing the role.\u003c/p>\n\u003cp>What’s to be gained from instructing children in effective following?\u003c/p>\n\u003cp>First, they begin to understand that followers are what allow leaders to succeed; a leader without followers is powerless. They also learn that following isn’t a passive responsibility. Effective followers actively support the designated leader, provided she is reasonably competent and striving to carry out the group’s core purpose. At the same time, they must develop a voice to speak up and object if the leader goes astray. Shrewd leaders welcome objections, and wise followers have the guts and the tools to challenge unworkable or unwise orders. Obedience taught too well, Chaleff writes, extinguishes the imperative to hold ourselves accountable for actions we take.\u003c/p>\n\u003cp>To help destigmatize the concept of following, Chaleff said, leadership should be taught as a kind of partnership between those in charge and those going along. If the group is gathered to achieve some central purpose, and all are united in reaching that goal, then leaders and followers should willingly shift roles depending on the task at hand and their relative competencies. The group revolves around the mission, in other words, rather than any one leader.\u003c/p>\n\u003cp>\u003cstrong>Formalizing Following Skills\u003c/strong>\u003c/p>\n\u003cp>Chaleff laments the lack of formal instruction on effective following. “We don’t talk enough about followership in leadership education, at K-12 or even the college level. We used to not talk about it at all. Fortunately, that is beginning to change,” Chaleff said.\u003c/p>\n\u003cp>He also believes that schools and parents, who most of the time require children to obey their rules, should work with kids to also teach them how and when to disobey, when obeying would be dangerous or immoral. Experienced teachers should encourage their students to go along when it’s appropriate, but to challenge directives when necessary.\u003c/p>\n\u003cp>“Teachers are the authority in the classroom,” Chaleff said, “Yet, if they’re doing their job, they need to train young minds to question authority, not to always obey,” he added, acknowledging the expertise and delicacy required to do this right.\u003c/p>\n\u003cp>\u003cstrong>Leading and Following in School\u003c/strong>\u003c/p>\n\u003cp>Some schools and teachers do address leadership with such nuance. At the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/science-leadership-academy/\">Science Leadership Academy\u003c/a> in Philadelphia, for example, students are taught that leadership means taking ownership of your life, making a difference in the world, and bringing others along with you. Doing something powerful with an idea requires assistance from others, and students learn how to collaborate and cooperate -- or follow, in other words -- to realize their vision.\u003c/p>\n\u003cp>“Leadership is very fluid,” said Chris Lehmann, founding principal of the school. “Sometimes you’re in charge, and sometimes you’re in a support role,” he said. Learning these skills is especially critical for the disenfranchised, he added, because this population is less apt to consider leadership a birthright.\u003c/p>\n\u003cp>Matt Kay, who teaches high school English there, emphasizes active listening and cooperation among the students. Much of the class work is done in groups, because collaborating in small teams -- or pods, as he calls them -- teaches kids how to work together and requires them to genuinely hear others’ opinions. This focus on cooperation and listening as forms of leadership up-ends the conventional notion of the leader as authoritative talker. Though he doesn’t explicitly address the idea of “followership,” Kay redefines the skills more associated with following -- paying attention and cooperating -- as central to good leadership.\u003c/p>\n\u003cp>Christine Clemens, an eighth-grade history teacher at Kent Place School in Summit, New Jersey, has tried to teach the principles of leadership for the entirety of her lengthy career. She learned from her own study of history that the Renaissance, Reformation and subsequent revolutions told the story of enlightened followers no longer tolerating absolute rule, and came to believe that the followers were more important than the leaders.\u003c/p>\n\u003cp>In class, she teaches her students that authentic leadership is a way of looking at life: What is your plan? How will you communicate it? How will you make decisions? Handle crises? Leaders are impotent without followers, she instructs, who together should form a symbiotic relationship around the mission.\u003c/p>\n\u003cp>“It’s critical for them to recognize that they won’t be successful without followers,” she said. And to model the kind of leader she wants to encourage among her students, Clemens asks open-ended questions and invites them to challenge her views. “Authority is tough,” she said. “It’s very important to keep order and have rules, but if it becomes corrosive or fearful, the kids won’t trust me, and then they won’t participate.\" Clemens welcomes student input and strives to create what she calls a community of learners.\u003c/p>\n\u003cp>Like Chaleff, Clemens believes that followers are unfairly stigmatized. “We tell girls we want them to be leaders, but we don’t elevate the status of followers enough,” she said. Lilli D., who attended a private high school that focused on building leaders, agrees. “Everyone can’t be a leader, in terms of simple logic, and the numbers of it,” she said. When students aren’t taught how to be “active followers,” as she describes herself, friction sometimes erupts between the few selected for leadership positions and the many who aren’t. “If no one knows how to follow, it just doesn’t work,” she said. In her experience, leadership education is big on the advantages of taking charge while overlooking its downside, like being responsible for the grunt work.\u003c/p>\n\u003cp>“I prefer to support and be helpful to the leader than do all the nitty-gritty,” she added.\u003c/p>\n\u003cp>Chaleff hasn’t given up hope about “follower” becoming an aspirational term. Social media, with its emphasis on following and followers, uncovers the hidden power of following. To make a difference in the world, one needs followers to amplify her message. And in the spirit of reciprocity, following someone else elevates your own ideas.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Hey, I’ve got 1,000 followers, and I follow 1,000,” Chaleff said. “That’s how the new world works.”\u003c/p>\n\n","blocks":[],"excerpt":"Leadership is a highly valued characteristic in an achievement-driven world, but the ability to follow is just as important, especially when considering greater missions at hand. ","status":"publish","parent":0,"modified":1450858189,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1525},"headData":{"title":"Fixated on Leadership: Why Learning How to Follow is Crucial for Success | KQED","description":"Leadership is a highly valued characteristic in an achievement-driven world, but the ability to follow is just as important, especially when considering greater missions at hand. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43201 http://ww2.kqed.org/mindshift/?p=43201","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/23/fixated-on-leadership-why-learning-how-to-follow-is-crucial-for-success/","disqusTitle":"Fixated on Leadership: Why Learning How to Follow is Crucial for Success","path":"/mindshift/43201/fixated-on-leadership-why-learning-how-to-follow-is-crucial-for-success","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Leadership ability, it would seem, is the essential ingredient of success. But is it?\u003c/p>\n\u003cp>Academies and institutes, high schools and colleges, MBA programs and charter schools all promote their ability to train 21\u003csup>st\u003c/sup> century leaders. High school seniors applying for college using the Common Application are instructed to include details about the “position/leadership” they hold as a part of their extracurricular activities. The celebration of leadership has become so routine that an educator at a California preschool was heard prompting a 5-year-old to “use her leadership voice.”\u003c/p>\n\u003cp>“The term has become so ubiquitous that it has lost its meaning,” said Ira Chaleff. He is a student of what his colleague, Harvard professor Barbara Kellerman, calls the “leadership industry,” as well as an author on the critical value of following. His most recent book, \"\u003ca href=\"http://www.amazon.com/Intelligent-Disobedience-Doing-Right-Youre/dp/1626564272\">Intelligent Disobedience: Doing Right When What You’re Told To Do Is Wrong\u003c/a>,\" explores why citizens, including young students, need to understand effective “followership,” which requires both supporting leaders’ good ideas and questioning or even resisting their bad ones. He says there are some unintended consequences of our cultural fixation on leadership and there are some ways schools and teachers can do help address them.\u003c/p>\n\u003cp>There are many costs associated with the drive to “create” leaders, according to Chaleff. Many of us mistakenly think of leaders as those special individuals who possess a certain set of traits -- confidence, charisma, vision -- that qualify them to be in charge. In fact, Chaleff says, most people shift roles depending on the work at hand: They’re followers in one sphere and leaders in others. “We have misidentified leader and follower as personality types when we should be talking about roles,” he said.\u003c/p>\n\u003cp>Kids who are brought up to believe that they should be leaders in everything -- captain of the tennis team, head of the debate team and student council president -- are being set up to fail. “You can’t be the leader of everything; kids should try lots of things, some as leaders, some as supportive team members,” 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>\n\u003cp>Another pitfall associated with a singular focus on leadership traits, rather than roles, is the dark side of leadership. Gangs, malevolent regimes and criminal organizations have effective leaders, too, but that’s not what schools, presumably, want to build. “History is full of terrible examples of people with ‘leadership skills,’ ” Chaleff said. Romanticizing leadership ignores its ugly applications and blinds us to its misuses.\u003c/p>\n\u003cp>What schools at all levels should teach, Chaleff said, is the other side of the leadership coin: followership, not the passive stereotype of a follower, but the energetic, courageous way of performing the role.\u003c/p>\n\u003cp>What’s to be gained from instructing children in effective following?\u003c/p>\n\u003cp>First, they begin to understand that followers are what allow leaders to succeed; a leader without followers is powerless. They also learn that following isn’t a passive responsibility. Effective followers actively support the designated leader, provided she is reasonably competent and striving to carry out the group’s core purpose. At the same time, they must develop a voice to speak up and object if the leader goes astray. Shrewd leaders welcome objections, and wise followers have the guts and the tools to challenge unworkable or unwise orders. Obedience taught too well, Chaleff writes, extinguishes the imperative to hold ourselves accountable for actions we take.\u003c/p>\n\u003cp>To help destigmatize the concept of following, Chaleff said, leadership should be taught as a kind of partnership between those in charge and those going along. If the group is gathered to achieve some central purpose, and all are united in reaching that goal, then leaders and followers should willingly shift roles depending on the task at hand and their relative competencies. The group revolves around the mission, in other words, rather than any one leader.\u003c/p>\n\u003cp>\u003cstrong>Formalizing Following Skills\u003c/strong>\u003c/p>\n\u003cp>Chaleff laments the lack of formal instruction on effective following. “We don’t talk enough about followership in leadership education, at K-12 or even the college level. We used to not talk about it at all. Fortunately, that is beginning to change,” Chaleff said.\u003c/p>\n\u003cp>He also believes that schools and parents, who most of the time require children to obey their rules, should work with kids to also teach them how and when to disobey, when obeying would be dangerous or immoral. Experienced teachers should encourage their students to go along when it’s appropriate, but to challenge directives when necessary.\u003c/p>\n\u003cp>“Teachers are the authority in the classroom,” Chaleff said, “Yet, if they’re doing their job, they need to train young minds to question authority, not to always obey,” he added, acknowledging the expertise and delicacy required to do this right.\u003c/p>\n\u003cp>\u003cstrong>Leading and Following in School\u003c/strong>\u003c/p>\n\u003cp>Some schools and teachers do address leadership with such nuance. At the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/science-leadership-academy/\">Science Leadership Academy\u003c/a> in Philadelphia, for example, students are taught that leadership means taking ownership of your life, making a difference in the world, and bringing others along with you. Doing something powerful with an idea requires assistance from others, and students learn how to collaborate and cooperate -- or follow, in other words -- to realize their vision.\u003c/p>\n\u003cp>“Leadership is very fluid,” said Chris Lehmann, founding principal of the school. “Sometimes you’re in charge, and sometimes you’re in a support role,” he said. Learning these skills is especially critical for the disenfranchised, he added, because this population is less apt to consider leadership a birthright.\u003c/p>\n\u003cp>Matt Kay, who teaches high school English there, emphasizes active listening and cooperation among the students. Much of the class work is done in groups, because collaborating in small teams -- or pods, as he calls them -- teaches kids how to work together and requires them to genuinely hear others’ opinions. This focus on cooperation and listening as forms of leadership up-ends the conventional notion of the leader as authoritative talker. Though he doesn’t explicitly address the idea of “followership,” Kay redefines the skills more associated with following -- paying attention and cooperating -- as central to good leadership.\u003c/p>\n\u003cp>Christine Clemens, an eighth-grade history teacher at Kent Place School in Summit, New Jersey, has tried to teach the principles of leadership for the entirety of her lengthy career. She learned from her own study of history that the Renaissance, Reformation and subsequent revolutions told the story of enlightened followers no longer tolerating absolute rule, and came to believe that the followers were more important than the leaders.\u003c/p>\n\u003cp>In class, she teaches her students that authentic leadership is a way of looking at life: What is your plan? How will you communicate it? How will you make decisions? Handle crises? Leaders are impotent without followers, she instructs, who together should form a symbiotic relationship around the mission.\u003c/p>\n\u003cp>“It’s critical for them to recognize that they won’t be successful without followers,” she said. And to model the kind of leader she wants to encourage among her students, Clemens asks open-ended questions and invites them to challenge her views. “Authority is tough,” she said. “It’s very important to keep order and have rules, but if it becomes corrosive or fearful, the kids won’t trust me, and then they won’t participate.\" Clemens welcomes student input and strives to create what she calls a community of learners.\u003c/p>\n\u003cp>Like Chaleff, Clemens believes that followers are unfairly stigmatized. “We tell girls we want them to be leaders, but we don’t elevate the status of followers enough,” she said. Lilli D., who attended a private high school that focused on building leaders, agrees. “Everyone can’t be a leader, in terms of simple logic, and the numbers of it,” she said. When students aren’t taught how to be “active followers,” as she describes herself, friction sometimes erupts between the few selected for leadership positions and the many who aren’t. “If no one knows how to follow, it just doesn’t work,” she said. In her experience, leadership education is big on the advantages of taking charge while overlooking its downside, like being responsible for the grunt work.\u003c/p>\n\u003cp>“I prefer to support and be helpful to the leader than do all the nitty-gritty,” she added.\u003c/p>\n\u003cp>Chaleff hasn’t given up hope about “follower” becoming an aspirational term. Social media, with its emphasis on following and followers, uncovers the hidden power of following. To make a difference in the world, one needs followers to amplify her message. And in the spirit of reciprocity, following someone else elevates your own ideas.\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>“Hey, I’ve got 1,000 followers, and I follow 1,000,” Chaleff said. “That’s how the new world works.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43201/fixated-on-leadership-why-learning-how-to-follow-is-crucial-for-success","authors":["4613"],"categories":["mindshift_192"],"tags":["mindshift_121","mindshift_20784","mindshift_1040","mindshift_1041","mindshift_956","mindshift_30"],"featImg":"mindshift_43230","label":"mindshift"},"mindshift_28264":{"type":"posts","id":"mindshift_28264","meta":{"index":"posts_1591205157","site":"mindshift","id":"28264","score":null,"sort":[1366388919000]},"guestAuthors":[],"slug":"in-an-era-of-global-competition-what-exactly-are-we-testing-for","title":"In an Era of Global Competition, What Exactly Are We Testing For?","publishDate":1366388919,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_28268\" class=\"module image center mceTemp\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/rzganoza/4186516481/\">\u003cimg class=\"size-large wp-image-28268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/test-taking-620x348.jpg\" alt=\"test-taking\" width=\"620\" height=\"348\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Renato Ganoza/Flickr\u003c/p>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">In this era of global competition, test scores are used as the primary benchmark to call out which countries will produce \"successful\" students. Knowing that American students are competing against a global pool of the best and brightest has led education leaders to focus more on how they score on international tests compared to students from other countries.\u003c/p>\n\u003cp>But high test scores don't provide a complete picture of students' success, according to \u003ca href=\"http://zhaolearning.com/\">Yong Zhao\u003c/a>, world-renown author, scholar, and professor of education at University of Oregon.\u003c/p>\n\u003cp>“Countries that score highly, have students with lower confidence,” Zhao said in his keynote address to educators gathered online for the \u003ca href=\"http://admin20.org/page/summit\">2013 Leadership Summit\u003c/a>.\u003c/p>\n\u003cp>That seems counter-intuitive, and Zhao isn’t claiming a causal connection -- he questions whether focusing on test scores might inadvertently lower confidence. Zhao has analyzed data from the \u003ca href=\"http://nces.ed.gov/Timss/\">Trends in International Mathematics and Science Study\u003c/a> (TIMSS) and discovered a negative correlation between high math scores and confidence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Countries that score highly, have students with lower confidence.”\u003c/strong>\u003c/aside>\n\u003cp>Similarly, in his analysis of the \u003ca href=\"http://www.oecd.org/pisa/\">Program for International Student Assessment\u003c/a> (PISA), a test that analyzes how countries score in reading, math and science, Zhao found a negative correlation between attitude and attainment. In other words, the countries with lower scores had students who reported higher interest in the subjects. Zhao analyzed media stories from high scoring countries like Korea and Japan, where students don’t show enough confidence or enthusiasm for subjects in which they excel.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He found the same results when he looked at students’ belief in their entrepreneurial capacity, their ability to start businesses or be self-starters. “Everybody is trying to perfect this system and make \u003c!--more-->a good bet about the knowledge and skills that our children might need,” he said. “All of this says that the measures we use to measure education outcomes, to view them as the best education systems in terms of test scores, do not result in the same kinds of things we might value otherwise -- entrepreneurial capabilities, confidence, enjoyment.”\u003c/p>\n\u003cp>\u003cstrong>TESTING FOR THE WRONG QUALITIES\u003c/strong>\u003c/p>\n\u003cp>Zhao's findings have led him to question the value of the tests altogether. If the stated goal is to get kids ready for careers, and careers demand confidence, creativity, and an entrepreneurial attitude, then why focus on test scores that seem to produce the opposite effect?\u003c/p>\n\u003cp>“A lot of times teachers have been asked to improve our schools, to make our schools more effective, but the question I’m raising is, effective at what?” Zhao said. “Some reading programs could improve your students' reading scores, but cause your students to hate education.” He’s concerned that national initiatives like the Common Core State Standards could have unintended consequences.\u003c/p>\n\u003cp>In Zhao’s view, most education systems start out by defining the outcomes. They make a bet about which skills will be important and promise that if students master those skills, they will succeed. Zhao sees this as a flawed approach because it forces everyone into a homogenous group, a bit like making sausage out of all different kinds of meat. Defining outcomes allows systems to measure results, but it stamps out individuality.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“The new education needs to start with the child. Not with the prescribed content.”\u003c/strong>\u003c/aside>\n\u003cp>Countries that score well on international exams, like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/\">Korea\u003c/a>, have clearly defined outcomes, narrow curricula, and dictatorial systems with clear ranking and sorting systems. Students know exactly how they stack up in that system.\u003c/p>\n\u003cp>“Everybody is reminded everyday that they have to master the skills,” Zhao said. “But in the process you have people who are either kicked out of the system or put down into a different school and they will lose confidence.” By valuing what’s prescribed and assessed, the system creates a uniform group with little confidence in the individual’s unique contributions.\u003c/p>\n\u003cp>Zhao pointed to the tremendous amount of local control in the U.S. educational system as both its savior and a contributing factor to its lower test scores. It allows for different types of schools and for students to demonstrate that they can be good at different things. There are arts schools, engineering schools and schools focused on bi-lingual education. That kind of choice allows students the chance to find what they are good at. The U.S. system also gives learners many second chances to keep learning and find their strengths.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/some-ask-whats-the-value-of-common-core-state-standards/\">Some Ask: What's the Value of Common Core State Standards?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The new education needs to start with the child. Not with the prescribed content,” Zhao said. “We start with individual differences; we start with their cultural strengths.” Beginning with the individual and building upwards from there allows each person to become uniquely great at something. And when students are passionate about anything, they can then be creative and entrepreneurial. For Zhao, the new model has to be about creating a new middle class based on creativity.\u003c/p>\n\u003cp>To do that, he suggests giving students more autonomy over their learning and emphasizing the importance of making authentic products that solve problems. He also emphasizes a global learning community that can collaborate to fill the gaps that each country, school or teacher experiences.\u003c/p>\n\u003cp>\u003cstrong>ZHAO'S INITIATIVES\u003c/strong>\u003c/p>\n\u003cp>Zhao is actively trying to create the learning experiences he has written and lectured about. He’s started an online education community called \u003ca href=\"https://www.obaworld.net/welcome/\">ObaWorld\u003c/a>, which costs $1 per student per year and is a closed, private site. It’s a cloud-based learning platform, like \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, and includes similar features like the ability to make and evaluate portfolios. But Zhao is most excited that he’s recruiting students and teachers from all over the world to participate. So a teacher can create a tool or course and put it on ObaWorld to help an educator on the other side of the country.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>His other big push is to create more entrepreneurial school leaders through the \u003ca href=\"https://education.uoregon.edu/educational-leadership-ma-ms-med/admissions\">Global Education Leadership Master’s program\u003c/a>, which is based online and accredited through University of Oregon. Students will have to create a product that will improve education and will be encouraged to think about schools as entrepreneurial global enterprises.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1366391791,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1059},"headData":{"title":"In an Era of Global Competition, What Exactly Are We Testing For? | KQED","description":"Renato Ganoza/Flickr In this era of global competition, test scores are used as the primary benchmark to call out which countries will produce "successful" students. Knowing that American students are competing against a global pool of the best and brightest has led education leaders to focus more on how they score on international tests","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"28264 http://blogs.kqed.org/mindshift/?p=28264","disqusUrl":"https://ww2.kqed.org/mindshift/2013/04/19/in-an-era-of-global-competition-what-exactly-are-we-testing-for/","disqusTitle":"In an Era of Global Competition, What Exactly Are We Testing For?","path":"/mindshift/28264/in-an-era-of-global-competition-what-exactly-are-we-testing-for","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_28268\" class=\"module image center mceTemp\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/rzganoza/4186516481/\">\u003cimg class=\"size-large wp-image-28268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/test-taking-620x348.jpg\" alt=\"test-taking\" width=\"620\" height=\"348\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Renato Ganoza/Flickr\u003c/p>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">In this era of global competition, test scores are used as the primary benchmark to call out which countries will produce \"successful\" students. Knowing that American students are competing against a global pool of the best and brightest has led education leaders to focus more on how they score on international tests compared to students from other countries.\u003c/p>\n\u003cp>But high test scores don't provide a complete picture of students' success, according to \u003ca href=\"http://zhaolearning.com/\">Yong Zhao\u003c/a>, world-renown author, scholar, and professor of education at University of Oregon.\u003c/p>\n\u003cp>“Countries that score highly, have students with lower confidence,” Zhao said in his keynote address to educators gathered online for the \u003ca href=\"http://admin20.org/page/summit\">2013 Leadership Summit\u003c/a>.\u003c/p>\n\u003cp>That seems counter-intuitive, and Zhao isn’t claiming a causal connection -- he questions whether focusing on test scores might inadvertently lower confidence. Zhao has analyzed data from the \u003ca href=\"http://nces.ed.gov/Timss/\">Trends in International Mathematics and Science Study\u003c/a> (TIMSS) and discovered a negative correlation between high math scores and confidence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Countries that score highly, have students with lower confidence.”\u003c/strong>\u003c/aside>\n\u003cp>Similarly, in his analysis of the \u003ca href=\"http://www.oecd.org/pisa/\">Program for International Student Assessment\u003c/a> (PISA), a test that analyzes how countries score in reading, math and science, Zhao found a negative correlation between attitude and attainment. In other words, the countries with lower scores had students who reported higher interest in the subjects. Zhao analyzed media stories from high scoring countries like Korea and Japan, where students don’t show enough confidence or enthusiasm for subjects in which they excel.\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 found the same results when he looked at students’ belief in their entrepreneurial capacity, their ability to start businesses or be self-starters. “Everybody is trying to perfect this system and make \u003c!--more-->a good bet about the knowledge and skills that our children might need,” he said. “All of this says that the measures we use to measure education outcomes, to view them as the best education systems in terms of test scores, do not result in the same kinds of things we might value otherwise -- entrepreneurial capabilities, confidence, enjoyment.”\u003c/p>\n\u003cp>\u003cstrong>TESTING FOR THE WRONG QUALITIES\u003c/strong>\u003c/p>\n\u003cp>Zhao's findings have led him to question the value of the tests altogether. If the stated goal is to get kids ready for careers, and careers demand confidence, creativity, and an entrepreneurial attitude, then why focus on test scores that seem to produce the opposite effect?\u003c/p>\n\u003cp>“A lot of times teachers have been asked to improve our schools, to make our schools more effective, but the question I’m raising is, effective at what?” Zhao said. “Some reading programs could improve your students' reading scores, but cause your students to hate education.” He’s concerned that national initiatives like the Common Core State Standards could have unintended consequences.\u003c/p>\n\u003cp>In Zhao’s view, most education systems start out by defining the outcomes. They make a bet about which skills will be important and promise that if students master those skills, they will succeed. Zhao sees this as a flawed approach because it forces everyone into a homogenous group, a bit like making sausage out of all different kinds of meat. Defining outcomes allows systems to measure results, but it stamps out individuality.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“The new education needs to start with the child. Not with the prescribed content.”\u003c/strong>\u003c/aside>\n\u003cp>Countries that score well on international exams, like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/\">Korea\u003c/a>, have clearly defined outcomes, narrow curricula, and dictatorial systems with clear ranking and sorting systems. Students know exactly how they stack up in that system.\u003c/p>\n\u003cp>“Everybody is reminded everyday that they have to master the skills,” Zhao said. “But in the process you have people who are either kicked out of the system or put down into a different school and they will lose confidence.” By valuing what’s prescribed and assessed, the system creates a uniform group with little confidence in the individual’s unique contributions.\u003c/p>\n\u003cp>Zhao pointed to the tremendous amount of local control in the U.S. educational system as both its savior and a contributing factor to its lower test scores. It allows for different types of schools and for students to demonstrate that they can be good at different things. There are arts schools, engineering schools and schools focused on bi-lingual education. That kind of choice allows students the chance to find what they are good at. The U.S. system also gives learners many second chances to keep learning and find their strengths.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/some-ask-whats-the-value-of-common-core-state-standards/\">Some Ask: What's the Value of Common Core State Standards?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The new education needs to start with the child. Not with the prescribed content,” Zhao said. “We start with individual differences; we start with their cultural strengths.” Beginning with the individual and building upwards from there allows each person to become uniquely great at something. And when students are passionate about anything, they can then be creative and entrepreneurial. For Zhao, the new model has to be about creating a new middle class based on creativity.\u003c/p>\n\u003cp>To do that, he suggests giving students more autonomy over their learning and emphasizing the importance of making authentic products that solve problems. He also emphasizes a global learning community that can collaborate to fill the gaps that each country, school or teacher experiences.\u003c/p>\n\u003cp>\u003cstrong>ZHAO'S INITIATIVES\u003c/strong>\u003c/p>\n\u003cp>Zhao is actively trying to create the learning experiences he has written and lectured about. He’s started an online education community called \u003ca href=\"https://www.obaworld.net/welcome/\">ObaWorld\u003c/a>, which costs $1 per student per year and is a closed, private site. It’s a cloud-based learning platform, like \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, and includes similar features like the ability to make and evaluate portfolios. But Zhao is most excited that he’s recruiting students and teachers from all over the world to participate. So a teacher can create a tool or course and put it on ObaWorld to help an educator on the other side of the country.\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>His other big push is to create more entrepreneurial school leaders through the \u003ca href=\"https://education.uoregon.edu/educational-leadership-ma-ms-med/admissions\">Global Education Leadership Master’s program\u003c/a>, which is based online and accredited through University of Oregon. Students will have to create a product that will improve education and will be encouraged to think about schools as entrepreneurial global enterprises.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28264/in-an-era-of-global-competition-what-exactly-are-we-testing-for","authors":["234"],"categories":["mindshift_192","mindshift_194","mindshift_193"],"tags":["mindshift_108","mindshift_121","mindshift_1004","mindshift_85","mindshift_421","mindshift_1029"],"featImg":"mindshift_28268","label":"mindshift"},"mindshift_28026":{"type":"posts","id":"mindshift_28026","meta":{"index":"posts_1591205157","site":"mindshift","id":"28026","score":null,"sort":[1365788382000]},"guestAuthors":[],"slug":"if-robots-will-run-the-world-what-should-students-learn","title":"If Robots Will Run the World, What Should Students Learn?","publishDate":1365788382,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_28146\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28146\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/155282685-620x440.jpg\" alt=\"155282685\" width=\"620\" height=\"440\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education reformers have been \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">calling for a different type of education\u003c/a>, one that nurtures creative and innovative thinkers. But for many, that future is hard to see and even harder to influence.\u003c/p>\n\u003cp>Science fiction writers and blockbuster movies have been predicting a world run by robots for decades, and for most of us, the fantasy has stayed in the realm of fiction. But artificial intelligence has \u003ca href=\"http://www.gizmag.com/activision-real-time-character-rendering/26862/\">made rapid progress\u003c/a> and robots are becoming more a part of everyday life than many people realize. Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated.\u003c/p>\n\u003cp>“If you can detect a pattern, you can automate it,” said \u003ca href=\"http://www.thefivethings.org/charles-fadel/#\">Charles Fadel\u003c/a>, founder of the Center for Curriculum Redesign and a visiting practitioner at Harvard’s Graduate School of Education, who spoke at the recent \u003ca href=\"http://www.learningandthebrain.com/Event-130/Educating-for-Creative-Minds/Program\">Learning and the Brain Conference\u003c/a>. Fadel sees signs that robots are already becoming a part of everyday life. Google has a self-driving car. Japan recently put on \u003ca href=\"http://www.youtube.com/watch?v=DTXO7KGHtjI\">a concert\u003c/a>, attended by thousands of people, featuring a hologram popstar with a synthesized voice. \u003ca href=\"http://online.wsj.com/article/SB10001424127887323468604578249752619254898.html\">Virtual models\u003c/a> are gradually being put to work displaying the newest styles, and \u003ca href=\"http://www.nytimes.com/2011/02/17/science/17jeopardy-watson.html?pagewanted=all&_r=0\">Watson the supercomputer whooped-on the best Jeopardy players\u003c/a>. Signs of robotic intelligence are everywhere and educators need to be preparing students to enter a dramatically different world, Fadel said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The role of the educator is to channel and guide what is fundamentally an improvisational process.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As artificial intelligence improves and slowly takes over aspects of daily life, the only way for people to continue to be useful is to “up-skill” -- and that takes creativity. “Incremental creativity is just improving on something, but radical creativity is thinking something up,” Fadel said. He believes that, in time, computers will be capable of incremental creativity, slowly improving a process and building on its success. What they will never be able to do is generate a radically new idea.\u003c/p>\n\u003cp>“We’re being pushed upwards in abstraction, in some senses,” Fadel said. Recognizing how sophisticated computers already are, and how much better the algorithms are getting will be important as the education system evolves. Implicit in Fadel’s stark view of how artificial \u003c!--more-->intelligence fits into human kind’s future is a question about the value of education. Why teach content when everything is searchable? Why teach specific skills when computers will one day be able to do that work, he asks.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Education has to focus on learning \u003cem>how\u003c/em> to learn – metacognition. School will still be important, but not to impart what happened during the Revolutionary War or to teach the quadratic formula. School, he said, should focus on teaching young people the intangibles, the things that make humans unique: relationships, flexibility, humanity, how to make discriminating decisions, resilience, innovation, adaptability, wisdom, ethics, curiosity, how to ask good questions, synthesizing and integrating information, and of course, creating.\u003c/p>\n\u003cp>In the future, computers and humans will be working together to create the next big invention and when that happens, people can distinguish themselves by controlling the process and the strategy. Humans will define the goals and will think creatively about solutions.\u003c/p>\n\u003cp>But to get to that place, the education system needs to nurture creative young people. That isn’t happening right now, he says.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>Most political leaders and education experts agree that the education system needs to adapt to the technological realities of the age and work to produce more creative thinkers. “The whole culture is coming out with support for more and greater creativity in students,” said\u003ca href=\"http://education.wustl.edu/people/sawyer_r-keith\"> R. Keith Sawyer\u003c/a>, professor of education and psychology studying creativity and learning at Washington University in St. Louis, at the same conference.\u003c/p>\n\u003cp>Sawyer says fostering creativity starts by recognizing that it’s a collaborative process, not one big idea from a genius. Rather, it’s more like improvisational theater. “Each person contributes a small idea or contribution and the next person picks it up and takes it somewhere,” Sawyer said. “It’s unpredictable and unplanned but something wonderful emerges.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“In the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Recognizing that much of the creative work generated comes out of collaborative group work, teachers can think about their classrooms as places for improvisational flow, where teachers and students are building knowledge together. Structure is needed, but some flexibility as well.\u003c/p>\n\u003cp>“The role of the educator is to channel and guide what is fundamentally an improvisational process,” Sawyer said. “Students learn what they need to learn but in a way that allows them to be creative.”\u003c/p>\n\u003cp>To arrive at an improvisational classroom, educators can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/does-our-current-education-system-support-innovation/\">move away from an instructional model \u003c/a>for the classroom. The traditional model clings to the notion that children need to learn particular facts and it’s the teacher’s job to impart that information to students. Facts and information build incrementally and turn into more complex ideas, and learning is measured by testing knowledge of facts.\u003c/p>\n\u003cp>But many argue that this model results in superficial knowledge and low retention, weak transfer to new situations, inability to integrate facts and apply to other situations, Sawyer said.\u003c/p>\n\u003cp>Sawyer proposes that schooling should be constructionist, focusing on a deeper, conceptual understanding of topics with the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/\">ability to build new knowledge in new situations\u003c/a>. To do this, students need to take facts, skills, and concepts and apply them to real-word problems. Learning should start with a driving question. This way, students can explore the topic through inquiry and discussion, working in teams, just as they would in the workplace or other life situations. Students create a tangible product that addresses the issue at hand, and along the way an instructor guides the process.\u003c/p>\n\u003cp>Sawyer is not naïve about the challenges to this model. It’s hard to develop a good design question. “The really good problems are not too hard, not too easy and they result in the acquisition of required content,” Sawyer said. But even after coming up with a perfect problem, it’s difficult to get students to actively engage and to collaborate effectively. It’s hard to assess learning this way and to effectively critique in a way that doesn’t stunt ideas, but helps guide the process.\u003c/p>\n\u003cp>It may seem daunting to change the current system into something that resembles the constructionist model Sawyer and others champion. But Sawyer said it's happening in schools across the country, and educators are passing along these ideas to each other.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">Fostering Creativity Is Not An Option\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“Every teacher is a creative professional,” Sawyer said. “And in the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.” The creative act of teaching needs to be a collaborative one, like a startup team working on the next innovative product. If each teacher continues to tinker and offer ideas to the larger group, a creative breakthrough will emerge.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It's going to be every one of us that contributes ideas along the way,” Sawyer said. And in doing so, teachers everywhere can create the institutional change that stands between them and implementing the ideas that to many are obvious and instinctual.\u003c/p>\n\n","blocks":[],"excerpt":"Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated. So, what should students be learning now to stay relevant?","status":"publish","parent":0,"modified":1392399566,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1293},"headData":{"title":"If Robots Will Run the World, What Should Students Learn? | KQED","description":"Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated. So, what should students be learning now to stay relevant?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"28026 http://blogs.kqed.org/mindshift/?p=28026","disqusUrl":"https://ww2.kqed.org/mindshift/2013/04/12/if-robots-will-run-the-world-what-should-students-learn/","disqusTitle":"If Robots Will Run the World, What Should Students Learn?","path":"/mindshift/28026/if-robots-will-run-the-world-what-should-students-learn","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28146\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28146\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/155282685-620x440.jpg\" alt=\"155282685\" width=\"620\" height=\"440\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education reformers have been \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">calling for a different type of education\u003c/a>, one that nurtures creative and innovative thinkers. But for many, that future is hard to see and even harder to influence.\u003c/p>\n\u003cp>Science fiction writers and blockbuster movies have been predicting a world run by robots for decades, and for most of us, the fantasy has stayed in the realm of fiction. But artificial intelligence has \u003ca href=\"http://www.gizmag.com/activision-real-time-character-rendering/26862/\">made rapid progress\u003c/a> and robots are becoming more a part of everyday life than many people realize. Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated.\u003c/p>\n\u003cp>“If you can detect a pattern, you can automate it,” said \u003ca href=\"http://www.thefivethings.org/charles-fadel/#\">Charles Fadel\u003c/a>, founder of the Center for Curriculum Redesign and a visiting practitioner at Harvard’s Graduate School of Education, who spoke at the recent \u003ca href=\"http://www.learningandthebrain.com/Event-130/Educating-for-Creative-Minds/Program\">Learning and the Brain Conference\u003c/a>. Fadel sees signs that robots are already becoming a part of everyday life. Google has a self-driving car. Japan recently put on \u003ca href=\"http://www.youtube.com/watch?v=DTXO7KGHtjI\">a concert\u003c/a>, attended by thousands of people, featuring a hologram popstar with a synthesized voice. \u003ca href=\"http://online.wsj.com/article/SB10001424127887323468604578249752619254898.html\">Virtual models\u003c/a> are gradually being put to work displaying the newest styles, and \u003ca href=\"http://www.nytimes.com/2011/02/17/science/17jeopardy-watson.html?pagewanted=all&_r=0\">Watson the supercomputer whooped-on the best Jeopardy players\u003c/a>. Signs of robotic intelligence are everywhere and educators need to be preparing students to enter a dramatically different world, Fadel said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The role of the educator is to channel and guide what is fundamentally an improvisational process.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As artificial intelligence improves and slowly takes over aspects of daily life, the only way for people to continue to be useful is to “up-skill” -- and that takes creativity. “Incremental creativity is just improving on something, but radical creativity is thinking something up,” Fadel said. He believes that, in time, computers will be capable of incremental creativity, slowly improving a process and building on its success. What they will never be able to do is generate a radically new idea.\u003c/p>\n\u003cp>“We’re being pushed upwards in abstraction, in some senses,” Fadel said. Recognizing how sophisticated computers already are, and how much better the algorithms are getting will be important as the education system evolves. Implicit in Fadel’s stark view of how artificial \u003c!--more-->intelligence fits into human kind’s future is a question about the value of education. Why teach content when everything is searchable? Why teach specific skills when computers will one day be able to do that work, he asks.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Education has to focus on learning \u003cem>how\u003c/em> to learn – metacognition. School will still be important, but not to impart what happened during the Revolutionary War or to teach the quadratic formula. School, he said, should focus on teaching young people the intangibles, the things that make humans unique: relationships, flexibility, humanity, how to make discriminating decisions, resilience, innovation, adaptability, wisdom, ethics, curiosity, how to ask good questions, synthesizing and integrating information, and of course, creating.\u003c/p>\n\u003cp>In the future, computers and humans will be working together to create the next big invention and when that happens, people can distinguish themselves by controlling the process and the strategy. Humans will define the goals and will think creatively about solutions.\u003c/p>\n\u003cp>But to get to that place, the education system needs to nurture creative young people. That isn’t happening right now, he says.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>Most political leaders and education experts agree that the education system needs to adapt to the technological realities of the age and work to produce more creative thinkers. “The whole culture is coming out with support for more and greater creativity in students,” said\u003ca href=\"http://education.wustl.edu/people/sawyer_r-keith\"> R. Keith Sawyer\u003c/a>, professor of education and psychology studying creativity and learning at Washington University in St. Louis, at the same conference.\u003c/p>\n\u003cp>Sawyer says fostering creativity starts by recognizing that it’s a collaborative process, not one big idea from a genius. Rather, it’s more like improvisational theater. “Each person contributes a small idea or contribution and the next person picks it up and takes it somewhere,” Sawyer said. “It’s unpredictable and unplanned but something wonderful emerges.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“In the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Recognizing that much of the creative work generated comes out of collaborative group work, teachers can think about their classrooms as places for improvisational flow, where teachers and students are building knowledge together. Structure is needed, but some flexibility as well.\u003c/p>\n\u003cp>“The role of the educator is to channel and guide what is fundamentally an improvisational process,” Sawyer said. “Students learn what they need to learn but in a way that allows them to be creative.”\u003c/p>\n\u003cp>To arrive at an improvisational classroom, educators can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/does-our-current-education-system-support-innovation/\">move away from an instructional model \u003c/a>for the classroom. The traditional model clings to the notion that children need to learn particular facts and it’s the teacher’s job to impart that information to students. Facts and information build incrementally and turn into more complex ideas, and learning is measured by testing knowledge of facts.\u003c/p>\n\u003cp>But many argue that this model results in superficial knowledge and low retention, weak transfer to new situations, inability to integrate facts and apply to other situations, Sawyer said.\u003c/p>\n\u003cp>Sawyer proposes that schooling should be constructionist, focusing on a deeper, conceptual understanding of topics with the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/\">ability to build new knowledge in new situations\u003c/a>. To do this, students need to take facts, skills, and concepts and apply them to real-word problems. Learning should start with a driving question. This way, students can explore the topic through inquiry and discussion, working in teams, just as they would in the workplace or other life situations. Students create a tangible product that addresses the issue at hand, and along the way an instructor guides the process.\u003c/p>\n\u003cp>Sawyer is not naïve about the challenges to this model. It’s hard to develop a good design question. “The really good problems are not too hard, not too easy and they result in the acquisition of required content,” Sawyer said. But even after coming up with a perfect problem, it’s difficult to get students to actively engage and to collaborate effectively. It’s hard to assess learning this way and to effectively critique in a way that doesn’t stunt ideas, but helps guide the process.\u003c/p>\n\u003cp>It may seem daunting to change the current system into something that resembles the constructionist model Sawyer and others champion. But Sawyer said it's happening in schools across the country, and educators are passing along these ideas to each other.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">Fostering Creativity Is Not An Option\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“Every teacher is a creative professional,” Sawyer said. “And in the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.” The creative act of teaching needs to be a collaborative one, like a startup team working on the next innovative product. If each teacher continues to tinker and offer ideas to the larger group, a creative breakthrough will emerge.\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>“It's going to be every one of us that contributes ideas along the way,” Sawyer said. And in doing so, teachers everywhere can create the institutional change that stands between them and implementing the ideas that to many are obvious and instinctual.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28026/if-robots-will-run-the-world-what-should-students-learn","authors":["234"],"categories":["mindshift_192","mindshift_194","mindshift_193"],"tags":["mindshift_1023","mindshift_121","mindshift_862","mindshift_1040","mindshift_256"],"featImg":"mindshift_28146","label":"mindshift"},"mindshift_27768":{"type":"posts","id":"mindshift_27768","meta":{"index":"posts_1591205157","site":"mindshift","id":"27768","score":null,"sort":[1365087651000]},"guestAuthors":[],"slug":"combining-robotics-with-poetry-art-and-engineering-can-co-exist","title":"Combining Robotics With Poetry? Art and Engineering Can Co-Exist","publishDate":1365087651,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_27961\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27961\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/sun_has_long_been_set-620x370.jpg\" alt=\"sun_has_long_been_set\" width=\"620\" height=\"370\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">By Barbara Ray\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">At the beginning, people thought she was nuts. Sue Mellon, gifted support coordinator for Springdale Junior and Senior High/Colfax School in the Allegheny Valley School District, thought 7\u003csup>th\u003c/sup> and 8\u003csup>th\u003c/sup>graders could develop a deeper understanding of poetry by playing around with robotics.\u003c/p>\n\u003cp>“Originally, people looked at me like I was crazy,” Mellon said. Now, two years later, Robotics Poetry is a staple of language arts classes at Springdale and a new grant has students preparing to be peer mentors.\u003c/p>\n\u003cp>Poetry isn’t always easy for students. But with hands-on engagement, they gain new understanding. Take Robert Frost’s “Pasture.” Instead of just reading and discussing the work in a typical classroom setting, \u003ca href=\"http://robotdiaries.posterous.com/tag/video\">students made 21st-century dioramas\u003c/a> with \u003ca href=\"http://www.hummingbirdkit.com\">robotic tool kits\u003c/a> containing sensors, motors, LEDs, and a controller. One student made a blue plastic wrap lake in an old cardboard photocopy-paper box that vibrated, thanks to the motor, and, lit up, thanks to the LED. When the student said the word “water”—students record themselves reading the poems aloud in the audio-editing program \u003ca href=\"http://audacity.sourceforge.net\">Audacity\u003c/a>—the LED turned the plastic wrap a deeper shade of blue. When he got to the bit about the “tottering” calf, the motor made the toy calf vibrate.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Science, technology, engineering, math, art—that’s all really important. But really, integration is what’s the issue. That’s the critical piece.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“A lot of kids aren’t crazy about poetry,” Mellon said. “But we have to help them engage with it. After spending two weeks analyzing the poem and creating visual imagery and symbolism for their dioramas, they really understand the work and get quite passionate.”\u003c!--more-->\u003c/p>\n\u003cp>Stories like Mellon’s can be found all around the Allegheny School District these days as the area, already renowned for its groundbreaking work in STEM, takes on STEAM.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>STEM stands for science, technology, engineering, and math; it’s become a shorthand way for talking about how to prepare American students for a 21st-century, globalized economy. But, as STEM took hold, some begun to wonder if there was a component missing. Enter the STEAM movement, championed by people like John Maeda, president of the prestigious Rhode Island School of Design, and former engineer Georgette Yakman. The idea is fairly simple: STEM needs to include art and design.\u003c/p>\n\u003cp>“STEAM is not a new curriculum,” Yakman said. “It’s a framework for teaching.” On February 14, the idea got the Beltway stamp of approval when the \u003ca href=\"http://stemtosteam.org/events/congressional-steam-caucus/\">Congressional STEAM Caucus\u003c/a> launched.\u003c/p>\n\u003cp>\u003cstrong>CRITICAL FOR INNOVATION\u003c/strong>\u003c/p>\n\u003cp>The move to include art and design in the push to advance science, engineering, and math is not just a “feel-good” move. It’s critical to the future economy and families’ standard of living. \u003ca href=\"https://www.wm.edu/research/ideation/professions/smart-yes.-creative-not-so-much.5890.php\">Researchers are finding\u003c/a> that although children’s IQ scores have been steadily rising, results on the Torrance Tests of Creative Thinking—a key measure of creativity—have been on the decline since 1990, just as the demand for more creative thinkers is rising. In a \u003ca href=\"http://www-03.ibm.com/press/us/en/pressrelease/31670.wss\">2010 IBM survey\u003c/a>, 1,500 CEOs identified creativity as a top leadership competency of the future.\u003c/p>\n\u003cp>That’s why the “A” for arts is so important, and why Pittsburgh’s school districts and afterschool networks are \u003ca href=\"http://remakelearning.org/blog/2013/02/15/pittsburgh-educators-marry-art-with-technology-in-new-steam-learning-projects/\">taking arts and design so seriously\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_27863\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-27863\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/art-bots.jpg\" alt=\"art bots\" width=\"250\" height=\"188\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For some members of the Allegheny Valley School District, that extra A isn’t as radical as it may seem.\u003c/p>\n\u003cp>“We’ve always been STEAM based,” said Ed McKaveney, technology director for the Hampton Township School District. “It just didn’t have a name before.”\u003c/p>\n\u003cp>For others, it has slightly different meanings.\u003c/p>\n\u003cp>“The A is the creative element,” said Jennifer Vecchio, assistant elementary principal at Colfax Upper Elementary. “It’s looking at birds flying and understanding what that has to do with velocity.”\u003c/p>\n\u003cp>Bart Rocco, superintendent of the Elizabeth Forward School District, said the transition from STEM to STEAM isn’t really about adding anything at all.\u003c/p>\n\u003cp>“Personally, I’m not a big acronym guy,” Rocco said. “Science, technology, engineering, math, art—that’s all really important. But really, integration is what’s the issue. That’s the critical piece.”\u003c/p>\n\u003cp>Both Vecchio and Rocco are right, according to Linda Hippert, executive director of the Allegheny Intermediate Unit (AIU), a state agency that supports school districts in Allegheny County. Together with Intermediate Unit 1 in neighboring counties, the AIU oversees the \u003ca href=\"http://centerforcreativity.net/\">Center for Creativity\u003c/a>, an initiative that offers STEAM grants to enable teachers and administrators to implement classroom-based programs integrating left-brain and right-brain learning.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/nurturing-the-next-van-gogh-start-with-small-steps/\">Nurturing the Next Van Gogh? Start With Small Steps\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>For Hippert, the story really started one October afternoon six years ago at a professional development event for local superintendents. They’d all read Daniel Pink’s book, “\u003ca href=\"http://www.danpink.com/books/whole-new-mind\">A Whole New Mind\u003c/a>,” and then Pink came in to discuss the importance of creativity. He spoke to them about the importance of “right-brain qualities” like empathy and inventiveness.\u003c/p>\n\u003cp>“The message was loud and clear,” Hippert said. “And that’s when the movement started. Being strong in math and science wasn’t enough. To meet future workforce needs, we had to address the whole-brain needs of our students.”\u003c/p>\n\u003cp>That kind of thinking is absolutely right.\u003c/p>\n\u003cp>\u003cstrong>REAL WORLD PROJECTS\u003c/strong>\u003c/p>\n\u003cp>As Enrico Moretti in his book, “\u003ca href=\"http://www.amazon.com/New-Geography-Jobs-Enrico-Moretti/dp/0547750110\">The New Geography of Jobs\u003c/a>,” notes, for the first time in history, “the factor that is scarce is not physical capital, but creativity.” The decline is driving the divergence in economies and in families’ wallets. The majority of a product’s value today, he writes, comes from its original idea, not the manufacturing of it. The latter can be done cheaply almost anywhere else, but the “good” jobs lie in innovation, design, and engineering.\u003c/p>\n\u003cp>As Pittsburgh well knows, the sector responsible for raising the wages of American workers was once manufacturing. Today, as Moretti writes, “the innovation sector determines the salary of many Americans, whether they work in innovation or not.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/should-hands-on-science-experiments-replace-bubble-tests/\">Hands-On Science Exams Reveal Students' Skills\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>This thinking is evident throughout the Allegheny School District.\u003c/p>\n\u003cp>“The question is how do we keep our students competitive,” said Bille Rondinelli, superintendent of the South Fayette School District. “The answer is whole-brain thinking.”\u003c/p>\n\u003cp>One of the keys to success in implementing these ideas lies in collaborations and partnerships.\u003c/p>\n\u003cp>In South Fayette, students work with kitchenware maker All-Clad. Five years ago, when the partnership started, it focused on manufacturing and ran under a STEM grant. Now, students are helping design the pots and pans of the future and considering issues of environmental packaging. This new, more creative work is being done under a STEAM grant.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I talk for five minutes and I work one-on-one, but I’m not the ‘sage on the stage’ anymore; really the students are their own guides.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The Allegheny Valley School District is using its STEAM grant to start a Living Class Room for upper elementary students. At the beginning of this school year, students started building an outdoor space where they designed and planted a garden. They’re also working on environmental issues like rain collection, solar cells, and composting. They design and make their own tables to use in the garden and use of iPads to identify birdcalls and keep their digital journals.\u003c/p>\n\u003cp>“STEAM offers a total experience for children,” said Cheryl Griffith, superintendent of Allegheny Valley School District, which is also home to Sue Mellon’s Robotics Poetry.\u003c/p>\n\u003cp>In the West Allegheny School District, high school students can take an electronic and acoustic sound class where they learn the science of sound, but, instead of sitting at their desk reading from a textbook, they’re studying and modifying different instruments.\u003c/p>\n\u003cp>Next year, the West Allegheny School District hopes to start a middle school game center. Chris Assetta, assistant superintendent for curriculum and instruction, has a date on her calendar to go visit the Elizabeth Forward School District, \u003ca href=\"http://remakelearning.org/blog/2013/02/14/serious-fun-and-games-in-pittsburgh/\">which launched one in January 2012\u003c/a>.\u003c/p>\n\u003cp>Heather Hibner is an English teacher who now teaches in the Elizabeth Forward Entertainment Technology Academy (ETA). If you walked by the four long windows of her classroom you’d see “people getting things done,” Hibner said. “If you walk by what I now call a boring classroom, it looks more orderly but really everyone is just zoned out.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should be Messy\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>It’s a lot messier in her classroom, Hibner said, but that’s because the students are engaged. They’re working in teams and at their own pace. They’re doing independent projects, modding games, and coming up with stories.\u003c/p>\n\u003cp>Curriculum for the ETA starts with a history of games going back to ancient Babylon. Then students go on to learn things like 3D design, scripting, storytelling, and computer programming.\u003c/p>\n\u003cp>“Today, you need teachers who can integrate both sides of the brain,” Rocco said.\u003c/p>\n\u003cp>According to Hibner, doing whole-brain teaching isn’t difficult but actually feels more natural. The real key, she said, is getting out of the way. “I’m a facilitator really,” she said. “I talk for five minutes and I work one-on-one, but I’m not the ‘sage on the stage’ anymore; really the students are their own guides.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">Remake Learning\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1365087651,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":1668},"headData":{"title":"Combining Robotics With Poetry? Art and Engineering Can Co-Exist | KQED","description":"By Barbara Ray At the beginning, people thought she was nuts. Sue Mellon, gifted support coordinator for Springdale Junior and Senior High/Colfax School in the Allegheny Valley School District, thought 7th and 8thgraders could develop a deeper understanding of poetry by playing around with robotics. “Originally, people looked at me like I was crazy,” Mellon said. Now, two","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"27768 http://blogs.kqed.org/mindshift/?p=27768","disqusUrl":"https://ww2.kqed.org/mindshift/2013/04/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/","disqusTitle":"Combining Robotics With Poetry? Art and Engineering Can Co-Exist","path":"/mindshift/27768/combining-robotics-with-poetry-art-and-engineering-can-co-exist","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27961\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27961\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/sun_has_long_been_set-620x370.jpg\" alt=\"sun_has_long_been_set\" width=\"620\" height=\"370\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">By Barbara Ray\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">At the beginning, people thought she was nuts. Sue Mellon, gifted support coordinator for Springdale Junior and Senior High/Colfax School in the Allegheny Valley School District, thought 7\u003csup>th\u003c/sup> and 8\u003csup>th\u003c/sup>graders could develop a deeper understanding of poetry by playing around with robotics.\u003c/p>\n\u003cp>“Originally, people looked at me like I was crazy,” Mellon said. Now, two years later, Robotics Poetry is a staple of language arts classes at Springdale and a new grant has students preparing to be peer mentors.\u003c/p>\n\u003cp>Poetry isn’t always easy for students. But with hands-on engagement, they gain new understanding. Take Robert Frost’s “Pasture.” Instead of just reading and discussing the work in a typical classroom setting, \u003ca href=\"http://robotdiaries.posterous.com/tag/video\">students made 21st-century dioramas\u003c/a> with \u003ca href=\"http://www.hummingbirdkit.com\">robotic tool kits\u003c/a> containing sensors, motors, LEDs, and a controller. One student made a blue plastic wrap lake in an old cardboard photocopy-paper box that vibrated, thanks to the motor, and, lit up, thanks to the LED. When the student said the word “water”—students record themselves reading the poems aloud in the audio-editing program \u003ca href=\"http://audacity.sourceforge.net\">Audacity\u003c/a>—the LED turned the plastic wrap a deeper shade of blue. When he got to the bit about the “tottering” calf, the motor made the toy calf vibrate.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Science, technology, engineering, math, art—that’s all really important. But really, integration is what’s the issue. That’s the critical piece.”\u003c/aside>\n\u003cp>\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>“A lot of kids aren’t crazy about poetry,” Mellon said. “But we have to help them engage with it. After spending two weeks analyzing the poem and creating visual imagery and symbolism for their dioramas, they really understand the work and get quite passionate.”\u003c!--more-->\u003c/p>\n\u003cp>Stories like Mellon’s can be found all around the Allegheny School District these days as the area, already renowned for its groundbreaking work in STEM, takes on STEAM.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>STEM stands for science, technology, engineering, and math; it’s become a shorthand way for talking about how to prepare American students for a 21st-century, globalized economy. But, as STEM took hold, some begun to wonder if there was a component missing. Enter the STEAM movement, championed by people like John Maeda, president of the prestigious Rhode Island School of Design, and former engineer Georgette Yakman. The idea is fairly simple: STEM needs to include art and design.\u003c/p>\n\u003cp>“STEAM is not a new curriculum,” Yakman said. “It’s a framework for teaching.” On February 14, the idea got the Beltway stamp of approval when the \u003ca href=\"http://stemtosteam.org/events/congressional-steam-caucus/\">Congressional STEAM Caucus\u003c/a> launched.\u003c/p>\n\u003cp>\u003cstrong>CRITICAL FOR INNOVATION\u003c/strong>\u003c/p>\n\u003cp>The move to include art and design in the push to advance science, engineering, and math is not just a “feel-good” move. It’s critical to the future economy and families’ standard of living. \u003ca href=\"https://www.wm.edu/research/ideation/professions/smart-yes.-creative-not-so-much.5890.php\">Researchers are finding\u003c/a> that although children’s IQ scores have been steadily rising, results on the Torrance Tests of Creative Thinking—a key measure of creativity—have been on the decline since 1990, just as the demand for more creative thinkers is rising. In a \u003ca href=\"http://www-03.ibm.com/press/us/en/pressrelease/31670.wss\">2010 IBM survey\u003c/a>, 1,500 CEOs identified creativity as a top leadership competency of the future.\u003c/p>\n\u003cp>That’s why the “A” for arts is so important, and why Pittsburgh’s school districts and afterschool networks are \u003ca href=\"http://remakelearning.org/blog/2013/02/15/pittsburgh-educators-marry-art-with-technology-in-new-steam-learning-projects/\">taking arts and design so seriously\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_27863\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-27863\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/art-bots.jpg\" alt=\"art bots\" width=\"250\" height=\"188\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For some members of the Allegheny Valley School District, that extra A isn’t as radical as it may seem.\u003c/p>\n\u003cp>“We’ve always been STEAM based,” said Ed McKaveney, technology director for the Hampton Township School District. “It just didn’t have a name before.”\u003c/p>\n\u003cp>For others, it has slightly different meanings.\u003c/p>\n\u003cp>“The A is the creative element,” said Jennifer Vecchio, assistant elementary principal at Colfax Upper Elementary. “It’s looking at birds flying and understanding what that has to do with velocity.”\u003c/p>\n\u003cp>Bart Rocco, superintendent of the Elizabeth Forward School District, said the transition from STEM to STEAM isn’t really about adding anything at all.\u003c/p>\n\u003cp>“Personally, I’m not a big acronym guy,” Rocco said. “Science, technology, engineering, math, art—that’s all really important. But really, integration is what’s the issue. That’s the critical piece.”\u003c/p>\n\u003cp>Both Vecchio and Rocco are right, according to Linda Hippert, executive director of the Allegheny Intermediate Unit (AIU), a state agency that supports school districts in Allegheny County. Together with Intermediate Unit 1 in neighboring counties, the AIU oversees the \u003ca href=\"http://centerforcreativity.net/\">Center for Creativity\u003c/a>, an initiative that offers STEAM grants to enable teachers and administrators to implement classroom-based programs integrating left-brain and right-brain learning.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/nurturing-the-next-van-gogh-start-with-small-steps/\">Nurturing the Next Van Gogh? Start With Small Steps\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>For Hippert, the story really started one October afternoon six years ago at a professional development event for local superintendents. They’d all read Daniel Pink’s book, “\u003ca href=\"http://www.danpink.com/books/whole-new-mind\">A Whole New Mind\u003c/a>,” and then Pink came in to discuss the importance of creativity. He spoke to them about the importance of “right-brain qualities” like empathy and inventiveness.\u003c/p>\n\u003cp>“The message was loud and clear,” Hippert said. “And that’s when the movement started. Being strong in math and science wasn’t enough. To meet future workforce needs, we had to address the whole-brain needs of our students.”\u003c/p>\n\u003cp>That kind of thinking is absolutely right.\u003c/p>\n\u003cp>\u003cstrong>REAL WORLD PROJECTS\u003c/strong>\u003c/p>\n\u003cp>As Enrico Moretti in his book, “\u003ca href=\"http://www.amazon.com/New-Geography-Jobs-Enrico-Moretti/dp/0547750110\">The New Geography of Jobs\u003c/a>,” notes, for the first time in history, “the factor that is scarce is not physical capital, but creativity.” The decline is driving the divergence in economies and in families’ wallets. The majority of a product’s value today, he writes, comes from its original idea, not the manufacturing of it. The latter can be done cheaply almost anywhere else, but the “good” jobs lie in innovation, design, and engineering.\u003c/p>\n\u003cp>As Pittsburgh well knows, the sector responsible for raising the wages of American workers was once manufacturing. Today, as Moretti writes, “the innovation sector determines the salary of many Americans, whether they work in innovation or not.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/should-hands-on-science-experiments-replace-bubble-tests/\">Hands-On Science Exams Reveal Students' Skills\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>This thinking is evident throughout the Allegheny School District.\u003c/p>\n\u003cp>“The question is how do we keep our students competitive,” said Bille Rondinelli, superintendent of the South Fayette School District. “The answer is whole-brain thinking.”\u003c/p>\n\u003cp>One of the keys to success in implementing these ideas lies in collaborations and partnerships.\u003c/p>\n\u003cp>In South Fayette, students work with kitchenware maker All-Clad. Five years ago, when the partnership started, it focused on manufacturing and ran under a STEM grant. Now, students are helping design the pots and pans of the future and considering issues of environmental packaging. This new, more creative work is being done under a STEAM grant.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I talk for five minutes and I work one-on-one, but I’m not the ‘sage on the stage’ anymore; really the students are their own guides.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The Allegheny Valley School District is using its STEAM grant to start a Living Class Room for upper elementary students. At the beginning of this school year, students started building an outdoor space where they designed and planted a garden. They’re also working on environmental issues like rain collection, solar cells, and composting. They design and make their own tables to use in the garden and use of iPads to identify birdcalls and keep their digital journals.\u003c/p>\n\u003cp>“STEAM offers a total experience for children,” said Cheryl Griffith, superintendent of Allegheny Valley School District, which is also home to Sue Mellon’s Robotics Poetry.\u003c/p>\n\u003cp>In the West Allegheny School District, high school students can take an electronic and acoustic sound class where they learn the science of sound, but, instead of sitting at their desk reading from a textbook, they’re studying and modifying different instruments.\u003c/p>\n\u003cp>Next year, the West Allegheny School District hopes to start a middle school game center. Chris Assetta, assistant superintendent for curriculum and instruction, has a date on her calendar to go visit the Elizabeth Forward School District, \u003ca href=\"http://remakelearning.org/blog/2013/02/14/serious-fun-and-games-in-pittsburgh/\">which launched one in January 2012\u003c/a>.\u003c/p>\n\u003cp>Heather Hibner is an English teacher who now teaches in the Elizabeth Forward Entertainment Technology Academy (ETA). If you walked by the four long windows of her classroom you’d see “people getting things done,” Hibner said. “If you walk by what I now call a boring classroom, it looks more orderly but really everyone is just zoned out.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should be Messy\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>It’s a lot messier in her classroom, Hibner said, but that’s because the students are engaged. They’re working in teams and at their own pace. They’re doing independent projects, modding games, and coming up with stories.\u003c/p>\n\u003cp>Curriculum for the ETA starts with a history of games going back to ancient Babylon. Then students go on to learn things like 3D design, scripting, storytelling, and computer programming.\u003c/p>\n\u003cp>“Today, you need teachers who can integrate both sides of the brain,” Rocco said.\u003c/p>\n\u003cp>According to Hibner, doing whole-brain teaching isn’t difficult but actually feels more natural. The real key, she said, is getting out of the way. “I’m a facilitator really,” she said. “I talk for five minutes and I work one-on-one, but I’m not the ‘sage on the stage’ anymore; really the students are their own guides.”\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 post originally appeared on \u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">Remake Learning\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/27768/combining-robotics-with-poetry-art-and-engineering-can-co-exist","authors":["4354"],"categories":["mindshift_192","mindshift_194","mindshift_193"],"tags":["mindshift_121","mindshift_167","mindshift_391"],"featImg":"mindshift_27852","label":"mindshift"},"mindshift_27619":{"type":"posts","id":"mindshift_27619","meta":{"index":"posts_1591205157","site":"mindshift","id":"27619","score":null,"sort":[1364482859000]},"guestAuthors":[],"slug":"four-meaningful-ways-students-can-contribute","title":"Four Meaningful Ways Students Can Contribute ","publishDate":1364482859,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_27656\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-27656\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/students-collaborate-620x369.jpg\" alt=\"students-collaborate\" width=\"620\" height=\"369\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Bestselling author and educational expert Alan November's new book \u003cem>\u003ca href=\"http://novemberlearning.com/educational-resources-for-educators/books-on-educational-technology/\">Who Owns the Learning?: Preparing Students for Success in the Digital Age\u003c/a>\u003c/em> compiles lessons learned over 30 years of educational experience. Beginning with his first teaching job, November began to realize that the most powerful education happens when students take ownership of their learning and when they feel that what they produce contributes meaningfully to a community.\u003c/p>\n\u003cp>Using those two principles as his guide, November's book profiles innovative teachers' efforts to make learning meaningful to their students, sharing concrete ways to transform schools. The book uses the family farm as a metaphor to explain the importance of making students central contributors to the modern education system. The excerpt below helps explain the type of work students could do in this model and how technology can help along the way.\u003c/p>\n\u003ch4>Owning Their Learning: Student Jobs on the Digital Learning Farm\u003c/h4>\n\u003cp>Perhaps the greatest role shift in the Digital Learning Farm model is that of the student. As we help to transform students from passive receptors of information into active drivers of their educational \u003c!--more-->experiences and designers of their educational goals, we need to provide them with the incentives of meaningful work and authentic audiences. Here are the four types of jobs for students that we will discuss in this book:\u003c/p>\n\u003cp>1. Tutorial designers\u003cbr>\n2. Student scribes\u003cbr>\n3. Student researchers\u003cbr>\n4. Global communicators and collaborators\u003c/p>\n\u003ch4>Tutorial Designers\u003c/h4>\n\u003cp>Students often learn better from other students; they listen more intently, understand more completely, and participate more readily. Using webcams, video software, and other freely available recording and broadcasting tools, students can create tutorials that other students, parents, and viewers can access and use from any location. As you will learn in chapter 2 (page 25), teacher Eric Marcos and his students from Lincoln Middle School in Santa Monica, California, have energized their school through the use of screencasted tutorials they produce. Creating tutorials increases student engagement and provides struggling students with more opportunities for reviewing troubling concepts. As one of Eric’s students reminds us, “In order to teach it you really have to learn it” (personal communication, December 2011).\u003c/p>\n\u003ch4>Student Scribes\u003c/h4>\n\u003cp>Not all students take excellent notes every day, but free online collaboration tools can give any class the opportunity to collaboratively build one set of perfect notes. Using a shared blog, wiki, \u003ca href=\"http://docs.google.com\">Google Docs,\u003c/a> or another collaborative writing tool, students work together to create a detailed set of notes that can be used by the entire class. (Visit go.solution-tree.com/instruction for live links to the websites mentioned in this book.) Darren Kuropatwa, a high school calculus teacher, uses this student scribe technique to transform his classroom into a collaborative learning community. In chapter 3 (page 39), you will learn more about Darren’s \u003ca href=\"http://tinyurl.com/68djoz\">student scribe program\u003c/a> in which each day a new student is responsible for taking notes and collecting diagrams that become part of his class’s online calculus textbook. Using a student scribe program encourages students who don’t take notes to do so, and it helps students who struggle to take good notes improve their technique through positive feedback and advice from their teachers and peers.\u003c/p>\n\u003ch4>Student Researchers\u003c/h4>\n\u003cp>Many classrooms have one computer sitting in the back of the room or on the teacher’s desk that gets very little use while instruction is taking place. What if that computer became the official research station where one student each day was responsible for finding answers to all the questions in class—including the teacher’s questions? Assigning students the research job can be a very effective learning tool, and it’s an incredibly simple process: each day, assign a different student to sit by that computer. When questions come up during class, it is that student’s responsibility to search out the correct answer. In chapter 4 (page 49), you will learn details about using this student job to build a class search engine that meets course standards for curriculum content and reliability of resources. Training students in the role of researcher offers guided opportunities and teachable moments that allow them to hone their research skills.\u003c/p>\n\u003ch4>Global Communicators and Collaborators\u003c/h4>\n\u003cp>It wasn't that long ago when it was cost prohibitive to have your class connect with other classes and subject experts around the world. That time is gone! In an ever-shrinking world, we now have free access to make these very connections. In chapter 5 (page 65), you learn how educators are using \u003ca href=\"http://www.skype.com\">Skype\u003c/a> and other online tools to establish and maintain working relationships via the Internet with classrooms and topic experts from around the world. (Visit go.solution-tree.com/instruction for live links to the websites mentioned in this book.) Students can develop questions, conduct interviews, and build their skills in online learning and collaboration with people from different countries and cultures. This Digital Learning Farm job offers hundreds of opportunities for any adventurous group of students to bring the world into its classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>These jobs offer just four examples of work that gives students valuable opportunities to make real contributions to their learning community. While educators can implement these and other student jobs individually, we can create a more balanced approach to teaching and learning by bringing multiple jobs together to work in harmony. I have talked with educators who assign different jobs to their students. If the work results in meaningful activities that advance student contributions and ownership in the learning process, it probably deserves a place in the classroom.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1364482860,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":936},"headData":{"title":"Four Meaningful Ways Students Can Contribute | KQED","description":"Getty Bestselling author and educational expert Alan November's new book Who Owns the Learning?: Preparing Students for Success in the Digital Age compiles lessons learned over 30 years of educational experience. Beginning with his first teaching job, November began to realize that the most powerful education happens when students take ownership of their learning and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"27619 http://blogs.kqed.org/mindshift/?p=27619","disqusUrl":"https://ww2.kqed.org/mindshift/2013/03/28/four-meaningful-ways-students-can-contribute/","disqusTitle":"Four Meaningful Ways Students Can Contribute ","path":"/mindshift/27619/four-meaningful-ways-students-can-contribute","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27656\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-27656\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/students-collaborate-620x369.jpg\" alt=\"students-collaborate\" width=\"620\" height=\"369\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Bestselling author and educational expert Alan November's new book \u003cem>\u003ca href=\"http://novemberlearning.com/educational-resources-for-educators/books-on-educational-technology/\">Who Owns the Learning?: Preparing Students for Success in the Digital Age\u003c/a>\u003c/em> compiles lessons learned over 30 years of educational experience. Beginning with his first teaching job, November began to realize that the most powerful education happens when students take ownership of their learning and when they feel that what they produce contributes meaningfully to a community.\u003c/p>\n\u003cp>Using those two principles as his guide, November's book profiles innovative teachers' efforts to make learning meaningful to their students, sharing concrete ways to transform schools. The book uses the family farm as a metaphor to explain the importance of making students central contributors to the modern education system. The excerpt below helps explain the type of work students could do in this model and how technology can help along the way.\u003c/p>\n\u003ch4>Owning Their Learning: Student Jobs on the Digital Learning Farm\u003c/h4>\n\u003cp>Perhaps the greatest role shift in the Digital Learning Farm model is that of the student. As we help to transform students from passive receptors of information into active drivers of their educational \u003c!--more-->experiences and designers of their educational goals, we need to provide them with the incentives of meaningful work and authentic audiences. Here are the four types of jobs for students that we will discuss in this book:\u003c/p>\n\u003cp>1. Tutorial designers\u003cbr>\n2. Student scribes\u003cbr>\n3. Student researchers\u003cbr>\n4. Global communicators and collaborators\u003c/p>\n\u003ch4>Tutorial Designers\u003c/h4>\n\u003cp>Students often learn better from other students; they listen more intently, understand more completely, and participate more readily. Using webcams, video software, and other freely available recording and broadcasting tools, students can create tutorials that other students, parents, and viewers can access and use from any location. As you will learn in chapter 2 (page 25), teacher Eric Marcos and his students from Lincoln Middle School in Santa Monica, California, have energized their school through the use of screencasted tutorials they produce. Creating tutorials increases student engagement and provides struggling students with more opportunities for reviewing troubling concepts. As one of Eric’s students reminds us, “In order to teach it you really have to learn it” (personal communication, December 2011).\u003c/p>\n\u003ch4>Student Scribes\u003c/h4>\n\u003cp>Not all students take excellent notes every day, but free online collaboration tools can give any class the opportunity to collaboratively build one set of perfect notes. Using a shared blog, wiki, \u003ca href=\"http://docs.google.com\">Google Docs,\u003c/a> or another collaborative writing tool, students work together to create a detailed set of notes that can be used by the entire class. (Visit go.solution-tree.com/instruction for live links to the websites mentioned in this book.) Darren Kuropatwa, a high school calculus teacher, uses this student scribe technique to transform his classroom into a collaborative learning community. In chapter 3 (page 39), you will learn more about Darren’s \u003ca href=\"http://tinyurl.com/68djoz\">student scribe program\u003c/a> in which each day a new student is responsible for taking notes and collecting diagrams that become part of his class’s online calculus textbook. Using a student scribe program encourages students who don’t take notes to do so, and it helps students who struggle to take good notes improve their technique through positive feedback and advice from their teachers and peers.\u003c/p>\n\u003ch4>Student Researchers\u003c/h4>\n\u003cp>Many classrooms have one computer sitting in the back of the room or on the teacher’s desk that gets very little use while instruction is taking place. What if that computer became the official research station where one student each day was responsible for finding answers to all the questions in class—including the teacher’s questions? Assigning students the research job can be a very effective learning tool, and it’s an incredibly simple process: each day, assign a different student to sit by that computer. When questions come up during class, it is that student’s responsibility to search out the correct answer. In chapter 4 (page 49), you will learn details about using this student job to build a class search engine that meets course standards for curriculum content and reliability of resources. Training students in the role of researcher offers guided opportunities and teachable moments that allow them to hone their research skills.\u003c/p>\n\u003ch4>Global Communicators and Collaborators\u003c/h4>\n\u003cp>It wasn't that long ago when it was cost prohibitive to have your class connect with other classes and subject experts around the world. That time is gone! In an ever-shrinking world, we now have free access to make these very connections. In chapter 5 (page 65), you learn how educators are using \u003ca href=\"http://www.skype.com\">Skype\u003c/a> and other online tools to establish and maintain working relationships via the Internet with classrooms and topic experts from around the world. (Visit go.solution-tree.com/instruction for live links to the websites mentioned in this book.) Students can develop questions, conduct interviews, and build their skills in online learning and collaboration with people from different countries and cultures. This Digital Learning Farm job offers hundreds of opportunities for any adventurous group of students to bring the world into its classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>These jobs offer just four examples of work that gives students valuable opportunities to make real contributions to their learning community. While educators can implement these and other student jobs individually, we can create a more balanced approach to teaching and learning by bringing multiple jobs together to work in harmony. I have talked with educators who assign different jobs to their students. If the work results in meaningful activities that advance student contributions and ownership in the learning process, it probably deserves a place in the classroom.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/27619/four-meaningful-ways-students-can-contribute","authors":["234"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_121","mindshift_862"],"featImg":"mindshift_27656","label":"mindshift"},"mindshift_27817":{"type":"posts","id":"mindshift_27817","meta":{"index":"posts_1591205157","site":"mindshift","id":"27817","score":null,"sort":[1363791635000]},"guestAuthors":[],"slug":"5-tools-to-help-students-learn-how-to-learn","title":"5 Tools to Help Students Learn How to Learn","publishDate":1363791635,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826.jpg\" alt=\"7437999566_6f1d4a170c_z-1\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-31655\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Helping students learn how to learn: That's what most educators strive for, and that's the goal of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\">inquiry learning.\u003c/a> That skill transfers to other academic subject areas and even to the workplace where employers have consistently said that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/\">they want creative, innovative and adaptive thinkers\u003c/a>. Inquiry learning is an integrated approach that includes kinds of learning: content, literacy, information literacy, learning how to learn, and social or collaborative skills. Students think about the choices they make throughout the process and the way they feel as they learn. Those observations are as important as the content they learn or the projects they create.\u003c/p>\n\u003cp>“We want students thinking about their thinking,” said \u003ca href=\"http://www.classroom20.com/profile/lesliemaniotes\">Leslie Maniotes\u003c/a> a teacher effectiveness coach in the Denver Public Schools and one of the authors of \u003cem>\u003ca href=\"http://books.google.com/books/about/Guided_Inquiry.html?id=z4RmUhkg7lAC\">Guided Inquiry: Learning in the 21st Century\u003c/a>\u003c/em>. “We want them reflecting on the process and the content.” Inquiry learning works best on longer, deep dive projects when students have to create something of their own out of what they've found.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“When they are able to see where they came from and where they got to it is very powerful for them.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A good example is a long term \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/why-googling-it-is-not-enough/\">research project\u003c/a>. There are several common stages in longer projects and researchers have studied how students feel, think and act around the different stages. Students initiate the project, select a topic, explore it further, begin to formulate an approach, collect specific materials relevant to a focus and finally present on their findings.\u003c/p>\n\u003cp>During the process, students will go through different stages of emotions. They might feel \u003c!--more-->uncertainty as they begin, optimism when they select a project, then confusion or frustration when they've gathered a lot of information and don’t know where to go with it. As they begin to sift through the information, they gain a sense of clarity and direction and begin formulating and executing the project. By the end of the process, they'll have a sense of satisfaction or disappointment on the outcome of their presentation.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">\u003cspan style=\"color: #808080\">Creating Classrooms We Need: 8 Ways Into Inquiry Learning\u003c/span>\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-parents-and-schools-can-help-build-kids-emotional-strength/\">Understanding how students may feel \u003c/a>as they move through the stages of inquiry offers educators the opportunity to intervene at critical moments when frustration threatens to derail them. \u003ca href=\"http://cissl.rutgers.edu/joomla-license/impact-studies?start=6\">Research shows\u003c/a> that letting students spend longer time exploring a topic before choosing helps them choose something worthy of inquiry. “Jumping right into identifying a question leads to low level learning,” said Maniotes. She offers specific and simple tools to help guide the inquiry learning process.\u003c/p>\n\u003cp>\u003cstrong>FIVE TOOLS TO GUIDE INQUIRY LEARNING\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong> An \u003c/span>\u003cstrong>Inquiry Community \u003c/strong>\u003cspan>is the class itself. Each member is exploring a topic related to the same class unit and students can help one another clarify ideas. “All of this is set within the social context of an inquiry community,” said Maniotes. “We value that community and we’re using all these other tools to inform the level of conversation we might have within that community.”\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>An \u003c/span>\u003cstrong>Inquiry Circle\u003c/strong>\u003cspan> is a small group where students can talk to one another around a specific topic that fits within the umbrella of the broader class unit. Inquiry circles are a place for students to talk out all their wild ideas and work best when instructors leave them alone.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Journal\u003c/strong>\u003cspan> is one of the most powerful tools in the inquiry learning repertoire and should be utilized throughout the process. It’s a place for students to reflect on both the process and the content they discover as they go along. It’s important to emphasize to students that the journals should be used to reflect on how he or she learns best and what feelings come up at different points in the process. It’s meant to give them a moment to stop and think about what they've read and why it’s important. The journal can also be a good bridge between the student and instructor.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Log\u003c/strong>\u003cspan> helps students to keep track of the learning journey and every choice, change in direction or exciting moment along the way. “When they are able to see where they came from and where they got to it is very powerful for them,” said Maniotes.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Chart\u003c/strong>\u003cspan> is a great tool to help students identify a central question. They can chart, brainstorm and map their ideas in many ways. Getting them down on paper can help visualize what areas of research are well fleshed out and would make good focus points and which are tangential. Part of inquiry learning is teaching students how to make good academic decisions on resources and content, as well as recognizing when persistence is needed to dig deeper.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>Taken together these five tools, which are deceptively simple, can give students the experience of deeper inquiry, insight into their own learning habits and preferences, as well as the experience of working through emotions that arise during the process. All these experiences help them to encounter the next challenge effectively, even when not being asked to follow a rigid process.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Inquiry learning should also be a social and language-based process. “Inquiry tools support English language use,” said Maniotes. “Students are able to use authentic language and they are constantly speaking, reading, writing, and viewing throughout the process.” It also helps to set clear expectations for the project and to routinely use the tools so students recognize their function. When instructors reflect on how the tools are used at various points, modeling meta-cognitive processing about how the tools support the inquiry process, students do more of that too. “If students hear that kind of talk then they know how to do it themselves,” said Maniotes.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The tools also give instructors a way to assess student learning along the way. This type of formative assessment gives teachers a chance to intervene and shape the inquiry process or offer encouragement. The journal and log especially tell a teacher a lot about the process each student went through to arrive at a final presentation, offering far more data points for assessment.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1380204734,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1056},"headData":{"title":"5 Tools to Help Students Learn How to Learn | KQED","description":"Helping students learn how to learn: That's what most educators strive for, and that's the goal of inquiry learning. That skill transfers to other academic subject areas and even to the workplace where employers have consistently said that they want creative, innovative and adaptive thinkers. Inquiry learning is an integrated approach that includes kinds of","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"27817 http://blogs.kqed.org/mindshift/?p=27817","disqusUrl":"https://ww2.kqed.org/mindshift/2013/03/20/5-tools-to-help-students-learn-how-to-learn/","disqusTitle":"5 Tools to Help Students Learn How to Learn","path":"/mindshift/27817/5-tools-to-help-students-learn-how-to-learn","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826.jpg\" alt=\"7437999566_6f1d4a170c_z-1\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-31655\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Helping students learn how to learn: That's what most educators strive for, and that's the goal of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\">inquiry learning.\u003c/a> That skill transfers to other academic subject areas and even to the workplace where employers have consistently said that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/\">they want creative, innovative and adaptive thinkers\u003c/a>. Inquiry learning is an integrated approach that includes kinds of learning: content, literacy, information literacy, learning how to learn, and social or collaborative skills. Students think about the choices they make throughout the process and the way they feel as they learn. Those observations are as important as the content they learn or the projects they create.\u003c/p>\n\u003cp>“We want students thinking about their thinking,” said \u003ca href=\"http://www.classroom20.com/profile/lesliemaniotes\">Leslie Maniotes\u003c/a> a teacher effectiveness coach in the Denver Public Schools and one of the authors of \u003cem>\u003ca href=\"http://books.google.com/books/about/Guided_Inquiry.html?id=z4RmUhkg7lAC\">Guided Inquiry: Learning in the 21st Century\u003c/a>\u003c/em>. “We want them reflecting on the process and the content.” Inquiry learning works best on longer, deep dive projects when students have to create something of their own out of what they've found.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“When they are able to see where they came from and where they got to it is very powerful for them.”\u003c/aside>\n\u003cp>\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>A good example is a long term \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/why-googling-it-is-not-enough/\">research project\u003c/a>. There are several common stages in longer projects and researchers have studied how students feel, think and act around the different stages. Students initiate the project, select a topic, explore it further, begin to formulate an approach, collect specific materials relevant to a focus and finally present on their findings.\u003c/p>\n\u003cp>During the process, students will go through different stages of emotions. They might feel \u003c!--more-->uncertainty as they begin, optimism when they select a project, then confusion or frustration when they've gathered a lot of information and don’t know where to go with it. As they begin to sift through the information, they gain a sense of clarity and direction and begin formulating and executing the project. By the end of the process, they'll have a sense of satisfaction or disappointment on the outcome of their presentation.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">\u003cspan style=\"color: #808080\">Creating Classrooms We Need: 8 Ways Into Inquiry Learning\u003c/span>\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-parents-and-schools-can-help-build-kids-emotional-strength/\">Understanding how students may feel \u003c/a>as they move through the stages of inquiry offers educators the opportunity to intervene at critical moments when frustration threatens to derail them. \u003ca href=\"http://cissl.rutgers.edu/joomla-license/impact-studies?start=6\">Research shows\u003c/a> that letting students spend longer time exploring a topic before choosing helps them choose something worthy of inquiry. “Jumping right into identifying a question leads to low level learning,” said Maniotes. She offers specific and simple tools to help guide the inquiry learning process.\u003c/p>\n\u003cp>\u003cstrong>FIVE TOOLS TO GUIDE INQUIRY LEARNING\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong> An \u003c/span>\u003cstrong>Inquiry Community \u003c/strong>\u003cspan>is the class itself. Each member is exploring a topic related to the same class unit and students can help one another clarify ideas. “All of this is set within the social context of an inquiry community,” said Maniotes. “We value that community and we’re using all these other tools to inform the level of conversation we might have within that community.”\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>An \u003c/span>\u003cstrong>Inquiry Circle\u003c/strong>\u003cspan> is a small group where students can talk to one another around a specific topic that fits within the umbrella of the broader class unit. Inquiry circles are a place for students to talk out all their wild ideas and work best when instructors leave them alone.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Journal\u003c/strong>\u003cspan> is one of the most powerful tools in the inquiry learning repertoire and should be utilized throughout the process. It’s a place for students to reflect on both the process and the content they discover as they go along. It’s important to emphasize to students that the journals should be used to reflect on how he or she learns best and what feelings come up at different points in the process. It’s meant to give them a moment to stop and think about what they've read and why it’s important. The journal can also be a good bridge between the student and instructor.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Log\u003c/strong>\u003cspan> helps students to keep track of the learning journey and every choice, change in direction or exciting moment along the way. “When they are able to see where they came from and where they got to it is very powerful for them,” said Maniotes.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Chart\u003c/strong>\u003cspan> is a great tool to help students identify a central question. They can chart, brainstorm and map their ideas in many ways. Getting them down on paper can help visualize what areas of research are well fleshed out and would make good focus points and which are tangential. Part of inquiry learning is teaching students how to make good academic decisions on resources and content, as well as recognizing when persistence is needed to dig deeper.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>Taken together these five tools, which are deceptively simple, can give students the experience of deeper inquiry, insight into their own learning habits and preferences, as well as the experience of working through emotions that arise during the process. All these experiences help them to encounter the next challenge effectively, even when not being asked to follow a rigid process.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Inquiry learning should also be a social and language-based process. “Inquiry tools support English language use,” said Maniotes. “Students are able to use authentic language and they are constantly speaking, reading, writing, and viewing throughout the process.” It also helps to set clear expectations for the project and to routinely use the tools so students recognize their function. When instructors reflect on how the tools are used at various points, modeling meta-cognitive processing about how the tools support the inquiry process, students do more of that too. “If students hear that kind of talk then they know how to do it themselves,” said Maniotes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The tools also give instructors a way to assess student learning along the way. This type of formative assessment gives teachers a chance to intervene and shape the inquiry process or offer encouragement. The journal and log especially tell a teacher a lot about the process each student went through to arrive at a final presentation, offering far more data points for assessment.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/27817/5-tools-to-help-students-learn-how-to-learn","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_121","mindshift_1040","mindshift_797"],"featImg":"mindshift_31649","label":"mindshift"},"mindshift_27239":{"type":"posts","id":"mindshift_27239","meta":{"index":"posts_1591205157","site":"mindshift","id":"27239","score":null,"sort":[1361471820000]},"guestAuthors":[],"slug":"alan-november-how-teachers-and-tech-can-let-students-take-control","title":"Alan November: How Teachers and Tech Can Let Students Take Control","publishDate":1361471820,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_27256\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27256\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/IMG_8845-300x412.jpg\" alt=\"IMG_8845\" width=\"300\" height=\"412\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For many educators, helping students direct their own learning is a priority. Educator and author \u003ca href=\"http://novemberlearning.com/about/team/alan-november/\">Alan November,\u003c/a> who has been talking about ways to get students to own their learning for years, draws on his experiences as a teacher, principal and education consultant to tell stories about some of the ideas he sees as integral to education.\u003c/p>\n\u003cp>November joined Steve Hargadon in \u003ca href=\"http://www.stevehargadon.com/2013/02/today-alan-november-on-who-owns-learning.html\">a discussion\u003c/a> of his new book \u003ca href=\"http://www.solution-tree.com/products/who-owns-the-learning.html\">\u003cem>Who Owns the Learning: Preparing Students for Success in the Digital Age\u003c/em>\u003c/a>, stressing the importance of global collaboration and the role of technology in making it all possible. Here are a few highlights from their discussion.\u003c/p>\n\u003cp>\u003cstrong>SCHOOL STRUCTURE CAN HOLD STUDENTS BACK\u003c/strong>\u003c/p>\n\u003cp>School often means rules and regulations that can \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">seem unrelated to the broader goals of education\u003c/a>. Students are told to sit down, be still, show up at specific times, and demonstrate knowledge in ways that have nothing to do with the real world. As a case in point, November talked about when he started his teaching career at a reform school for boys where the administration took rules seriously. He discovered that one of his students had been breaking into his classroom to practice coding at night. The student showed a rare passion for a subject that wasn’t even being taught at that time, stayed focused on the task and was self-directed – qualities normally valued by educators. At a time when few people knew even how to use a computer, this boy was teaching himself to code. But none of it mattered to an administration more concerned that he’d broken the rules.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon feeding them little tiny problems one at a time.\"\u003c/strong>\u003c/aside>\n\u003cp>November pointed out the similarities between learning to code and the movement toward instant feedback with some of the newest ed tech tools: engineers can test a string of code to see if it works, retrace steps to figure out where it went wrong if it doesn’t. In the same way, many \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">blended learning methods\u003c/a> provide the same kind of instant feedback into the classroom, allowing both the \u003c!--more-->learner and the instructor to understand where to shift direction to gain understanding. November says that instant feedback trend should be embraced as a powerful learning tool.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The lesson from this, he said, is to “teach students how to solve any problem, a general problem solving approach. And teach them to do it in community.” That’s what’s really going to serve them as they go through life. The benefit of technology is that is has opened the door on the scope of global problems that students can involve themselves with, making their problem solving skills immediately relevant and encouraging self-direction.\u003c/p>\n\u003cp>\u003cstrong>HAVE STUDENTS LOST THE ABILITY TO DEFINE THE QUESTION?\u003c/strong>\u003c/p>\n\u003cp>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon-feeding them little tiny problems one at a time, which ended up with students not being able to take the initiative to define their own,” November said. He illustrated this point by describing a class where he asked students to identify a community problem and then work to come up with a solution. He told them he’d be there to offer tools and to support them through the process. A student raised her hand and told him that it was his job as the teacher to come up with the problems and their job as students to give answers.\u003c/p>\n\u003cp>Students and teachers alike have been brought up in an educational system that mimics an antiquated job market. The teacher is the boss, managing the work of his student workers who have to produce goods that meet approval, he said. But many people fear that system \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">no longer serves students \u003c/a>headed toward a less certain future, one that could necessitate that a student be able to define and create her own job.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Teach students how to solve \u003cem>any\u003c/em> problem; and teach them to do it in community.”\u003c/strong>\u003c/aside>\n\u003cp>“What concerns me is that school is way out of balance,” November said. “We are under an assumption in school that all these kids are going to apply to a job and have a boss that manages their work.” He thinks schools are drastically underestimating children’s capabilities to invent and own their work and by extension the contributions they can make to the world.\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignright size-full wp-image-27267\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/book-who-owns-the-learning.jpg\" alt=\"book-who-owns-the-learning\" width=\"190\" height=\"272\">TECHNOLOGY RECREATES THE ONE-ROOM SCHOOLHOUSE\u003c/strong>\u003c/p>\n\u003cp>As antiquated as it might seem in a world of iPads, mobile devices and 3D printers, November thinks schools should try to embody some of what worked about the one-room schoolhouse. Teachers taught all students regardless of age or level -- by definition there had to be differentiation in learning.\u003c/p>\n\u003cp>“The reality of a one-room classroom is that the older kids are teaching the younger kids,” November said. “And it turns out that to teach, students really have to learn the material well. And the students also take more ownership of the school.” One way to replicate that ownership now is to give students classroom jobs, allowing them to contribute something powerful to the classroom dynamic. “From that beginning I think we can have deeper conversations about children taking more control of defining their roles,” November said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>He thinks technology has the power to bring the one-room schoolhouse back. Students can help one another, connect and collaborate globally. They can contribute meaningful work that can matter to real-world situations. “The real revolution is information and global communication, not technology,” November said. Technology is merely the means to access the information and share it in community.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>November gave an example of a middle school teacher who had his students contribute to a wiki that supplemented the textbook. They wrote and diagrammed material that would be passed on to students following them. One of the teacher’s former students contacted him while in high school asking to revise the part of the wiki he’d worked on three years previously. He said he’d learned more now and felt a sense of responsibility for what he’d produced. Getting students to care on that level and to be responsible for one another is exactly the kind of shared exploration in community that education should encourage, he said.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1361473215,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1102},"headData":{"title":"Alan November: How Teachers and Tech Can Let Students Take Control | KQED","description":"For many educators, helping students direct their own learning is a priority. Educator and author Alan November, who has been talking about ways to get students to own their learning for years, draws on his experiences as a teacher, principal and education consultant to tell stories about some of the ideas he sees as integral","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"27239 http://blogs.kqed.org/mindshift/?p=27239","disqusUrl":"https://ww2.kqed.org/mindshift/2013/02/21/alan-november-how-teachers-and-tech-can-let-students-take-control/","disqusTitle":"Alan November: How Teachers and Tech Can Let Students Take Control","path":"/mindshift/27239/alan-november-how-teachers-and-tech-can-let-students-take-control","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27256\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27256\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/IMG_8845-300x412.jpg\" alt=\"IMG_8845\" width=\"300\" height=\"412\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For many educators, helping students direct their own learning is a priority. Educator and author \u003ca href=\"http://novemberlearning.com/about/team/alan-november/\">Alan November,\u003c/a> who has been talking about ways to get students to own their learning for years, draws on his experiences as a teacher, principal and education consultant to tell stories about some of the ideas he sees as integral to education.\u003c/p>\n\u003cp>November joined Steve Hargadon in \u003ca href=\"http://www.stevehargadon.com/2013/02/today-alan-november-on-who-owns-learning.html\">a discussion\u003c/a> of his new book \u003ca href=\"http://www.solution-tree.com/products/who-owns-the-learning.html\">\u003cem>Who Owns the Learning: Preparing Students for Success in the Digital Age\u003c/em>\u003c/a>, stressing the importance of global collaboration and the role of technology in making it all possible. Here are a few highlights from their discussion.\u003c/p>\n\u003cp>\u003cstrong>SCHOOL STRUCTURE CAN HOLD STUDENTS BACK\u003c/strong>\u003c/p>\n\u003cp>School often means rules and regulations that can \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">seem unrelated to the broader goals of education\u003c/a>. Students are told to sit down, be still, show up at specific times, and demonstrate knowledge in ways that have nothing to do with the real world. As a case in point, November talked about when he started his teaching career at a reform school for boys where the administration took rules seriously. He discovered that one of his students had been breaking into his classroom to practice coding at night. The student showed a rare passion for a subject that wasn’t even being taught at that time, stayed focused on the task and was self-directed – qualities normally valued by educators. At a time when few people knew even how to use a computer, this boy was teaching himself to code. But none of it mattered to an administration more concerned that he’d broken the rules.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon feeding them little tiny problems one at a time.\"\u003c/strong>\u003c/aside>\n\u003cp>November pointed out the similarities between learning to code and the movement toward instant feedback with some of the newest ed tech tools: engineers can test a string of code to see if it works, retrace steps to figure out where it went wrong if it doesn’t. In the same way, many \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">blended learning methods\u003c/a> provide the same kind of instant feedback into the classroom, allowing both the \u003c!--more-->learner and the instructor to understand where to shift direction to gain understanding. November says that instant feedback trend should be embraced as a powerful learning tool.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The lesson from this, he said, is to “teach students how to solve any problem, a general problem solving approach. And teach them to do it in community.” That’s what’s really going to serve them as they go through life. The benefit of technology is that is has opened the door on the scope of global problems that students can involve themselves with, making their problem solving skills immediately relevant and encouraging self-direction.\u003c/p>\n\u003cp>\u003cstrong>HAVE STUDENTS LOST THE ABILITY TO DEFINE THE QUESTION?\u003c/strong>\u003c/p>\n\u003cp>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon-feeding them little tiny problems one at a time, which ended up with students not being able to take the initiative to define their own,” November said. He illustrated this point by describing a class where he asked students to identify a community problem and then work to come up with a solution. He told them he’d be there to offer tools and to support them through the process. A student raised her hand and told him that it was his job as the teacher to come up with the problems and their job as students to give answers.\u003c/p>\n\u003cp>Students and teachers alike have been brought up in an educational system that mimics an antiquated job market. The teacher is the boss, managing the work of his student workers who have to produce goods that meet approval, he said. But many people fear that system \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">no longer serves students \u003c/a>headed toward a less certain future, one that could necessitate that a student be able to define and create her own job.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Teach students how to solve \u003cem>any\u003c/em> problem; and teach them to do it in community.”\u003c/strong>\u003c/aside>\n\u003cp>“What concerns me is that school is way out of balance,” November said. “We are under an assumption in school that all these kids are going to apply to a job and have a boss that manages their work.” He thinks schools are drastically underestimating children’s capabilities to invent and own their work and by extension the contributions they can make to the world.\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignright size-full wp-image-27267\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/book-who-owns-the-learning.jpg\" alt=\"book-who-owns-the-learning\" width=\"190\" height=\"272\">TECHNOLOGY RECREATES THE ONE-ROOM SCHOOLHOUSE\u003c/strong>\u003c/p>\n\u003cp>As antiquated as it might seem in a world of iPads, mobile devices and 3D printers, November thinks schools should try to embody some of what worked about the one-room schoolhouse. Teachers taught all students regardless of age or level -- by definition there had to be differentiation in learning.\u003c/p>\n\u003cp>“The reality of a one-room classroom is that the older kids are teaching the younger kids,” November said. “And it turns out that to teach, students really have to learn the material well. And the students also take more ownership of the school.” One way to replicate that ownership now is to give students classroom jobs, allowing them to contribute something powerful to the classroom dynamic. “From that beginning I think we can have deeper conversations about children taking more control of defining their roles,” November said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>He thinks technology has the power to bring the one-room schoolhouse back. Students can help one another, connect and collaborate globally. They can contribute meaningful work that can matter to real-world situations. “The real revolution is information and global communication, not technology,” November said. Technology is merely the means to access the information and share it in community.\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>November gave an example of a middle school teacher who had his students contribute to a wiki that supplemented the textbook. They wrote and diagrammed material that would be passed on to students following them. One of the teacher’s former students contacted him while in high school asking to revise the part of the wiki he’d worked on three years previously. He said he’d learned more now and felt a sense of responsibility for what he’d produced. Getting students to care on that level and to be responsible for one another is exactly the kind of shared exploration in community that education should encourage, he said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/27239/alan-november-how-teachers-and-tech-can-let-students-take-control","authors":["234"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_121","mindshift_797","mindshift_624"],"featImg":"mindshift_27256","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. 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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. 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