Teaching media literacy with escape rooms and AI photos
A diverse classroom library includes and respects fat characters, too
How science class can inspire students to explore inequities in their communities
Project-based learning can make students anxious (and that’s not always a bad thing)
As Bad Information Spreads, Florida Schools Seek To Teach Digital Literacy
How Historically Responsive Literacy Can Make Learning More Relevant to Students
Why Content Knowledge is Crucial to Effective Critical Thinking
How Teens are Learning Crucial ‘Soft Skills’ Before Their Internships Start
Why Debate May Be the Best Way to Save Constructive Disagreement
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are turning up in \u003ca href=\"https://www.npr.org/2024/02/08/1229641751/ai-deepfakes-election-risks-lawmakers-tech-companies-artificial-intelligence\">elections\u003c/a>, for sale \u003ca href=\"https://www.npr.org/2024/03/13/1237888126/growing-number-ai-scam-books-amazon\">on Amazon\u003c/a> and even \u003ca href=\"https://www.npr.org/2023/12/30/1222273745/michael-cohen-ai-fake-legal-cases\">in court documents\u003c/a>. Learning to identify the growing flood of deepfakes, along with online \u003ca href=\"https://www.npr.org/2020/04/17/837202898/comic-fake-news-can-be-deadly-heres-how-to-spot-it\">conspiracy theories\u003c/a>, is becoming a rite of passage for students.\u003c/p>\n\u003cp>Earlier this month, about 500 high school students were milling about a cavernous ballroom on the University of Washington’s Seattle campus, just as the annual \u003ca href=\"https://www.cip.uw.edu/misinfoday/\">MisInfo Day\u003c/a> event was about to begin.\u003c/p>\n\u003cp>Isabella and Jasper are two sophomores from Ballard High School. (NPR isn’t using students’ last names because they’re under 18.)\u003c/p>\n\u003cp>Both consider themselves relatively savvy online, but admit it’s getting harder to figure out what they’re seeing online… especially the realistic images created by AI tools.\u003c/p>\n\u003cp>“I feel like…being able to use AI to make images is definitely sort of problematic,” says Jasper.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’m actually not that confident,” said Isabella. “I feel like I’ll like fall for really stupid things and I’ll be like, ‘Oh, how did I not know this is not real?'”\u003c/p>\n\u003ch3>Navigating exaggeration, spin and outright lies\u003c/h3>\n\u003cp>Since its founding in 2019, MisInfo Day has grown into one of the nation’s best known media literacy events for high school students.\u003c/p>\n\u003cp>It originated with a popular undergraduate course at the University of Washington, “\u003ca href=\"https://www.callingbullshit.org/\">Calling Bulls***\u003c/a>: Data Reasoning in a Digital World,” co-created by Jevin West and Carl Bergstrom, to provide their students some guidance in how to navigate the proliferation of exaggeration, spin, and outright lies that could pass for facts and evidence online.\u003c/p>\n\u003cp>High school teachers were looking for something similar they could bring to their students, and MisInfo Day was born.\u003c/p>\n\u003cp>Organizers set up \u003ca href=\"https://docs.google.com/document/d/1nbFVcR3Hed9_v2rOprPI3SSUE5dNzbTRGT9_pZ6W3Ro/edit\">multiple sessions\u003c/a> for students to choose from, including TikTok and viral misinformation, and making sense of online rumors.\u003c/p>\n\u003cp>The escape rooms were among the most popular. There, the students broke into small teams and had 45 minutes to figure out if rumors a friend was passing along about a K-Pop group were true.\u003c/p>\n\u003cp>Part of the exercise involved looking at sets of images of human faces to figure out which were real and which were AI-generated. Some of the students debated whether a face’s teeth looked right while one student laughed that another face was “giving catfish profile,” referring \u003ca href=\"https://www.proofpoint.com/us/threat-reference/catfishing\">to scams\u003c/a> where someone uses a manufactured persona, often featuring an attractive image of another person, to draw in prey.\u003c/p>\n\u003cfigure id=\"attachment_63392\" class=\"wp-caption aligncenter\" style=\"max-width: 639px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63392\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg\" alt=\"\" width=\"639\" height=\"479\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166-160x120.jpg 160w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\">Some of the members of the team that won the escape room challenge at MisInfo Day, who represent Sedro Woolley High School, north of Seattle. \u003ccite>(Kim Malcolm/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The first event in 2019 drew 200 kids from four local high schools. After a couple of years going online during the covid-19 pandemic, more than 500 students from six local schools took part in person at the Seattle event this year.\u003c/p>\n\u003cp>Hundreds more students attend other events hosted in collaboration with two campuses of Washington State University. This year, MisInfo Day’s organizers say 68 teachers from ten different states and three countries registered for online training with the \u003ca href=\"https://www.cip.uw.edu/misinfoday-library/\">MisInfo Day library\u003c/a>, so they can lead the activities in their own classrooms.\u003c/p>\n\u003cp>Educators are trying to fill a big gap, says Jevin West, an associate dean of research at UW’s Information School who co-founded the university’s Center for an Informed Public.\u003c/p>\n\u003cp>“The whole motivation for this program was to spend an entire day which might be the only day that many of these students will devote to this, what I consider one of the more important things that we can be teaching our public.”\u003c/p>\n\u003ch3>A growing demand for media literacy education\u003c/h3>\n\u003cp>The advocacy non-profit group Media Literacy Now’s \u003ca href=\"https://medialiteracynow.org/policyreport/\">annual report\u003c/a> shows 18 states have now passed bills pushing for \u003ca href=\"https://www.npr.org/2023/11/08/1210444566/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it\">media literacy education\u003c/a>, and half of all state legislatures have held debates or votes on the topic.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.bu.edu/com/articles/media-literacy-skills-important-to-counter-disinformation-survey-says/\">recent survey\u003c/a> from Boston University shows 72% of adults say misinformation is a concern. But there’s a partisan gap in attitudes towards media literacy, says BU’s Michelle Amazeen\u003c/p>\n\u003cp>Democrats are more more likely (81%) to agree than Republicans (66%) that media literacy skills are important. Relatedly, Democrats are more likely than independents and Republicans to believe that media literacy training teaches one how to think more critically – and not what to think.\u003c/p>\n\u003cp>“It’s consistent with the pattern overall, that Republicans are just less trusting of media, they feel that there’s a liberal bias in the media and so they’re more likely to agree that media is trying to tell them what to think,” says Amazeen.\u003c/p>\n\u003cp>Jim Walsh, chair of the Washington State GOP, has criticized some of the state’s work to combat election disinformation, but he supports efforts like MisInfo Day.\u003c/p>\n\u003cp>“Well, like many things, the term media literacy sounds great. And it is great. If we keep it clean and clear and free of free of agendas. The risk, the challenge, is to make sure it stays free and clear, and doesn’t doesn’t end up getting hijacked by people pushing agendas of any sort,” says Walsh.\u003c/p>\n\u003cp>Back at Misinfo Day, a team of students from Sedro Woolley High School, north of Seattle, were the first to solve the escape room.\u003c/p>\n\u003cp>The winners all said they felt better equipped to assess what they see online after after the session. But the students wondered why media literacy education \u003ca href=\"https://www.npr.org/2021/06/12/1002908327/5-ways-for-seniors-to-protect-themselves-from-online-misinformation\">should be limited to teenagers\u003c/a>.\u003c/p>\n\u003cp>“I think honestly, adults might benefit more from it. Because they don’t usually think about that kind of stuff. We’re growing up in a very technological era. So we know we have to, but some adults are like, ‘Oh, it doesn’t affect me. Because I didn’t grow up like that,'” says Katie, a member of the winning team.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MisInfo Day is expanding. In May, it’ll offer sessions to students in California for the first time.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KUOW. To see more, visit \u003ca href=\"https://www.kuow.org\">KUOW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=AI+images+and+conspiracy+theories+are+driving+a+push+for+media+literacy+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"MisInfo Day at University of Washington teaches high school students to identify deepfake images and online conspiracy theories. And the program is expanding.","status":"publish","parent":0,"modified":1711055397,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1051},"headData":{"title":"Teaching media literacy with escape rooms and AI photos | KQED","description":"MisInfo Day at University of Washington teaches high school students to identify deepfake images and online conspiracy theories.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"MisInfo Day at University of Washington teaches high school students to identify deepfake images and online conspiracy theories."},"sticky":false,"nprImageCredit":"Kim Malcolm","nprByline":"Kim Malcolm","nprImageAgency":"KUOW","nprStoryId":"1239693671","nprApiLink":"http://api.npr.org/query?id=1239693671&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/03/21/1239693671/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-educatio?ft=nprml&f=1239693671","nprRetrievedStory":"1","nprPubDate":"Thu, 21 Mar 2024 12:38:00 -0400","nprStoryDate":"Thu, 21 Mar 2024 05:00:45 -0400","nprLastModifiedDate":"Thu, 21 Mar 2024 13:24:11 -0400","nprAudio":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/me/2024/03/20240321_me_ai_images_and_conspiracy_theories_are_driving_a_push_for_media_literacy_education.mp3?orgId=231&topicId=1013&aggIds=973275370&d=230&p=3&story=1239693671&ft=nprml&f=1239693671","nprAudioM3u":"http://api.npr.org/m3u/11239814896-259c03.m3u?orgId=231&topicId=1013&aggIds=973275370&d=230&p=3&story=1239693671&ft=nprml&f=1239693671","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education","audioUrl":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/me/2024/03/20240321_me_ai_images_and_conspiracy_theories_are_driving_a_push_for_media_literacy_education.mp3?orgId=231&topicId=1013&aggIds=973275370&d=230&p=3&story=1239693671&ft=nprml&f=1239693671","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.npr.org/2024/03/20/1239609121/videos-using-ao-are-popping-up-on-youtube-how-is-youtube-responding\">Videos\u003c/a>, \u003ca href=\"https://www.npr.org/2023/06/07/1180768459/how-to-identify-ai-generated-deepfake-images\">images\u003c/a> and \u003ca href=\"https://www.npr.org/2023/06/29/1183684732/ai-generated-text-is-hard-to-spot-it-could-play-a-big-role-in-the-2024-campaign\">text\u003c/a> created by generative artificial intelligence tools are turning up in \u003ca href=\"https://www.npr.org/2024/02/08/1229641751/ai-deepfakes-election-risks-lawmakers-tech-companies-artificial-intelligence\">elections\u003c/a>, for sale \u003ca href=\"https://www.npr.org/2024/03/13/1237888126/growing-number-ai-scam-books-amazon\">on Amazon\u003c/a> and even \u003ca href=\"https://www.npr.org/2023/12/30/1222273745/michael-cohen-ai-fake-legal-cases\">in court documents\u003c/a>. Learning to identify the growing flood of deepfakes, along with online \u003ca href=\"https://www.npr.org/2020/04/17/837202898/comic-fake-news-can-be-deadly-heres-how-to-spot-it\">conspiracy theories\u003c/a>, is becoming a rite of passage for students.\u003c/p>\n\u003cp>Earlier this month, about 500 high school students were milling about a cavernous ballroom on the University of Washington’s Seattle campus, just as the annual \u003ca href=\"https://www.cip.uw.edu/misinfoday/\">MisInfo Day\u003c/a> event was about to begin.\u003c/p>\n\u003cp>Isabella and Jasper are two sophomores from Ballard High School. (NPR isn’t using students’ last names because they’re under 18.)\u003c/p>\n\u003cp>Both consider themselves relatively savvy online, but admit it’s getting harder to figure out what they’re seeing online… especially the realistic images created by AI tools.\u003c/p>\n\u003cp>“I feel like…being able to use AI to make images is definitely sort of problematic,” says Jasper.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m actually not that confident,” said Isabella. “I feel like I’ll like fall for really stupid things and I’ll be like, ‘Oh, how did I not know this is not real?'”\u003c/p>\n\u003ch3>Navigating exaggeration, spin and outright lies\u003c/h3>\n\u003cp>Since its founding in 2019, MisInfo Day has grown into one of the nation’s best known media literacy events for high school students.\u003c/p>\n\u003cp>It originated with a popular undergraduate course at the University of Washington, “\u003ca href=\"https://www.callingbullshit.org/\">Calling Bulls***\u003c/a>: Data Reasoning in a Digital World,” co-created by Jevin West and Carl Bergstrom, to provide their students some guidance in how to navigate the proliferation of exaggeration, spin, and outright lies that could pass for facts and evidence online.\u003c/p>\n\u003cp>High school teachers were looking for something similar they could bring to their students, and MisInfo Day was born.\u003c/p>\n\u003cp>Organizers set up \u003ca href=\"https://docs.google.com/document/d/1nbFVcR3Hed9_v2rOprPI3SSUE5dNzbTRGT9_pZ6W3Ro/edit\">multiple sessions\u003c/a> for students to choose from, including TikTok and viral misinformation, and making sense of online rumors.\u003c/p>\n\u003cp>The escape rooms were among the most popular. There, the students broke into small teams and had 45 minutes to figure out if rumors a friend was passing along about a K-Pop group were true.\u003c/p>\n\u003cp>Part of the exercise involved looking at sets of images of human faces to figure out which were real and which were AI-generated. Some of the students debated whether a face’s teeth looked right while one student laughed that another face was “giving catfish profile,” referring \u003ca href=\"https://www.proofpoint.com/us/threat-reference/catfishing\">to scams\u003c/a> where someone uses a manufactured persona, often featuring an attractive image of another person, to draw in prey.\u003c/p>\n\u003cfigure id=\"attachment_63392\" class=\"wp-caption aligncenter\" style=\"max-width: 639px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63392\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg\" alt=\"\" width=\"639\" height=\"479\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166-160x120.jpg 160w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\">Some of the members of the team that won the escape room challenge at MisInfo Day, who represent Sedro Woolley High School, north of Seattle. \u003ccite>(Kim Malcolm/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The first event in 2019 drew 200 kids from four local high schools. After a couple of years going online during the covid-19 pandemic, more than 500 students from six local schools took part in person at the Seattle event this year.\u003c/p>\n\u003cp>Hundreds more students attend other events hosted in collaboration with two campuses of Washington State University. This year, MisInfo Day’s organizers say 68 teachers from ten different states and three countries registered for online training with the \u003ca href=\"https://www.cip.uw.edu/misinfoday-library/\">MisInfo Day library\u003c/a>, so they can lead the activities in their own classrooms.\u003c/p>\n\u003cp>Educators are trying to fill a big gap, says Jevin West, an associate dean of research at UW’s Information School who co-founded the university’s Center for an Informed Public.\u003c/p>\n\u003cp>“The whole motivation for this program was to spend an entire day which might be the only day that many of these students will devote to this, what I consider one of the more important things that we can be teaching our public.”\u003c/p>\n\u003ch3>A growing demand for media literacy education\u003c/h3>\n\u003cp>The advocacy non-profit group Media Literacy Now’s \u003ca href=\"https://medialiteracynow.org/policyreport/\">annual report\u003c/a> shows 18 states have now passed bills pushing for \u003ca href=\"https://www.npr.org/2023/11/08/1210444566/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it\">media literacy education\u003c/a>, and half of all state legislatures have held debates or votes on the topic.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.bu.edu/com/articles/media-literacy-skills-important-to-counter-disinformation-survey-says/\">recent survey\u003c/a> from Boston University shows 72% of adults say misinformation is a concern. But there’s a partisan gap in attitudes towards media literacy, says BU’s Michelle Amazeen\u003c/p>\n\u003cp>Democrats are more more likely (81%) to agree than Republicans (66%) that media literacy skills are important. Relatedly, Democrats are more likely than independents and Republicans to believe that media literacy training teaches one how to think more critically – and not what to think.\u003c/p>\n\u003cp>“It’s consistent with the pattern overall, that Republicans are just less trusting of media, they feel that there’s a liberal bias in the media and so they’re more likely to agree that media is trying to tell them what to think,” says Amazeen.\u003c/p>\n\u003cp>Jim Walsh, chair of the Washington State GOP, has criticized some of the state’s work to combat election disinformation, but he supports efforts like MisInfo Day.\u003c/p>\n\u003cp>“Well, like many things, the term media literacy sounds great. And it is great. If we keep it clean and clear and free of free of agendas. The risk, the challenge, is to make sure it stays free and clear, and doesn’t doesn’t end up getting hijacked by people pushing agendas of any sort,” says Walsh.\u003c/p>\n\u003cp>Back at Misinfo Day, a team of students from Sedro Woolley High School, north of Seattle, were the first to solve the escape room.\u003c/p>\n\u003cp>The winners all said they felt better equipped to assess what they see online after after the session. But the students wondered why media literacy education \u003ca href=\"https://www.npr.org/2021/06/12/1002908327/5-ways-for-seniors-to-protect-themselves-from-online-misinformation\">should be limited to teenagers\u003c/a>.\u003c/p>\n\u003cp>“I think honestly, adults might benefit more from it. Because they don’t usually think about that kind of stuff. We’re growing up in a very technological era. So we know we have to, but some adults are like, ‘Oh, it doesn’t affect me. Because I didn’t grow up like that,'” says Katie, a member of the winning team.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MisInfo Day is expanding. In May, it’ll offer sessions to students in California for the first time.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KUOW. To see more, visit \u003ca href=\"https://www.kuow.org\">KUOW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=AI+images+and+conspiracy+theories+are+driving+a+push+for+media+literacy+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education","authors":["byline_mindshift_63390"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_1023","mindshift_843","mindshift_21424","mindshift_21067"],"featImg":"mindshift_63391","label":"mindshift"},"mindshift_63014":{"type":"posts","id":"mindshift_63014","meta":{"index":"posts_1591205157","site":"mindshift","id":"63014","score":null,"sort":[1706612418000]},"guestAuthors":[],"slug":"a-diverse-classroom-library-includes-and-respects-fat-characters-too","title":"A diverse classroom library includes and respects fat characters, too","publishDate":1706612418,"format":"standard","headTitle":"A diverse classroom library includes and respects fat characters, too | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers excel at stocking their shelves with books featuring characters of diverse \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">\u003cspan style=\"font-weight: 400\">abilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">\u003cspan style=\"font-weight: 400\">races\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and socioeconomic statuses. However, representation of size diversity, particularly with regard to fat main characters, is often overlooked. The absence of differently sized characters has far-reaching implications for students because \u003c/span>\u003ca href=\"https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/why-its-important-kids-to-see-themselves-books.html\">\u003cspan style=\"font-weight: 400\">students’ engagement and motivation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in reading are influenced by the presence of relatable protagonists. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256#body-ref-bibr18-23813377211028256\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “windows, mirrors and sliding glass doors” framework underscores the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">roles books play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for learning about others, reflecting aspects of oneself, and facilitating exploration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Fat is viewed as profane,” said \u003c/span>\u003ca href=\"https://www.drdywannasmith.com/\">\u003cspan style=\"font-weight: 400\">Dywanna Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former English teacher who focused her dissertation on establishing safe spaces for Black girls to discuss body size. \u003c/span>\u003cspan style=\"font-weight: 400\">She emphasized that when fat students lack representation or only encounter characters who reinforce fat bias, it sends the message that they do not belong. This bias, known as fatphobia, involves discrimination against people based on their overweight or obese body size. Experiencing weight stigma has lasting effects: A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1038/oby.2006.208\">\u003cspan style=\"font-weight: 400\">2012 study in the journal Obesity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58357/why-focusing-on-healthy-habits-not-weight-gain-can-better-help-kids\">\u003cspan style=\"font-weight: 400\">weight stigma did not motivate weight loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> but can result in isolation and avoidance, among other coping strategies. Overweight or obese kids also are often \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54257/praise-dont-tease-and-other-tips-to-help-kids-with-their-weight\">\u003cspan style=\"font-weight: 400\">victims of bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/yv/bullying-suicide-translation-final-a.pdf\">\u003cspan style=\"font-weight: 400\">correlated with increased suicide-related behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every student deserves access to books with relatable stories that foster a sense of inclusivity and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers\">\u003cspan style=\"font-weight: 400\">cultivate a love for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can explore ways to critically examine the presence of fat characters in literature and seek books that portray fat protagonists in all of their complexity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Not all representation is good representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The literary landscape includes few fat characters who follow well-worn storylines. “Their size is one of the main conflicts of the story and typically it (has) to be resolved with that person losing weight,” said Smith. \u003c/span>\u003ca href=\"https://twitter.com/JustTeachingELA\">\u003cspan style=\"font-weight: 400\">Caitlin O’ Connor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a language arts teacher from New York who presented on fat positivity at the \u003c/span>\u003ca href=\"https://convention.ncte.org/\">\u003cspan style=\"font-weight: 400\">National Council of Teachers of English\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference last year, added that plot lines where fat characters lose weight can be harmful because it communicates fat characters are only likable if they are committed to getting smaller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fat characters are often subject to harmful stereotypes. “It’s not just the presence of fat characters that we need. It’s the good representation of fat characters that we need. We need them to be represented as whole people with stories and lives that are full, that matter, that aren’t just a list of tropes,” said O’Connor. She cited Piggy, a character described as fat from Lord of the Flies, as an example. “He’s constantly called fat and framed as lesser than,” she said, adding that the way that Piggy is treated throughout the book suggests fat people are deserving of name calling and bullying. Other common tropes include framing fat characters as unable to decide what is best for themselves, having fraught relationships with food, or being uninterested in athletic activities. O’Connor emphasized that fat characters should not be confined to proving thin people’s physical superiority or serving as comic relief. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a teacher has to explore a book with a fat main character that falls into reductive stereotypes, it can be a learning opportunity. O’Connor encouraged teachers to engage students in discussions about character portrayal and patterns across other books. “Having these discussions builds the critical thinking skills and perspectives we want our students to develop,” she said. “We can teach students to recognize and challenge stereotypes through literature.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Literature can debunk stereotypes and tropes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can curate diverse book collections that feature fat characters in multifaceted roles and that combat anti-fat bias. O’Connor emphasized the power of language, urging teachers to discuss words as a tool that can uplift or oppress. She suggested repositioning the word “fat” as a descriptor, not a derisive term.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When choosing a book with a fat character, Smith recommended that teachers ask whether the character’s portrayal contributes to existing harmful attitudes, prejudices or stereotypes. Additionally, it’s crucial to assess whether the character is allowed to grow and change throughout the narrative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among Smith and O’Connor’s recommended books for students are Lisa Fipps’ \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/608212/starfish-by-lisa-fipps/\">\u003ci>\u003cspan style=\"font-weight: 400\">Starfish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Crystal Maldonado’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/648097/fat-chance-charlie-vega-by-by-crystal-maldonado/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fat Chance Charlie Vega\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Susan Vaught’s \u003c/span>\u003ca href=\"http://susanvaught.com/book/big-fat-manifesto-2/\">\u003ci>\u003cspan style=\"font-weight: 400\">Big Fat Manifesto\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and a collection titled \u003c/span>\u003ca href=\"https://www.harvard.com/book/the_other_f_word/\">\u003ci>\u003cspan style=\"font-weight: 400\">The (Other) F Word: A Celebration of the Fat & Fierce\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Angie Manfredi. These narratives explore themes of self-acceptance, challenging societal norms and celebrating diverse bodies. Other recommendations include the anthology \u003c/span>\u003ca href=\"https://www.bloomsbury.com/us/every-body-shines-9781547606078/\">\u003ci>\u003cspan style=\"font-weight: 400\">Every Body Shines\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Cassandra Newbould, Claire Kann’s \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250192677/ifitmakesyouhappy\">\u003ci>\u003cspan style=\"font-weight: 400\">If It Makes You Happy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Paul Coccia’s \u003c/span>\u003ca href=\"https://www.orcabook.com/Cub\">\u003ci>\u003cspan style=\"font-weight: 400\">Cub\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and Gabby Rivera’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/621079/juliet-takes-a-breath-by-gabby-rivera/\">\u003ci>\u003cspan style=\"font-weight: 400\">Juliet Takes a Breath\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, each contributing to a tapestry of stories that defy stereotypes and promote body positivity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Where teachers can start\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addressing the needs of students, especially those experiencing fatphobia, begins with critical introspection, according to Smith. She suggested making a table with the days of the week and noting what you do to support students and colleagues who are fat. “Oftentimes very little is written down,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers may not know where to start and don’t want to say the wrong thing when broaching discussions about body size. Smith urged educators to familiarize themselves with fatphobia and read fat literature for adults, such as \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/565139/the-body-is-not-an-apology-second-edition-by-sonya-renee-taylor/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Body Is Not an Apology\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sonya Renee Taylor, which advocates for radical self-love to counteract harm caused by bias or fatphobia, and \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/645819/what-we-dont-talk-about-when-we-talk-about-fat-by-aubrey-gordon/\">\u003ci>\u003cspan style=\"font-weight: 400\">What We Don’t Talk About When We Talk About Fat\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Aubrey Gordon, which covers how to challenge cultural attitudes and advocate for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Highlighting the historical intersections of race and body size, Smith considers \u003c/span>\u003ca href=\"https://nyupress.org/9781479886753/fearing-the-black-body/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fearing the Black Body: The Racial Origins of Fat Phobia\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sabrina Strings a keystone text. \u003c/span>\u003ca href=\"https://www.routledge.com/Thickening-Fat-Fat-Bodies-Intersectionality-and-Social-Justice/Friedman-Rice-Rinaldi/p/book/9781138580039\">\u003ci>\u003cspan style=\"font-weight: 400\">Thickening Fat: Fat Bodies, Intersectionality, and Social Justice\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by May Friedman, Carla Rice and Jen Rinaldi, explores fat oppression and activism through various perspectives.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The worst thing teachers can do is to stay silent about fat characters or the lack thereof, Smith said. “Do we really want to be responsible for saying, ‘Because you are fat, you are unworthy of grace, dignity, love and to have your story heard?’” she asked. “In the absence of this discussion, isn’t that what we’re saying already?”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Cultivate inclusivity, confront stereotypes, and instill critical thinking skill in students by paying attention to how fat characters are represented in your classroom library.","status":"publish","parent":0,"modified":1706548524,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1098},"headData":{"title":"A diverse classroom library includes and respects fat characters, too | KQED","description":"Diverse characters in literature play a crucial role in affirming students, disrupting stereotypes and fostering empathy.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Diverse characters in literature play a crucial role in affirming students, disrupting stereotypes and fostering empathy."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63014/a-diverse-classroom-library-includes-and-respects-fat-characters-too","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers excel at stocking their shelves with books featuring characters of diverse \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">\u003cspan style=\"font-weight: 400\">abilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">\u003cspan style=\"font-weight: 400\">races\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and socioeconomic statuses. However, representation of size diversity, particularly with regard to fat main characters, is often overlooked. The absence of differently sized characters has far-reaching implications for students because \u003c/span>\u003ca href=\"https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/why-its-important-kids-to-see-themselves-books.html\">\u003cspan style=\"font-weight: 400\">students’ engagement and motivation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in reading are influenced by the presence of relatable protagonists. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256#body-ref-bibr18-23813377211028256\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “windows, mirrors and sliding glass doors” framework underscores the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">roles books play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for learning about others, reflecting aspects of oneself, and facilitating exploration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Fat is viewed as profane,” said \u003c/span>\u003ca href=\"https://www.drdywannasmith.com/\">\u003cspan style=\"font-weight: 400\">Dywanna Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former English teacher who focused her dissertation on establishing safe spaces for Black girls to discuss body size. \u003c/span>\u003cspan style=\"font-weight: 400\">She emphasized that when fat students lack representation or only encounter characters who reinforce fat bias, it sends the message that they do not belong. This bias, known as fatphobia, involves discrimination against people based on their overweight or obese body size. Experiencing weight stigma has lasting effects: A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1038/oby.2006.208\">\u003cspan style=\"font-weight: 400\">2012 study in the journal Obesity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58357/why-focusing-on-healthy-habits-not-weight-gain-can-better-help-kids\">\u003cspan style=\"font-weight: 400\">weight stigma did not motivate weight loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> but can result in isolation and avoidance, among other coping strategies. Overweight or obese kids also are often \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54257/praise-dont-tease-and-other-tips-to-help-kids-with-their-weight\">\u003cspan style=\"font-weight: 400\">victims of bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/yv/bullying-suicide-translation-final-a.pdf\">\u003cspan style=\"font-weight: 400\">correlated with increased suicide-related behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every student deserves access to books with relatable stories that foster a sense of inclusivity and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers\">\u003cspan style=\"font-weight: 400\">cultivate a love for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can explore ways to critically examine the presence of fat characters in literature and seek books that portray fat protagonists in all of their complexity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Not all representation is good representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The literary landscape includes few fat characters who follow well-worn storylines. “Their size is one of the main conflicts of the story and typically it (has) to be resolved with that person losing weight,” said Smith. \u003c/span>\u003ca href=\"https://twitter.com/JustTeachingELA\">\u003cspan style=\"font-weight: 400\">Caitlin O’ Connor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a language arts teacher from New York who presented on fat positivity at the \u003c/span>\u003ca href=\"https://convention.ncte.org/\">\u003cspan style=\"font-weight: 400\">National Council of Teachers of English\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference last year, added that plot lines where fat characters lose weight can be harmful because it communicates fat characters are only likable if they are committed to getting smaller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fat characters are often subject to harmful stereotypes. “It’s not just the presence of fat characters that we need. It’s the good representation of fat characters that we need. We need them to be represented as whole people with stories and lives that are full, that matter, that aren’t just a list of tropes,” said O’Connor. She cited Piggy, a character described as fat from Lord of the Flies, as an example. “He’s constantly called fat and framed as lesser than,” she said, adding that the way that Piggy is treated throughout the book suggests fat people are deserving of name calling and bullying. Other common tropes include framing fat characters as unable to decide what is best for themselves, having fraught relationships with food, or being uninterested in athletic activities. O’Connor emphasized that fat characters should not be confined to proving thin people’s physical superiority or serving as comic relief. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a teacher has to explore a book with a fat main character that falls into reductive stereotypes, it can be a learning opportunity. O’Connor encouraged teachers to engage students in discussions about character portrayal and patterns across other books. “Having these discussions builds the critical thinking skills and perspectives we want our students to develop,” she said. “We can teach students to recognize and challenge stereotypes through literature.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Literature can debunk stereotypes and tropes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can curate diverse book collections that feature fat characters in multifaceted roles and that combat anti-fat bias. O’Connor emphasized the power of language, urging teachers to discuss words as a tool that can uplift or oppress. She suggested repositioning the word “fat” as a descriptor, not a derisive term.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When choosing a book with a fat character, Smith recommended that teachers ask whether the character’s portrayal contributes to existing harmful attitudes, prejudices or stereotypes. Additionally, it’s crucial to assess whether the character is allowed to grow and change throughout the narrative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among Smith and O’Connor’s recommended books for students are Lisa Fipps’ \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/608212/starfish-by-lisa-fipps/\">\u003ci>\u003cspan style=\"font-weight: 400\">Starfish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Crystal Maldonado’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/648097/fat-chance-charlie-vega-by-by-crystal-maldonado/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fat Chance Charlie Vega\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Susan Vaught’s \u003c/span>\u003ca href=\"http://susanvaught.com/book/big-fat-manifesto-2/\">\u003ci>\u003cspan style=\"font-weight: 400\">Big Fat Manifesto\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and a collection titled \u003c/span>\u003ca href=\"https://www.harvard.com/book/the_other_f_word/\">\u003ci>\u003cspan style=\"font-weight: 400\">The (Other) F Word: A Celebration of the Fat & Fierce\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Angie Manfredi. These narratives explore themes of self-acceptance, challenging societal norms and celebrating diverse bodies. Other recommendations include the anthology \u003c/span>\u003ca href=\"https://www.bloomsbury.com/us/every-body-shines-9781547606078/\">\u003ci>\u003cspan style=\"font-weight: 400\">Every Body Shines\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Cassandra Newbould, Claire Kann’s \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250192677/ifitmakesyouhappy\">\u003ci>\u003cspan style=\"font-weight: 400\">If It Makes You Happy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Paul Coccia’s \u003c/span>\u003ca href=\"https://www.orcabook.com/Cub\">\u003ci>\u003cspan style=\"font-weight: 400\">Cub\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and Gabby Rivera’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/621079/juliet-takes-a-breath-by-gabby-rivera/\">\u003ci>\u003cspan style=\"font-weight: 400\">Juliet Takes a Breath\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, each contributing to a tapestry of stories that defy stereotypes and promote body positivity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Where teachers can start\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addressing the needs of students, especially those experiencing fatphobia, begins with critical introspection, according to Smith. She suggested making a table with the days of the week and noting what you do to support students and colleagues who are fat. “Oftentimes very little is written down,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers may not know where to start and don’t want to say the wrong thing when broaching discussions about body size. Smith urged educators to familiarize themselves with fatphobia and read fat literature for adults, such as \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/565139/the-body-is-not-an-apology-second-edition-by-sonya-renee-taylor/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Body Is Not an Apology\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sonya Renee Taylor, which advocates for radical self-love to counteract harm caused by bias or fatphobia, and \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/645819/what-we-dont-talk-about-when-we-talk-about-fat-by-aubrey-gordon/\">\u003ci>\u003cspan style=\"font-weight: 400\">What We Don’t Talk About When We Talk About Fat\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Aubrey Gordon, which covers how to challenge cultural attitudes and advocate for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Highlighting the historical intersections of race and body size, Smith considers \u003c/span>\u003ca href=\"https://nyupress.org/9781479886753/fearing-the-black-body/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fearing the Black Body: The Racial Origins of Fat Phobia\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sabrina Strings a keystone text. \u003c/span>\u003ca href=\"https://www.routledge.com/Thickening-Fat-Fat-Bodies-Intersectionality-and-Social-Justice/Friedman-Rice-Rinaldi/p/book/9781138580039\">\u003ci>\u003cspan style=\"font-weight: 400\">Thickening Fat: Fat Bodies, Intersectionality, and Social Justice\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by May Friedman, Carla Rice and Jen Rinaldi, explores fat oppression and activism through various perspectives.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The worst thing teachers can do is to stay silent about fat characters or the lack thereof, Smith said. “Do we really want to be responsible for saying, ‘Because you are fat, you are unworthy of grace, dignity, love and to have your story heard?’” she asked. “In the absence of this discussion, isn’t that what we’re saying already?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63014/a-diverse-classroom-library-includes-and-respects-fat-characters-too","authors":["11721"],"categories":["mindshift_21512","mindshift_21280","mindshift_193"],"tags":["mindshift_21250","mindshift_20818","mindshift_21561","mindshift_20997","mindshift_843","mindshift_268","mindshift_20564","mindshift_21277","mindshift_20770","mindshift_96","mindshift_550","mindshift_825"],"featImg":"mindshift_63016","label":"mindshift"},"mindshift_60505":{"type":"posts","id":"mindshift_60505","meta":{"index":"posts_1591205157","site":"mindshift","id":"60505","score":null,"sort":[1680084030000]},"guestAuthors":[],"slug":"how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","title":"How science class can inspire students to explore inequities in their communities","publishDate":1680084030,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"How do teachers explore race and equity in STEM subjects? “Teaching for Racial Equity” authors highlight a classroom project that focuses on environmental justice and the Flint water crisis.","status":"publish","parent":0,"modified":1680065656,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":2414},"headData":{"title":"How science class can inspire students to explore inequities in their communities | KQED","description":"How do teachers explore race and equity in STEM subjects? A unit exploring the Flint water crisis provides an example.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\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>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","authors":["4354"],"categories":["mindshift_21357","mindshift_21491"],"tags":["mindshift_21322","mindshift_843","mindshift_21059","mindshift_20701","mindshift_146","mindshift_797","mindshift_256","mindshift_551","mindshift_47","mindshift_20616"],"featImg":"mindshift_60506","label":"mindshift"},"mindshift_60603":{"type":"posts","id":"mindshift_60603","meta":{"index":"posts_1591205157","site":"mindshift","id":"60603","score":null,"sort":[1673917246000]},"guestAuthors":[],"slug":"project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing","title":"Project-based learning can make students anxious (and that’s not always a bad thing)","publishDate":1673917246,"format":"standard","headTitle":"Project-based learning can make students anxious (and that’s not always a bad thing) | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Educators who invest in project-based learning (PBL) say the benefits are obvious: real-world relevance and a sense of purpose lead to higher classroom engagement and better knowledge retention among students. But the path to those outcomes isn’t always smooth. Students sometimes resist the more active role PBL requires from them, because they are accustomed to sit-and-get instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s how we train kids to do school,” said Bob Lenz, the CEO of \u003c/span>\u003ca href=\"https://www.pblworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBLWorks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that helps educators build capacity to design and teach quality PBL. “You tell me what I need to know. I’ll tell you what I know. You’ll give me a grade and we’re done.” Instead of capturing what students know about a particular subject at a point in time like a traditional test or quiz, PBL encourages students to iterate and repeatedly evaluate their understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it explores real-world issues without clear-cut solutions, PBL might involve public speaking, working in teams or sharing projects in an exhibition, all of which can cause anxiety in students. Additionally, projects require more responsibility and investment, so when they go awry, it can lead to doubts that result in low confidence, negative thoughts and low engagement, according to University of Illinois researchers Carolyn Orson and Reed Larson in their article, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743558420913480\">“Helping Teens Overcome Anxiety Episodes in Project Work: The Power of Reframing.”\u003c/a> Teens\u003c/span> are \u003ca href=\"https://childmind.org/article/signs-of-anxiety-in-teenagers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">especially susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to high levels of anxiety. A recent \u003c/span>\u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">survey from Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed 70% of teens ages thirteen to seventeen think anxiety and depression is a major problem among their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not all anxious feelings are harmful to learning. In small doses, anxiety can be fruitful, according to researchers and psychologists. Lenz has seen this play out in classrooms that PBLWorks supports. “When it [works out] and you have the exhibition and you share it and everybody claps, you never forget that as a learner,” Lenz said. “If you want to build somebody’s self-esteem, support them in doing something that causes them anxiety.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research includes three reframing strategies teachers can use to help students step back from their feelings of anxiety when they experience challenges in their project work.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discomfort or Disorder? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting butterflies before a big presentation or feeling jittery when starting a new project are common responses to events that seem challenging. How does a teacher or parent know when a child’s \u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\" target=\"_blank\" rel=\"noopener noreferrer\">anxiety\u003c/a> is normal vs. when it’s cause for concern?\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I talk about school as being something that is okay to get a little nervous about because it is important. We want you to care enough to study,” said Jennifer Louie, clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “But we want you to keep it all in perspective and say to yourself, ‘Is my anxiety level appropriate to the situation? Is my body reacting as if I’m being chased by a lion when I only have a test?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A misconception about children’s anxiety is that parents and teachers have to completely accommodate it. “Too much giving in to anxiety actually makes things worse,” said Louie. Teachers and parents can look for signs that anxiety is severe, like disruptions to eating and sleeping or excessive crying, and then make accommodations as necessary. But the accommodations should be temporary. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want it to be that way for the long term. We want them to always be working towards challenging themselves,” said Louie. For example, if a student is really nervous about a class presentation they might be allowed to record and submit a video of the presentation. The next time, the student can give the presentation to just the teacher, and eventually they can work up to presenting to the full class.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"For Educators - The California Healthy Minds, Thriving Kids Project\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/videoseries?list=PLnEQkAsadC1GWvmm8v8uRWP-xBXubhlhm\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Reframe Students’ Understanding of Their Abilities \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson, the University of Illinois researchers, interviewed 27 educators to understand their strategies for helping learners with anxiety related to PBL. One of the educators, identified in their study as Cathy, was working with middle school students on a play when she found a student who had been cast as the lead character crying in the bathroom. Even though they had been practicing for weeks, the student, named Katara, didn’t think she was good enough for such a big role. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ability-related anxiety usually crops up when students are trying something new, write Orson and Larson. A telltale sign that a student is experiencing this type of stress is a drop in confidence and an increase in negative self-talk. Teachers can help students by reminding them of times they tried something new and succeeded. Teachers might say, “I’ve seen you do this” or “I’ve seen your abilities” when assuring students that they are equipped to take on a challenge, Orson told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cathy, for example, helped Katara think about her skills in new ways by reminding her how much she had rehearsed and prepared for her role in the play. To quiet Katara’s self-deprecating inner voice, Cathy provided her outside perspective, including examples of how Katara excelled in the role and why she was chosen to play the part. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, teachers can help students who are anxious about PBL understand that they can learn new skills from the challenges that they’re experiencing. For instance, if a student is trying something that consistently fails, teachers can use Carol Dweck’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">growth mindset \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">framework to convince them that they’re on the way to learning something new. To avoid \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47160/carol-dweck-explains-the-false-growth-mindset-that-worries-her\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">misusing the growth mindset framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and praising effort solely to make kids feel good when they are not successful, teachers can direct praise towards students’ effective learning strategies.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Understanding of the Challenges\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research highlights another reframing strategy used by Desiree, an educator in Illinois. During a mural project, Desiree’s student, Delphi, was using spray paint for the first time and struggling to paint eyes on a person in the mural. After multiple attempts, she became frustrated and anxious. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students are first starting project-based learning, they usually don’t anticipate possible obstacles, write Orson and Larson. When students come up against a roadblock, educators can give them more information about the materials or scope of the project to help them understand what is and isn’t in their control. “They’re not saying, ‘We’re going to make this easier,’” Orson told MindShift. “It’s more like they’re [giving students] another perspective on the challenge.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Desiree helped her student understand that spray paint works differently from more familiar art-making tools and that it may not look the way she expects it to. She told Delphi to take a step back from her work to see it how murals are meant to be seen – from a distance. With a new perspective on challenges, students are able to adjust their expectations and the work seems more manageable.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Experience of Their Emotions\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/1088868307301033?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that emotions – even ones that are considered negative like guilt, anger, or anxiety – are a useful feedback mechanism. “Emotions are so intertwined with learning at every step of the way from why you decided to try to engage with something all the way to actually finishing something,” Orson said. “Emotions can help alert you to information that helps you understand your world a little more.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson interviewed Vivian, an educator for a robotics youth program, about how she addressed student anxiety as her class built catapults. Vivian’s student Mateo became so frustrated when his catapult initially didn’t work that he stopped trying altogether. Instead of getting mad at her student for wasting time, Vivian prompted him to talk through his frustrations with his catapult and focus on the specifics of the situation causing him to feel that way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vivian normalized his emotions, saying it’s okay to feel frustrated when trying to solve a hard problem. \u003c/span>\u003cspan style=\"font-weight: 400\">She also helped Mateo see that his emotions are not a reason to check out but that they could help him identify where he could start problem-solving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reframing emotions is useful when students hit an unforeseen obstacle, like if one of their project partners is absent or an expert they were hoping to talk to suddenly cancels. They learn that working through surprises is part of the process. As students do more project-based work and are supported through their challenges, they’ll \u003c/span>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003cspan style=\"font-weight: 400\"> to reframe emotions on their own.\u003c/span>\u003c/p>\n\u003ch2>Improve the Conditions for Project-based Learning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can put structures in place that make overwhelming anxiety less likely. “The fear of being judged is a huge adolescent fear,” said Orson, who recommended that teachers plan \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/relationships\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">relationship-building exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the year to maintain a positive social environment in the classroom. “Fostering a really supportive interpersonal environment where it’s okay to not know and it’s okay to ask questions and to make mistakes is really important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are new to PBL, teachers also can limit the scope of projects to allow for the unexpected. “Some students are going to struggle, so you’re going to slow down. Or their first projects are just not ready, so you’ll have to help them revise,” said Bob Lenz from PBLWorks. “It’s better to do small projects that are successful than large ones that you don’t finish.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can reduce assessment-related anxiety by setting clear expectations and providing a rubric for what makes a quality project. “Sometimes that criteria can be generated by the students,” said Lenz. “Sometimes it’s influenced by an expert.” For example, if the class is creating public service announcements, they might have a commercial director talk to them about what goes into a good product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When projects are finished, teachers can leave time for students to reflect. Lenz suggested questions like “What was your process for completing this project?” and “What would you do differently next time?” \u003c/span>\u003ca href=\"https://my.pblworks.org/system/files/documents/PBLWorks_Reflection_Strategy%20Guide_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Opportunities to reflect individually and with others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students understand themselves better as learners and monitor their growth.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moving past anxiety and creating a finished project invites students to practice valuable skills. Schools aspire to develop students into problem-solvers, critical thinkers, active communicators and kind collaborators. \u003c/span>\u003cspan style=\"font-weight: 400\">It’s a tall order, but when done correctly, PBL and the challenging emotions that come with stepping outside one’s comfort zone can provide the opportunity to develop those qualities\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"For teachers who use project-based learning, three research-based strategies can help students overcome anxiety caused by project work.","status":"publish","parent":0,"modified":1694359351,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1861},"headData":{"title":"Project-based learning can make students anxious (and that’s not always a bad thing) | KQED","description":"Teachers who use PBL can help students manage anxiety through three reframing strategies.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teachers who use PBL can help students manage anxiety through three reframing strategies."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Educators who invest in project-based learning (PBL) say the benefits are obvious: real-world relevance and a sense of purpose lead to higher classroom engagement and better knowledge retention among students. But the path to those outcomes isn’t always smooth. Students sometimes resist the more active role PBL requires from them, because they are accustomed to sit-and-get instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s how we train kids to do school,” said Bob Lenz, the CEO of \u003c/span>\u003ca href=\"https://www.pblworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBLWorks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that helps educators build capacity to design and teach quality PBL. “You tell me what I need to know. I’ll tell you what I know. You’ll give me a grade and we’re done.” Instead of capturing what students know about a particular subject at a point in time like a traditional test or quiz, PBL encourages students to iterate and repeatedly evaluate their understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it explores real-world issues without clear-cut solutions, PBL might involve public speaking, working in teams or sharing projects in an exhibition, all of which can cause anxiety in students. Additionally, projects require more responsibility and investment, so when they go awry, it can lead to doubts that result in low confidence, negative thoughts and low engagement, according to University of Illinois researchers Carolyn Orson and Reed Larson in their article, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743558420913480\">“Helping Teens Overcome Anxiety Episodes in Project Work: The Power of Reframing.”\u003c/a> Teens\u003c/span> are \u003ca href=\"https://childmind.org/article/signs-of-anxiety-in-teenagers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">especially susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to high levels of anxiety. A recent \u003c/span>\u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">survey from Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed 70% of teens ages thirteen to seventeen think anxiety and depression is a major problem among their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not all anxious feelings are harmful to learning. In small doses, anxiety can be fruitful, according to researchers and psychologists. Lenz has seen this play out in classrooms that PBLWorks supports. “When it [works out] and you have the exhibition and you share it and everybody claps, you never forget that as a learner,” Lenz said. “If you want to build somebody’s self-esteem, support them in doing something that causes them anxiety.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research includes three reframing strategies teachers can use to help students step back from their feelings of anxiety when they experience challenges in their project work.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discomfort or Disorder? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting butterflies before a big presentation or feeling jittery when starting a new project are common responses to events that seem challenging. How does a teacher or parent know when a child’s \u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\" target=\"_blank\" rel=\"noopener noreferrer\">anxiety\u003c/a> is normal vs. when it’s cause for concern?\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I talk about school as being something that is okay to get a little nervous about because it is important. We want you to care enough to study,” said Jennifer Louie, clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “But we want you to keep it all in perspective and say to yourself, ‘Is my anxiety level appropriate to the situation? Is my body reacting as if I’m being chased by a lion when I only have a test?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A misconception about children’s anxiety is that parents and teachers have to completely accommodate it. “Too much giving in to anxiety actually makes things worse,” said Louie. Teachers and parents can look for signs that anxiety is severe, like disruptions to eating and sleeping or excessive crying, and then make accommodations as necessary. But the accommodations should be temporary. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want it to be that way for the long term. We want them to always be working towards challenging themselves,” said Louie. For example, if a student is really nervous about a class presentation they might be allowed to record and submit a video of the presentation. The next time, the student can give the presentation to just the teacher, and eventually they can work up to presenting to the full class.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"For Educators - The California Healthy Minds, Thriving Kids Project\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/videoseries?list=PLnEQkAsadC1GWvmm8v8uRWP-xBXubhlhm\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Reframe Students’ Understanding of Their Abilities \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson, the University of Illinois researchers, interviewed 27 educators to understand their strategies for helping learners with anxiety related to PBL. One of the educators, identified in their study as Cathy, was working with middle school students on a play when she found a student who had been cast as the lead character crying in the bathroom. Even though they had been practicing for weeks, the student, named Katara, didn’t think she was good enough for such a big role. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ability-related anxiety usually crops up when students are trying something new, write Orson and Larson. A telltale sign that a student is experiencing this type of stress is a drop in confidence and an increase in negative self-talk. Teachers can help students by reminding them of times they tried something new and succeeded. Teachers might say, “I’ve seen you do this” or “I’ve seen your abilities” when assuring students that they are equipped to take on a challenge, Orson told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cathy, for example, helped Katara think about her skills in new ways by reminding her how much she had rehearsed and prepared for her role in the play. To quiet Katara’s self-deprecating inner voice, Cathy provided her outside perspective, including examples of how Katara excelled in the role and why she was chosen to play the part. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, teachers can help students who are anxious about PBL understand that they can learn new skills from the challenges that they’re experiencing. For instance, if a student is trying something that consistently fails, teachers can use Carol Dweck’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">growth mindset \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">framework to convince them that they’re on the way to learning something new. To avoid \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47160/carol-dweck-explains-the-false-growth-mindset-that-worries-her\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">misusing the growth mindset framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and praising effort solely to make kids feel good when they are not successful, teachers can direct praise towards students’ effective learning strategies.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Understanding of the Challenges\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research highlights another reframing strategy used by Desiree, an educator in Illinois. During a mural project, Desiree’s student, Delphi, was using spray paint for the first time and struggling to paint eyes on a person in the mural. After multiple attempts, she became frustrated and anxious. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students are first starting project-based learning, they usually don’t anticipate possible obstacles, write Orson and Larson. When students come up against a roadblock, educators can give them more information about the materials or scope of the project to help them understand what is and isn’t in their control. “They’re not saying, ‘We’re going to make this easier,’” Orson told MindShift. “It’s more like they’re [giving students] another perspective on the challenge.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Desiree helped her student understand that spray paint works differently from more familiar art-making tools and that it may not look the way she expects it to. She told Delphi to take a step back from her work to see it how murals are meant to be seen – from a distance. With a new perspective on challenges, students are able to adjust their expectations and the work seems more manageable.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Experience of Their Emotions\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/1088868307301033?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that emotions – even ones that are considered negative like guilt, anger, or anxiety – are a useful feedback mechanism. “Emotions are so intertwined with learning at every step of the way from why you decided to try to engage with something all the way to actually finishing something,” Orson said. “Emotions can help alert you to information that helps you understand your world a little more.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson interviewed Vivian, an educator for a robotics youth program, about how she addressed student anxiety as her class built catapults. Vivian’s student Mateo became so frustrated when his catapult initially didn’t work that he stopped trying altogether. Instead of getting mad at her student for wasting time, Vivian prompted him to talk through his frustrations with his catapult and focus on the specifics of the situation causing him to feel that way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vivian normalized his emotions, saying it’s okay to feel frustrated when trying to solve a hard problem. \u003c/span>\u003cspan style=\"font-weight: 400\">She also helped Mateo see that his emotions are not a reason to check out but that they could help him identify where he could start problem-solving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reframing emotions is useful when students hit an unforeseen obstacle, like if one of their project partners is absent or an expert they were hoping to talk to suddenly cancels. They learn that working through surprises is part of the process. As students do more project-based work and are supported through their challenges, they’ll \u003c/span>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003cspan style=\"font-weight: 400\"> to reframe emotions on their own.\u003c/span>\u003c/p>\n\u003ch2>Improve the Conditions for Project-based Learning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can put structures in place that make overwhelming anxiety less likely. “The fear of being judged is a huge adolescent fear,” said Orson, who recommended that teachers plan \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/relationships\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">relationship-building exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the year to maintain a positive social environment in the classroom. “Fostering a really supportive interpersonal environment where it’s okay to not know and it’s okay to ask questions and to make mistakes is really important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are new to PBL, teachers also can limit the scope of projects to allow for the unexpected. “Some students are going to struggle, so you’re going to slow down. Or their first projects are just not ready, so you’ll have to help them revise,” said Bob Lenz from PBLWorks. “It’s better to do small projects that are successful than large ones that you don’t finish.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can reduce assessment-related anxiety by setting clear expectations and providing a rubric for what makes a quality project. “Sometimes that criteria can be generated by the students,” said Lenz. “Sometimes it’s influenced by an expert.” For example, if the class is creating public service announcements, they might have a commercial director talk to them about what goes into a good product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When projects are finished, teachers can leave time for students to reflect. Lenz suggested questions like “What was your process for completing this project?” and “What would you do differently next time?” \u003c/span>\u003ca href=\"https://my.pblworks.org/system/files/documents/PBLWorks_Reflection_Strategy%20Guide_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Opportunities to reflect individually and with others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students understand themselves better as learners and monitor their growth.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moving past anxiety and creating a finished project invites students to practice valuable skills. Schools aspire to develop students into problem-solvers, critical thinkers, active communicators and kind collaborators. \u003c/span>\u003cspan style=\"font-weight: 400\">It’s a tall order, but when done correctly, PBL and the challenging emotions that come with stepping outside one’s comfort zone can provide the opportunity to develop those qualities\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing","authors":["11721"],"categories":["mindshift_21445","mindshift_20827","mindshift_193"],"tags":["mindshift_20589","mindshift_108","mindshift_21250","mindshift_843","mindshift_21047","mindshift_20512","mindshift_20865","mindshift_20703","mindshift_256","mindshift_21037","mindshift_486"],"featImg":"mindshift_60605","label":"mindshift"},"mindshift_57665":{"type":"posts","id":"mindshift_57665","meta":{"index":"posts_1591205157","site":"mindshift","id":"57665","score":null,"sort":[1617206914000]},"guestAuthors":[],"slug":"as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy","title":"As Bad Information Spreads, Florida Schools Seek To Teach Digital Literacy","publishDate":1617206914,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>At \u003ca href=\"https://www.pcsb.org/countryside-hs\">Countryside High School\u003c/a> in Clearwater, Fla., 16-year-old Sage Waite is already taking a class in cybersecurity, and she'd welcome one that's in the works on cyber disinformation.\u003c/p>\n\u003cp>\"For the longest time, I didn't actually know what disinformation was,\" said Waite, who's in the 11th grade. \"There was always the idea that things could be wrong in what you're hearing and what you're being told. But the idea of misinformation and disinformation wasn't in my day-to-day.\"\u003c/p>\n\u003cp>This past year, she says, has been an eye-opener. Particularly the COVID-19 pandemic.\u003c/p>\n\u003cp>\"The whole, 'Don't get your kids vaccinated because it could cause all sorts of things,' stuff like that. It's like, well, where did that come from?\" she said. \"My friends and I definitely started looking into stuff more and doing more research after that.\"\u003c/p>\n\u003cp>A new program on \"digital literacy,\" with a focus on topics like disinformation, is in the pipeline, thanks in part to \u003ca href=\"https://cyberflorida.org/news/michael-mike-mcconnell-another-cyber-wake-up-call-but-florida-is-up-early/\">Mike McConnell\u003c/a>. His long career in national security included one stint as the director of national intelligence (2007-'09) and another as head of the National Security Agency (1992-'96).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At age 77, McConnell is now working to combat false information aimed at young people.\u003c/p>\n\u003cp>\"We need to understand this so we can appreciate what's happening to us, and be able to not only understand it, to be able to navigate through it,\" McConnell said. \"That's what I call digital literacy.\"\u003c/p>\n\u003cp>McConnell is executive director of \u003ca href=\"https://cyberflorida.org/\">Cyber Florida\u003c/a>, which is based at the University of South Florida in Tampa. The group works with kids throughout the state at universities, high schools, and even those in younger grades.\u003c/p>\n\u003cp>\u003cstrong>Expanding the program\u003c/strong>\u003c/p>\n\u003cp>Cyber Florida helped set up the cybersecurity program now being taught at many Florida schools. The new project, \u003ca href=\"https://www.newamerica.org/education-policy/cyber-citizenship-initiative/\">Cyber Citizenship\u003c/a>, is even more ambitious.\u003c/p>\n\u003cp>\"We think if we can do this for Florida, we can replicate it across the nation,\" he said.\u003c/p>\n\u003cp>Separating fact from fiction online is a major challenge for the country as a whole, as evidenced by the swirling claims surrounding last year's presidential election and the ongoing pandemic.\u003c/p>\n\u003cp>Yet schools nationwide are still trying to figure out how to teach digital skills to a younger generation that increasingly lives, studies and plays online.\u003c/p>\n\u003cp>At Countryside High School, computer teacher \u003ca href=\"https://www.pcsb.org/site/default.aspx?PageType=3&DomainID=107&ModuleInstanceID=42376&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=80592&PageID=207\">Jason Felt\u003c/a> stresses that he steers clear of politics, but does have informal discussions on how disinformation is weaponized.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=kAWEcWM1X_c&feature=emb_imp_woyt\u003c/p>\n\u003cp>\"One of the things I've talked to my students about are nation-state actors, and how nation-state actors try to attack the United States, create websites, web servers, and that people will pass the information around,\" he said.\u003c/p>\n\u003cp>The U.S. intelligence community found that in both the 2020 and 2016 elections, Russia employed a range of online methods in an attempt to help former President Donald Trump, and undermine his Democratic rivals, Hillary Clinton and President Biden.\u003c/p>\n\u003cp>Felt said he mostly teaches kids who already have good computer skills, and some are preparing for a career in the tech industry.\u003c/p>\n\u003cp>\u003cstrong>Teaching all grades\u003c/strong>\u003c/p>\n\u003cp>The expanded program now in the works aims to make digital literacy something all Florida students get, at several grade levels, before they finish high school.\u003c/p>\n\u003cp>Another key partner in this project is \u003ca href=\"https://www.newamerica.org/education-policy/edcentral/launching-first-ever-cyber-citizenship-partnership-support-educators-build-resilience-disinformation/\">New America\u003c/a>. The Washington think tank is curating dozens of the most promising online tools and building a site designed to be user-friendly for teachers, parents and school systems nationwide.\u003c/p>\n\u003cp>\"What we want to do with this project is create a one stop-shop, a searchable database,\" said \u003ca href=\"https://www.newamerica.org/our-people/lisa-guernsey/\">Lisa Guernsey\u003c/a>, head of the Teaching, Learning, & Tech program at New America. \"We're designing it for Florida educators first. But from the beginning, we'll also make sure it's open to all educators across the country.\"\u003c/p>\n\u003cp>New America plans to have this portal up on its website by summer. Teachers and school districts could search for the material that best suits their needs, Guernsey said.\u003c/p>\n\u003cp>\"Sometimes a teacher may just want to help students understand what deep fakes are,\" she said. \"In other cases, a teacher may want to spend several weeks talking about what it means to verify sources.\"\u003c/p>\n\u003cp>There's no date yet for the cyber disinformation classes in Florida, but teacher Jason Felt says it can't come soon enough.\u003c/p>\n\u003cp>\"The Internet is a wonderful tool. It's connected us in a way that's never really been seen before. But it's a blessing and it's also a curse.\"\u003c/p>\n\u003cp>Teaching students the difference, he says, is a huge challenge.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The partners for the \u003c/em>\u003ca href=\"https://www.newamerica.org/education-policy/cyber-citizenship-initiative/\">\u003cem>Cyber Citizenship\u003c/em>\u003c/a>\u003cem> project are in the process of compiling a full database of online resources. So far, they say, they will likely include resources such as \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/get.checkology.org/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbuI0wVzt8%24\">\u003cem>Checkology\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/www.irex.org/project/learn-discern-l2d-media-literacy-training__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbuGExhBVQ%24\">\u003cem>Learn to Discern\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/harmonysquare.game/books/default/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbu7fgKE9Q%24\">\u003cem>Breaking Harmony Square\u003c/em>\u003c/a>\u003cem>, and \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/cor.stanford.edu/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbu_y37s6Y%24\">\u003cem>COR: Civic Online Reasoning\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Follow Greg Myre \u003c/em>\u003ca href=\"https://twitter.com/gregmyre1\">\u003cem>@gregmyre1\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=As+Bad+Information+Spreads%2C+Florida+Schools+Seek+To+Teach+%27Digital+Literacy%27+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Many Florida high schools now teach a cybersecurity program. There's a larger plan to help students figure out what is and isn't true online. Organizers hope it will become a nationwide model.","status":"publish","parent":0,"modified":1617379778,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":838},"headData":{"title":"As Bad Information Spreads, Florida Schools Seek To Teach Digital Literacy - MindShift","description":"Many Florida high schools now teach a cybersecurity program. There's a larger plan to help students figure out what is and isn't true online. Organizers hope it will become a nationwide model.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57665 https://ww2.kqed.org/mindshift/?p=57665","disqusUrl":"https://ww2.kqed.org/mindshift/2021/03/31/as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy/","disqusTitle":"As Bad Information Spreads, Florida Schools Seek To Teach Digital Literacy","nprByline":"Greg Myre","nprImageAgency":"Hayley Rosenberg","nprStoryId":"980405254","nprApiLink":"http://api.npr.org/query?id=980405254&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/03/30/980405254/as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy?ft=nprml&f=980405254","nprRetrievedStory":"1","nprPubDate":"Wed, 31 Mar 2021 01:26:00 -0400","nprStoryDate":"Tue, 30 Mar 2021 05:02:00 -0400","nprLastModifiedDate":"Tue, 30 Mar 2021 16:21:19 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/03/20210330_me_as_bad_information_spreads_florida_schools_seek_to_teach_digital_literacy_.mp3?orgId=1&topicId=1013&d=242&p=3&story=980405254&ft=nprml&f=980405254","nprAudioM3u":"http://api.npr.org/m3u/1982599339-24d25f.m3u?orgId=1&topicId=1013&d=242&p=3&story=980405254&ft=nprml&f=980405254","path":"/mindshift/57665/as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/03/20210330_me_as_bad_information_spreads_florida_schools_seek_to_teach_digital_literacy_.mp3?orgId=1&topicId=1013&d=242&p=3&story=980405254&ft=nprml&f=980405254","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>At \u003ca href=\"https://www.pcsb.org/countryside-hs\">Countryside High School\u003c/a> in Clearwater, Fla., 16-year-old Sage Waite is already taking a class in cybersecurity, and she'd welcome one that's in the works on cyber disinformation.\u003c/p>\n\u003cp>\"For the longest time, I didn't actually know what disinformation was,\" said Waite, who's in the 11th grade. \"There was always the idea that things could be wrong in what you're hearing and what you're being told. But the idea of misinformation and disinformation wasn't in my day-to-day.\"\u003c/p>\n\u003cp>This past year, she says, has been an eye-opener. Particularly the COVID-19 pandemic.\u003c/p>\n\u003cp>\"The whole, 'Don't get your kids vaccinated because it could cause all sorts of things,' stuff like that. It's like, well, where did that come from?\" she said. \"My friends and I definitely started looking into stuff more and doing more research after that.\"\u003c/p>\n\u003cp>A new program on \"digital literacy,\" with a focus on topics like disinformation, is in the pipeline, thanks in part to \u003ca href=\"https://cyberflorida.org/news/michael-mike-mcconnell-another-cyber-wake-up-call-but-florida-is-up-early/\">Mike McConnell\u003c/a>. His long career in national security included one stint as the director of national intelligence (2007-'09) and another as head of the National Security Agency (1992-'96).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At age 77, McConnell is now working to combat false information aimed at young people.\u003c/p>\n\u003cp>\"We need to understand this so we can appreciate what's happening to us, and be able to not only understand it, to be able to navigate through it,\" McConnell said. \"That's what I call digital literacy.\"\u003c/p>\n\u003cp>McConnell is executive director of \u003ca href=\"https://cyberflorida.org/\">Cyber Florida\u003c/a>, which is based at the University of South Florida in Tampa. The group works with kids throughout the state at universities, high schools, and even those in younger grades.\u003c/p>\n\u003cp>\u003cstrong>Expanding the program\u003c/strong>\u003c/p>\n\u003cp>Cyber Florida helped set up the cybersecurity program now being taught at many Florida schools. The new project, \u003ca href=\"https://www.newamerica.org/education-policy/cyber-citizenship-initiative/\">Cyber Citizenship\u003c/a>, is even more ambitious.\u003c/p>\n\u003cp>\"We think if we can do this for Florida, we can replicate it across the nation,\" he said.\u003c/p>\n\u003cp>Separating fact from fiction online is a major challenge for the country as a whole, as evidenced by the swirling claims surrounding last year's presidential election and the ongoing pandemic.\u003c/p>\n\u003cp>Yet schools nationwide are still trying to figure out how to teach digital skills to a younger generation that increasingly lives, studies and plays online.\u003c/p>\n\u003cp>At Countryside High School, computer teacher \u003ca href=\"https://www.pcsb.org/site/default.aspx?PageType=3&DomainID=107&ModuleInstanceID=42376&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=80592&PageID=207\">Jason Felt\u003c/a> stresses that he steers clear of politics, but does have informal discussions on how disinformation is weaponized.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/kAWEcWM1X_c'\n title='//www.youtube.com/embed/kAWEcWM1X_c'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\"One of the things I've talked to my students about are nation-state actors, and how nation-state actors try to attack the United States, create websites, web servers, and that people will pass the information around,\" he said.\u003c/p>\n\u003cp>The U.S. intelligence community found that in both the 2020 and 2016 elections, Russia employed a range of online methods in an attempt to help former President Donald Trump, and undermine his Democratic rivals, Hillary Clinton and President Biden.\u003c/p>\n\u003cp>Felt said he mostly teaches kids who already have good computer skills, and some are preparing for a career in the tech industry.\u003c/p>\n\u003cp>\u003cstrong>Teaching all grades\u003c/strong>\u003c/p>\n\u003cp>The expanded program now in the works aims to make digital literacy something all Florida students get, at several grade levels, before they finish high school.\u003c/p>\n\u003cp>Another key partner in this project is \u003ca href=\"https://www.newamerica.org/education-policy/edcentral/launching-first-ever-cyber-citizenship-partnership-support-educators-build-resilience-disinformation/\">New America\u003c/a>. The Washington think tank is curating dozens of the most promising online tools and building a site designed to be user-friendly for teachers, parents and school systems nationwide.\u003c/p>\n\u003cp>\"What we want to do with this project is create a one stop-shop, a searchable database,\" said \u003ca href=\"https://www.newamerica.org/our-people/lisa-guernsey/\">Lisa Guernsey\u003c/a>, head of the Teaching, Learning, & Tech program at New America. \"We're designing it for Florida educators first. But from the beginning, we'll also make sure it's open to all educators across the country.\"\u003c/p>\n\u003cp>New America plans to have this portal up on its website by summer. Teachers and school districts could search for the material that best suits their needs, Guernsey said.\u003c/p>\n\u003cp>\"Sometimes a teacher may just want to help students understand what deep fakes are,\" she said. \"In other cases, a teacher may want to spend several weeks talking about what it means to verify sources.\"\u003c/p>\n\u003cp>There's no date yet for the cyber disinformation classes in Florida, but teacher Jason Felt says it can't come soon enough.\u003c/p>\n\u003cp>\"The Internet is a wonderful tool. It's connected us in a way that's never really been seen before. But it's a blessing and it's also a curse.\"\u003c/p>\n\u003cp>Teaching students the difference, he says, is a huge challenge.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The partners for the \u003c/em>\u003ca href=\"https://www.newamerica.org/education-policy/cyber-citizenship-initiative/\">\u003cem>Cyber Citizenship\u003c/em>\u003c/a>\u003cem> project are in the process of compiling a full database of online resources. So far, they say, they will likely include resources such as \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/get.checkology.org/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbuI0wVzt8%24\">\u003cem>Checkology\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/www.irex.org/project/learn-discern-l2d-media-literacy-training__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbuGExhBVQ%24\">\u003cem>Learn to Discern\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/harmonysquare.game/books/default/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbu7fgKE9Q%24\">\u003cem>Breaking Harmony Square\u003c/em>\u003c/a>\u003cem>, and \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/cor.stanford.edu/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbu_y37s6Y%24\">\u003cem>COR: Civic Online Reasoning\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Follow Greg Myre \u003c/em>\u003ca href=\"https://twitter.com/gregmyre1\">\u003cem>@gregmyre1\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=As+Bad+Information+Spreads%2C+Florida+Schools+Seek+To+Teach+%27Digital+Literacy%27+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57665/as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy","authors":["byline_mindshift_57665"],"categories":["mindshift_195"],"tags":["mindshift_843","mindshift_968","mindshift_21424","mindshift_122"],"featImg":"mindshift_57666","label":"mindshift"},"mindshift_57137":{"type":"posts","id":"mindshift_57137","meta":{"index":"posts_1591205157","site":"mindshift","id":"57137","score":null,"sort":[1608544952000]},"guestAuthors":[],"slug":"how-historically-responsive-literacy-can-make-learning-more-relevant-to-students","title":"How Historically Responsive Literacy Can Make Learning More Relevant to Students","publishDate":1608544952,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Today’s education system resembles much of what you’d see in the early 1900s: rote memorization, a teacher speaking to dozens of pupils who must remain silent unless called upon, curriculum at scale. Coronavirus-related distance learning pushed that same operation online, and because of the severity of the crisis, educators and parents understandably yearn for getting back to normal. But for educator Gholdy Muhammad, normal hasn’t served all students well, especially in literacy education, and no amount of testing or data has changed that. Instead of continuing with this form of education, Muhammad developed a model of learning that strikes more deeply into who we are and what agency we have in the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book “\u003c/span>\u003ca href=\"https://shop.scholastic.com/teachers-ecommerce/teacher/books/cultivating-genius-an-equity-framework-9781338594898.html\">\u003cspan style=\"font-weight: 400\">Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” \u003c/span>\u003ca href=\"https://education.gsu.edu/profile/gholnecsar-muhammad/\">\u003cspan style=\"font-weight: 400\">Muhammad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor of education at Georgia State University, looks to 1830s-era literary societies as a highly engaged model for teaching and learning that can cultivate literacy, intellect and self-efficacy. Literary societies were spaces where groups of people could meet regularly, discuss ideas and better understand themselves. In Black literary societies in particular, the connections and learnings helped members build the resilience they needed in a world that was especially hostile to them. She studied speeches from prominent African Americans of that time and asked, “What were some of their goals for education? What did they read and write? How did they organize? What did their classroom experiences look like?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During that time, an estimated 320,000 Black people were living in Northern states that had abolished slavery, but they were denied most basic rights. They were excluded from schools, libraries and educational opportunities, among others, which is why being a part of a \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/280684235_The_literacy_development_and_practices_within_1800s_African_American_literary_societies\">\u003cspan style=\"font-weight: 400\">literary society\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was crucial for learning skills and learning about the world. It was also a place to test ideas among a group of people who also wanted intellectual refinement and joy among one another. \u003c/span>\u003ca href=\"https://www.jstor.org/stable/24759714?seq=1\">\u003cspan style=\"font-weight: 400\">Participating in a literary society\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> meant closely reading relevant texts, writing opinions and debating them with others to really deepen one’s knowledge and skills. Having knowledge and skills enabled members to hold their own in debates and push against ideas of white supremacy and systemic racism of the time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That was the beauty of these spaces. They were intellectual spaces where – reading, writing, debating, listening, meaning-making, questioning – all these literacy practices happened across disciplinary areas,” said Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the heart of literary societies were several goals: identity development, skill development, intellectual development, criticality and joy. For today’s teachers, Muhammad brings together these goals under the \u003c/span>\u003ca href=\"https://shop.scholastic.com/teachers-ecommerce/teacher/books/cultivating-genius-an-equity-framework-9781338594898.html\">\u003cspan style=\"font-weight: 400\">Historically Responsive Literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Under HRL, one’s identity is central so you can take pride in who you are and also be grounded against potentially negative societal messages. Author and professor \u003c/span>\u003ca href=\"https://bettinalove.com/\">\u003cspan style=\"font-weight: 400\">Bettina Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wrote in the forward of the book, “You must know who you are and why you are important to this world, and learn how to be you. And this is particularly true for our Black and Brown children – because this world will constantly tell you that you are not good enough based on the color of your skin.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Skills are necessary to improve oneself, but intellectualism is about what can change the world, notes Muhammad. And when you can think with criticality, you can identify what change is needed for how things should be. Joy is another aspect of the framework because it’s essential to buoy one’s journey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking education with this framework is essential right now because so much of school curriculum and design centers white history and white identities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When the world highlights you in positive ways, and white ways, you don't need to focus on identity as an explicit learning goal in school. When the world has not oppressed you, you don't need criticality as a goal,” Muhammad said. But folks of color, especially Black people, have been oppressed and marginalized. “The framework is a new way forward in education to really give a more complete and comprehensive education.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the Historically Responsive Literacy framework isn’t just about Black or brown students, but can center other means of exclusion, like religious culture, sexism or ableism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What the model helps teachers and leaders to do is to reframe curriculum, to set objectives and goals and standards around all five. Because right now we have been drawing upon European history and white history as our model and not Black history. And that has taught us to really just teach skill.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since her book was released earlier this year, teachers have been widely sharing her book in order to apply the historically responsive literacy framework to their classrooms. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/SarahSuggs13/status/1281092265470033921\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But teachers Dominique Herard and Suzie McGlone say they have been teaching students this way for several years and trying to convince other teachers to do the same. Muhammad’s book and the ideas that are organized under HRL gave the teachers the framework to understand what they were doing and how to communicate those ideas with other educators and caregivers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It validated things that I was trying to do with my students, as well as with other mostly Black or teachers of color that I work with in Boston public schools,” said McGlone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a first-grade teacher at Public Schools of Brookline in Massachusetts, Dominique Herard is applying some of the lessons of HRL. In October, for a lesson on the election, the class read the book “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/46223433-v-is-for-voting\">\u003cspan style=\"font-weight: 400\">V is for Voting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Kate Farrell. Each letter stands for a word related to civics and social studies, such as “G is for govern: to lead and to guide.” When Herard got to the letter H, the book said “H is for homelands that we’ve occupied.” On the page were three ships approaching pristine land, signifying Christopher Columbus’s first trip to Hispaniola. This prompted a discussion about Indigenous people and she recalled telling her students, “‘There were people who came to our country who stole land that didn't belong to them,’ which led to a discussion of Indigenous People’s Day.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brookline’s Select Board \u003c/span>\u003ca href=\"https://www.brooklinema.gov/1555/Indigenous-People-Celebration-Committee\">\u003cspan style=\"font-weight: 400\">designated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the second Monday of October Indigenous Peoples Day in 2017, but several students in her class knew it as Columbus Day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like so many changes in history, Indigenous People’s Day didn’t happen overnight. Native Americans had been pushing back against Columbus’s narrative of discovery with evidence of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56762/learning-about-christopher-columbus-by-putting-him-on-trial\">\u003cspan style=\"font-weight: 400\">brutality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The first Indigenous People’s Day was recognized in Berkeley, California in 1992 after protests against commemorating the 500-year anniversary of his arrival. Members of these communities, like so many others in the United States, spent years thinking critically about Columbus Day, debating its history and applying the agency to change it to honor people who were here first. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The conversation Herard held with her students covered the past and their present-day community. And then she asked her students why they thought the subject of homelands was in a book about voting. “We can, just with these questions, bring together the idea of the importance in having a voice and importance of knowing history, all throughout that particular book,” said Herard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a middle school social studies teacher in Roxbury, Suzie McGlone wanted to teach her Black and Latino students some of the great works of by Black leaders. Roxbury describes itself as the “\u003c/span>\u003ca href=\"https://www.boston.gov/neighborhood/roxbury\">\u003cspan style=\"font-weight: 400\">heart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Black culture in Boston.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the standard curriculum, McGlone taught her students deep explorations of poems and speeches from prominent African Americans, like \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/mask-maya-angelou\">\u003cspan style=\"font-weight: 400\">Paul Laurence Dunbar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and Dr. Martin Luther King, Jr., in order to understand the context of the time and discuss with one another how they’re relevant today. Students then had the opportunity to memorize and recite speeches after school to family members and the school community. Students could also perform dances or songs every spring. Diving more deeply into these texts was part of a program she started at her school with teachers of color called “Urban History Alive.” King was especially relevant to the students because he attended nearby \u003c/span>\u003ca href=\"http://www.bu.edu/articles/2019/mlk-boston/\">\u003cspan style=\"font-weight: 400\">Boston University,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where he met his wife, and a plaque outside his former home commemorates his time there. McGlone also connects students with community activists, including local Cape Verdean Americans.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/MsMcGlonesClass/status/984080384496472065\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said the depth of understanding the text made a difference for students. “This whole dynamic way of teaching that is so valuable and is so important really works to uplift the community. And it helps children learn, helps families learn and helps whole classes see learning a whole different way,” said McGlone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the kind of teaching that unexpectedly inspired Dominique Herard into the profession at the start of her career. When Herard taught at an after school enrichment program for middle school students, she was given a curriculum guide to help keep her students engaged. Students were to select a song to listen to together, discuss the meaning and then create work based on their understanding. They agreed to listen to Bob Marley’s “\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=yv5xonFSC4c\">\u003cspan style=\"font-weight: 400\">Redemption Song\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which most students hadn’t heard before. What followed the listening session was a deep discussion about liberation and what it would mean to liberate yourselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And then there was this beautiful conversation that kind of flowered in front of me where I was feeling like I was the one doing all of the learning in that space,” recalled Herard. “That first experience also gave me an understanding of just the reciprocal nature that education provides, not me needing to know everything as the teacher, but in this space where we're all growing and we're learning together because that's certainly what it felt like for me.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The conversation then sparked student’s interpretations of liberation into poetry, songs and words. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“All of my students were students of color, particularly Black and Latinx students, and that sort of gave me a window into what education could be,” she said. “It could involve imagination and could involve creativity and it could involve speaking to liberation and how you're surviving in a system that really wasn't built for you.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experience was a departure for Herard, who attended private schools and private boarding schools. “Prior to that, my school experience had always been, you know, somebody talks at you for a long time and you read something and then you answer it and you repeat. And it was very, very rote.” Those lessons worked for her at the time but didn’t sit well with her over the years, especially when she was contemplating entering the education field. There were some classes during her school years that encouraged discussions and critical thinking. But feeling like she had a voice in the conversation didn’t occur for her as often as it did for her white peers. She attributes that observation to the school’s curriculum and teachers’ implicit bias. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had teachers who didn't think that I could learn in the same way as other students who were there,” said Herard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s experiences like these that Muhammad is trying to address through HRL. Much of the teaching workforce grew up on a Eurocentric education and it’s not surprising bias is reflected in student achievement. She recommends starting small by trying out HRL techniques in one lesson and see how they can fold it in. In addition to lesson plans, she said there’s greater work to be done that starts with the self. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/MsMcGlonesClass/status/998968302318882816\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People got to get their hearts right first for it and then they have to work on their minds,” said Muhammad, critiquing how some of the tools for a more inclusive school experience, like HRL, can fall short on implementation. Often, educators want the strategies and toolkits, but they haven’t changed their opinions of students of color or those from marginalized communities, which makes strategies difficult to implement. They’re unable to ever see the genius in these students because of bias and systemic racism and most teacher education programs haven’t addressed anti-racism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is going to take very intentional work,” said Muhammad. “You cannot wait for your administrator to send you to a PD. Do the work now yourself.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=uJZ3RPJ2rNc\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Herard, one of the obstacles she faces is getting buy-in from white teachers to try a way of teaching, like HRL, that better serves all students, especially Black and brown students. She said that oftentimes, white teachers don’t give her recommendations the same value that it would be given if a white teacher makes those recommendations, which is a prevalent micro aggression people of color face, especially in the workplace. But as more white educators are seeing the value of HRL and begin to spread the message to others, more teachers are adopting these strategies and beginning to see the genius in their students. She and McGlone are working together to educate \u003ca href=\"https://twitter.com/MsMcGlonesClass/status/1295390327344373769\">caregivers and community members\u003c/a> in this way of learning to get their support as well. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to build our sense of criticality and our sense of identity so that no matter what space we're in, we know who we are and we know how to navigate those spaces because we know how to learn,” said Herard. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Educators are finding success in the five tenets of historically responsive literacy framework: identity development, intellect development, skill development, criticality and joy. ","status":"publish","parent":0,"modified":1608544952,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":2363},"headData":{"title":"How Historically Responsive Literacy Can Make Learning More Relevant to Students - MindShift","description":"Educators are finding success in the five tenets of historically responsive literacy framework: identity development, intellect development, skill development, criticality and joy. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57137 https://ww2.kqed.org/mindshift/?p=57137","disqusUrl":"https://ww2.kqed.org/mindshift/2020/12/21/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students/","disqusTitle":"How Historically Responsive Literacy Can Make Learning More Relevant to Students","path":"/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Today’s education system resembles much of what you’d see in the early 1900s: rote memorization, a teacher speaking to dozens of pupils who must remain silent unless called upon, curriculum at scale. Coronavirus-related distance learning pushed that same operation online, and because of the severity of the crisis, educators and parents understandably yearn for getting back to normal. But for educator Gholdy Muhammad, normal hasn’t served all students well, especially in literacy education, and no amount of testing or data has changed that. Instead of continuing with this form of education, Muhammad developed a model of learning that strikes more deeply into who we are and what agency we have in the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book “\u003c/span>\u003ca href=\"https://shop.scholastic.com/teachers-ecommerce/teacher/books/cultivating-genius-an-equity-framework-9781338594898.html\">\u003cspan style=\"font-weight: 400\">Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” \u003c/span>\u003ca href=\"https://education.gsu.edu/profile/gholnecsar-muhammad/\">\u003cspan style=\"font-weight: 400\">Muhammad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor of education at Georgia State University, looks to 1830s-era literary societies as a highly engaged model for teaching and learning that can cultivate literacy, intellect and self-efficacy. Literary societies were spaces where groups of people could meet regularly, discuss ideas and better understand themselves. In Black literary societies in particular, the connections and learnings helped members build the resilience they needed in a world that was especially hostile to them. She studied speeches from prominent African Americans of that time and asked, “What were some of their goals for education? What did they read and write? How did they organize? What did their classroom experiences look like?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During that time, an estimated 320,000 Black people were living in Northern states that had abolished slavery, but they were denied most basic rights. They were excluded from schools, libraries and educational opportunities, among others, which is why being a part of a \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/280684235_The_literacy_development_and_practices_within_1800s_African_American_literary_societies\">\u003cspan style=\"font-weight: 400\">literary society\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was crucial for learning skills and learning about the world. It was also a place to test ideas among a group of people who also wanted intellectual refinement and joy among one another. \u003c/span>\u003ca href=\"https://www.jstor.org/stable/24759714?seq=1\">\u003cspan style=\"font-weight: 400\">Participating in a literary society\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> meant closely reading relevant texts, writing opinions and debating them with others to really deepen one’s knowledge and skills. Having knowledge and skills enabled members to hold their own in debates and push against ideas of white supremacy and systemic racism of the time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That was the beauty of these spaces. They were intellectual spaces where – reading, writing, debating, listening, meaning-making, questioning – all these literacy practices happened across disciplinary areas,” said Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the heart of literary societies were several goals: identity development, skill development, intellectual development, criticality and joy. For today’s teachers, Muhammad brings together these goals under the \u003c/span>\u003ca href=\"https://shop.scholastic.com/teachers-ecommerce/teacher/books/cultivating-genius-an-equity-framework-9781338594898.html\">\u003cspan style=\"font-weight: 400\">Historically Responsive Literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Under HRL, one’s identity is central so you can take pride in who you are and also be grounded against potentially negative societal messages. Author and professor \u003c/span>\u003ca href=\"https://bettinalove.com/\">\u003cspan style=\"font-weight: 400\">Bettina Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wrote in the forward of the book, “You must know who you are and why you are important to this world, and learn how to be you. And this is particularly true for our Black and Brown children – because this world will constantly tell you that you are not good enough based on the color of your skin.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Skills are necessary to improve oneself, but intellectualism is about what can change the world, notes Muhammad. And when you can think with criticality, you can identify what change is needed for how things should be. Joy is another aspect of the framework because it’s essential to buoy one’s journey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking education with this framework is essential right now because so much of school curriculum and design centers white history and white identities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When the world highlights you in positive ways, and white ways, you don't need to focus on identity as an explicit learning goal in school. When the world has not oppressed you, you don't need criticality as a goal,” Muhammad said. But folks of color, especially Black people, have been oppressed and marginalized. “The framework is a new way forward in education to really give a more complete and comprehensive education.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the Historically Responsive Literacy framework isn’t just about Black or brown students, but can center other means of exclusion, like religious culture, sexism or ableism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What the model helps teachers and leaders to do is to reframe curriculum, to set objectives and goals and standards around all five. Because right now we have been drawing upon European history and white history as our model and not Black history. And that has taught us to really just teach skill.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since her book was released earlier this year, teachers have been widely sharing her book in order to apply the historically responsive literacy framework to their classrooms. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1281092265470033921"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">But teachers Dominique Herard and Suzie McGlone say they have been teaching students this way for several years and trying to convince other teachers to do the same. Muhammad’s book and the ideas that are organized under HRL gave the teachers the framework to understand what they were doing and how to communicate those ideas with other educators and caregivers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It validated things that I was trying to do with my students, as well as with other mostly Black or teachers of color that I work with in Boston public schools,” said McGlone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a first-grade teacher at Public Schools of Brookline in Massachusetts, Dominique Herard is applying some of the lessons of HRL. In October, for a lesson on the election, the class read the book “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/46223433-v-is-for-voting\">\u003cspan style=\"font-weight: 400\">V is for Voting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Kate Farrell. Each letter stands for a word related to civics and social studies, such as “G is for govern: to lead and to guide.” When Herard got to the letter H, the book said “H is for homelands that we’ve occupied.” On the page were three ships approaching pristine land, signifying Christopher Columbus’s first trip to Hispaniola. This prompted a discussion about Indigenous people and she recalled telling her students, “‘There were people who came to our country who stole land that didn't belong to them,’ which led to a discussion of Indigenous People’s Day.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brookline’s Select Board \u003c/span>\u003ca href=\"https://www.brooklinema.gov/1555/Indigenous-People-Celebration-Committee\">\u003cspan style=\"font-weight: 400\">designated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the second Monday of October Indigenous Peoples Day in 2017, but several students in her class knew it as Columbus Day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like so many changes in history, Indigenous People’s Day didn’t happen overnight. Native Americans had been pushing back against Columbus’s narrative of discovery with evidence of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56762/learning-about-christopher-columbus-by-putting-him-on-trial\">\u003cspan style=\"font-weight: 400\">brutality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The first Indigenous People’s Day was recognized in Berkeley, California in 1992 after protests against commemorating the 500-year anniversary of his arrival. Members of these communities, like so many others in the United States, spent years thinking critically about Columbus Day, debating its history and applying the agency to change it to honor people who were here first. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The conversation Herard held with her students covered the past and their present-day community. And then she asked her students why they thought the subject of homelands was in a book about voting. “We can, just with these questions, bring together the idea of the importance in having a voice and importance of knowing history, all throughout that particular book,” said Herard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a middle school social studies teacher in Roxbury, Suzie McGlone wanted to teach her Black and Latino students some of the great works of by Black leaders. Roxbury describes itself as the “\u003c/span>\u003ca href=\"https://www.boston.gov/neighborhood/roxbury\">\u003cspan style=\"font-weight: 400\">heart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Black culture in Boston.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the standard curriculum, McGlone taught her students deep explorations of poems and speeches from prominent African Americans, like \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/mask-maya-angelou\">\u003cspan style=\"font-weight: 400\">Paul Laurence Dunbar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and Dr. Martin Luther King, Jr., in order to understand the context of the time and discuss with one another how they’re relevant today. Students then had the opportunity to memorize and recite speeches after school to family members and the school community. Students could also perform dances or songs every spring. Diving more deeply into these texts was part of a program she started at her school with teachers of color called “Urban History Alive.” King was especially relevant to the students because he attended nearby \u003c/span>\u003ca href=\"http://www.bu.edu/articles/2019/mlk-boston/\">\u003cspan style=\"font-weight: 400\">Boston University,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where he met his wife, and a plaque outside his former home commemorates his time there. McGlone also connects students with community activists, including local Cape Verdean Americans.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"984080384496472065"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said the depth of understanding the text made a difference for students. “This whole dynamic way of teaching that is so valuable and is so important really works to uplift the community. And it helps children learn, helps families learn and helps whole classes see learning a whole different way,” said McGlone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the kind of teaching that unexpectedly inspired Dominique Herard into the profession at the start of her career. When Herard taught at an after school enrichment program for middle school students, she was given a curriculum guide to help keep her students engaged. Students were to select a song to listen to together, discuss the meaning and then create work based on their understanding. They agreed to listen to Bob Marley’s “\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=yv5xonFSC4c\">\u003cspan style=\"font-weight: 400\">Redemption Song\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which most students hadn’t heard before. What followed the listening session was a deep discussion about liberation and what it would mean to liberate yourselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And then there was this beautiful conversation that kind of flowered in front of me where I was feeling like I was the one doing all of the learning in that space,” recalled Herard. “That first experience also gave me an understanding of just the reciprocal nature that education provides, not me needing to know everything as the teacher, but in this space where we're all growing and we're learning together because that's certainly what it felt like for me.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The conversation then sparked student’s interpretations of liberation into poetry, songs and words. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“All of my students were students of color, particularly Black and Latinx students, and that sort of gave me a window into what education could be,” she said. “It could involve imagination and could involve creativity and it could involve speaking to liberation and how you're surviving in a system that really wasn't built for you.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experience was a departure for Herard, who attended private schools and private boarding schools. “Prior to that, my school experience had always been, you know, somebody talks at you for a long time and you read something and then you answer it and you repeat. And it was very, very rote.” Those lessons worked for her at the time but didn’t sit well with her over the years, especially when she was contemplating entering the education field. There were some classes during her school years that encouraged discussions and critical thinking. But feeling like she had a voice in the conversation didn’t occur for her as often as it did for her white peers. She attributes that observation to the school’s curriculum and teachers’ implicit bias. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had teachers who didn't think that I could learn in the same way as other students who were there,” said Herard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s experiences like these that Muhammad is trying to address through HRL. Much of the teaching workforce grew up on a Eurocentric education and it’s not surprising bias is reflected in student achievement. She recommends starting small by trying out HRL techniques in one lesson and see how they can fold it in. In addition to lesson plans, she said there’s greater work to be done that starts with the self. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"998968302318882816"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People got to get their hearts right first for it and then they have to work on their minds,” said Muhammad, critiquing how some of the tools for a more inclusive school experience, like HRL, can fall short on implementation. Often, educators want the strategies and toolkits, but they haven’t changed their opinions of students of color or those from marginalized communities, which makes strategies difficult to implement. They’re unable to ever see the genius in these students because of bias and systemic racism and most teacher education programs haven’t addressed anti-racism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is going to take very intentional work,” said Muhammad. “You cannot wait for your administrator to send you to a PD. Do the work now yourself.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/uJZ3RPJ2rNc'\n title='//www.youtube.com/embed/uJZ3RPJ2rNc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For Herard, one of the obstacles she faces is getting buy-in from white teachers to try a way of teaching, like HRL, that better serves all students, especially Black and brown students. She said that oftentimes, white teachers don’t give her recommendations the same value that it would be given if a white teacher makes those recommendations, which is a prevalent micro aggression people of color face, especially in the workplace. But as more white educators are seeing the value of HRL and begin to spread the message to others, more teachers are adopting these strategies and beginning to see the genius in their students. She and McGlone are working together to educate \u003ca href=\"https://twitter.com/MsMcGlonesClass/status/1295390327344373769\">caregivers and community members\u003c/a> in this way of learning to get their support as well. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to build our sense of criticality and our sense of identity so that no matter what space we're in, we know who we are and we know how to navigate those spaces because we know how to learn,” said Herard. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students","authors":["4596"],"categories":["mindshift_21357"],"tags":["mindshift_21322","mindshift_21405","mindshift_843","mindshift_21403","mindshift_358","mindshift_20701","mindshift_21401","mindshift_21404","mindshift_21317","mindshift_21359"],"featImg":"mindshift_57143","label":"mindshift"},"mindshift_54470":{"type":"posts","id":"mindshift_54470","meta":{"index":"posts_1591205157","site":"mindshift","id":"54470","score":null,"sort":[1568873183000]},"guestAuthors":[],"slug":"why-content-knowledge-is-crucial-to-effective-critical-thinking","title":"Why Content Knowledge is Crucial to Effective Critical Thinking","publishDate":1568873183,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"article-sub-h\">\u003cem>The Hechinger Report is a national nonprofit newsroom that reports on one topic: education. Sign up for \u003ca href=\"https://hechingerreport.org/newsletters/\">our weekly newsletters\u003c/a> to get stories like this delivered directly to your inbox.\u003c/em>\u003c/p>\n\u003cp>Critical thinking is all the rage in education. Schools brag that they teach it on their websites and in open houses to impress parents. Some argue that critical thinking should be the primary purpose of education and one of the most important skills to have in the 21st century, with advanced machines and algorithms replacing manual and repetitive labor.\u003c/p>\n\u003cp>But a fascinating review of the scientific research on how to teach critical thinking concludes that teaching generic critical thinking skills, such as logical reasoning, might be a big waste of time. Critical thinking exercises and games haven’t produced long-lasting improvements for students. And the research literature shows that it’s very difficult for students to apply critical thinking skills learned in one subject to another, even between different fields of science.\u003c/p>\n\u003cp>“Wanting students to be able to ‘analyse, synthesise and evaluate’ information sounds like a reasonable goal,” writes Daniel Willingham, a professor of psychology at the University of Virginia. “But analysis, synthesis, and evaluation mean different things in different disciplines.”\u003c/p>\n\u003cp>Willingham’s reading of the research literature concludes that scientists are united in their belief that content knowledge is crucial to effective critical thinking. And he argues that the best approach is to explicitly teach very specific small skills of analysis for each subject. For example, in history, students need to interpret documents in light of their sources, seek corroboration and put them in their historical context. That kind of analysis isn’t relevant in science, where the source of a document isn’t as important as following the scientific method.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Willingham wrote a paper, “\u003ca href=\"https://education.nsw.gov.au/our-priorities/innovate-for-the-future/education-for-a-changing-world/media/documents/exar/How-to-teach-critical-thinking-Willingham.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How to Teach Critical Thinking\u003c/a>,” in May 2019 for the Department of Education of New South Wales in Australia. But it is entirely applicable to the American context.\u003c/p>\n\u003cp>In the paper, Willingham traces the history of teaching critical thinking. More than a century ago, many thought that difficult subjects like Latin might improve thinking abilities. But scientists subsequently found that students who studied Latin didn’t do any better on tests than those who didn’t. There are mixed results from more recent studies in teaching students computer science. A \u003ca href=\"https://www.uv.uio.no/english/research/groups/lea/news/transferct-2018.html\" target=\"_blank\" rel=\"noopener noreferrer\">2018 meta-analysis\u003c/a> showed better creative thinking, mathematics, meta-cognition, spatial skills and reasoning for students who take computer programing. But the gains were much smaller for studies with good control groups. A lot of the so-called benefit to studying computer science appears to be a placebo effect.\u003c/p>\n\u003cp>To be sure, there are basic logic principles that are true across subjects, such as understanding that “A” and “not A” cannot simultaneously be true. But students typically fail to apply even generic principles like these in new situations. In one experiment described by Willingham, people read a passage about how rebels successfully attacked a dictator hiding in a fortress (they dispersed the forces to avoid collateral damage and then converged at the point of attack). Immediately afterwards, they were asked how to destroy a malignant tumor using a ray that could cause a lot of collateral damage to healthy tissue. The solution was identical to that of the military attack but the subjects in the experiment didn’t see the analogy. In a follow-up experiment, people were told that the military story might help them solve the cancer problem and almost everyone solved it. “Using the analogy was not hard; the problem was thinking to use it in the first place,” Willingham explained.\u003c/p>\n\u003cp>To help student see analogies, “show students two solved problems with different surface structures but the same deep structure and ask them to compare them,” Williingham advises teachers, citing a \u003ca href=\"http://groups.psych.northwestern.edu/gentner/papers/kurtzBoukrina%26Gentner_2013.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">pedagogical technique proven to work\u003c/a> by researchers in 2013.\u003c/p>\n\u003cp>In math, students often get derailed when a word problem is slightly different from a step-by-step model that they’ve studied. A research-tested strategy here, \u003ca href=\"https://mrbartonmaths.com/resourcesnew/8.%20Research/Problem%20Solving/The%20Subgoal%20Learning%20Model.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">developed by Richard Catrambone at the Georgia Institute of Technology\u003c/a>, is to label the sub-steps of the solution with the goal they serve. That way students can understand why they’re using each step and what it’s accomplishing.\u003c/p>\n\u003cp>But the bigger problem is that critical thinking varies so much. “Critical thinking is needed when playing chess, designing a product, or planning strategy for a field hockey match,” Willingham wrote. “But there are no routine, reusable solutions for these problems.”\u003c/p>\n\u003cp>And this is where content knowledge becomes important. In order to compare and contrast, the brain has to hold ideas in working memory, which can easily be overloaded. The more familiar a student is with a particular topic, the easier it is for the student to hold those ideas in his working memory and really think. Willingham uses chess as a good example. Once a student has a played a lot of chess, then he has many board positions memorized in his brain and can sort through which one is better in each particular circumstance.\u003c/p>\n\u003cp>Willingham says that the scientific research shows that it’s very hard to evaluate an author’s claim if you don’t have background knowledge in the subject. “If you lack background knowledge about the topic, ample evidence from the last 40 years indicates you will not comprehend the author’s claims in the first place,” wrote Willingham, citing his own \u003ca href=\"https://www.amazon.com/Reading-Mind-Cognitive-Approach-Understanding/dp/1119301378\" target=\"_blank\" rel=\"noopener noreferrer\">2017 book\u003c/a>.\u003c/p>\n\u003cp>At what age should teachers begin this subject-specific teaching of individual, discrete critical thinking skills? Some teachers might think it’s developmentally inappropriate, and possibly harmful, to engage in cognitive work that seems more appropriate for an older child. But research from the last 30 years shows that young children are far more capable in engaging in reasoning that we once thought. Scientists now think that cognitive development is more gradual and starts young. “In some circumstances, even toddlers can understand principles of conditional reasoning, and in other circumstances, conditional reasoning confuses adult physicians,” wrote Willingham. “It all depends on the content of the problem.”\u003c/p>\n\u003cp>Willingham’s ideas are similar to those of Natalie Wexler, who makes an impassioned argument that schools should return to a content-rich curriculum in her 2019 book, “\u003ca href=\"https://www.penguinrandomhouse.com/books/547653/the-knowledge-gap-by-natalie-wexler/9780735213555/\" target=\"_blank\" rel=\"noopener noreferrer\">The Knowledge Gap\u003c/a>.” Both are worth reading as a strong counterpoint to the emphasis on critical thinking in schools today.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/scientific-research-on-how-to-teach-critical-thinking-contradicts-education-trends/\" target=\"_blank\" rel=\"noopener noreferrer\">how to teach critical thinking\u003c/a> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Scientific research on how to teach critical thinking contradicts education trends. ","status":"publish","parent":0,"modified":1568873183,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1161},"headData":{"title":"Why Content Knowledge is Crucial to Effective Critical Thinking | KQED","description":"Scientific research on how to teach critical thinking contradicts education trends. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54470 https://ww2.kqed.org/mindshift/?p=54470","disqusUrl":"https://ww2.kqed.org/mindshift/2019/09/18/why-content-knowledge-is-crucial-to-effective-critical-thinking/","disqusTitle":"Why Content Knowledge is Crucial to Effective Critical Thinking","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Jill Barshay, Columnist for The Hechinger Report\u003c/a>","path":"/mindshift/54470/why-content-knowledge-is-crucial-to-effective-critical-thinking","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"article-sub-h\">\u003cem>The Hechinger Report is a national nonprofit newsroom that reports on one topic: education. Sign up for \u003ca href=\"https://hechingerreport.org/newsletters/\">our weekly newsletters\u003c/a> to get stories like this delivered directly to your inbox.\u003c/em>\u003c/p>\n\u003cp>Critical thinking is all the rage in education. Schools brag that they teach it on their websites and in open houses to impress parents. Some argue that critical thinking should be the primary purpose of education and one of the most important skills to have in the 21st century, with advanced machines and algorithms replacing manual and repetitive labor.\u003c/p>\n\u003cp>But a fascinating review of the scientific research on how to teach critical thinking concludes that teaching generic critical thinking skills, such as logical reasoning, might be a big waste of time. Critical thinking exercises and games haven’t produced long-lasting improvements for students. And the research literature shows that it’s very difficult for students to apply critical thinking skills learned in one subject to another, even between different fields of science.\u003c/p>\n\u003cp>“Wanting students to be able to ‘analyse, synthesise and evaluate’ information sounds like a reasonable goal,” writes Daniel Willingham, a professor of psychology at the University of Virginia. “But analysis, synthesis, and evaluation mean different things in different disciplines.”\u003c/p>\n\u003cp>Willingham’s reading of the research literature concludes that scientists are united in their belief that content knowledge is crucial to effective critical thinking. And he argues that the best approach is to explicitly teach very specific small skills of analysis for each subject. For example, in history, students need to interpret documents in light of their sources, seek corroboration and put them in their historical context. That kind of analysis isn’t relevant in science, where the source of a document isn’t as important as following the scientific method.\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>Willingham wrote a paper, “\u003ca href=\"https://education.nsw.gov.au/our-priorities/innovate-for-the-future/education-for-a-changing-world/media/documents/exar/How-to-teach-critical-thinking-Willingham.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How to Teach Critical Thinking\u003c/a>,” in May 2019 for the Department of Education of New South Wales in Australia. But it is entirely applicable to the American context.\u003c/p>\n\u003cp>In the paper, Willingham traces the history of teaching critical thinking. More than a century ago, many thought that difficult subjects like Latin might improve thinking abilities. But scientists subsequently found that students who studied Latin didn’t do any better on tests than those who didn’t. There are mixed results from more recent studies in teaching students computer science. A \u003ca href=\"https://www.uv.uio.no/english/research/groups/lea/news/transferct-2018.html\" target=\"_blank\" rel=\"noopener noreferrer\">2018 meta-analysis\u003c/a> showed better creative thinking, mathematics, meta-cognition, spatial skills and reasoning for students who take computer programing. But the gains were much smaller for studies with good control groups. A lot of the so-called benefit to studying computer science appears to be a placebo effect.\u003c/p>\n\u003cp>To be sure, there are basic logic principles that are true across subjects, such as understanding that “A” and “not A” cannot simultaneously be true. But students typically fail to apply even generic principles like these in new situations. In one experiment described by Willingham, people read a passage about how rebels successfully attacked a dictator hiding in a fortress (they dispersed the forces to avoid collateral damage and then converged at the point of attack). Immediately afterwards, they were asked how to destroy a malignant tumor using a ray that could cause a lot of collateral damage to healthy tissue. The solution was identical to that of the military attack but the subjects in the experiment didn’t see the analogy. In a follow-up experiment, people were told that the military story might help them solve the cancer problem and almost everyone solved it. “Using the analogy was not hard; the problem was thinking to use it in the first place,” Willingham explained.\u003c/p>\n\u003cp>To help student see analogies, “show students two solved problems with different surface structures but the same deep structure and ask them to compare them,” Williingham advises teachers, citing a \u003ca href=\"http://groups.psych.northwestern.edu/gentner/papers/kurtzBoukrina%26Gentner_2013.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">pedagogical technique proven to work\u003c/a> by researchers in 2013.\u003c/p>\n\u003cp>In math, students often get derailed when a word problem is slightly different from a step-by-step model that they’ve studied. A research-tested strategy here, \u003ca href=\"https://mrbartonmaths.com/resourcesnew/8.%20Research/Problem%20Solving/The%20Subgoal%20Learning%20Model.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">developed by Richard Catrambone at the Georgia Institute of Technology\u003c/a>, is to label the sub-steps of the solution with the goal they serve. That way students can understand why they’re using each step and what it’s accomplishing.\u003c/p>\n\u003cp>But the bigger problem is that critical thinking varies so much. “Critical thinking is needed when playing chess, designing a product, or planning strategy for a field hockey match,” Willingham wrote. “But there are no routine, reusable solutions for these problems.”\u003c/p>\n\u003cp>And this is where content knowledge becomes important. In order to compare and contrast, the brain has to hold ideas in working memory, which can easily be overloaded. The more familiar a student is with a particular topic, the easier it is for the student to hold those ideas in his working memory and really think. Willingham uses chess as a good example. Once a student has a played a lot of chess, then he has many board positions memorized in his brain and can sort through which one is better in each particular circumstance.\u003c/p>\n\u003cp>Willingham says that the scientific research shows that it’s very hard to evaluate an author’s claim if you don’t have background knowledge in the subject. “If you lack background knowledge about the topic, ample evidence from the last 40 years indicates you will not comprehend the author’s claims in the first place,” wrote Willingham, citing his own \u003ca href=\"https://www.amazon.com/Reading-Mind-Cognitive-Approach-Understanding/dp/1119301378\" target=\"_blank\" rel=\"noopener noreferrer\">2017 book\u003c/a>.\u003c/p>\n\u003cp>At what age should teachers begin this subject-specific teaching of individual, discrete critical thinking skills? Some teachers might think it’s developmentally inappropriate, and possibly harmful, to engage in cognitive work that seems more appropriate for an older child. But research from the last 30 years shows that young children are far more capable in engaging in reasoning that we once thought. Scientists now think that cognitive development is more gradual and starts young. “In some circumstances, even toddlers can understand principles of conditional reasoning, and in other circumstances, conditional reasoning confuses adult physicians,” wrote Willingham. “It all depends on the content of the problem.”\u003c/p>\n\u003cp>Willingham’s ideas are similar to those of Natalie Wexler, who makes an impassioned argument that schools should return to a content-rich curriculum in her 2019 book, “\u003ca href=\"https://www.penguinrandomhouse.com/books/547653/the-knowledge-gap-by-natalie-wexler/9780735213555/\" target=\"_blank\" rel=\"noopener noreferrer\">The Knowledge Gap\u003c/a>.” Both are worth reading as a strong counterpoint to the emphasis on critical thinking in schools today.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/scientific-research-on-how-to-teach-critical-thinking-contradicts-education-trends/\" target=\"_blank\" rel=\"noopener noreferrer\">how to teach critical thinking\u003c/a> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54470/why-content-knowledge-is-crucial-to-effective-critical-thinking","authors":["byline_mindshift_54470"],"categories":["mindshift_193"],"tags":["mindshift_262","mindshift_21292","mindshift_843","mindshift_21128","mindshift_21254"],"featImg":"mindshift_54473","label":"mindshift"},"mindshift_52626":{"type":"posts","id":"mindshift_52626","meta":{"index":"posts_1591205157","site":"mindshift","id":"52626","score":null,"sort":[1543569690000]},"guestAuthors":[],"slug":"how-teens-are-learning-crucial-soft-skills-before-their-internships-start","title":"How Teens are Learning Crucial ‘Soft Skills’ Before Their Internships Start","publishDate":1543569690,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Editor’s note: This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/businesses-say-students-arent-mastering-basic-workplace-skills-are-they-right/\">\u003cem>soft skills\u003c/em>\u003c/a>\u003cem> is part of \u003c/em>\u003ca href=\"http://hechingerreport.org/map-to-the-middle-class/\">\u003cem>Map to the Middle Class\u003c/em>\u003c/a>\u003cem>, a \u003c/em>\u003ca href=\"https://hechingerreport.org/\">Hechinger Report\u003c/a>\u003cem> series examining how schools can prepare students for the good middle-class jobs of the future.\u003c/em>\u003c/p>\n\u003cp>When Emma Campbell began planning how to spend her summer, one thing was clear: To drive to the stables to go riding and get to and from home and her gym, she’d need to buy a lot of gas for her car, and to do that — she’d need a job. After finishing her junior year at Coventry High School, a large public school in Rhode Island, she figured her best shot at summer employment would be at Dunkin’ Donuts, or maybe a local coffee shop. But then she received an email from her guidance counselor about a new summer internship program that connected high schoolers from across the state with paid internships in local businesses, and the idea of pouring coffee all summer was dumped.\u003c/p>\n\u003cp>Working in an office instead of a restaurant “would probably be a much better experience,” said Campbell, who is 17 and dreams of becoming a scientist. Even so, the prospect of spending the summer working alongside seasoned professionals terrified her.\u003c/p>\n\u003cp>Luckily, the internship program, called Prepare Rhode Island, was designed to anticipate the nervousness a student like Campbell might experience — as well as the inevitable host of faux pas, communication disconnects and other workplace etiquette snafus that can occur when teenagers enter professional work settings. To help ward off such problems, the program featured an orientation and interview process to carefully match students with local businesses. Next, and perhaps most importantly, the 162 students who made the cut attended a five-day boot camp in which they learned crucial workplace skills such as goal setting, effective communication, teamwork, public speaking, conflict resolution and critical thinking.\u003c/p>\n\u003cfigure id=\"attachment_52629\" class=\"wp-caption alignright\" style=\"max-width: 220px\">\u003cimg class=\"wp-image-52629\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159.jpg\" alt=\"\" width=\"220\" height=\"314\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159.jpg 1753w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-160x228.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-800x1140.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-768x1095.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-1020x1454.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-842x1200.jpg 842w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-1180x1682.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-960x1369.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-240x342.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-375x535.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-520x741.jpg 520w\" sizes=\"(max-width: 220px) 100vw, 220px\">\u003cfigcaption class=\"wp-caption-text\">Emma Campbell, 17, a senior at Coventry High School, interned at Amgen last summer via PrepareRI, a statewide workforce prep program for Rhode Island students. \u003ccite>(Courtesy of Michele Carey Balme)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It was incredibly intimidating at first,” Campbell recalled of the boot camp and its various challenges, such as attending a networking lunch with local heads of industry. “But it pushed me out of my comfort zone, made me get used to things like being able to communicate with people openly.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As the labor market tightens, businesses are on the hunt, looking to fill jobs with young people coming out of schools and colleges. While there’s been a \u003ca href=\"https://www.bls.gov/spotlight/2017/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future/pdf/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future.pdf\">lot of talk\u003c/a> about the \u003ca href=\"https://hechingerreport.org/without-changes-education-future-work-will-leave-people-behind/\">demand\u003c/a> for \u003ca href=\"https://hechingerreport.org/one-reason-students-arent-prepared-for-stem-careers-no-physics-in-high-school/\">technical capabilities\u003c/a> among this burgeoning pool of labor, employers complain that students lack fundamental skills: things like being able to collaborate, communicate, think critically and interact effectively with coworkers.\u003c/p>\n\u003cp>In response, some states have added requirements that schools teach these skills, sometimes referred to as “soft skills” or “\u003ca href=\"https://cte.ed.gov/initiatives/employability-skills-framework\">employability skills\u003c/a>.” States are adopting online curricula, or in some cases, developing their own programs from the ground up. But some education experts argue that too much of the burden for training people on the professional skills they need is falling on educators. For this training to be truly effective, they say, schools also need help from local industries to provide rigorous real-life workplace learning experiences. Programs like Prepare Rhode Island can offer an ideal way to get kids into the workplace, while sharing the responsibility for their training with employers, experts say.\u003c/p>\n\u003cp>This year, after a two-year survey of 1,100 employers in the state, the Georgia Department of Labor concluded that 85 percent of the businesses surveyed were deeply concerned with workers’ poor soft skills and work ethic. Topmost among employer worries were attendance and punctuality, attitude and respect, discipline and character. Among the findings, 87 percent of employers expressed concerns about their workers’ abilities to engage in creative thinking and problem solving.\u003c/p>\n\u003cp>“In the workforce shortage we’re facing right now, soft skills are very much one of the biggest concerns,” said Mark Butler, commissioner for the Georgia Department of Labor, who is spearheading the state’s Business Employability Skills Training, a soft skills program that, he said, is now in 200 high schools and 30 middle schools and is expected to expand to elementary school. “The biggest reason people aren’t getting work right now is not so much a lack of technical training, it’s really their lack of soft skills. Most employers are desperate for workers, and willing to train people to do those jobs. Where they’re struggling is to correct some of the behavior issues.”\u003c/p>\n\u003cp>After agreeing to take on 10 summer interns from the Prepare Rhode Island program last summer, Cathy Desjarlais, a human resources manager at biotech company Amgen’s Rhode Island site, had reservations about the new interns, apprehensive they would display the behavior issues Butler described. “Would they come appropriately dressed, would they behave appropriately in our corporate setting — even just walking through the hallways — they are high school students and this would be, for many of them, their first work experience in a corporate setting,” said Desjarlais. “My main concern was how they’d adapt to the workplace and could they behave.”\u003c/p>\n\u003cfigure id=\"attachment_52630\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52630\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/soft-skills-graphic.png\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-520x390.png 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Here are the skills businesses look for in young people\u003c/figcaption>\u003c/figure>\n\u003cp>Research suggests Desjarlais was right to be concerned. When the National Association of Colleges \u003ca href=\"http://www.naceweb.org/career-readiness/competencies/are-college-graduates-career-ready/\">surveyed\u003c/a> employers and graduating college seniors last year, it discovered a broad disconnect between how each party perceived students’ competencies in areas such as oral and written communication, career management and leadership. The greatest discrepancy concerned students’ professionalism and work ethic: While nearly 90 percent of students rated themselves as proficient in this area, only 42 percent of employers in fact considered them such.\u003c/p>\n\u003cp>Some experts, though, point out that employer handwringing over young people’s lack of preparedness isn’t novel. “Industry and education people want to talk about 21st-century skills and soft skills and lump them all together as if we’re talking about something new,” said Grover Whitehurst, senior fellow in economic studies for the Brookings Institution, a Washington think tank. “These are also 19th-century skills.”\u003c/p>\n\u003cp>Peter Cappelli, a professor at the University of Pennsylvania’s Wharton School, disputes the notion that young people today have less ability to engage effectively in a workplace than those of prior generations. “Employers have always complained that young people lack maturity. That’s because they are young,” Cappelli said.\u003c/p>\n\u003cp>Still, as employers clamor for workers with these aptitudes, more and more states are integrating soft skills instruction into the K-12 curriculum. Indiana, for example, passed a \u003ca href=\"http://iga.in.gov/static-documents/0/6/f/e/06fefe81/SB0297.05.ENRH.pdf\">law\u003c/a> this spring requiring all schools to begin teaching employability skills by the beginning of 2019. California is exploring how to best teach these skills to students through the \u003ca href=\"https://www.mdrc.org/project/new-world-work#overview\">New World of Work program\u003c/a>, a U.S. Department of Education-funded project currently being piloted at nine community colleges that includes a classroom curriculum, workplace learning and a credential. While many state programs bear similarities to U.S. Department of Education \u003ca href=\"https://cte.ed.gov/initiatives/employability-skills-framework\">recommendations\u003c/a> for career and technical education programs, individual states tweak components to suit their industry sectors.\u003c/p>\n\u003cp>Prepare Rhode Island, for example, is a direct response to the state’s looming workforce shortage. By 2020, the state estimates \u003ca href=\"http://economicprogressri.org/wp-content/uploads/2018/01/SOW2017-Full-Updated-Report-for-web-FINAL.pdf\">70 percent\u003c/a> of its jobs will require either an industry-recognized certificate or a post-secondary degree, and yet, less than 45 percent of the state’s residents have any education beyond high school. The state is pouring money into myriad job-training efforts — including $3 million into a variety of youth initiatives this year, $739,228 of which funded the Prepare Rhode Island boot camp and internship, according to Heather Hudson, executive director of the Governor’s Workforce Board, the state agency behind the effort.\u003c/p>\n\u003cp>The Workforce Board chose an independent nonprofit to operate the internship program and act as a middleman between schools and local businesses. That took some of the burden off teachers and school administrators who are already stretched thin, say the program’s backers. “While our educational system is in the mix here, changing that system just takes longer than the timeframe we have to ramp up,” said Nina Pande, executive director of the nonprofit, Skills for Rhode Island’s Future. “So we’re supplementing to make sure our children don’t fall even farther behind in understanding what the workplace will demand of them when they graduate.”\u003c/p>\n\u003cp>The nonprofit was charged with vetting the interns, bringing local industry into the mix, as well as providing training, covering liability and paying the interns an above-minimum wage of $11.25 per hour for two months of summer work. Not having to deal with all those concerns, said Amgen’s Desjarlais, went a long way toward convincing her company to participate. “There has to be something in it for both parties, especially if you’re working to get the corporation to recognize the benefit,” she said. “It’s tough for employers to say no to a program where all you need to do is take the interns on. I think if there’s incentive, that will help open doors.”\u003c/p>\n\u003cfigure id=\"attachment_52628\" class=\"wp-caption alignright\" style=\"max-width: 233px\">\u003cimg class=\"size-full wp-image-52628\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkills2d-e1543567824254.jpg\" alt=\"\" width=\"233\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkills2d-e1543567824254.jpg 233w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkills2d-e1543567824254-160x217.jpg 160w\" sizes=\"(max-width: 233px) 100vw, 233px\">\u003cfigcaption class=\"wp-caption-text\">Nariq Richardson, 18, is a senior at Rhode Island’s Academy for Career Exploration. A summer internship at Gilbane, a construction company, inspired him to seriously consider a career in the field, maybe as a project manager or architect. \u003ccite>(Courtesy of Vilson Gamez)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nariq Richardson, a senior at Academy for Career Exploration, a high school in Providence, spent his summer internship at Gilbane, a local construction company. At Gilbane, Richardson worked on a variety of tasks, including inserting hyperlinks into the firm’s blueprints and documenting construction progress with 360-degree photos he took at a job site. “That was my first real, paying job. I was really nervous, but I gained a lot of confidence,” said the 18-year-old.\u003c/p>\n\u003cp>Before the internship, Richardson had envisioned a technical career like computer programming. But Prepare Rhode Island taught him that he can excel in multitasking, working with colleagues and problem solving. Now he’s thinking of going into the construction field, he said, “maybe as a project manager or architect.”\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/businesses-say-students-arent-mastering-basic-workplace-skills-are-they-right/\">\u003cem>soft skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"As employers clamor for better-prepared workers, some states tiptoe into teaching kids employability skills. ","status":"publish","parent":0,"modified":1543569690,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1795},"headData":{"title":"How Teens are Learning Crucial ‘Soft Skills’ Before Their Internships Start | KQED","description":"As employers clamor for better-prepared workers, some states tiptoe into teaching kids employability skills. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52626 https://ww2.kqed.org/mindshift/?p=52626","disqusUrl":"https://ww2.kqed.org/mindshift/2018/11/30/how-teens-are-learning-crucial-soft-skills-before-their-internships-start/","disqusTitle":"How Teens are Learning Crucial ‘Soft Skills’ Before Their Internships Start","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Sarah Gonser, The Hechinger Report\u003c/a>","path":"/mindshift/52626/how-teens-are-learning-crucial-soft-skills-before-their-internships-start","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Editor’s note: This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/businesses-say-students-arent-mastering-basic-workplace-skills-are-they-right/\">\u003cem>soft skills\u003c/em>\u003c/a>\u003cem> is part of \u003c/em>\u003ca href=\"http://hechingerreport.org/map-to-the-middle-class/\">\u003cem>Map to the Middle Class\u003c/em>\u003c/a>\u003cem>, a \u003c/em>\u003ca href=\"https://hechingerreport.org/\">Hechinger Report\u003c/a>\u003cem> series examining how schools can prepare students for the good middle-class jobs of the future.\u003c/em>\u003c/p>\n\u003cp>When Emma Campbell began planning how to spend her summer, one thing was clear: To drive to the stables to go riding and get to and from home and her gym, she’d need to buy a lot of gas for her car, and to do that — she’d need a job. After finishing her junior year at Coventry High School, a large public school in Rhode Island, she figured her best shot at summer employment would be at Dunkin’ Donuts, or maybe a local coffee shop. But then she received an email from her guidance counselor about a new summer internship program that connected high schoolers from across the state with paid internships in local businesses, and the idea of pouring coffee all summer was dumped.\u003c/p>\n\u003cp>Working in an office instead of a restaurant “would probably be a much better experience,” said Campbell, who is 17 and dreams of becoming a scientist. Even so, the prospect of spending the summer working alongside seasoned professionals terrified her.\u003c/p>\n\u003cp>Luckily, the internship program, called Prepare Rhode Island, was designed to anticipate the nervousness a student like Campbell might experience — as well as the inevitable host of faux pas, communication disconnects and other workplace etiquette snafus that can occur when teenagers enter professional work settings. To help ward off such problems, the program featured an orientation and interview process to carefully match students with local businesses. Next, and perhaps most importantly, the 162 students who made the cut attended a five-day boot camp in which they learned crucial workplace skills such as goal setting, effective communication, teamwork, public speaking, conflict resolution and critical thinking.\u003c/p>\n\u003cfigure id=\"attachment_52629\" class=\"wp-caption alignright\" style=\"max-width: 220px\">\u003cimg class=\"wp-image-52629\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159.jpg\" alt=\"\" width=\"220\" height=\"314\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159.jpg 1753w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-160x228.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-800x1140.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-768x1095.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-1020x1454.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-842x1200.jpg 842w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-1180x1682.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-960x1369.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-240x342.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-375x535.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-520x741.jpg 520w\" sizes=\"(max-width: 220px) 100vw, 220px\">\u003cfigcaption class=\"wp-caption-text\">Emma Campbell, 17, a senior at Coventry High School, interned at Amgen last summer via PrepareRI, a statewide workforce prep program for Rhode Island students. \u003ccite>(Courtesy of Michele Carey Balme)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It was incredibly intimidating at first,” Campbell recalled of the boot camp and its various challenges, such as attending a networking lunch with local heads of industry. “But it pushed me out of my comfort zone, made me get used to things like being able to communicate with people openly.”\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 the labor market tightens, businesses are on the hunt, looking to fill jobs with young people coming out of schools and colleges. While there’s been a \u003ca href=\"https://www.bls.gov/spotlight/2017/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future/pdf/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future.pdf\">lot of talk\u003c/a> about the \u003ca href=\"https://hechingerreport.org/without-changes-education-future-work-will-leave-people-behind/\">demand\u003c/a> for \u003ca href=\"https://hechingerreport.org/one-reason-students-arent-prepared-for-stem-careers-no-physics-in-high-school/\">technical capabilities\u003c/a> among this burgeoning pool of labor, employers complain that students lack fundamental skills: things like being able to collaborate, communicate, think critically and interact effectively with coworkers.\u003c/p>\n\u003cp>In response, some states have added requirements that schools teach these skills, sometimes referred to as “soft skills” or “\u003ca href=\"https://cte.ed.gov/initiatives/employability-skills-framework\">employability skills\u003c/a>.” States are adopting online curricula, or in some cases, developing their own programs from the ground up. But some education experts argue that too much of the burden for training people on the professional skills they need is falling on educators. For this training to be truly effective, they say, schools also need help from local industries to provide rigorous real-life workplace learning experiences. Programs like Prepare Rhode Island can offer an ideal way to get kids into the workplace, while sharing the responsibility for their training with employers, experts say.\u003c/p>\n\u003cp>This year, after a two-year survey of 1,100 employers in the state, the Georgia Department of Labor concluded that 85 percent of the businesses surveyed were deeply concerned with workers’ poor soft skills and work ethic. Topmost among employer worries were attendance and punctuality, attitude and respect, discipline and character. Among the findings, 87 percent of employers expressed concerns about their workers’ abilities to engage in creative thinking and problem solving.\u003c/p>\n\u003cp>“In the workforce shortage we’re facing right now, soft skills are very much one of the biggest concerns,” said Mark Butler, commissioner for the Georgia Department of Labor, who is spearheading the state’s Business Employability Skills Training, a soft skills program that, he said, is now in 200 high schools and 30 middle schools and is expected to expand to elementary school. “The biggest reason people aren’t getting work right now is not so much a lack of technical training, it’s really their lack of soft skills. Most employers are desperate for workers, and willing to train people to do those jobs. Where they’re struggling is to correct some of the behavior issues.”\u003c/p>\n\u003cp>After agreeing to take on 10 summer interns from the Prepare Rhode Island program last summer, Cathy Desjarlais, a human resources manager at biotech company Amgen’s Rhode Island site, had reservations about the new interns, apprehensive they would display the behavior issues Butler described. “Would they come appropriately dressed, would they behave appropriately in our corporate setting — even just walking through the hallways — they are high school students and this would be, for many of them, their first work experience in a corporate setting,” said Desjarlais. “My main concern was how they’d adapt to the workplace and could they behave.”\u003c/p>\n\u003cfigure id=\"attachment_52630\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52630\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/soft-skills-graphic.png\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-520x390.png 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Here are the skills businesses look for in young people\u003c/figcaption>\u003c/figure>\n\u003cp>Research suggests Desjarlais was right to be concerned. When the National Association of Colleges \u003ca href=\"http://www.naceweb.org/career-readiness/competencies/are-college-graduates-career-ready/\">surveyed\u003c/a> employers and graduating college seniors last year, it discovered a broad disconnect between how each party perceived students’ competencies in areas such as oral and written communication, career management and leadership. The greatest discrepancy concerned students’ professionalism and work ethic: While nearly 90 percent of students rated themselves as proficient in this area, only 42 percent of employers in fact considered them such.\u003c/p>\n\u003cp>Some experts, though, point out that employer handwringing over young people’s lack of preparedness isn’t novel. “Industry and education people want to talk about 21st-century skills and soft skills and lump them all together as if we’re talking about something new,” said Grover Whitehurst, senior fellow in economic studies for the Brookings Institution, a Washington think tank. “These are also 19th-century skills.”\u003c/p>\n\u003cp>Peter Cappelli, a professor at the University of Pennsylvania’s Wharton School, disputes the notion that young people today have less ability to engage effectively in a workplace than those of prior generations. “Employers have always complained that young people lack maturity. That’s because they are young,” Cappelli said.\u003c/p>\n\u003cp>Still, as employers clamor for workers with these aptitudes, more and more states are integrating soft skills instruction into the K-12 curriculum. Indiana, for example, passed a \u003ca href=\"http://iga.in.gov/static-documents/0/6/f/e/06fefe81/SB0297.05.ENRH.pdf\">law\u003c/a> this spring requiring all schools to begin teaching employability skills by the beginning of 2019. California is exploring how to best teach these skills to students through the \u003ca href=\"https://www.mdrc.org/project/new-world-work#overview\">New World of Work program\u003c/a>, a U.S. Department of Education-funded project currently being piloted at nine community colleges that includes a classroom curriculum, workplace learning and a credential. While many state programs bear similarities to U.S. Department of Education \u003ca href=\"https://cte.ed.gov/initiatives/employability-skills-framework\">recommendations\u003c/a> for career and technical education programs, individual states tweak components to suit their industry sectors.\u003c/p>\n\u003cp>Prepare Rhode Island, for example, is a direct response to the state’s looming workforce shortage. By 2020, the state estimates \u003ca href=\"http://economicprogressri.org/wp-content/uploads/2018/01/SOW2017-Full-Updated-Report-for-web-FINAL.pdf\">70 percent\u003c/a> of its jobs will require either an industry-recognized certificate or a post-secondary degree, and yet, less than 45 percent of the state’s residents have any education beyond high school. The state is pouring money into myriad job-training efforts — including $3 million into a variety of youth initiatives this year, $739,228 of which funded the Prepare Rhode Island boot camp and internship, according to Heather Hudson, executive director of the Governor’s Workforce Board, the state agency behind the effort.\u003c/p>\n\u003cp>The Workforce Board chose an independent nonprofit to operate the internship program and act as a middleman between schools and local businesses. That took some of the burden off teachers and school administrators who are already stretched thin, say the program’s backers. “While our educational system is in the mix here, changing that system just takes longer than the timeframe we have to ramp up,” said Nina Pande, executive director of the nonprofit, Skills for Rhode Island’s Future. “So we’re supplementing to make sure our children don’t fall even farther behind in understanding what the workplace will demand of them when they graduate.”\u003c/p>\n\u003cp>The nonprofit was charged with vetting the interns, bringing local industry into the mix, as well as providing training, covering liability and paying the interns an above-minimum wage of $11.25 per hour for two months of summer work. Not having to deal with all those concerns, said Amgen’s Desjarlais, went a long way toward convincing her company to participate. “There has to be something in it for both parties, especially if you’re working to get the corporation to recognize the benefit,” she said. “It’s tough for employers to say no to a program where all you need to do is take the interns on. I think if there’s incentive, that will help open doors.”\u003c/p>\n\u003cfigure id=\"attachment_52628\" class=\"wp-caption alignright\" style=\"max-width: 233px\">\u003cimg class=\"size-full wp-image-52628\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkills2d-e1543567824254.jpg\" alt=\"\" width=\"233\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkills2d-e1543567824254.jpg 233w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkills2d-e1543567824254-160x217.jpg 160w\" sizes=\"(max-width: 233px) 100vw, 233px\">\u003cfigcaption class=\"wp-caption-text\">Nariq Richardson, 18, is a senior at Rhode Island’s Academy for Career Exploration. A summer internship at Gilbane, a construction company, inspired him to seriously consider a career in the field, maybe as a project manager or architect. \u003ccite>(Courtesy of Vilson Gamez)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nariq Richardson, a senior at Academy for Career Exploration, a high school in Providence, spent his summer internship at Gilbane, a local construction company. At Gilbane, Richardson worked on a variety of tasks, including inserting hyperlinks into the firm’s blueprints and documenting construction progress with 360-degree photos he took at a job site. “That was my first real, paying job. I was really nervous, but I gained a lot of confidence,” said the 18-year-old.\u003c/p>\n\u003cp>Before the internship, Richardson had envisioned a technical career like computer programming. But Prepare Rhode Island taught him that he can excel in multitasking, working with colleagues and problem solving. Now he’s thinking of going into the construction field, he said, “maybe as a project manager or architect.”\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/businesses-say-students-arent-mastering-basic-workplace-skills-are-they-right/\">\u003cem>soft skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52626/how-teens-are-learning-crucial-soft-skills-before-their-internships-start","authors":["byline_mindshift_52626"],"categories":["mindshift_192"],"tags":["mindshift_843","mindshift_891","mindshift_20784","mindshift_1040","mindshift_20848","mindshift_21235","mindshift_21037","mindshift_21234"],"featImg":"mindshift_52633","label":"mindshift"},"mindshift_52590":{"type":"posts","id":"mindshift_52590","meta":{"index":"posts_1591205157","site":"mindshift","id":"52590","score":null,"sort":[1543496698000]},"guestAuthors":[],"slug":"why-debate-may-be-the-best-way-to-save-constructive-disagreement","title":"Why Debate May Be the Best Way to Save Constructive Disagreement","publishDate":1543496698,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Julia Dhar claims: \"My mission in life is to help people disagree productively, to find ways to bring truth to light, to bring ideas to life.\" And as a former debate star, she thinks the skills she learned debating could be the key to help everyone find some common ground.\u003c/p>\n\u003cp>In her \u003ca href=\"https://www.ted.com/talks/julia_dhar_how_to_disagree_productively_and_find_common_ground#t-657238\" target=\"_blank\" rel=\"noopener\">TED Talk\u003c/a>, Dhar describes how in debate it doesn't make sense to attack the opponent personally because that person did not choose to argue for one side or another -- it's determined randomly. The only way to win in a debate is to discuss the ideas clearly and impersonally. It's reminiscent of a saying at some education conferences: \"be tough on the ideas, soft on the person.\"\u003c/p>\n\u003cp>\"People who disagree the most productively start by finding common ground, no matter how narrow it is. They identify the thing we all agree on and go from there....what they're doing is inviting us into a shared reality,\" Dhar said. The conflict is still there, but the shared reality gives people a place to talk about it. She thinks people could be using formal debate structure to productively disagree at every level -- over the dinner table, at staff meetings, on TV.\u003c/p>\n\u003cp>\"It might sound impossible or naive to imagine that you could ever take that notion outside of the high school auditorium,\" Dhar said. But it is possible. She works with teams to come up with new ideas. And she always starts by soliciting ideas anonymously because she's found that very often the ideas that the whole group finds most interesting, the ones most likely to move forward, come from people who might have a hard time being heard in the traditional workplace structures. That bias demonstrates how when identity is attached to an idea it's often no longer just about the idea.\u003c/p>\n\u003cp>\"The thing debate allows us to do as human beings is open ourselves, really open ourselves up, to the possibility that we might be wrong. The humility of uncertainty,\" Dhar said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She said one reason it's so hard to discuss ideas is that we get attached to them, feel that they are part of us. But after years of debating, she's argued for both sides of almost every controversial issue. And she says it switches a cognitive switch that turns off ones' suspicions about the people who hold ideas that are different from ones' own. And that produces \"intellectual humility,\" which is good for better evaluating a broad range of evidence, doing so more objectively, and reacting less defensively when confronted with a conflicting viewpoint.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://embed.ted.com/talks/julia_dhar_how_to_disagree_productively_and_find_common_ground\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\"All of our conferences could have at their centerpiece a debate over the biggest, most controversial ideas in the field. Each of our weekly team meetings could devote ten minute to a debate about a proposal to change the way in which that team works. And as innovative ideas go, this one is both easy and free,\" Dhar said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Has anyone tried using a formal debate structure in school staff meetings? Perhaps around a big change proposal? Or could more formal classroom debates be a way to increase critical thinking? Check out Julia Dhar's whole talk.\u003c/p>\n\n","blocks":[],"excerpt":"Schools have had debate teams for decades, but maybe the structured format should be more widely in classrooms, staff meetings, and even public discourse.","status":"publish","parent":0,"modified":1543496698,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://embed.ted.com/talks/julia_dhar_how_to_disagree_productively_and_find_common_ground"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":534},"headData":{"title":"Why Debate May Be the Best Way to Save Constructive Disagreement | KQED","description":"Schools have had debate teams for decades, but maybe the structured format should be more widely in classrooms, staff meetings, and even public discourse.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52590 https://ww2.kqed.org/mindshift/?p=52590","disqusUrl":"https://ww2.kqed.org/mindshift/2018/11/29/why-debate-may-be-the-best-way-to-save-constructive-disagreement/","disqusTitle":"Why Debate May Be the Best Way to Save Constructive Disagreement","path":"/mindshift/52590/why-debate-may-be-the-best-way-to-save-constructive-disagreement","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Julia Dhar claims: \"My mission in life is to help people disagree productively, to find ways to bring truth to light, to bring ideas to life.\" And as a former debate star, she thinks the skills she learned debating could be the key to help everyone find some common ground.\u003c/p>\n\u003cp>In her \u003ca href=\"https://www.ted.com/talks/julia_dhar_how_to_disagree_productively_and_find_common_ground#t-657238\" target=\"_blank\" rel=\"noopener\">TED Talk\u003c/a>, Dhar describes how in debate it doesn't make sense to attack the opponent personally because that person did not choose to argue for one side or another -- it's determined randomly. The only way to win in a debate is to discuss the ideas clearly and impersonally. It's reminiscent of a saying at some education conferences: \"be tough on the ideas, soft on the person.\"\u003c/p>\n\u003cp>\"People who disagree the most productively start by finding common ground, no matter how narrow it is. They identify the thing we all agree on and go from there....what they're doing is inviting us into a shared reality,\" Dhar said. The conflict is still there, but the shared reality gives people a place to talk about it. She thinks people could be using formal debate structure to productively disagree at every level -- over the dinner table, at staff meetings, on TV.\u003c/p>\n\u003cp>\"It might sound impossible or naive to imagine that you could ever take that notion outside of the high school auditorium,\" Dhar said. But it is possible. She works with teams to come up with new ideas. And she always starts by soliciting ideas anonymously because she's found that very often the ideas that the whole group finds most interesting, the ones most likely to move forward, come from people who might have a hard time being heard in the traditional workplace structures. That bias demonstrates how when identity is attached to an idea it's often no longer just about the idea.\u003c/p>\n\u003cp>\"The thing debate allows us to do as human beings is open ourselves, really open ourselves up, to the possibility that we might be wrong. The humility of uncertainty,\" Dhar 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>She said one reason it's so hard to discuss ideas is that we get attached to them, feel that they are part of us. But after years of debating, she's argued for both sides of almost every controversial issue. And she says it switches a cognitive switch that turns off ones' suspicions about the people who hold ideas that are different from ones' own. And that produces \"intellectual humility,\" which is good for better evaluating a broad range of evidence, doing so more objectively, and reacting less defensively when confronted with a conflicting viewpoint.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://embed.ted.com/talks/julia_dhar_how_to_disagree_productively_and_find_common_ground\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\"All of our conferences could have at their centerpiece a debate over the biggest, most controversial ideas in the field. Each of our weekly team meetings could devote ten minute to a debate about a proposal to change the way in which that team works. And as innovative ideas go, this one is both easy and free,\" Dhar said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Has anyone tried using a formal debate structure in school staff meetings? Perhaps around a big change proposal? Or could more formal classroom debates be a way to increase critical thinking? Check out Julia Dhar's whole talk.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52590/why-debate-may-be-the-best-way-to-save-constructive-disagreement","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_21087","mindshift_843","mindshift_21233","mindshift_20784","mindshift_1040"],"featImg":"mindshift_52603","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","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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We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2022/02/mindshift2021-tile-3000x3000-1-scaled-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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