'Every Kid is Motivated': Action-oriented Ideas to Revive Students' Curiosity
How Giving All Stakeholders a Voice Can Improve School Reopening Plans
How 'Slow Looking' Can Help Students Develop Skills Across Disciplines
Six Thinking Scaffolds That Can Move Students Toward Deeper Levels of Understanding
How to Bring Authenticity to Learning that Happens in School
How Collaboration Unlocks Learning and Lessens Student Isolation
How to Create Deeper Student Learning Experiences Through Authentic Questions
Going for Depth: How Schools and Teachers Can Foster Meaningful Learning Experiences
Building Thinking Skills to Help Students Access Their Best Work
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A lack of motivation is perfectly understandable given the severity of the pandemic, the financial hardships and the shortcomings of video conferencing platforms. But that doesn’t necessarily mean teachers can’t prioritize motivation and curiosity, which were already suffering pre-pandemic because of the way schools often rely on tests and grades to drive student learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators navigating distance learning are grappling and experimenting with ways to capture students’ \u003c/span>\u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/12/08/sticker-face-teacher-remote-school\">\u003cspan style=\"font-weight: 400\">interest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through social media, polls and \u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/12/08/sticker-face-teacher-remote-school/\">stickers on their faces\u003c/a>. In addition to those strategies, they've also found ways to stoke curiosity and motivation that are not completely out-of-the-box solutions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How does curiosity work and how can we spark it?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curiosity is “a drive like hunger or thirst” according to Harvard Graduate School of Education professor \u003c/span>\u003ca href=\"https://sasn.rutgers.edu/about-us/faculty-staff/elizabeth-bonawitz-0\">\u003cspan style=\"font-weight: 400\">Elizabeth Bonawitz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s something that allows us to drive our attention and our cognitive resources towards opportunities for learning.” In a recent HGSE \u003ca href=\"https://www.youtube.com/watch?v=kcfBgOWXBv4&list=PLJX6dtNZ-81aNGAnXF4-BVD9TKXTGz04V&index=1\">webinar\u003c/a>, she and others explained how curiosity influences meaningful educational experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curiosity is not a trait that is “fostered” in children. It\u003c/span>\u003cspan style=\"font-weight: 400\"> isn’t like a set of skills that can be taught because it exists in each and every one of us. Curiosity needs the right conditions and encouragement, so instead of focusing on how to create more curious young people, educators can concentrate on developing opportunities for students to be curious. Students might often be concerned about getting the right answer on tests, for example, but Bonawitz recommends \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0010028511000995?casa_token=f89B0Gi86AwAAAAA:IucS5mGAgkmDaXDgJiEyK_byl0AA2OqHO9oP44YbaX58Vp4hMscICLoz2gE0vd0deP-La9D_Iw\">\u003cspan style=\"font-weight: 400\">embracing the ambiguity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of questions or assignments with open-ended answers so students can have the space to wrestle with their assumptions about the world around them and put forth predictions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why motivation is critical in conversations about curiosity \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every kid is motivated,” says Los Angeles-based educator \u003c/span>\u003ca href=\"http://genevieve-debose.squarespace.com/about\">\u003cspan style=\"font-weight: 400\">Geneviève DeBose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What are different kids motivated to do and why?” She supports middle school English Language Arts teachers and students with planning, instruction and assessment. She notes that educators and parents can lean into opportunities that really speak to young people, such as connecting with their peers, and content and tasks that are meaningful to them. Social and emotional learning is foundational to nurturing connected learners, and DeBose says this can be achieved at the beginning of a class by having space for kids to check in with each other and the teacher (this can be through an icebreaker question like “What is the weirdest food combination you think tastes really good?”). Teachers can also make sure students have an opportunity to engage with each other during the class session through discussions or collaborations in small groups. They can also have a check out at the end of class by completing a task or answering a question that closes out the activity. One recent memorable check out was asking students to share one line they were proud of in the chatbox to wrap up a unit on fictional narrative. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connections to peers and teachers in particular creates a sense of safety and empowerment for students, making way for them to ask questions and express curiosity without fear or embarrassment. In more typical circumstances, having more time with a teacher is beneficial to learning because students can assume that teachers will provide lessons and activities that are aligned with an accurate assessment of their skills and abilities. Because students are experiencing less one-on-one time with teachers, it may take more effort to establish the same trust in teachers that enables engaged learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While remote learning is creating new ways to educate students, Bonawitz notes that rapport between students and teachers is harder to cultivate as classrooms move to video conferencing platforms. Adding to that, teachers are even more pressed for time these days, notes DeBose. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So much of the work that we do is building relationships with students, so that we can know them as people, which really then allows us to tap into figuring out what's going to motivate them,” said DeBose. “Because we have an understanding of their interests and their stories and their experiences, we're much better suited to create instruction that takes all of those things into account.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since those connections are harder during distance learning, DeBose urges lessons that are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">\u003cspan style=\"font-weight: 400\">culturally responsive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">,\u003c/a> student-centered and timely.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If kids cannot connect to what they are learning and the people that are around them, they are far less likely to be motivated to actually engage and learn,” she said. In these times of crisis, it becomes vital to make classroom content related to what students are experiencing in their day to day lives. HGSE professor \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">\u003cspan style=\"font-weight: 400\">Jal Mehta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> similarly suggests incorporating more variety and responsiveness into classes, saying teachers should “enable kids to propose different ways into topics.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In practice, DeBose recommends activities that give students specific responsibilities when they are taking on class activities in groups, such as screen sharer, time keeper and a vibe checker. That way, “they all have a particular leadership role that impacts the success of the group.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Fostering curiosity and motivation in your classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In some ways, distance learning has paved the way for students to have more positive school experiences. With shifting schedules, children have the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56222/how-to-help-young-children-sleep-better-during-covid-19\">\u003cspan style=\"font-weight: 400\">get more sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and online learning has released students from the anxiety of having to perform in classroom settings. In best cases, students are proving that they are able to thrive and learn in a variety of conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This work is so hard, period. But it's even more difficult under these circumstances,” says DeBose. Because today’s educators have been tasked with reaching\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57020/report-offers-clearest-picture-yet-of-pandemics-impact-on-student-learning\">\u003cspan style=\"font-weight: 400\"> vulnerable students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the face of unprecedented uncertainty, trying to revamp and restructure classes starts to seem like an enormous undertaking. To counter this pressure, DeBose suggests \u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">connecting\u003c/a> with other educators, prioritizing personal time and planning ahead as ways to free up bandwidth to iterate lesson plans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With educators’ efforts in mind, there are three subtle moves that could bring about a significant change in approaches to cultivating classroom engagement. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Remember your own genius\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing from \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/01/author_interview_with_dr_gholdy_muhammad_cultivating_genius.html\">\u003cspan style=\"font-weight: 400\">Dr. Gholdy Muhammad’s 2020 book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Cultivating Genius: An Equity Framework\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, DeBose advocates for teachers having faith in their own resourcefulness and ingenuity in navigating the pitfalls of the pandemic and its effects on teaching and engagement. As an educator herself, she says definitively, “What we are doing is so incredibly hard and we are doing good work.” In the face of blank screens from disabled videos and things outside of their control – like hybrid teaching or suddenly going online – teachers can benefit from seeing and modeling their own genius, intellect and curiosity as they try to draw these responses from students. To do this, DeBose shares her own learnings with her students, such as talking about being a beginning capoeira student. “I would tell my kids stories like ‘Yesterday I got kicked in the head!’ It's really modeling that curiosity, that vulnerability of not being good at something and that you're still doing it. And I think also modeling that you are seeking out opportunities to grow and learn.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Less is more\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mehta has been advocating for education institutions to “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">Marie Kondo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” their curriculum, applying the decluttering expert’s principles to keep only things that spark joy. He says it’s critical to lean into the approaches that engage students and allow for space for those ideas and practices to grow. While most teachers are under pressure from curriculums and standards, he rationalizes that “If it’s really important, there will be another chance to learn it, and if it’s just nice to have, you can let it go.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empower student agency over their curriculum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empowering \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">\u003cspan style=\"font-weight: 400\">students to feel like they have agency over their curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can be as simple as offering a few options on assignments and classroom activities or asking for feedback on what is working, according to Bonawitz. These small actions can have a huge effect on whether students feel like they are the drivers of their own learning. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pandemic has restricted so many young people’s everyday activities and interactions. That’s why the ability to choose can go a long way. Bonawitz says, “Students feel more motivated and engaged when they have more control over what is happening.” While that’s no surprise, it’s a welcome reminder in our current educational landscape.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Motivation and curiosity might be tough to think about during a pandemic, but they can play critical roles in strengthening relationships and streamlining curricular constraints. ","status":"publish","parent":0,"modified":1613689878,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1490},"headData":{"title":"'Every Kid is Motivated': Action-oriented Ideas to Revive Students' Curiosity - MindShift","description":"Motivation and curiosity might be tough to think about during a pandemic, but they can play critical roles in strengthening relationships and streamlining curricular constraints. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57152 https://ww2.kqed.org/mindshift/?p=57152","disqusUrl":"https://ww2.kqed.org/mindshift/2020/12/22/every-kid-is-motivated-action-oriented-ideas-to-revive-students-curiosity/","disqusTitle":"'Every Kid is Motivated': Action-oriented Ideas to Revive Students' Curiosity","path":"/mindshift/57152/every-kid-is-motivated-action-oriented-ideas-to-revive-students-curiosity","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If there’s one concern about distance learning that educators have during these times, it’s that students are having difficulty being motivated. A lack of motivation is perfectly understandable given the severity of the pandemic, the financial hardships and the shortcomings of video conferencing platforms. But that doesn’t necessarily mean teachers can’t prioritize motivation and curiosity, which were already suffering pre-pandemic because of the way schools often rely on tests and grades to drive student learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators navigating distance learning are grappling and experimenting with ways to capture students’ \u003c/span>\u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/12/08/sticker-face-teacher-remote-school\">\u003cspan style=\"font-weight: 400\">interest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through social media, polls and \u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/12/08/sticker-face-teacher-remote-school/\">stickers on their faces\u003c/a>. In addition to those strategies, they've also found ways to stoke curiosity and motivation that are not completely out-of-the-box solutions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How does curiosity work and how can we spark it?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curiosity is “a drive like hunger or thirst” according to Harvard Graduate School of Education professor \u003c/span>\u003ca href=\"https://sasn.rutgers.edu/about-us/faculty-staff/elizabeth-bonawitz-0\">\u003cspan style=\"font-weight: 400\">Elizabeth Bonawitz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s something that allows us to drive our attention and our cognitive resources towards opportunities for learning.” In a recent HGSE \u003ca href=\"https://www.youtube.com/watch?v=kcfBgOWXBv4&list=PLJX6dtNZ-81aNGAnXF4-BVD9TKXTGz04V&index=1\">webinar\u003c/a>, she and others explained how curiosity influences meaningful educational experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curiosity is not a trait that is “fostered” in children. It\u003c/span>\u003cspan style=\"font-weight: 400\"> isn’t like a set of skills that can be taught because it exists in each and every one of us. Curiosity needs the right conditions and encouragement, so instead of focusing on how to create more curious young people, educators can concentrate on developing opportunities for students to be curious. Students might often be concerned about getting the right answer on tests, for example, but Bonawitz recommends \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0010028511000995?casa_token=f89B0Gi86AwAAAAA:IucS5mGAgkmDaXDgJiEyK_byl0AA2OqHO9oP44YbaX58Vp4hMscICLoz2gE0vd0deP-La9D_Iw\">\u003cspan style=\"font-weight: 400\">embracing the ambiguity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of questions or assignments with open-ended answers so students can have the space to wrestle with their assumptions about the world around them and put forth predictions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why motivation is critical in conversations about curiosity \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every kid is motivated,” says Los Angeles-based educator \u003c/span>\u003ca href=\"http://genevieve-debose.squarespace.com/about\">\u003cspan style=\"font-weight: 400\">Geneviève DeBose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What are different kids motivated to do and why?” She supports middle school English Language Arts teachers and students with planning, instruction and assessment. She notes that educators and parents can lean into opportunities that really speak to young people, such as connecting with their peers, and content and tasks that are meaningful to them. Social and emotional learning is foundational to nurturing connected learners, and DeBose says this can be achieved at the beginning of a class by having space for kids to check in with each other and the teacher (this can be through an icebreaker question like “What is the weirdest food combination you think tastes really good?”). Teachers can also make sure students have an opportunity to engage with each other during the class session through discussions or collaborations in small groups. They can also have a check out at the end of class by completing a task or answering a question that closes out the activity. One recent memorable check out was asking students to share one line they were proud of in the chatbox to wrap up a unit on fictional narrative. \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\">Connections to peers and teachers in particular creates a sense of safety and empowerment for students, making way for them to ask questions and express curiosity without fear or embarrassment. In more typical circumstances, having more time with a teacher is beneficial to learning because students can assume that teachers will provide lessons and activities that are aligned with an accurate assessment of their skills and abilities. Because students are experiencing less one-on-one time with teachers, it may take more effort to establish the same trust in teachers that enables engaged learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While remote learning is creating new ways to educate students, Bonawitz notes that rapport between students and teachers is harder to cultivate as classrooms move to video conferencing platforms. Adding to that, teachers are even more pressed for time these days, notes DeBose. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So much of the work that we do is building relationships with students, so that we can know them as people, which really then allows us to tap into figuring out what's going to motivate them,” said DeBose. “Because we have an understanding of their interests and their stories and their experiences, we're much better suited to create instruction that takes all of those things into account.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since those connections are harder during distance learning, DeBose urges lessons that are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">\u003cspan style=\"font-weight: 400\">culturally responsive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">,\u003c/a> student-centered and timely.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If kids cannot connect to what they are learning and the people that are around them, they are far less likely to be motivated to actually engage and learn,” she said. In these times of crisis, it becomes vital to make classroom content related to what students are experiencing in their day to day lives. HGSE professor \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">\u003cspan style=\"font-weight: 400\">Jal Mehta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> similarly suggests incorporating more variety and responsiveness into classes, saying teachers should “enable kids to propose different ways into topics.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In practice, DeBose recommends activities that give students specific responsibilities when they are taking on class activities in groups, such as screen sharer, time keeper and a vibe checker. That way, “they all have a particular leadership role that impacts the success of the group.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Fostering curiosity and motivation in your classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In some ways, distance learning has paved the way for students to have more positive school experiences. With shifting schedules, children have the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56222/how-to-help-young-children-sleep-better-during-covid-19\">\u003cspan style=\"font-weight: 400\">get more sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and online learning has released students from the anxiety of having to perform in classroom settings. In best cases, students are proving that they are able to thrive and learn in a variety of conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This work is so hard, period. But it's even more difficult under these circumstances,” says DeBose. Because today’s educators have been tasked with reaching\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57020/report-offers-clearest-picture-yet-of-pandemics-impact-on-student-learning\">\u003cspan style=\"font-weight: 400\"> vulnerable students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the face of unprecedented uncertainty, trying to revamp and restructure classes starts to seem like an enormous undertaking. To counter this pressure, DeBose suggests \u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">connecting\u003c/a> with other educators, prioritizing personal time and planning ahead as ways to free up bandwidth to iterate lesson plans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With educators’ efforts in mind, there are three subtle moves that could bring about a significant change in approaches to cultivating classroom engagement. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Remember your own genius\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing from \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/01/author_interview_with_dr_gholdy_muhammad_cultivating_genius.html\">\u003cspan style=\"font-weight: 400\">Dr. Gholdy Muhammad’s 2020 book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Cultivating Genius: An Equity Framework\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, DeBose advocates for teachers having faith in their own resourcefulness and ingenuity in navigating the pitfalls of the pandemic and its effects on teaching and engagement. As an educator herself, she says definitively, “What we are doing is so incredibly hard and we are doing good work.” In the face of blank screens from disabled videos and things outside of their control – like hybrid teaching or suddenly going online – teachers can benefit from seeing and modeling their own genius, intellect and curiosity as they try to draw these responses from students. To do this, DeBose shares her own learnings with her students, such as talking about being a beginning capoeira student. “I would tell my kids stories like ‘Yesterday I got kicked in the head!’ It's really modeling that curiosity, that vulnerability of not being good at something and that you're still doing it. And I think also modeling that you are seeking out opportunities to grow and learn.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Less is more\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mehta has been advocating for education institutions to “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">Marie Kondo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” their curriculum, applying the decluttering expert’s principles to keep only things that spark joy. He says it’s critical to lean into the approaches that engage students and allow for space for those ideas and practices to grow. While most teachers are under pressure from curriculums and standards, he rationalizes that “If it’s really important, there will be another chance to learn it, and if it’s just nice to have, you can let it go.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empower student agency over their curriculum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empowering \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">\u003cspan style=\"font-weight: 400\">students to feel like they have agency over their curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can be as simple as offering a few options on assignments and classroom activities or asking for feedback on what is working, according to Bonawitz. These small actions can have a huge effect on whether students feel like they are the drivers of their own learning. \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 pandemic has restricted so many young people’s everyday activities and interactions. That’s why the ability to choose can go a long way. Bonawitz says, “Students feel more motivated and engaged when they have more control over what is happening.” While that’s no surprise, it’s a welcome reminder in our current educational landscape.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57152/every-kid-is-motivated-action-oriented-ideas-to-revive-students-curiosity","authors":["11721"],"categories":["mindshift_20827","mindshift_193"],"tags":["mindshift_21371","mindshift_1020","mindshift_939","mindshift_358","mindshift_21213","mindshift_943"],"featImg":"mindshift_57155","label":"mindshift"},"mindshift_56309":{"type":"posts","id":"mindshift_56309","meta":{"index":"posts_1591205157","site":"mindshift","id":"56309","score":null,"sort":[1595227870000]},"guestAuthors":[],"slug":"how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans","title":"How Giving All Stakeholders a Voice Can Improve School Reopening Plans","publishDate":1595227870,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The new school year is around the corner, but many families and educators remain in the dark about what back-to-school will look like. Leaders have no playbook to contend with a developing pandemic that is as unprecedented as it is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">unpredictable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Matters are further complicated by federal pressure to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56233/top-pediatrician-says-states-shouldnt-force-schools-to-reopen-if-virus-is-surging\">\u003cspan style=\"font-weight: 400\">resume face-to-face classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and officials at all levels sending \u003c/span>\u003ca href=\"https://time.com/5866524/world-health-organization-mixed-messages-coronavirus/\">\u003cspan style=\"font-weight: 400\">conflicting messages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Satisfactory solutions remain elusive on these shifting grounds, but a \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003cspan style=\"font-weight: 400\">new report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> authored by Harvard and MIT researchers may offer a way forward.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Titled \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003ci>\u003cspan style=\"font-weight: 400\">Imagining September: Principles and Design Elements for Ambitious Schools During COVID-19\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the report outlines a participatory design framework to help communities equitably negotiate the challenges of schooling in the foreseeable future. It shares colorful storyboards of implementable ideas distilled from four structured brainstorming sessions carried out in May. A \u003c/span>\u003cspan style=\"font-weight: 400\">companion report,\u003c/span>\u003cem> \u003ca href=\"https://edarxiv.org/ufr4q\">Imagining September: Online Design Charrettes for Fall 2020 Planning with Students and Stakeholders\u003c/a>\u003c/em>,\u003cspan style=\"font-weight: 400\"> provides concise guidelines for districts, schools, teachers and students who want to run their own design charrettes \u003cem>together\u003c/em>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A charrette is a design sprint that puts people together to take on the design of a defined task that encompasses a variety of different people's views, but it also allows for something to be developed in a short period of time,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">Jal Mehta\u003c/a>, a professor at the Harvard Graduate School of Education and the report’s co-author. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collaborative planning invites parents, principals, district leaders and, importantly, teachers and students to co-construct models that become modular building blocks for the upcoming year.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see a lot of people sitting in district or state offices drawing up plans in their heads,” said \u003ca href=\"https://cmsw.mit.edu/profile/justin-reich/\">Justin Reich\u003c/a>, director of the MIT Teaching Systems Lab and the lead author of the report. “Part of what we're trying to say is, no, if you want to have really good plans, you need to get the people who are closest to the most vital experiences in classrooms involved in the design process, particularly students. Adults know all kinds of things about how schools operate, but there's only one generation of American kids who have gone to school during a pandemic.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The approach is grounded in a handful of core concepts, including the premise that complexity and uncertainty are best tackled with modular and adaptable systems. To achieve this, schools can make room for trial and error experimentation and foster a culture of design and innovation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You don’t know exactly what is going to work,” according to the report. “Nor is it clear that what works in one context will work in another. You want to let people closest to the ground innovate and then make sensible adaptations as they see what is working.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These localized efforts are developed under “tentpoles,” or core organizational values to ensure that all the moving parts are working in concert towards common goals. Culture, infrastructure and demographics differ from school to school, and this agile design system can generate solutions that are tailored to each institution’s unique needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Voice to Marie Kondo School Priorities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, Reich and Mehta, his former professor at Harvard, exchanged concerns about schooling and decided to do something about it. They formulated a hybrid charrette framework to digest the views of diverse stakeholders through a format that is both accessible and easily implemented.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, they hosted three charrettes in the spring where participants with a variety of roles and backgrounds were invited to collaboratively generate ideas for the new school year. In one preliminary task, they were asked to write short diary entries from the point of view of a student or a teacher one month into the next school year. These first person accounts leveraged storytelling as a means to explore and concretize possibility spaces. Some proposals that emerged included \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56278/how-teacher-looping-can-ease-the-learning-disruptions-caused-by-coronavirus\">\u003cspan style=\"font-weight: 400\">teacher looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/17/878205853/5-radical-schooling-ideas-for-an-uncertain-fall-and-beyond\">\u003cspan style=\"font-weight: 400\">microschooling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, trading student contact time for teacher collaboration time, and increasing attention to vulnerable students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A fourth charrette was modified to accomodate a group of fifteen Grade 8 students from Neema Avashia’s civics class at the John W. McCormack School in Boston.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/AvashiaNeema/status/1262808324237598720\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The voices of young people have not really been acknowledged in the policy conversation, and so we decided to run the design charrette with kids, and it was awesome,” said Avashia. “They were able to speak from their experience and not get bogged down by questions of budget or politics or logistics, but just express what's worked for then, what's been hard for them, and what could be done differently in September.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The session was documented by a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">sketchnote artist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while Avashia’s students reflected on their needs and what schools might do without in September. However the new year looks, schools will operate with significant constraints, so it is vital to reduce clutter and identify what is essential, a process the researchers playfully refer to as \u003c/span>\u003ca href=\"https://www.shankerinstitute.org/blog/marie-kondo-curriculum\">\u003cspan style=\"font-weight: 400\">”Marie Kondo-ing” priorities and curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich emphasizes that curricular efficiency does not mean concentrating on core standards but, as expressed by student voice, nourishing values like relationships and engagement through opportunities for art, recreation and social connections. For example, some students proposed eSports recreation leagues with blended teacher and student teams; others imagined hosting classes on Minecraft and Fortnite; some students proposed designating home as the place for curriculum, and school as the place for relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are all these great ideas to consider, but if people can only do one thing, it would be to run their own charrette,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Values Eat Logistics For Breakfast\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A pillar of the charrette protocol is to prioritize values over logistics. Early on, participants are asked to identify core values such as relationships, flexibility and an emphasis on social justice. Values are the broth of school culture and should define how schools are structured, rather than the reverse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a lot of discussion about how to space the students, which days students will go to school, how to transport students to school, and so forth,” states the report. “These are important discussions and we do not want to minimize the importance of keeping students safe. But if they are not grounded in values or principles about what we want for students and what produces good educational experiences, then they are not likely to work or achieve their best results.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building around core values puts the student at the centre of the experience, which can be particularly beneficial for kids who are underserved or struggling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you aren't leading with your values, you're leading with politics and you're leading with things that don't acknowledge what kids just went through,” said Avashia. “A lot of my kids have already experienced different kinds of trauma and now we have this collective trauma. We need them to have a strong relationship with an adult who can really help them re-engage with learning and with school. If we started with values, that's where it would lead us, but because we're starting with logistics we're going to end up creating learning environments where kids can't learn because they don’t feel safe.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>From Ownership to Equity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrette design protocols generate ideas from those who stand to be most impacted by decisions in regard to pandemic schooling, but their inclusive design also engenders a sense of ownership and buy-in from students and stakeholders. Otherwise, as the report warns, “people will resent what they perceive as constraints imposed from above, whereas they tend to \u003c/span>\u003ca href=\"https://www.margaretwheatley.com/articles/life.html\">\u003cspan style=\"font-weight: 400\">own what they create\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's more likely that if young people feel like they have voice and ownership and are part of the process of reopening and recreating schools, that they will be more likely to be excited to participate in them,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, the sense of ownership produced through participatory design can help engage underserved students. The report underscores that involving diverse learners in design and decision-making is fundamental for establishing genuine equity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We tend not to think about disadvantaged students as if they had agency and thoughts of their own,” said Mehta. “So the more that you design with such students, the more likely the solutions that you're going to devise are going to be the kinds of solutions that are going to work for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">One of the major themes that percolated from the spring sessions is the need for a liberatory approach to equity, which not only encourages academic success for students of color and underserved youth but, as the report recommends, it also involves a need to unpack “existing systems, structures, processes, pedagogies, and culture to see how they can be made more equitable.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We should be thinking how to create strong mechanisms to engage all kids in learning and really prioritize our most vulnerable kids and our most disengaged kids as the people who we need to listen to the most if we really want learning to work for everybody,” said Avashia. “Then my job – our job – is to figure out how to take those needs that kids are identifying and make them real.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"A guide developed by education researchers at MIT and Harvard is helping schools prioritize what's important for reopening schools by listening to those most affected by policies: teachers and students.","status":"publish","parent":0,"modified":1595227870,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1574},"headData":{"title":"How Giving All Stakeholders a Voice Can Improve School Reopening Plans - MindShift","description":"A guide developed by education researchers at MIT and Harvard is helping schools prioritize what's important for reopening schools by listening to those most affected by policies: teachers and students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56309 https://ww2.kqed.org/mindshift/?p=56309","disqusUrl":"https://ww2.kqed.org/mindshift/2020/07/19/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans/","disqusTitle":"How Giving All Stakeholders a Voice Can Improve School Reopening Plans","path":"/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The new school year is around the corner, but many families and educators remain in the dark about what back-to-school will look like. Leaders have no playbook to contend with a developing pandemic that is as unprecedented as it is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">unpredictable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Matters are further complicated by federal pressure to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56233/top-pediatrician-says-states-shouldnt-force-schools-to-reopen-if-virus-is-surging\">\u003cspan style=\"font-weight: 400\">resume face-to-face classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and officials at all levels sending \u003c/span>\u003ca href=\"https://time.com/5866524/world-health-organization-mixed-messages-coronavirus/\">\u003cspan style=\"font-weight: 400\">conflicting messages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Satisfactory solutions remain elusive on these shifting grounds, but a \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003cspan style=\"font-weight: 400\">new report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> authored by Harvard and MIT researchers may offer a way forward.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Titled \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003ci>\u003cspan style=\"font-weight: 400\">Imagining September: Principles and Design Elements for Ambitious Schools During COVID-19\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the report outlines a participatory design framework to help communities equitably negotiate the challenges of schooling in the foreseeable future. It shares colorful storyboards of implementable ideas distilled from four structured brainstorming sessions carried out in May. A \u003c/span>\u003cspan style=\"font-weight: 400\">companion report,\u003c/span>\u003cem> \u003ca href=\"https://edarxiv.org/ufr4q\">Imagining September: Online Design Charrettes for Fall 2020 Planning with Students and Stakeholders\u003c/a>\u003c/em>,\u003cspan style=\"font-weight: 400\"> provides concise guidelines for districts, schools, teachers and students who want to run their own design charrettes \u003cem>together\u003c/em>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A charrette is a design sprint that puts people together to take on the design of a defined task that encompasses a variety of different people's views, but it also allows for something to be developed in a short period of time,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">Jal Mehta\u003c/a>, a professor at the Harvard Graduate School of Education and the report’s co-author. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collaborative planning invites parents, principals, district leaders and, importantly, teachers and students to co-construct models that become modular building blocks for the upcoming year.\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 see a lot of people sitting in district or state offices drawing up plans in their heads,” said \u003ca href=\"https://cmsw.mit.edu/profile/justin-reich/\">Justin Reich\u003c/a>, director of the MIT Teaching Systems Lab and the lead author of the report. “Part of what we're trying to say is, no, if you want to have really good plans, you need to get the people who are closest to the most vital experiences in classrooms involved in the design process, particularly students. Adults know all kinds of things about how schools operate, but there's only one generation of American kids who have gone to school during a pandemic.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The approach is grounded in a handful of core concepts, including the premise that complexity and uncertainty are best tackled with modular and adaptable systems. To achieve this, schools can make room for trial and error experimentation and foster a culture of design and innovation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You don’t know exactly what is going to work,” according to the report. “Nor is it clear that what works in one context will work in another. You want to let people closest to the ground innovate and then make sensible adaptations as they see what is working.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These localized efforts are developed under “tentpoles,” or core organizational values to ensure that all the moving parts are working in concert towards common goals. Culture, infrastructure and demographics differ from school to school, and this agile design system can generate solutions that are tailored to each institution’s unique needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Voice to Marie Kondo School Priorities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, Reich and Mehta, his former professor at Harvard, exchanged concerns about schooling and decided to do something about it. They formulated a hybrid charrette framework to digest the views of diverse stakeholders through a format that is both accessible and easily implemented.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, they hosted three charrettes in the spring where participants with a variety of roles and backgrounds were invited to collaboratively generate ideas for the new school year. In one preliminary task, they were asked to write short diary entries from the point of view of a student or a teacher one month into the next school year. These first person accounts leveraged storytelling as a means to explore and concretize possibility spaces. Some proposals that emerged included \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56278/how-teacher-looping-can-ease-the-learning-disruptions-caused-by-coronavirus\">\u003cspan style=\"font-weight: 400\">teacher looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/17/878205853/5-radical-schooling-ideas-for-an-uncertain-fall-and-beyond\">\u003cspan style=\"font-weight: 400\">microschooling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, trading student contact time for teacher collaboration time, and increasing attention to vulnerable students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A fourth charrette was modified to accomodate a group of fifteen Grade 8 students from Neema Avashia’s civics class at the John W. McCormack School in Boston.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1262808324237598720"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The voices of young people have not really been acknowledged in the policy conversation, and so we decided to run the design charrette with kids, and it was awesome,” said Avashia. “They were able to speak from their experience and not get bogged down by questions of budget or politics or logistics, but just express what's worked for then, what's been hard for them, and what could be done differently in September.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The session was documented by a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">sketchnote artist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while Avashia’s students reflected on their needs and what schools might do without in September. However the new year looks, schools will operate with significant constraints, so it is vital to reduce clutter and identify what is essential, a process the researchers playfully refer to as \u003c/span>\u003ca href=\"https://www.shankerinstitute.org/blog/marie-kondo-curriculum\">\u003cspan style=\"font-weight: 400\">”Marie Kondo-ing” priorities and curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich emphasizes that curricular efficiency does not mean concentrating on core standards but, as expressed by student voice, nourishing values like relationships and engagement through opportunities for art, recreation and social connections. For example, some students proposed eSports recreation leagues with blended teacher and student teams; others imagined hosting classes on Minecraft and Fortnite; some students proposed designating home as the place for curriculum, and school as the place for relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are all these great ideas to consider, but if people can only do one thing, it would be to run their own charrette,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Values Eat Logistics For Breakfast\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A pillar of the charrette protocol is to prioritize values over logistics. Early on, participants are asked to identify core values such as relationships, flexibility and an emphasis on social justice. Values are the broth of school culture and should define how schools are structured, rather than the reverse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a lot of discussion about how to space the students, which days students will go to school, how to transport students to school, and so forth,” states the report. “These are important discussions and we do not want to minimize the importance of keeping students safe. But if they are not grounded in values or principles about what we want for students and what produces good educational experiences, then they are not likely to work or achieve their best results.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building around core values puts the student at the centre of the experience, which can be particularly beneficial for kids who are underserved or struggling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you aren't leading with your values, you're leading with politics and you're leading with things that don't acknowledge what kids just went through,” said Avashia. “A lot of my kids have already experienced different kinds of trauma and now we have this collective trauma. We need them to have a strong relationship with an adult who can really help them re-engage with learning and with school. If we started with values, that's where it would lead us, but because we're starting with logistics we're going to end up creating learning environments where kids can't learn because they don’t feel safe.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>From Ownership to Equity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrette design protocols generate ideas from those who stand to be most impacted by decisions in regard to pandemic schooling, but their inclusive design also engenders a sense of ownership and buy-in from students and stakeholders. Otherwise, as the report warns, “people will resent what they perceive as constraints imposed from above, whereas they tend to \u003c/span>\u003ca href=\"https://www.margaretwheatley.com/articles/life.html\">\u003cspan style=\"font-weight: 400\">own what they create\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's more likely that if young people feel like they have voice and ownership and are part of the process of reopening and recreating schools, that they will be more likely to be excited to participate in them,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, the sense of ownership produced through participatory design can help engage underserved students. The report underscores that involving diverse learners in design and decision-making is fundamental for establishing genuine equity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We tend not to think about disadvantaged students as if they had agency and thoughts of their own,” said Mehta. “So the more that you design with such students, the more likely the solutions that you're going to devise are going to be the kinds of solutions that are going to work for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">One of the major themes that percolated from the spring sessions is the need for a liberatory approach to equity, which not only encourages academic success for students of color and underserved youth but, as the report recommends, it also involves a need to unpack “existing systems, structures, processes, pedagogies, and culture to see how they can be made more equitable.”\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 should be thinking how to create strong mechanisms to engage all kids in learning and really prioritize our most vulnerable kids and our most disengaged kids as the people who we need to listen to the most if we really want learning to work for everybody,” said Avashia. “Then my job – our job – is to figure out how to take those needs that kids are identifying and make them real.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans","authors":["11107"],"categories":["mindshift_20523","mindshift_21358"],"tags":["mindshift_21365","mindshift_21344","mindshift_21343","mindshift_939","mindshift_358","mindshift_20701","mindshift_819","mindshift_556","mindshift_21069","mindshift_21361","mindshift_21359","mindshift_943"],"featImg":"mindshift_56310","label":"mindshift"},"mindshift_55231":{"type":"posts","id":"mindshift_55231","meta":{"index":"posts_1591205157","site":"mindshift","id":"55231","score":null,"sort":[1579850819000]},"guestAuthors":[],"slug":"how-slow-looking-can-help-students-develop-skills-across-disciplines","title":"How 'Slow Looking' Can Help Students Develop Skills Across Disciplines","publishDate":1579850819,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Eight seconds — that’s the latest \u003ca href=\"https://www.nytimes.com/2016/01/22/opinion/the-eight-second-attention-span.html\">estimate\u003c/a> of the length of the human attention span. The push to \u003ca href=\"http://www.ascd.org/publications/educational-leadership/feb08/vol65/num05/Cover-the-Material%E2%80%94Or-Teach-Students-to-Think%C2%A2.aspx\">cover more material\u003c/a> in the same amount of classroom time also provides a challenge, especially when teachers are told that the skills (like critical thinking and creativity) their students \u003ca href=\"https://learningpolicyinstitute.org/topic/deeper-learning\">will need\u003c/a> in order to compete in the 21st century are ones that take time to develop. For educators working with a new generation \u003ca href=\"https://www.forbes.com/sites/julianvigo/2019/08/31/generation-z-and-new-technologys-effect-on-culture/#4b9552615c2a\">raised\u003c/a> in a world of rapid information exchange, it may seem difficult to hold students’ attention when it comes time for extended observation.\u003c/p>\n\u003cp>As an antidote, Project Zero researcher \u003ca href=\"https://www.gse.harvard.edu/faculty/shari-tishman\">Shari Tishman\u003c/a> offers “\u003ca href=\"http://www.pz.harvard.edu/resources/slow-looking-the-art-and-practice-of-learning-through-observation\">slow looking\u003c/a>\" — the practice of observing detail over time to move beyond a first impression and create a more immersive experience with a text, an idea, a piece of art, or any other kind of object. It’s a practice that clears a space for students to hold and appreciate the richness of the world we live in.\u003c/p>\n\u003ch2>How \"Slow Looking\" Can Support Students\u003c/h2>\n\u003ch2>Slow looking helps students navigate complex systems and build connections\u003c/h2>\n\u003cp>\u003ci>Activity: Take something apart, whether it’s a physical object or an idea like “family.” What are the different components and how do they function together?\u003c/i>\u003c/p>\n\u003cp>“Looking at physical or conceptual systems and how they’re put together and how they can be taken apart is a powerful strategy for close looking,” says Tishman, the author of \u003ca href=\"http://www.pz.harvard.edu/resources/slow-looking-the-art-and-practice-of-learning-through-observation\">\u003cem>Slow Looking: The Art and Practice of Learning Through Observation\u003c/em>\u003c/a>. Tishman has her graduate students take apart everyday objects in small groups, think about the purpose of the different parts, and make an inventory of the pieces they find. In this activity, students develop an appreciation for complexity and how small pieces can come together to form a larger whole — and in turn, can inspire students to use what they know to design new systems.\u003c/p>\n\u003ch2>Slow looking fuels empathy and self-awareness\u003c/h2>\n\u003cp>\u003ci>Activity:\u003c/i> \u003ci>Change your vantage point. That might mean looking with the naked eye and then through a microscope, asking students to think about what a glass of water might look like to an ant, or examining eating utensils from around the world.\u003c/i>\u003c/p>\n\u003cp>“When you look for a while, you become aware of how a thing might look to somebody else; you also become aware of your own lens,” says Tishman. Through slow looking, “students come to an understanding of the multi-perspectival nature of knowing things in our world.” Slow looking allows students to understand how they see something through their own lens — and opens them up to how others in the world and in the classroom may see the same object or idea differently. It also provides a space for them to notice the commonalities in different perspectives.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003ch2>Students can build off the ideas of others and think together\u003c/h2>\n\u003cp>\u003ci>Activity: Have the class look at an object or image. Go around and have students each say one thing they notice about that object. They can’t repeat, but they can add on to what a classmate has said. Reflect on what students have picked up on: What’s the same or different? What questions do they have?\u003c/i>\u003c/p>\n\u003cp>“Many of the slow looking experiences are really powerful when they’re done in groups because it builds on the excitement that gets generated when it’s your turn or you hear what other people have to say,” Tishman says. Often, a member of the community will share something that will spark new thinking or bring eyes to something other people may not have picked up on originally.\u003c/p>\n\u003ch2>Students learn to describe in detail\u003c/h2>\n\u003cp>\u003ci>Activity: Descriptions don’t just have to be written. Have your students draw something multiple times. What did they notice the first time? Was there something they picked up on the second time? What did they notice as they kept studying the object?\u003c/i>\u003c/p>\n\u003cp>“Sometimes, slow looking can take the form of finding more and more things to notice,” Tishman says. “You might look for things that come forward across time. Notice what strikes you as obvious, your first impression, what’s hidden, what you can discover.” While instructors may often ask students to write down these observations, drawing can provide the same kinds of meaningful insights, especially if you emphasize that the point of the activity isn’t to draw an accurate picture, it’s to notice more detail. You may even ask students to turn their drawings into a written piece that includes the same level of detail as the drawing.\u003c/p>\n\u003cp>\u003cem>This post originally appeared in \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"The practice of observing detail over time, analyzing deeply and applying different perspectives helps students appreciate the richness of the world we live in.","status":"publish","parent":0,"modified":1579850819,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":835},"headData":{"title":"How 'Slow Looking' Can Help Students Develop Skills Across Disciplines | KQED","description":"The practice of observing detail over time, analyzing deeply and applying different perspectives helps students appreciate the richness of the world we live in.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55231 https://ww2.kqed.org/mindshift/?p=55231","disqusUrl":"https://ww2.kqed.org/mindshift/2020/01/23/how-slow-looking-can-help-students-develop-skills-across-disciplines/","disqusTitle":"How 'Slow Looking' Can Help Students Develop Skills Across Disciplines","nprByline":"\u003ca href=\"https://www.gse.harvard.edu/\">Emily Boudreau, Usable Knowledge\u003c/a>","path":"/mindshift/55231/how-slow-looking-can-help-students-develop-skills-across-disciplines","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Eight seconds — that’s the latest \u003ca href=\"https://www.nytimes.com/2016/01/22/opinion/the-eight-second-attention-span.html\">estimate\u003c/a> of the length of the human attention span. The push to \u003ca href=\"http://www.ascd.org/publications/educational-leadership/feb08/vol65/num05/Cover-the-Material%E2%80%94Or-Teach-Students-to-Think%C2%A2.aspx\">cover more material\u003c/a> in the same amount of classroom time also provides a challenge, especially when teachers are told that the skills (like critical thinking and creativity) their students \u003ca href=\"https://learningpolicyinstitute.org/topic/deeper-learning\">will need\u003c/a> in order to compete in the 21st century are ones that take time to develop. For educators working with a new generation \u003ca href=\"https://www.forbes.com/sites/julianvigo/2019/08/31/generation-z-and-new-technologys-effect-on-culture/#4b9552615c2a\">raised\u003c/a> in a world of rapid information exchange, it may seem difficult to hold students’ attention when it comes time for extended observation.\u003c/p>\n\u003cp>As an antidote, Project Zero researcher \u003ca href=\"https://www.gse.harvard.edu/faculty/shari-tishman\">Shari Tishman\u003c/a> offers “\u003ca href=\"http://www.pz.harvard.edu/resources/slow-looking-the-art-and-practice-of-learning-through-observation\">slow looking\u003c/a>\" — the practice of observing detail over time to move beyond a first impression and create a more immersive experience with a text, an idea, a piece of art, or any other kind of object. It’s a practice that clears a space for students to hold and appreciate the richness of the world we live in.\u003c/p>\n\u003ch2>How \"Slow Looking\" Can Support Students\u003c/h2>\n\u003ch2>Slow looking helps students navigate complex systems and build connections\u003c/h2>\n\u003cp>\u003ci>Activity: Take something apart, whether it’s a physical object or an idea like “family.” What are the different components and how do they function together?\u003c/i>\u003c/p>\n\u003cp>“Looking at physical or conceptual systems and how they’re put together and how they can be taken apart is a powerful strategy for close looking,” says Tishman, the author of \u003ca href=\"http://www.pz.harvard.edu/resources/slow-looking-the-art-and-practice-of-learning-through-observation\">\u003cem>Slow Looking: The Art and Practice of Learning Through Observation\u003c/em>\u003c/a>. Tishman has her graduate students take apart everyday objects in small groups, think about the purpose of the different parts, and make an inventory of the pieces they find. In this activity, students develop an appreciation for complexity and how small pieces can come together to form a larger whole — and in turn, can inspire students to use what they know to design new systems.\u003c/p>\n\u003ch2>Slow looking fuels empathy and self-awareness\u003c/h2>\n\u003cp>\u003ci>Activity:\u003c/i> \u003ci>Change your vantage point. That might mean looking with the naked eye and then through a microscope, asking students to think about what a glass of water might look like to an ant, or examining eating utensils from around the world.\u003c/i>\u003c/p>\n\u003cp>“When you look for a while, you become aware of how a thing might look to somebody else; you also become aware of your own lens,” says Tishman. Through slow looking, “students come to an understanding of the multi-perspectival nature of knowing things in our world.” Slow looking allows students to understand how they see something through their own lens — and opens them up to how others in the world and in the classroom may see the same object or idea differently. It also provides a space for them to notice the commonalities in different perspectives.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003ch2>Students can build off the ideas of others and think together\u003c/h2>\n\u003cp>\u003ci>Activity: Have the class look at an object or image. Go around and have students each say one thing they notice about that object. They can’t repeat, but they can add on to what a classmate has said. Reflect on what students have picked up on: What’s the same or different? What questions do they have?\u003c/i>\u003c/p>\n\u003cp>“Many of the slow looking experiences are really powerful when they’re done in groups because it builds on the excitement that gets generated when it’s your turn or you hear what other people have to say,” Tishman says. Often, a member of the community will share something that will spark new thinking or bring eyes to something other people may not have picked up on originally.\u003c/p>\n\u003ch2>Students learn to describe in detail\u003c/h2>\n\u003cp>\u003ci>Activity: Descriptions don’t just have to be written. Have your students draw something multiple times. What did they notice the first time? Was there something they picked up on the second time? What did they notice as they kept studying the object?\u003c/i>\u003c/p>\n\u003cp>“Sometimes, slow looking can take the form of finding more and more things to notice,” Tishman says. “You might look for things that come forward across time. Notice what strikes you as obvious, your first impression, what’s hidden, what you can discover.” While instructors may often ask students to write down these observations, drawing can provide the same kinds of meaningful insights, especially if you emphasize that the point of the activity isn’t to draw an accurate picture, it’s to notice more detail. You may even ask students to turn their drawings into a written piece that includes the same level of detail as the drawing.\u003c/p>\n\u003cp>\u003cem>This post originally appeared in \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55231/how-slow-looking-can-help-students-develop-skills-across-disciplines","authors":["byline_mindshift_55231"],"categories":["mindshift_193"],"tags":["mindshift_939","mindshift_20784","mindshift_1040","mindshift_819","mindshift_967","mindshift_20727","mindshift_21327"],"featImg":"mindshift_55236","label":"mindshift"},"mindshift_55052":{"type":"posts","id":"mindshift_55052","meta":{"index":"posts_1591205157","site":"mindshift","id":"55052","score":null,"sort":[1576481265000]},"guestAuthors":[],"slug":"six-thinking-scaffolds-that-can-move-students-toward-deeper-levels-of-understanding","title":"Six Thinking Scaffolds That Can Move Students Toward Deeper Levels of Understanding","publishDate":1576481265,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"field field-name-field-sub-headline field-type-text field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv>In the field of instructional design, experts have \u003ca id=\"E191\" href=\"https://stanfordreview.org/the-debate-within-the-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">debated\u003c/a> whether student-led, problem-based approaches — what researchers call “constructivist” approaches — work. In a new study, cognitive scientist \u003ca id=\"E200\" href=\"https://www.gse.harvard.edu/faculty/tina-grotzer\" target=\"_blank\" rel=\"noopener noreferrer\">Tina Grotzer\u003c/a> and her research partners found further evidence of the \u003ca id=\"E206\" href=\"https://eric.ed.gov/?id=EJ732415\" target=\"_blank\" rel=\"noopener noreferrer\">effectiveness\u003c/a> of structured problem-based learning, in which educators can support students in moving from novice toward expert-level understanding.\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cp id=\"E218\">Grotzer and a team (Nancy Oriol, Stephanie Kang, Colby Moore Reilly, and Julie Joyal) looked at the \u003ca id=\"E229\" href=\"http://hmsmedscience.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Harvard Medical School MEDscience\u003c/a> curriculum, founded by Oriol, that uses technology-mediated, problem-based learning simulations to enrich the experience of high school biology students.\u003c/p>\n\u003cp id=\"E248\">\u003ca id=\"E249\" href=\"https://www.gse.harvard.edu/news/everyday-heroes-julie-joyal-mowschenson-edm08\" target=\"_blank\" rel=\"noopener noreferrer\">Joyal\u003c/a> — executive director for MEDscience — and the team noticed that as their problem-based curriculum progressed, students changed the way they approached problems. Rather than waiting for the teacher to give them answers, they made hypotheses based on existing knowledge, discussed their thoughts with their teams, and took risks — all signs of deeper-level \u003ca id=\"E264\" href=\"https://www.gse.harvard.edu/news/uk/19/04/teaching-deeper-learning\" target=\"_blank\" rel=\"noopener noreferrer\">learning\u003c/a>.\u003c/p>\n\u003cp id=\"E267\">To study this shift in classroom behavior, Joyal, \u003ca href=\"http://hmsmedscience.org/our-team\">Moore Reilly\u003c/a>, and Grotzer used a sample of 21 students from a range of public and private schools in the Boston. The research team \u003ca id=\"E277\" href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/bjet.12843\" target=\"_blank\" rel=\"noopener noreferrer\">found\u003c/a> that the thinking scaffolds — the prompts and support instructors used to guide students through the curriculum and activities — were instrumental in generating a shift towards more expert-level reasoning.\u003c/p>\n\u003cp id=\"E291\">“We know that experts pay attention to a very different set of patterns than novices often do. Novices get caught up in the surface features and can’t necessarily see the deep principles,” Grotzer says. “It’s really important to think what kind of scaffolding helps people take steps towards greater expertise in their thinking and reasoning.”\u003c/p>\n\u003ch3>Taking Students from Novice to Expert\u003c/h3>\n\u003cp>Here are some takeaways from the study that can be used by educators to help move their students from novice to expert level:\u003c/p>\n\u003cp>\u003cstrong>Prompt students to include context: \u003c/strong>Ask questions that prompt students to include what they know already and emphasize the need to seek out further information or clarification. Get them to take a step back from the problem at hand and make connections. “Having students pause to think about the context of the problem — what they already know about it, what questions they have, and with humility, to consider what they don’t know — helps them to be open to other patterns and possibilities,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: What information led you to that conclusion? Is there anything that you don’t know yet or that you can wonder about?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Ask open-ended questions: \u003c/strong>Guide students to reconsider an idea without explicitly correcting them. Generic probes work well but more targeted questions also work. “Students are solving [open-ended] problems the moment they come in [to the MedScience simulation space], and I will say that can be a little uncomfortable at first. It’s stressful being in this situation. But there’s research that [essentially] says if you keep kids on their toes, the information becomes sticky and much more retainable,” Joyal says.\u003c/p>\n\u003cp>\u003cem>Try: What do you mean? Can you say more about that?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Help students transfer knowledge and experience: \u003c/strong>Have students think back to past experiences and information sources like classroom learning. Also encourage them to consider what is happening in the present moment. “[This is a] pedagogical move that says all of the information and experience you have is useful and you can bring it bear,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: Is there anything that you already understand that might help you here? \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Leave room for student ownership:\u003c/strong> Signal that the choices students make are up to them — the role of the teacher is not to make decisions about what to do next or execute. “Instructors model for students what an expert does but not in a way that takes over,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: That’s up to you. I don’t know the patient. How are you going to handle that?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Invite and manage risk: \u003c/strong>Allow students to take risks by not immediately dismissing “wrong” answers. This fosters a strong classroom culture where students are willing to try new methods. “When the kids walk in, we tell them ‘This is Harvard Medical School and we have rules. The rules are there are no wrong answers, there’s no raising your hand, and if you have a thought, you’re going to say it out loud,’” Joyal says, noting that these rules set the tone for the learning environment.\u003c/p>\n\u003cp>\u003cem>Try: That’s a good idea worthy of further discussion.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Encourage reflection:\u003c/strong> Students need to be reminded that they are not just participants but also learners in this process. “Leaving time for a debrief at the end of each class allows the group to circle back to questions from the class introduction and go deeper,” Says Moore Reilly. Instructors can ask students about their performance, thought process, the outcomes, and their feelings.\u003c/p>\n\u003cp>\u003cem>Try: How did it go for your team? How are you managing your learning?\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"A change in a prompt can influence how a student responds thinks. A study found that using a problem-based curriculum can help students develop their own hypotheses and take risks — all signs of deeper-level learning.","status":"publish","parent":0,"modified":1576481265,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":884},"headData":{"title":"Six Thinking Scaffolds That Can Move Students Toward Deeper Levels of Understanding | KQED","description":"A change in a prompt can influence how a student responds thinks. A study found that using a problem-based curriculum can help students develop their own hypotheses and take risks — all signs of deeper-level learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55052 https://ww2.kqed.org/mindshift/?p=55052","disqusUrl":"https://ww2.kqed.org/mindshift/2019/12/15/six-thinking-scaffolds-that-can-move-students-toward-deeper-levels-of-understanding/","disqusTitle":"Six Thinking Scaffolds That Can Move Students Toward Deeper Levels of Understanding","nprByline":"\u003ca href=\"https://www.gse.harvard.edu/news/uk/19/12/novice-expert-shift\">Emily Boudreau, Usable Knowledge\u003c/a>","path":"/mindshift/55052/six-thinking-scaffolds-that-can-move-students-toward-deeper-levels-of-understanding","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"field field-name-field-sub-headline field-type-text field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv>In the field of instructional design, experts have \u003ca id=\"E191\" href=\"https://stanfordreview.org/the-debate-within-the-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">debated\u003c/a> whether student-led, problem-based approaches — what researchers call “constructivist” approaches — work. In a new study, cognitive scientist \u003ca id=\"E200\" href=\"https://www.gse.harvard.edu/faculty/tina-grotzer\" target=\"_blank\" rel=\"noopener noreferrer\">Tina Grotzer\u003c/a> and her research partners found further evidence of the \u003ca id=\"E206\" href=\"https://eric.ed.gov/?id=EJ732415\" target=\"_blank\" rel=\"noopener noreferrer\">effectiveness\u003c/a> of structured problem-based learning, in which educators can support students in moving from novice toward expert-level understanding.\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cp id=\"E218\">Grotzer and a team (Nancy Oriol, Stephanie Kang, Colby Moore Reilly, and Julie Joyal) looked at the \u003ca id=\"E229\" href=\"http://hmsmedscience.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Harvard Medical School MEDscience\u003c/a> curriculum, founded by Oriol, that uses technology-mediated, problem-based learning simulations to enrich the experience of high school biology students.\u003c/p>\n\u003cp id=\"E248\">\u003ca id=\"E249\" href=\"https://www.gse.harvard.edu/news/everyday-heroes-julie-joyal-mowschenson-edm08\" target=\"_blank\" rel=\"noopener noreferrer\">Joyal\u003c/a> — executive director for MEDscience — and the team noticed that as their problem-based curriculum progressed, students changed the way they approached problems. Rather than waiting for the teacher to give them answers, they made hypotheses based on existing knowledge, discussed their thoughts with their teams, and took risks — all signs of deeper-level \u003ca id=\"E264\" href=\"https://www.gse.harvard.edu/news/uk/19/04/teaching-deeper-learning\" target=\"_blank\" rel=\"noopener noreferrer\">learning\u003c/a>.\u003c/p>\n\u003cp id=\"E267\">To study this shift in classroom behavior, Joyal, \u003ca href=\"http://hmsmedscience.org/our-team\">Moore Reilly\u003c/a>, and Grotzer used a sample of 21 students from a range of public and private schools in the Boston. The research team \u003ca id=\"E277\" href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/bjet.12843\" target=\"_blank\" rel=\"noopener noreferrer\">found\u003c/a> that the thinking scaffolds — the prompts and support instructors used to guide students through the curriculum and activities — were instrumental in generating a shift towards more expert-level reasoning.\u003c/p>\n\u003cp id=\"E291\">“We know that experts pay attention to a very different set of patterns than novices often do. Novices get caught up in the surface features and can’t necessarily see the deep principles,” Grotzer says. “It’s really important to think what kind of scaffolding helps people take steps towards greater expertise in their thinking and reasoning.”\u003c/p>\n\u003ch3>Taking Students from Novice to Expert\u003c/h3>\n\u003cp>Here are some takeaways from the study that can be used by educators to help move their students from novice to expert level:\u003c/p>\n\u003cp>\u003cstrong>Prompt students to include context: \u003c/strong>Ask questions that prompt students to include what they know already and emphasize the need to seek out further information or clarification. Get them to take a step back from the problem at hand and make connections. “Having students pause to think about the context of the problem — what they already know about it, what questions they have, and with humility, to consider what they don’t know — helps them to be open to other patterns and possibilities,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: What information led you to that conclusion? Is there anything that you don’t know yet or that you can wonder about?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Ask open-ended questions: \u003c/strong>Guide students to reconsider an idea without explicitly correcting them. Generic probes work well but more targeted questions also work. “Students are solving [open-ended] problems the moment they come in [to the MedScience simulation space], and I will say that can be a little uncomfortable at first. It’s stressful being in this situation. But there’s research that [essentially] says if you keep kids on their toes, the information becomes sticky and much more retainable,” Joyal says.\u003c/p>\n\u003cp>\u003cem>Try: What do you mean? Can you say more about that?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Help students transfer knowledge and experience: \u003c/strong>Have students think back to past experiences and information sources like classroom learning. Also encourage them to consider what is happening in the present moment. “[This is a] pedagogical move that says all of the information and experience you have is useful and you can bring it bear,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: Is there anything that you already understand that might help you here? \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Leave room for student ownership:\u003c/strong> Signal that the choices students make are up to them — the role of the teacher is not to make decisions about what to do next or execute. “Instructors model for students what an expert does but not in a way that takes over,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: That’s up to you. I don’t know the patient. How are you going to handle that?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Invite and manage risk: \u003c/strong>Allow students to take risks by not immediately dismissing “wrong” answers. This fosters a strong classroom culture where students are willing to try new methods. “When the kids walk in, we tell them ‘This is Harvard Medical School and we have rules. The rules are there are no wrong answers, there’s no raising your hand, and if you have a thought, you’re going to say it out loud,’” Joyal says, noting that these rules set the tone for the learning environment.\u003c/p>\n\u003cp>\u003cem>Try: That’s a good idea worthy of further discussion.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Encourage reflection:\u003c/strong> Students need to be reminded that they are not just participants but also learners in this process. “Leaving time for a debrief at the end of each class allows the group to circle back to questions from the class introduction and go deeper,” Says Moore Reilly. Instructors can ask students about their performance, thought process, the outcomes, and their feelings.\u003c/p>\n\u003cp>\u003cem>Try: How did it go for your team? How are you managing your learning?\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55052/six-thinking-scaffolds-that-can-move-students-toward-deeper-levels-of-understanding","authors":["byline_mindshift_55052"],"categories":["mindshift_193"],"tags":["mindshift_939","mindshift_20784","mindshift_1040","mindshift_797","mindshift_20703","mindshift_21320","mindshift_20690"],"featImg":"mindshift_55056","label":"mindshift"},"mindshift_54461":{"type":"posts","id":"mindshift_54461","meta":{"index":"posts_1591205157","site":"mindshift","id":"54461","score":null,"sort":[1569477012000]},"guestAuthors":[],"slug":"how-to-bring-authenticity-to-learning-that-happens-in-school","title":"How to Bring Authenticity to Learning that Happens in School","publishDate":1569477012,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This article was originally published on \u003ca href=\"https://www.the74million.org/article/after-school-students-are-playing-the-whole-game-in-activities-from-drama-to-sports-to-debate-backers-of-project-based-learning-ask-why-cant-all-of-education-look-like-th/\" target=\"_blank\" rel=\"noopener\">The74million.org\u003c/a> and is republished here with permission.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Greg Toppo\u003c/strong>\u003c/p>\n\u003cp>In 2013, attorneys at the \u003ca href=\"https://californiainnocenceproject.org/\" target=\"_blank\" rel=\"noopener\">California Innocence Project\u003c/a>, weighed down by a backlog of casework, turned for help to an unusual group: humanities students at High Tech High Chula Vista, a nearby charter school.\u003c/p>\n\u003cp>The students, all juniors, trained on a past case handled by the San Diego nonprofit, which reviews pleas from prisoners who maintain that they’re innocent. Then, in teams of three or four, the \u003ca href=\"https://www.hightechhigh.org/hthcv/project/xonr8/\" target=\"_blank\" rel=\"noopener\">students reviewed prisoners’ files\u003c/a> and ultimately presented them to Innocence Project attorneys, with a recommendation to either champion a prisoner’s case or take a pass.\u003c/p>\n\u003cp>The project lives on with a new group of students each year, buoyed by a strain of progressive education philosophy that says students learn best with real work that resembles what they will likely encounter outside of school. It has been kicking around K-12 education for decades but has yet to be widely adopted. In recent years, however, the idea has quietly gained ground as more schools try \u003ca href=\"https://www.kqed.org/mindshift/26038/what-project-based-learning-is-and-isnt\" target=\"_blank\" rel=\"noopener\">project-based learning\u003c/a> and subscribe to a philosophy known as \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\" target=\"_blank\" rel=\"noopener\">“deeper learning.”\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But does it work?\u003c/p>\n\u003cp>Harvard Graduate School of Education professor emeritus \u003ca href=\"https://www.gse.harvard.edu/faculty/david-perkins\" target=\"_blank\" rel=\"noopener\">David Perkins\u003c/a> calls it \u003ca href=\"https://www.gse.harvard.edu/news/uk/09/01/education-bat-seven-principles-educators\" target=\"_blank\" rel=\"noopener\">“playing the whole game.”\u003c/a> He sees it as an \u003ca href=\"http://:%20https://www.the74million.org/article/74-interview-author-and-harvard-scholar-david-perkins-on-what-traditional-classroom-teachers-can-learn-from-science-fairs-backyard-sports-whole-game-learning/\" target=\"_blank\" rel=\"noopener\">alternative to schools’ traditional approach\u003c/a>, which often presents students with atomized, decontextualized pieces of a subject. He conceived of the idea after thinking about the most meaningful experiences he had in high school, which were mostly “outside of the conventional curriculum”: drama, music, science fairs and the like. These and other large-scale endeavors, he said, “seemed more meaningful and I reached out for opportunities.”\u003c/p>\n\u003cp>Laid out most fully in his 2010 book \u003cem>\u003ca href=\"https://www.amazon.com/Making-Learning-Whole-Principles-Transform/dp/0470633719/ref=sr_1_1?keywords=making+learning+whole&qid=1567186274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">Making Learning Whole\u003c/a>\u003c/em>, the idea goes something like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they’ll work harder, learn more and come up with creative applications and solutions that adults couldn’t imagine.\u003c/p>\n\u003cp>Though it has yet to be widely adopted outside of project-based schools, “playing the whole game” has quietly thrived for generations in another context: afterschool activities, from team sports to debate club, drama productions and marching band.\u003c/p>\n\u003cp>[aside label='More on Deeper Learning' link1='https://www.kqed.org/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students,Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning?' link2='https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars,To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars' link3='https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences,Going for Depth: How Schools and Teachers Can Foster Meaningful Learning Experiences']\u003c/p>\n\u003cp>“We know intuitively that when we get really serious about a domain of education, it looks more like this,” said \u003ca href=\"https://twitter.com/jal_mehta\" target=\"_blank\" rel=\"noopener\">Jal Mehta\u003c/a>, also a professor at Harvard’s education school.\u003c/p>\n\u003cp>When students go out for the baseball team, they get an attenuated version of baseball, but they go out each time and play the entire game. “It’s not ‘baseball appreciation,’” Mehta said. Likewise with just about anything that \u003ca href=\"https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars\" target=\"_blank\" rel=\"noopener\">takes place after school\u003c/a>.\u003c/p>\n\u003cp>Afterschool activities also offer a system that supports teachers. Imagine, for instance, a classroom art teacher who wants to mount an exhibition of student artwork. She’d need to figure out how to give students longer blocks of time to complete the pieces, find an exhibition space and arrange it for exhibition night. Finally, she’d need to get people to attend.\u003c/p>\n\u003cp>“Now imagine you’re that same teacher and you’re directing a play after school,” Mehta said. “Basically, you need the same things.” But in most schools, these pieces are already in place: long rehearsal blocks, a dedicated performance space, and the expectation that students will annually mount a version of a big Broadway musical and the community will show up to see it. All of that support, he said, is already built in.\u003c/p>\n\u003cp>“The question we should ask ourselves is: If that’s the kind of method we use when we really want someone to learn something, \u003ca href=\"https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences\" target=\"_blank\" rel=\"noopener\">why don’t we use those methods the rest of the time\u003c/a>, for the rest of the students?” Mehta said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/chrislehmann?lang=en\" target=\"_blank\" rel=\"noopener\">Chris Lehmann\u003c/a>, principal and co-founder of \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\" rel=\"noopener\">Science Leadership Academy\u003c/a>, a small public high school at the edge of Philadelphia’s Center City neighborhood, said afterschool experiences have another plus: They have student choice “baked-in.”\u003c/p>\n\u003cp>“You’re getting the kids somewhere they want to be,” he said, “so you already have an advantage there.” These experiences are also usually built around a performance of some sort, with a natural structure, deadline and audience.\u003c/p>\n\u003cp>[pullquote size='medium' align='left' citation='Sarah Fine, director of High Tech High's graduate teaching apprenticeship']Ultimately, school is a contrived situation. There’s no way around that.'[/pullquote]\u003c/p>\n\u003cp>Mehta said the best examples he has seen during the school day are in science classes. In one school, instead of “imbibing scientific knowledge that was discovered long ago by famous scientists,” sophomores learned about the scientific method and designed rudimentary experiments — he remembers one that asked whether studying while listening to music through earbuds produced better or worse results.\u003c/p>\n\u003cp>“That’s not an earth-shattering question, but it’s a real question,” he said. In the process, students learned how to develop a hypothesis, gather data, review the literature and write up their results. By 11th or 12th grade, they were doing more advanced work, including partnering with nearby labs, he said. But students credited the sophomore-year course with getting them excited about — and familiar with — experimentation. “It was the place where they really learned how to do science,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/sarahmfine?lang=en\" target=\"_blank\" rel=\"noopener\">Sarah Fine\u003c/a>, who directs High Tech High’s graduate teaching apprenticeship and who last spring \u003ca href=\"https://www.amazon.com/Search-Deeper-Learning-Remake-American/dp/0674988396/ref=sr_1_1?keywords=in+search+of+deeper+learning&qid=1567183274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">co-authored a book about deeper learning\u003c/a> with Mehta, said the larger goal of “playing the whole game” is a kind of \u003ca href=\"https://www.kqed.org/mindshift/45691/why-discipline-should-be-aligned-with-a-schools-learning-philosophy\" target=\"_blank\" rel=\"noopener\">authenticity that often eludes students\u003c/a>, especially in high school. “Ultimately, school is a contrived situation. There’s no way around that,” she said.\u003c/p>\n\u003cp>Fine recalled a student once saying to her, “‘Ms. Fine — school is just fake.’ He’s right — school is fake. We are designing experiences for the sake of kids’ learning.”\u003c/p>\n\u003cp>Yet the goal of the Innocence Project work isn’t necessarily to make students into lawyers. It’s to give them the sense that there’s “some professional domain that has rules and rhythms to it,” as well as a base of knowledge, she said. “It just has to feel real enough to kids — it has to be resonant enough with the real world that it compels them to feel like it’s worth engaging with.”\u003c/p>\n\u003cp>The students who reviewed prisoners’ cases “talked about feeling like they sort of had people’s lives in their hands,” Fine said. “And that is not a feeling they’d ever had in school before, that something they were doing had real consequences for people beyond themselves.”\u003c/p>\n\u003cp>Rebecca Jimenez, 18, who graduated last fall from High Tech High Chula Vista, said the Innocence Project gave her a sense of working on “an important cause.”\u003c/p>\n\u003cp>The more research she did on each prisoner’s plea, the more engrossed she became. “I wanted to keep reading and understand the person’s story,” she said. Eventually, she and her classmates would research a case that resulted in a judge throwing out a 20-year-old murder conviction and handing down new charges against the suspect’s nephew.\u003c/p>\n\u003cp>\u003cstrong>Novices vs. experts\u003c/strong>\u003c/p>\n\u003cp>One important aspect of “playing the whole game,” Mehta said, is interacting with professionals in the real world. “If you do an architecture project and you have real architects examining your work, that’s project-based learning. But it’s really powerful project-based learning because you’re not only showing students something about architecture. It gives them a conception: ‘I could be an architect.’”\u003c/p>\n\u003cp>But \u003ca href=\"https://www.brookings.edu/author/tom-loveless/\" target=\"_blank\" rel=\"noopener\">Tom Loveless\u003c/a>, a California-based education researcher and former director of the Brookings Institution’s Brown Center on Education Policy, advises caution. “Generally speaking, I think we should be skeptical of the whole idea,” he said.\u003c/p>\n\u003cp>For one thing, playing the whole game confuses novices with experts. “A novice can’t ‘play the whole game’ because a novice doesn’t know the whole game. In order to learn most games, you have to learn the bits and pieces that go into knowing the whole game. And with project-based learning in general, the idea is that you’re giving kids projects to do in order to learn about a particular topic.”\u003c/p>\n\u003cp>That’s a mistake, Loveless said, since students typically require “a tremendous amount of background knowledge” before they can execute a respectable project on, say, World War I. Without deep background knowledge, he said, “you have a lot of novice learners kind of sharing their ignorance and having a shared experience out of their ignorance — and there’s no guarantee … that they’re necessarily going to gain knowledge, because you’ve left all that in the hands of the students themselves.”\u003c/p>\n\u003cp>Harvard’s Mehta said “playing the whole game” actually demands more of teachers, implicitly asking them to not just be familiar with a subject but to remain, in a sense, practitioners. Just as we’d expect a good drama director to direct community theater on weekends, so do these schools expect the same of subject-matter teachers: English teachers who publish poetry or novels, or art teachers who sell their paintings, and so on.\u003c/p>\n\u003cp>Loveless said he hasn’t seen good evidence that students will necessarily enjoy school more if it’s inquiry-based. “It could be that exactly the opposite is true. It could be that actually what kids like is a lot of structure to the presentation of learning. They like the teacher taking responsibility for that.”\u003c/p>\n\u003cp>A bigger problem, he said, may be that because project-based learning tends to minimize the importance of prior knowledge, “playing the whole game” might work better in wealthy areas or in private schools, where students arrive with a measure of background knowledge about, for instance, World War I or how defense attorneys work. Elsewhere, it’s a riskier strategy.\u003c/p>\n\u003cp>SLA’s Lehmann would disagree. His school boasts that it draws students from every zip code in Philadelphia, and he can easily bring to mind the challenges that his students — past and present — bring the day they set foot on campus as freshmen.\u003c/p>\n\u003cp>A \u003ca href=\"https://eric.ed.gov/?id=ED578933\" target=\"_blank\" rel=\"noopener\">2016 meta-review\u003c/a> was cautiously optimistic about project-based learning, saying the evidence for its effectiveness is “promising but not proven.”\u003c/p>\n\u003cp>Ron Berger of \u003ca href=\"https://eleducation.org/\" target=\"_blank\" rel=\"noopener\">EL Education\u003c/a>, a Massachusetts-based advocacy group for project-based learning, pointed to a \u003ca href=\"https://www.air.org/sites/default/files/Deeper-Learning-Summary-Updated-August-2016.pdf\" target=\"_blank\" rel=\"noopener\">2016 study by the American Institutes for Research\u003c/a> that found that students in high schools that subscribed to “deeper learning” were slightly more likely to attend college — about 53 percent, versus 50 percent in other high schools. AIR also found that 22 percent of students at “deeper learning” schools enrolled in four-year colleges, compared with 18 percent for their peers elsewhere.\u003c/p>\n\u003cp>But the schools had little to show in terms of college retention — in both “deeper learning” schools and others, only 62 percent of alumni remained enrolled in college for at least three consecutive terms; about half enrolled for at least four consecutive terms.\u003c/p>\n\u003cp>Berger said the modest college-going results shouldn’t be the final word on these schools’ success. For one thing, he said, \u003ca href=\"https://www.kqed.org/mindshift/45075/why-the-language-we-use-about-learning-determines-inclusivity\" target=\"_blank\" rel=\"noopener\">many of them are works in progress\u003c/a>: his nonprofit,\u003ca href=\"https://eleducation.org/who-we-are/history\" target=\"_blank\" rel=\"noopener\"> originally a partnership\u003c/a> between Harvard’s education school and Outward Bound USA, has spent years pushing project-based schools to improve the quality of their projects, requiring field research, participation of outside experts and “an authentic audience,” among other factors. That’s not always a given, he said.\u003c/p>\n\u003cp>Where these conditions persist, Berger said, “the schools feel different,” with students able to articulate what they’re learning and why they’re there.\u003c/p>\n\u003cp>“It’s visceral,” he said. “When you walk into a building and kids are more polite, more mature, engage with you right away and want to tell you about their learning, [they] have a sense of social responsibility — it’s hard to collect quantitative data on this.”\u003c/p>\n\u003cp>\u003cstrong>‘Why do I need to know this?’\u003c/strong>\u003c/p>\n\u003cp>Lehmann, the Philadelphia principal, embodies this attitude perhaps as well as any secondary educator in America. In conversation with his students, he reminds them endlessly about how much they’ve grown and matured since he met them as freshmen. He has become well-known among educators for his head-on challenge to the notion that the job of high school is to get students ready for what comes next.\u003c/p>\n\u003cp>“School shouldn’t be preparation for real life — school should be real life,” he said. “We should ask kids to do real things that matter.”\u003c/p>\n\u003cp>Most significantly, Lehmann asks teachers to rethink the idea that high school is a “moratorium” for young people, a kind of holding pen where they wait out adolescence.\u003c/p>\n\u003cp>“‘Why do I need to know this?’ should be a real question,” he said. “And the answers we should search out for kids should not be ‘someday’ answers — ‘If you want to major in this, you might seek out this information’ — but rather, ‘Why do I need this information now to be a better human being? To effect change in the world?’”\u003c/p>\n\u003cp>For Jimenez, the High Tech High graduate, playing the whole game changed everything. Early in her high school career, she thought she might major in business. “It sounded really cool and had money attached to the name,” she joked.\u003c/p>\n\u003cp>But Jimenez liked the work at the Innocence Project so much she spent the entire month of May 2018 interning there — High Tech High juniors undertake monthlong internships each spring. “During school, if I want to do something, I might as well be doing something that might actually make a change,” she said.\u003c/p>\n\u003cp>Now a freshman at the University of California, Riverside, Jimenez is studying political science and plans to attend law school. A first-generation college-goer, she wants to work someday for the Innocence Project.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It would be great to be back in that environment,” she said.\u003c/p>\n\n","blocks":[],"excerpt":"The argument goes like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they'll work harder, learn more and come up with creative applications and solutions that adults couldn't imagine.","status":"publish","parent":0,"modified":1569477012,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":52,"wordCount":2592},"headData":{"title":"How to Bring Authenticity to Learning that Happens in School | KQED","description":"The argument goes like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they'll work harder, learn more and come up with creative applications and solutions that adults couldn't imagine.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54461 https://ww2.kqed.org/mindshift/?p=54461","disqusUrl":"https://ww2.kqed.org/mindshift/2019/09/25/how-to-bring-authenticity-to-learning-that-happens-in-school/","disqusTitle":"How to Bring Authenticity to Learning that Happens in School","path":"/mindshift/54461/how-to-bring-authenticity-to-learning-that-happens-in-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This article was originally published on \u003ca href=\"https://www.the74million.org/article/after-school-students-are-playing-the-whole-game-in-activities-from-drama-to-sports-to-debate-backers-of-project-based-learning-ask-why-cant-all-of-education-look-like-th/\" target=\"_blank\" rel=\"noopener\">The74million.org\u003c/a> and is republished here with permission.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Greg Toppo\u003c/strong>\u003c/p>\n\u003cp>In 2013, attorneys at the \u003ca href=\"https://californiainnocenceproject.org/\" target=\"_blank\" rel=\"noopener\">California Innocence Project\u003c/a>, weighed down by a backlog of casework, turned for help to an unusual group: humanities students at High Tech High Chula Vista, a nearby charter school.\u003c/p>\n\u003cp>The students, all juniors, trained on a past case handled by the San Diego nonprofit, which reviews pleas from prisoners who maintain that they’re innocent. Then, in teams of three or four, the \u003ca href=\"https://www.hightechhigh.org/hthcv/project/xonr8/\" target=\"_blank\" rel=\"noopener\">students reviewed prisoners’ files\u003c/a> and ultimately presented them to Innocence Project attorneys, with a recommendation to either champion a prisoner’s case or take a pass.\u003c/p>\n\u003cp>The project lives on with a new group of students each year, buoyed by a strain of progressive education philosophy that says students learn best with real work that resembles what they will likely encounter outside of school. It has been kicking around K-12 education for decades but has yet to be widely adopted. In recent years, however, the idea has quietly gained ground as more schools try \u003ca href=\"https://www.kqed.org/mindshift/26038/what-project-based-learning-is-and-isnt\" target=\"_blank\" rel=\"noopener\">project-based learning\u003c/a> and subscribe to a philosophy known as \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\" target=\"_blank\" rel=\"noopener\">“deeper learning.”\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But does it work?\u003c/p>\n\u003cp>Harvard Graduate School of Education professor emeritus \u003ca href=\"https://www.gse.harvard.edu/faculty/david-perkins\" target=\"_blank\" rel=\"noopener\">David Perkins\u003c/a> calls it \u003ca href=\"https://www.gse.harvard.edu/news/uk/09/01/education-bat-seven-principles-educators\" target=\"_blank\" rel=\"noopener\">“playing the whole game.”\u003c/a> He sees it as an \u003ca href=\"http://:%20https://www.the74million.org/article/74-interview-author-and-harvard-scholar-david-perkins-on-what-traditional-classroom-teachers-can-learn-from-science-fairs-backyard-sports-whole-game-learning/\" target=\"_blank\" rel=\"noopener\">alternative to schools’ traditional approach\u003c/a>, which often presents students with atomized, decontextualized pieces of a subject. He conceived of the idea after thinking about the most meaningful experiences he had in high school, which were mostly “outside of the conventional curriculum”: drama, music, science fairs and the like. These and other large-scale endeavors, he said, “seemed more meaningful and I reached out for opportunities.”\u003c/p>\n\u003cp>Laid out most fully in his 2010 book \u003cem>\u003ca href=\"https://www.amazon.com/Making-Learning-Whole-Principles-Transform/dp/0470633719/ref=sr_1_1?keywords=making+learning+whole&qid=1567186274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">Making Learning Whole\u003c/a>\u003c/em>, the idea goes something like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they’ll work harder, learn more and come up with creative applications and solutions that adults couldn’t imagine.\u003c/p>\n\u003cp>Though it has yet to be widely adopted outside of project-based schools, “playing the whole game” has quietly thrived for generations in another context: afterschool activities, from team sports to debate club, drama productions and marching band.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"More on Deeper Learning ","link1":"https://www.kqed.org/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students,Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning?","link2":"https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars,To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars","link3":"https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences,Going for Depth: How Schools and Teachers Can Foster Meaningful Learning Experiences"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We know intuitively that when we get really serious about a domain of education, it looks more like this,” said \u003ca href=\"https://twitter.com/jal_mehta\" target=\"_blank\" rel=\"noopener\">Jal Mehta\u003c/a>, also a professor at Harvard’s education school.\u003c/p>\n\u003cp>When students go out for the baseball team, they get an attenuated version of baseball, but they go out each time and play the entire game. “It’s not ‘baseball appreciation,’” Mehta said. Likewise with just about anything that \u003ca href=\"https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars\" target=\"_blank\" rel=\"noopener\">takes place after school\u003c/a>.\u003c/p>\n\u003cp>Afterschool activities also offer a system that supports teachers. Imagine, for instance, a classroom art teacher who wants to mount an exhibition of student artwork. She’d need to figure out how to give students longer blocks of time to complete the pieces, find an exhibition space and arrange it for exhibition night. Finally, she’d need to get people to attend.\u003c/p>\n\u003cp>“Now imagine you’re that same teacher and you’re directing a play after school,” Mehta said. “Basically, you need the same things.” But in most schools, these pieces are already in place: long rehearsal blocks, a dedicated performance space, and the expectation that students will annually mount a version of a big Broadway musical and the community will show up to see it. All of that support, he said, is already built in.\u003c/p>\n\u003cp>“The question we should ask ourselves is: If that’s the kind of method we use when we really want someone to learn something, \u003ca href=\"https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences\" target=\"_blank\" rel=\"noopener\">why don’t we use those methods the rest of the time\u003c/a>, for the rest of the students?” Mehta said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/chrislehmann?lang=en\" target=\"_blank\" rel=\"noopener\">Chris Lehmann\u003c/a>, principal and co-founder of \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\" rel=\"noopener\">Science Leadership Academy\u003c/a>, a small public high school at the edge of Philadelphia’s Center City neighborhood, said afterschool experiences have another plus: They have student choice “baked-in.”\u003c/p>\n\u003cp>“You’re getting the kids somewhere they want to be,” he said, “so you already have an advantage there.” These experiences are also usually built around a performance of some sort, with a natural structure, deadline and audience.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"Ultimately, school is a contrived situation. There’s no way around that.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"left","label":"citation='Sarah Fine, director of High Tech High's graduate teaching apprenticeship'"},"numeric":["citation='Sarah","Fine,","director","of","High","Tech","High's","graduate","teaching","apprenticeship'"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mehta said the best examples he has seen during the school day are in science classes. In one school, instead of “imbibing scientific knowledge that was discovered long ago by famous scientists,” sophomores learned about the scientific method and designed rudimentary experiments — he remembers one that asked whether studying while listening to music through earbuds produced better or worse results.\u003c/p>\n\u003cp>“That’s not an earth-shattering question, but it’s a real question,” he said. In the process, students learned how to develop a hypothesis, gather data, review the literature and write up their results. By 11th or 12th grade, they were doing more advanced work, including partnering with nearby labs, he said. But students credited the sophomore-year course with getting them excited about — and familiar with — experimentation. “It was the place where they really learned how to do science,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/sarahmfine?lang=en\" target=\"_blank\" rel=\"noopener\">Sarah Fine\u003c/a>, who directs High Tech High’s graduate teaching apprenticeship and who last spring \u003ca href=\"https://www.amazon.com/Search-Deeper-Learning-Remake-American/dp/0674988396/ref=sr_1_1?keywords=in+search+of+deeper+learning&qid=1567183274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">co-authored a book about deeper learning\u003c/a> with Mehta, said the larger goal of “playing the whole game” is a kind of \u003ca href=\"https://www.kqed.org/mindshift/45691/why-discipline-should-be-aligned-with-a-schools-learning-philosophy\" target=\"_blank\" rel=\"noopener\">authenticity that often eludes students\u003c/a>, especially in high school. “Ultimately, school is a contrived situation. There’s no way around that,” she said.\u003c/p>\n\u003cp>Fine recalled a student once saying to her, “‘Ms. Fine — school is just fake.’ He’s right — school is fake. We are designing experiences for the sake of kids’ learning.”\u003c/p>\n\u003cp>Yet the goal of the Innocence Project work isn’t necessarily to make students into lawyers. It’s to give them the sense that there’s “some professional domain that has rules and rhythms to it,” as well as a base of knowledge, she said. “It just has to feel real enough to kids — it has to be resonant enough with the real world that it compels them to feel like it’s worth engaging with.”\u003c/p>\n\u003cp>The students who reviewed prisoners’ cases “talked about feeling like they sort of had people’s lives in their hands,” Fine said. “And that is not a feeling they’d ever had in school before, that something they were doing had real consequences for people beyond themselves.”\u003c/p>\n\u003cp>Rebecca Jimenez, 18, who graduated last fall from High Tech High Chula Vista, said the Innocence Project gave her a sense of working on “an important cause.”\u003c/p>\n\u003cp>The more research she did on each prisoner’s plea, the more engrossed she became. “I wanted to keep reading and understand the person’s story,” she said. Eventually, she and her classmates would research a case that resulted in a judge throwing out a 20-year-old murder conviction and handing down new charges against the suspect’s nephew.\u003c/p>\n\u003cp>\u003cstrong>Novices vs. experts\u003c/strong>\u003c/p>\n\u003cp>One important aspect of “playing the whole game,” Mehta said, is interacting with professionals in the real world. “If you do an architecture project and you have real architects examining your work, that’s project-based learning. But it’s really powerful project-based learning because you’re not only showing students something about architecture. It gives them a conception: ‘I could be an architect.’”\u003c/p>\n\u003cp>But \u003ca href=\"https://www.brookings.edu/author/tom-loveless/\" target=\"_blank\" rel=\"noopener\">Tom Loveless\u003c/a>, a California-based education researcher and former director of the Brookings Institution’s Brown Center on Education Policy, advises caution. “Generally speaking, I think we should be skeptical of the whole idea,” he said.\u003c/p>\n\u003cp>For one thing, playing the whole game confuses novices with experts. “A novice can’t ‘play the whole game’ because a novice doesn’t know the whole game. In order to learn most games, you have to learn the bits and pieces that go into knowing the whole game. And with project-based learning in general, the idea is that you’re giving kids projects to do in order to learn about a particular topic.”\u003c/p>\n\u003cp>That’s a mistake, Loveless said, since students typically require “a tremendous amount of background knowledge” before they can execute a respectable project on, say, World War I. Without deep background knowledge, he said, “you have a lot of novice learners kind of sharing their ignorance and having a shared experience out of their ignorance — and there’s no guarantee … that they’re necessarily going to gain knowledge, because you’ve left all that in the hands of the students themselves.”\u003c/p>\n\u003cp>Harvard’s Mehta said “playing the whole game” actually demands more of teachers, implicitly asking them to not just be familiar with a subject but to remain, in a sense, practitioners. Just as we’d expect a good drama director to direct community theater on weekends, so do these schools expect the same of subject-matter teachers: English teachers who publish poetry or novels, or art teachers who sell their paintings, and so on.\u003c/p>\n\u003cp>Loveless said he hasn’t seen good evidence that students will necessarily enjoy school more if it’s inquiry-based. “It could be that exactly the opposite is true. It could be that actually what kids like is a lot of structure to the presentation of learning. They like the teacher taking responsibility for that.”\u003c/p>\n\u003cp>A bigger problem, he said, may be that because project-based learning tends to minimize the importance of prior knowledge, “playing the whole game” might work better in wealthy areas or in private schools, where students arrive with a measure of background knowledge about, for instance, World War I or how defense attorneys work. Elsewhere, it’s a riskier strategy.\u003c/p>\n\u003cp>SLA’s Lehmann would disagree. His school boasts that it draws students from every zip code in Philadelphia, and he can easily bring to mind the challenges that his students — past and present — bring the day they set foot on campus as freshmen.\u003c/p>\n\u003cp>A \u003ca href=\"https://eric.ed.gov/?id=ED578933\" target=\"_blank\" rel=\"noopener\">2016 meta-review\u003c/a> was cautiously optimistic about project-based learning, saying the evidence for its effectiveness is “promising but not proven.”\u003c/p>\n\u003cp>Ron Berger of \u003ca href=\"https://eleducation.org/\" target=\"_blank\" rel=\"noopener\">EL Education\u003c/a>, a Massachusetts-based advocacy group for project-based learning, pointed to a \u003ca href=\"https://www.air.org/sites/default/files/Deeper-Learning-Summary-Updated-August-2016.pdf\" target=\"_blank\" rel=\"noopener\">2016 study by the American Institutes for Research\u003c/a> that found that students in high schools that subscribed to “deeper learning” were slightly more likely to attend college — about 53 percent, versus 50 percent in other high schools. AIR also found that 22 percent of students at “deeper learning” schools enrolled in four-year colleges, compared with 18 percent for their peers elsewhere.\u003c/p>\n\u003cp>But the schools had little to show in terms of college retention — in both “deeper learning” schools and others, only 62 percent of alumni remained enrolled in college for at least three consecutive terms; about half enrolled for at least four consecutive terms.\u003c/p>\n\u003cp>Berger said the modest college-going results shouldn’t be the final word on these schools’ success. For one thing, he said, \u003ca href=\"https://www.kqed.org/mindshift/45075/why-the-language-we-use-about-learning-determines-inclusivity\" target=\"_blank\" rel=\"noopener\">many of them are works in progress\u003c/a>: his nonprofit,\u003ca href=\"https://eleducation.org/who-we-are/history\" target=\"_blank\" rel=\"noopener\"> originally a partnership\u003c/a> between Harvard’s education school and Outward Bound USA, has spent years pushing project-based schools to improve the quality of their projects, requiring field research, participation of outside experts and “an authentic audience,” among other factors. That’s not always a given, he said.\u003c/p>\n\u003cp>Where these conditions persist, Berger said, “the schools feel different,” with students able to articulate what they’re learning and why they’re there.\u003c/p>\n\u003cp>“It’s visceral,” he said. “When you walk into a building and kids are more polite, more mature, engage with you right away and want to tell you about their learning, [they] have a sense of social responsibility — it’s hard to collect quantitative data on this.”\u003c/p>\n\u003cp>\u003cstrong>‘Why do I need to know this?’\u003c/strong>\u003c/p>\n\u003cp>Lehmann, the Philadelphia principal, embodies this attitude perhaps as well as any secondary educator in America. In conversation with his students, he reminds them endlessly about how much they’ve grown and matured since he met them as freshmen. He has become well-known among educators for his head-on challenge to the notion that the job of high school is to get students ready for what comes next.\u003c/p>\n\u003cp>“School shouldn’t be preparation for real life — school should be real life,” he said. “We should ask kids to do real things that matter.”\u003c/p>\n\u003cp>Most significantly, Lehmann asks teachers to rethink the idea that high school is a “moratorium” for young people, a kind of holding pen where they wait out adolescence.\u003c/p>\n\u003cp>“‘Why do I need to know this?’ should be a real question,” he said. “And the answers we should search out for kids should not be ‘someday’ answers — ‘If you want to major in this, you might seek out this information’ — but rather, ‘Why do I need this information now to be a better human being? To effect change in the world?’”\u003c/p>\n\u003cp>For Jimenez, the High Tech High graduate, playing the whole game changed everything. Early in her high school career, she thought she might major in business. “It sounded really cool and had money attached to the name,” she joked.\u003c/p>\n\u003cp>But Jimenez liked the work at the Innocence Project so much she spent the entire month of May 2018 interning there — High Tech High juniors undertake monthlong internships each spring. “During school, if I want to do something, I might as well be doing something that might actually make a change,” she said.\u003c/p>\n\u003cp>Now a freshman at the University of California, Riverside, Jimenez is studying political science and plans to attend law school. A first-generation college-goer, she wants to work someday for the Innocence Project.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It would be great to be back in that environment,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54461/how-to-bring-authenticity-to-learning-that-happens-in-school","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_939","mindshift_20995","mindshift_20784","mindshift_1040","mindshift_819","mindshift_20641","mindshift_797","mindshift_256","mindshift_956"],"featImg":"mindshift_54467","label":"mindshift"},"mindshift_54486":{"type":"posts","id":"mindshift_54486","meta":{"index":"posts_1591205157","site":"mindshift","id":"54486","score":null,"sort":[1569305261000]},"guestAuthors":[],"slug":"how-collaboration-unlocks-learning-and-lessens-student-isolation","title":"How Collaboration Unlocks Learning and Lessens Student Isolation","publishDate":1569305261,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cem>Excerpted from \u003ca href=\"https://www.youcubed.org/limitless-mind/\">LIMITLESS MIND\u003c/a> by Jo Boaler, copyright 2019. Reprinted with permission by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Jo Boaler\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Why Is Collaboration Important?\u003c/p>\n\u003cp class=\"p2\">Over my lifetime I have encountered a small number of fascinating situations, some through research and some through personal experience, in which collaboration and connection produced surprising outcomes. Some of these have related to learning, some to the pursuit of equity, and some to the advancement of ideas, even in the face of severe opposition. These different cases all shed light on something that neuroscience is also showing—when we connect with other people’s ideas there are multiple benefits for our brains and for our lives.\u003c/p>\n\u003cp class=\"p2\">Uri Treisman, a mathematician at the University of Texas at Austin, used to teach at the University of California, Berkeley. While Uri was at Berkeley, he noticed that 60 percent of African American students who took calculus were failing the class. This caused many to drop out of college altogether. Uri began looking at more university data and saw that no Chinese American students were failing calculus, so he asked the question: What is the difference between these two cultural groups that seems to be causing this discrepancy?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">Uri at first asked the other mathematics faculty what they thought the reason was. They came up with a range of reasons: perhaps African American students came into the university with lower math scores or an insufficient mathematical background; perhaps they were from less wealthy homes. None of these suggested reasons were correct. What Uri found, through studying the students at work, was that there was one difference—the African American students worked on math problems by themselves, whereas the Chinese American students worked collaboratively. The Chinese American students worked on their assigned math problems in their dormitories and in the dining halls, thinking about them together. By contrast the African American students worked alone in their dormitory rooms and when they struggled on problems, they decided they were just not “math people” and gave up.\u003c/p>\n\u003cp class=\"p2\">\u003ca href=\"https://www.youcubed.org/limitless-mind/\">\u003cimg class=\"alignright size-full wp-image-54489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/BOALER_LimitlessMind_HC-e1569303153159.jpg\" alt=\"\" width=\"250\" height=\"375\">\u003c/a>Uri and his team set up workshops for the more vulnerable students, including students of color. They created what Uri describes as a “challenging yet emotionally supportive academic environment.” In the workshops students worked on math problems together, considering together what it would take to achieve at the highest levels on different problems. The academic improvement that resulted from the workshops was significant. Within two years, the failure rate of African American students had dropped to zero, and the African American and Latino students who attended the workshops were outperforming their white and Asian classmates. This was an impressive result, and Uri has continued this approach at Austin. His approach has now been used in over two hundred different institutions of higher education. In writing about the experience, Uri says:\u003c/p>\n\u003cp class=\"p2\">\u003cem>We were able to convince the students in our orientation that success in college would require them to work with their peers, to create for themselves a community based on shared intellectual interests and common professional aims. How‐ ever, it took some work to teach them how to work together. After that it was really rather elementary pedagogy.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">The fact that it took work to teach students how to collaborate with each other after they had spent thirteen years in school speaks to the problems in our school system, where the common pattern is that teachers lecture and students work through problems alone. The team leading the work‐ shops was right to point out that success in college requires working with others and making good connections. Many people know this, but they still see no role for collaboration in learning. When Uri and his team encouraged students to work together, their mathematical learning paths changed and they found success. This success story was about learning calculus in college, but we could substitute any other subject and expect similar results.\u003c/p>\n\u003cp class=\"p2\">Part of the reason students give up on learning is because they find it difficult and think they are alone in their struggle. An important change takes place when students work together and discover that everybody finds some or all of the work difficult. This is a critical moment for students, and one that helps them know that for everyone learning is a process and that obstacles are common.\u003c/p>\n\u003cp class=\"p2\">Another reason that students’ learning pathways change is because they receive an opportunity to connect ideas. Connecting with another person’s idea both requires and develops a higher level of understanding. When students work together (learning math, science, languages, English— anything), they get opportunities to make connections be‐ tween ideas, which is inherently valuable for them.\u003c/p>\n\u003cp class=\"p2\">A similarly noteworthy finding came from the results of a large‐scale testing program. In 2012, PISA assessments (international tests given to fifteen‐year‐olds worldwide, as mentioned earlier) showed that boys achieved at higher levels than girls in mathematics in thirty‐eight countries.\u003c/p>\n\u003cp class=\"p2\">This result was disappointing and surprising. In the US and in most other countries, the achievement of girls and boys in school is equal. This reminded me again of the ways that tests distort what students actually know and can do.\u003c/p>\n\u003cfigure id=\"attachment_54492\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54492\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg\" alt=\"\" width=\"250\" height=\"319\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-160x204.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-800x1020.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-768x979.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-1020x1301.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-941x1200.jpg 941w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Jo Boaler \u003ccite>(Robert Houser Photography)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">This was underscored when the PISA team issued a report showing that when anxiety was factored into the analysis, the gap in achievement between girls and boys was fully explained by the lower confidence of girls.\u003cspan class=\"s1\"> \u003c/span>What appeared to be a gender difference in mathematics achievement was in reality a difference in mathematics confidence levels. Girls became more anxious when they took the individual math tests, a phenomenon that is well established,\u003cspan class=\"s1\"> \u003c/span>and one that should make any educator pause before basing decisions on test performance.\u003c/p>\n\u003cp class=\"p2\">The impact of the different testing conditions as well as the potential of collaboration for reducing inequalities were also shown by another assessment the PISA team conducted. In addition to the usual individual mathematics test, they did an assessment of collaborative problem solving. In this assessment students did not collaborate with other students but with a computer agent. They had to take on the ideas of the agent and connect with and build upon them to collaboratively solve complex problems.\u003cspan class=\"s1\"> \u003c/span>This, to me, gauges something much more valuable than what a student produces on an individual math test. Instead of reproducing knowledge individually, students are asked to consider another’s ideas and work with them to solve a complex problem. This is also more consistent with the world of work students are being prepared for.\u003c/p>\n\u003cp class=\"p2\">In the test of collaborative problem solving, administered in fifty‐one countries, girls outperformed boys in every country. This notable result was accompanied by two others—there were no significant differences in outcomes between advantaged and disadvantaged students, a rare and important finding. And in some countries diversity boosted performance. The team found that in some countries “non‐ immigrant” students achieved at higher levels when they were in schools with larger numbers of “immigrant” students, a fantastic result, suggesting that diverse communities of learners help students become better collaborators.\u003c/p>\n\u003cp class=\"p2\">The results of the PISA assessment of collaborative problem solving shine a light on the pursuit of equity, revealing also the discriminatory nature of individual testing, something that anyone who gets anxious about high‐stakes testing fully understands. What does it mean that for girls collaboration, even with a computer agent, increases their confidence levels and causes them to achieve at higher levels? Similarly, what does it mean that African American students go from failing calculus to outperforming other, previously more successful, students when they collaborate? This research reveals the potential of collaboration, not only for girls or students of color, but for all learners and thinkers. When you connect with someone else’s ideas, you enhance your brain, your understanding, and your perspective.\u003c/p>\n\u003cp class=\"p2\">Neuroscientists also know the importance of collaboration. Research shows that when people collaborate, the medial orbitofrontal cortex and the frontoparietal network are activated, the latter of which aids in the development of executive functions. Neuroscientists refer to these different brain areas as the “social brain.” When we collaborate, our brains are charged with the complex task of making sense of another’s thinking and learning to interact. Social cognition is the topic of much current neuroscientific investigation.\u003c/p>\n\u003cp class=\"p2\">Collaboration is vital for learning, for college success, for brain development, and for creating equitable outcomes. Beyond all of this, it is beneficial to establish interpersonal connections, especially in times of conflict and need.\u003c/p>\n\u003cp class=\"p2\">Victor and Mildred Goertzel studied seven hundred people who had made huge contributions to society, choosing those who had been the subject of at least two biographies, people such as Marie Curie and Henry Ford. They found, in‐ credibly, that less than 15 percent of the famous men and women had been raised in supportive families; 75 percent had grown up in families with severe problems such as “poverty, abuse, absent parents, alcoholism, serious illness,” and other major issues. Their study was conducted in the 1960s. Clinical psychologist Meg Jay, in her interesting Wall Street Journal article on resilience, reports that similar results would be found today and cites Oprah Winfrey, Howard Schultz, and LeBron James as examples of people who grew up in extreme hardship.\u003c/p>\n\u003cp class=\"p2\">Jay has studied resilience over many years and points out that people who survive hardship often do better, but not through “bouncing back,” as some think, because the recovery process takes time and is more of a battle than a bounce. She also points out those who ultimately benefit from hardship, becoming stronger and resilient, do so when they maintain self‐belief, when they “own the fighter within,” and when they connect with other people. The thing that people who overcome hardship and do not become defeated by it have in common is that in times of need they all reached out to someone—a friend, a family member, or a colleague—and those connections helped them survive and develop strength.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cem>Jo Boaler is the Nomellini-Olivier Professor of Education at Stanford, cofounder of \u003ca href=\"https://www.youcubed.org/\">youcubed.org\u003c/a> and author of \u003ca href=\"https://www.youcubed.org/limitless-mind/\">Limitless Mind: Learn, Lead & Live without Barriers\u003c/a> by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Working together helps students know that obstacles are a shared experience and that they're not alone in their struggles. Collaboration also helps deepen connections to learning. ","status":"publish","parent":0,"modified":1569305261,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":1733},"headData":{"title":"How Collaboration Unlocks Learning and Lessens Student Isolation | KQED","description":"Working together helps students know that obstacles are a shared experience and that they're not alone in their struggles. Collaboration also helps deepen connections to learning. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54486 https://ww2.kqed.org/mindshift/?p=54486","disqusUrl":"https://ww2.kqed.org/mindshift/2019/09/23/how-collaboration-unlocks-learning-and-lessens-student-isolation/","disqusTitle":"How Collaboration Unlocks Learning and Lessens Student Isolation","path":"/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>Excerpted from \u003ca href=\"https://www.youcubed.org/limitless-mind/\">LIMITLESS MIND\u003c/a> by Jo Boaler, copyright 2019. Reprinted with permission by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Jo Boaler\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Why Is Collaboration Important?\u003c/p>\n\u003cp class=\"p2\">Over my lifetime I have encountered a small number of fascinating situations, some through research and some through personal experience, in which collaboration and connection produced surprising outcomes. Some of these have related to learning, some to the pursuit of equity, and some to the advancement of ideas, even in the face of severe opposition. These different cases all shed light on something that neuroscience is also showing—when we connect with other people’s ideas there are multiple benefits for our brains and for our lives.\u003c/p>\n\u003cp class=\"p2\">Uri Treisman, a mathematician at the University of Texas at Austin, used to teach at the University of California, Berkeley. While Uri was at Berkeley, he noticed that 60 percent of African American students who took calculus were failing the class. This caused many to drop out of college altogether. Uri began looking at more university data and saw that no Chinese American students were failing calculus, so he asked the question: What is the difference between these two cultural groups that seems to be causing this discrepancy?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">Uri at first asked the other mathematics faculty what they thought the reason was. They came up with a range of reasons: perhaps African American students came into the university with lower math scores or an insufficient mathematical background; perhaps they were from less wealthy homes. None of these suggested reasons were correct. What Uri found, through studying the students at work, was that there was one difference—the African American students worked on math problems by themselves, whereas the Chinese American students worked collaboratively. The Chinese American students worked on their assigned math problems in their dormitories and in the dining halls, thinking about them together. By contrast the African American students worked alone in their dormitory rooms and when they struggled on problems, they decided they were just not “math people” and gave up.\u003c/p>\n\u003cp class=\"p2\">\u003ca href=\"https://www.youcubed.org/limitless-mind/\">\u003cimg class=\"alignright size-full wp-image-54489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/BOALER_LimitlessMind_HC-e1569303153159.jpg\" alt=\"\" width=\"250\" height=\"375\">\u003c/a>Uri and his team set up workshops for the more vulnerable students, including students of color. They created what Uri describes as a “challenging yet emotionally supportive academic environment.” In the workshops students worked on math problems together, considering together what it would take to achieve at the highest levels on different problems. The academic improvement that resulted from the workshops was significant. Within two years, the failure rate of African American students had dropped to zero, and the African American and Latino students who attended the workshops were outperforming their white and Asian classmates. This was an impressive result, and Uri has continued this approach at Austin. His approach has now been used in over two hundred different institutions of higher education. In writing about the experience, Uri says:\u003c/p>\n\u003cp class=\"p2\">\u003cem>We were able to convince the students in our orientation that success in college would require them to work with their peers, to create for themselves a community based on shared intellectual interests and common professional aims. How‐ ever, it took some work to teach them how to work together. After that it was really rather elementary pedagogy.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">The fact that it took work to teach students how to collaborate with each other after they had spent thirteen years in school speaks to the problems in our school system, where the common pattern is that teachers lecture and students work through problems alone. The team leading the work‐ shops was right to point out that success in college requires working with others and making good connections. Many people know this, but they still see no role for collaboration in learning. When Uri and his team encouraged students to work together, their mathematical learning paths changed and they found success. This success story was about learning calculus in college, but we could substitute any other subject and expect similar results.\u003c/p>\n\u003cp class=\"p2\">Part of the reason students give up on learning is because they find it difficult and think they are alone in their struggle. An important change takes place when students work together and discover that everybody finds some or all of the work difficult. This is a critical moment for students, and one that helps them know that for everyone learning is a process and that obstacles are common.\u003c/p>\n\u003cp class=\"p2\">Another reason that students’ learning pathways change is because they receive an opportunity to connect ideas. Connecting with another person’s idea both requires and develops a higher level of understanding. When students work together (learning math, science, languages, English— anything), they get opportunities to make connections be‐ tween ideas, which is inherently valuable for them.\u003c/p>\n\u003cp class=\"p2\">A similarly noteworthy finding came from the results of a large‐scale testing program. In 2012, PISA assessments (international tests given to fifteen‐year‐olds worldwide, as mentioned earlier) showed that boys achieved at higher levels than girls in mathematics in thirty‐eight countries.\u003c/p>\n\u003cp class=\"p2\">This result was disappointing and surprising. In the US and in most other countries, the achievement of girls and boys in school is equal. This reminded me again of the ways that tests distort what students actually know and can do.\u003c/p>\n\u003cfigure id=\"attachment_54492\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54492\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg\" alt=\"\" width=\"250\" height=\"319\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-160x204.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-800x1020.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-768x979.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-1020x1301.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-941x1200.jpg 941w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Jo Boaler \u003ccite>(Robert Houser Photography)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">This was underscored when the PISA team issued a report showing that when anxiety was factored into the analysis, the gap in achievement between girls and boys was fully explained by the lower confidence of girls.\u003cspan class=\"s1\"> \u003c/span>What appeared to be a gender difference in mathematics achievement was in reality a difference in mathematics confidence levels. Girls became more anxious when they took the individual math tests, a phenomenon that is well established,\u003cspan class=\"s1\"> \u003c/span>and one that should make any educator pause before basing decisions on test performance.\u003c/p>\n\u003cp class=\"p2\">The impact of the different testing conditions as well as the potential of collaboration for reducing inequalities were also shown by another assessment the PISA team conducted. In addition to the usual individual mathematics test, they did an assessment of collaborative problem solving. In this assessment students did not collaborate with other students but with a computer agent. They had to take on the ideas of the agent and connect with and build upon them to collaboratively solve complex problems.\u003cspan class=\"s1\"> \u003c/span>This, to me, gauges something much more valuable than what a student produces on an individual math test. Instead of reproducing knowledge individually, students are asked to consider another’s ideas and work with them to solve a complex problem. This is also more consistent with the world of work students are being prepared for.\u003c/p>\n\u003cp class=\"p2\">In the test of collaborative problem solving, administered in fifty‐one countries, girls outperformed boys in every country. This notable result was accompanied by two others—there were no significant differences in outcomes between advantaged and disadvantaged students, a rare and important finding. And in some countries diversity boosted performance. The team found that in some countries “non‐ immigrant” students achieved at higher levels when they were in schools with larger numbers of “immigrant” students, a fantastic result, suggesting that diverse communities of learners help students become better collaborators.\u003c/p>\n\u003cp class=\"p2\">The results of the PISA assessment of collaborative problem solving shine a light on the pursuit of equity, revealing also the discriminatory nature of individual testing, something that anyone who gets anxious about high‐stakes testing fully understands. What does it mean that for girls collaboration, even with a computer agent, increases their confidence levels and causes them to achieve at higher levels? Similarly, what does it mean that African American students go from failing calculus to outperforming other, previously more successful, students when they collaborate? This research reveals the potential of collaboration, not only for girls or students of color, but for all learners and thinkers. When you connect with someone else’s ideas, you enhance your brain, your understanding, and your perspective.\u003c/p>\n\u003cp class=\"p2\">Neuroscientists also know the importance of collaboration. Research shows that when people collaborate, the medial orbitofrontal cortex and the frontoparietal network are activated, the latter of which aids in the development of executive functions. Neuroscientists refer to these different brain areas as the “social brain.” When we collaborate, our brains are charged with the complex task of making sense of another’s thinking and learning to interact. Social cognition is the topic of much current neuroscientific investigation.\u003c/p>\n\u003cp class=\"p2\">Collaboration is vital for learning, for college success, for brain development, and for creating equitable outcomes. Beyond all of this, it is beneficial to establish interpersonal connections, especially in times of conflict and need.\u003c/p>\n\u003cp class=\"p2\">Victor and Mildred Goertzel studied seven hundred people who had made huge contributions to society, choosing those who had been the subject of at least two biographies, people such as Marie Curie and Henry Ford. They found, in‐ credibly, that less than 15 percent of the famous men and women had been raised in supportive families; 75 percent had grown up in families with severe problems such as “poverty, abuse, absent parents, alcoholism, serious illness,” and other major issues. Their study was conducted in the 1960s. Clinical psychologist Meg Jay, in her interesting Wall Street Journal article on resilience, reports that similar results would be found today and cites Oprah Winfrey, Howard Schultz, and LeBron James as examples of people who grew up in extreme hardship.\u003c/p>\n\u003cp class=\"p2\">Jay has studied resilience over many years and points out that people who survive hardship often do better, but not through “bouncing back,” as some think, because the recovery process takes time and is more of a battle than a bounce. She also points out those who ultimately benefit from hardship, becoming stronger and resilient, do so when they maintain self‐belief, when they “own the fighter within,” and when they connect with other people. The thing that people who overcome hardship and do not become defeated by it have in common is that in times of need they all reached out to someone—a friend, a family member, or a colleague—and those connections helped them survive and develop strength.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>Jo Boaler is the Nomellini-Olivier Professor of Education at Stanford, cofounder of \u003ca href=\"https://www.youcubed.org/\">youcubed.org\u003c/a> and author of \u003ca href=\"https://www.youcubed.org/limitless-mind/\">Limitless Mind: Learn, Lead & Live without Barriers\u003c/a> by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20589","mindshift_1028","mindshift_121","mindshift_939","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_20943","mindshift_392","mindshift_20893","mindshift_46","mindshift_205"],"featImg":"mindshift_54495","label":"mindshift"},"mindshift_54378":{"type":"posts","id":"mindshift_54378","meta":{"index":"posts_1591205157","site":"mindshift","id":"54378","score":null,"sort":[1568618757000]},"guestAuthors":[],"slug":"how-to-create-deeper-student-learning-experiences-through-questions","title":"How to Create Deeper Student Learning Experiences Through Authentic Questions","publishDate":1568618757,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"https://us.corwin.com/en-us/nam/think-like-socrates/book258226\">Think Like Socrates: Using Questions to Invite Wonder and Empathy Into the Classroom, Grades 4-12\u003c/a> copyright 2018 by Shanna Peeples. Used with the permission of the publisher, Corwin.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Shanna Peeples\u003c/strong>\u003c/p>\n\u003cp>A favorite opening question of mine in designing professional development workshops for teachers is this: What do you struggle with the most as a teacher? And the answers are almost always the same:\u003c/p>\n\u003col type=\"1\">\n\u003cli>Students are apathetic, unmotivated, or disengaged.\u003c/li>\n\u003cli>Students don’t value education.\u003c/li>\n\u003cli>Parents aren’t supportive.\u003c/li>\n\u003cli>Kids don’t believe in themselves.\u003c/li>\n\u003cli>Kids are distracted by technology.\u003c/li>\n\u003c/ol>\n\u003cp>During a presentation for K–12 teachers, a man stopped me during the break to ask me when I was going to get to the point in the workshop where I talk about how spoiled kids are. “They need to understand that in the real world no one is going to care about their ideas,” he said. “Are you going to show us how to tell them that?”\u003c/p>\n\u003cp>No, I wasn’t.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Instead, I asked him if he felt ignored. “Do you feel like no one cares about your ideas? That you can’t make decisions for your classes and your students?” He stopped talking and just stared at me. It made me wonder: \u003cspan id=\"page14\" title=\"14\">\u003c/span>What if we’ve taken away our own efficacy as teachers by giving in to these assumptions about our students? If we really think this, then why aren’t we giving them opportunities to test their ideas in the real world? Why aren’t we setting up opportunities for work that requires real and sustained effort?\u003c/p>\n\u003cp>Maybe one of the reasons students are apathetic is that we’ve taken all of the choice away from them. Then, we get irritated and annoyed when they can’t “think on their own.” Too often as a teacher coach, I walk into classrooms where any 19th century student would feel at home: desks in rows, textbooks open on desks, the teacher at the front of the room talking. This classroom design is so familiar that it’s almost invisible; we accept it as the default setting for children’s learning.\u003c/p>\n\u003cp>\u003ca href=\"https://us.corwin.com/en-us/nam/think-like-socrates/book258226\">\u003cimg class=\"wp-image-54405 alignright\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates.jpg\" alt=\"\" width=\"250\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates.jpg 727w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates-160x198.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>One of our basic human drives is connection. We want and need the company of others. Further, we become smarter by participating in social learning, according to Vygotsky’s social development theory. The theory emphasizes the importance of the learning environment in determining how children think and what they think about (Vygotsky, 1962/1986).\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This is especially true for adolescents whose developmental needs are centered around a need to discover who they are. If we’re not meeting these needs in our classrooms, then how are we any better than a screen on a phone or other device? When we encourage natural social behaviors, we are making ourselves and our learning experiences necessary and ourselves and our teaching difficult to replace with technology or scripts.\u003c/p>\n\u003csection id=\"s9781506391663.i136\" class=\"sect1\" title=\"What Happens When We Allow Questions Into Our Classrooms\">\n\u003cp class=\"title\">\u003cstrong>What Happens When We Allow Questions Into Our Classrooms\u003c/strong>\u003c/p>\n\u003cp>Allowing real curiosity—the kind that fuels philosophers, artists, scientists, historians, explorers, and innovators—is the most fundamental change we can make in our teaching practice. When we step back and allow students to step forward with their own inquiry, it throws a switch in their brains that changes everything. Encouraging students to cocreate their own learning by generating authentic questions grants them an intellectual power and an identity as meaning-makers.\u003c/p>\n\u003cp>\u003cspan id=\"page15\" title=\"15\">\u003c/span>The fastest way to engage anyone’s brain is to ask it a question, neuroscience says. Judy Willis, a neurologist and middle school teacher, explains that inquiry is like caffeine for kids’ brains. That’s because questions kick-start a process inside their heads that works like a kind of prediction machine. Once a question enters this system, the brain begins trying to resolve the uncertainty by formulating answers. The tension that comes from wanting to know if they’ve guessed correctly is immediately and powerfully engaging:\u003c/p>\n\u003cfigure>\n\u003cblockquote>\u003cp>Students’ curiosity, along with their written or verbal predictions, will tune their brains into the perfect zone for attentive focus. They are like adults placing bets on a horse race. Students may not be interested in the subject matter itself, but their brains need to find out if their predictions are correct, just as the race ticket holder needs to know if he holds a winning ticket. (Willis, 2014)\u003c/p>\u003c/blockquote>\n\u003c/figure>\n\u003cp>As teachers, we can use this information as a sort of neurological hack. If we carefully scaffold students’ questions in a way that points toward the content we need to teach, we can enlist their natural tendency to find answers into deeper learning experiences. These experiences then, in turn, develop their vocabulary; their speaking and listening skills; their writing skills; their reading; and, most importantly, their critical thinking.\u003c/p>\n\u003cfigure id=\"attachment_54403\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54403\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474.jpg\" alt=\"\" width=\"250\" height=\"346\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474.jpg 1311w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-160x222.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-800x1108.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-768x1063.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-1020x1412.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-867x1200.jpg 867w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Shanna Peeples \u003ccite>(Courtesy of Corwin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This idea was road tested during my year of service as National Teacher of the Year. In a special partnership with the U.S. Department of State, I visited the Middle East as an ambassador of American teaching. Traveling alone caused the kind of stress that kept my brainpower focused on finding my way around airports and adjusting to the realities of heightened security. This meant that I didn’t prepare for one of my first presentations like I normally would have. During times of uncertainty, familiar practices are strength, so I leaned on those that are bedrock for me: inviting students to share their questions.\u003c/p>\n\u003cp>Even though I’d never met them, the senior class at the American Jerusalem High School in Jerusalem was willing to play along. We gathered in an auditorium, and as I looked at the 200 assembled students, I felt a wave of insecurity wash over me. Seeing their interested faces was all the encouragement I needed to open the lesson the same way I did at my high school: sharing a personally meaningful question.\u003c/p>\n\u003cp>\u003cspan id=\"page16\" title=\"16\">\u003c/span>“Before I was a teacher, I was a reporter and I covered some really sad and scary things,” I told them. “And some of them, I don’t think I’ll ever forget—especially when they happen to children. I accept that bad things happen to good people. That’s just the way of the world. What I can’t seem to accept is when \u003ci>good\u003c/i> things happen to \u003ci>bad\u003c/i> people. Why do some people ‘get away with it’? Why are some people never made to answer for what they do to others? I don’t know that I’ll ever get a good answer, but it’s a question that haunts me. What about you? What are the questions that stay with you? What haunts you? Or makes you sad? Or makes you angry? Or just confuses you no matter how much you try to think about it?”\u003c/p>\n\u003cp>By this point, they were silent. I could see that they were considering whether or not to trust this strange woman from the United States.\u003c/p>\n\u003cp>“I’ve asked your teachers to give everyone a piece of paper. I’d love to know what your questions are,” I said. “What are the things you’ve kept inside you that you’ve been afraid to ask? Would you mind sharing them with me? If you want to, please write them on the paper.”\u003c/p>\n\u003cp>An engaged quiet settled over the room as they began writing. I exhaled. They were repeating the behavior I’d seen in my own classes.\u003c/p>\n\u003cp>What I’ve written here is version of my traditional opening for this lesson. Part of the reason the room gets quiet, I think, is because of a willingness to be authentic and vulnerable with my own questions. What I share with them are my own frustrations with the difficult nature of justice, which is also an engaging topic for teenagers.\u003c/p>\n\u003cp>After a few minutes, I stopped the students and asked who wanted to share. So many hands went up that the administrators were startled.\u003c/p>\n\u003cul>\n\u003cli>\u003ci>“Why is there so much intolerance in the world?”\u003c/i>\u003c/li>\n\u003cli>\u003ci>“Is it ever okay to tell a lie?”\u003c/i>\u003c/li>\n\u003cli>\u003ci>“Why do we equate money with success? Are there other ways to be successful?”\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>Their teachers were as surprised as I was. “We will definitely be talking about these in class today,” one of them told me. As I was leaving the \u003cspan id=\"page17\" title=\"17\">\u003c/span>school, an older teenage girl stopped me and said, “I just want to give you a hug and say thank you for listening to us.”When we worry that students want more technology or games or for our lessons to be more fun, maybe what they really need is just for us to \u003ci>listen\u003c/i> to them and trust the intellectual power inside them.\u003c/p>\n\u003csection title=\"What Happens When We Allow Questions Into Our Classrooms\">\u003c/section>\n\u003csection id=\"s9781506391663.i138\" class=\"sect1\" title=\"Starting With Your Own Questions\">\n\u003cp class=\"title\">\u003cstrong>Starting With Your Own Questions\u003c/strong>\u003c/p>\n\u003cp>The authenticity of your own questions are all you really need to get started in the process of inviting more authentic inquiry into your classroom. Everything you need is already there inside you. When I ask teachers to share their authentic questions with me—anonymously—I see that they have long-standing struggles that could connect to their students’ concerns:\u003c/p>\n\u003cdiv id=\"s9781506391663.i139\" class=\"speech\">\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Montana:\u003c/span>\u003cbr>\n\u003ci>“Why is it so hard to forgive and move on?”\u003c/i>\u003cbr>\n\u003ci>“Why is it so hard to listen to other people?”\u003c/i>\u003cbr>\n\u003ci>“Why do people/corporations treat the planet in such a crappy way?”\u003c/i>\u003c/p>\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Ohio:\u003c/span>\u003cbr>\n\u003ci>“If I died tomorrow, would I regret how much work has ruled my life?”\u003c/i>\u003cbr>\n\u003ci>“Am I being a good person?”\u003c/i>\u003cbr>\n\u003ci>“I have deeply loved and valued many beautiful places of the world—will they survive?”\u003c/i>\u003cbr>\n\u003ci>“Why do random shootings of innocent people happen? Who is next?”\u003c/i>\u003cbr>\n\u003ci>“Why is there so much intolerance in the world?”\u003c/i>\u003c/p>\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Texas:\u003c/span>\u003cbr>\n\u003ci>“Why can’t we value people for who they are and not devalue them because of how they look or what they believe?”\u003c/i>\u003cbr>\n\u003ci>“What will the future be like?”\u003c/i>\u003cbr>\n\u003ci>“How will the present trauma of so many students affect the brains of future generations?”\u003c/i>\u003c/p>\n\u003c/div>\n\u003cp>\u003cspan id=\"page18\" title=\"18\">\u003c/span>Reading these, I see the grounds of our common humanity. What’s more amazing than the fact that we share these ideas around the world is that young children wonder the same things. If we step back and make a space for students to speak and really listen to them, they will show us what is in their hearts and minds.\u003c/p>\n\u003cp>Justin Minkel, a second-grade teacher at a high-poverty school in Fayetteville, Arkansas, gave an opening to his students, during the first weeks of school, to share what they would ask the smartest person in the world.\u003c/p>\n\u003cdiv id=\"s9781506391663.i141\" class=\"general\">\n\u003cfigure>\u003cimg class=\"general\" src=\"https://jigsaw.vitalsource.com/books/9781506391632/epub/OEBPS/images/10.4135_9781506391663-fig1.jpg\" alt=\"Figure 1\">\u003c/figure>\n\u003cp>This reminded me of the cards my seventh-grade class turned in that first year.\u003c/p>\n\u003cdiv id=\"s9781506391663.i144\" class=\"general\">\n\u003cfigure>\u003cimg class=\"general\" src=\"https://jigsaw.vitalsource.com/books/9781506391632/epub/OEBPS/images/10.4135_9781506391663-fig2.jpg\" alt=\"Figure 2\">\u003c/figure>\n\u003c/div>\n\u003cp>Finally, all of the questions seem connected to this writing from Joseph, a young man I worked with in the night program who was transitioning out of jail where he served time for his involvement in a drive-by shooting. Not sure of how to assess his writing skills, I asked him if he would write down the thoughts and questions that haunt him, sadden him, and nag at him. In one furious burst, he wrote this:\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-54408 alignnone\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples-Figure-3.jpg\" alt=\"\" width=\"525\" height=\"332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-Figure-3.jpg 525w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-Figure-3-160x101.jpg 160w\" sizes=\"(max-width: 525px) 100vw, 525px\">\u003c/p>\n\u003cp>Your students are no different than these. If you give them time, space, and respect, they will stun you with their depth.\u003c/p>\n\u003cdiv id=\"s9781506391663.i147\" class=\"general\">\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"https://www.shannapeeples.com/about-us/\">Shanna Peeples\u003c/a> is the 2015 National Teacher of the Year and author of \u003ca href=\"https://us.corwin.com/en-us/nam/think-like-socrates/book258226\">Think Like Socrates: Using Questions to Invite Wonder and Empathy Into the Classroom, Grades 4-12\u003c/a>. Shanna taught middle and high school English in low-income schools in Amarillo, Texas for fourteen years and is a doctoral candidate at the Harvard Graduate School of Education. Shanna is on Twitter at \u003ca href=\"https://twitter.com/ShannaPeeples\">@ShannaPeeples\u003c/a>.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/section>\n\u003c/section>\n\n","blocks":[],"excerpt":"When teachers give students the space to pursue inquiry, kids can take more ownership of their own learning and generate authentic questions. ","status":"publish","parent":0,"modified":1568619138,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":2022},"headData":{"title":"How to Create Deeper Student Learning Experiences Through Authentic Questions | KQED","description":"When teachers give students the space to pursue inquiry, kids can take more ownership of their own learning and generate authentic questions. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54378 https://ww2.kqed.org/mindshift/?p=54378","disqusUrl":"https://ww2.kqed.org/mindshift/2019/09/16/how-to-create-deeper-student-learning-experiences-through-questions/","disqusTitle":"How to Create Deeper Student Learning Experiences Through Authentic Questions","path":"/mindshift/54378/how-to-create-deeper-student-learning-experiences-through-questions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://us.corwin.com/en-us/nam/think-like-socrates/book258226\">Think Like Socrates: Using Questions to Invite Wonder and Empathy Into the Classroom, Grades 4-12\u003c/a> copyright 2018 by Shanna Peeples. Used with the permission of the publisher, Corwin.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Shanna Peeples\u003c/strong>\u003c/p>\n\u003cp>A favorite opening question of mine in designing professional development workshops for teachers is this: What do you struggle with the most as a teacher? And the answers are almost always the same:\u003c/p>\n\u003col type=\"1\">\n\u003cli>Students are apathetic, unmotivated, or disengaged.\u003c/li>\n\u003cli>Students don’t value education.\u003c/li>\n\u003cli>Parents aren’t supportive.\u003c/li>\n\u003cli>Kids don’t believe in themselves.\u003c/li>\n\u003cli>Kids are distracted by technology.\u003c/li>\n\u003c/ol>\n\u003cp>During a presentation for K–12 teachers, a man stopped me during the break to ask me when I was going to get to the point in the workshop where I talk about how spoiled kids are. “They need to understand that in the real world no one is going to care about their ideas,” he said. “Are you going to show us how to tell them that?”\u003c/p>\n\u003cp>No, I wasn’t.\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>Instead, I asked him if he felt ignored. “Do you feel like no one cares about your ideas? That you can’t make decisions for your classes and your students?” He stopped talking and just stared at me. It made me wonder: \u003cspan id=\"page14\" title=\"14\">\u003c/span>What if we’ve taken away our own efficacy as teachers by giving in to these assumptions about our students? If we really think this, then why aren’t we giving them opportunities to test their ideas in the real world? Why aren’t we setting up opportunities for work that requires real and sustained effort?\u003c/p>\n\u003cp>Maybe one of the reasons students are apathetic is that we’ve taken all of the choice away from them. Then, we get irritated and annoyed when they can’t “think on their own.” Too often as a teacher coach, I walk into classrooms where any 19th century student would feel at home: desks in rows, textbooks open on desks, the teacher at the front of the room talking. This classroom design is so familiar that it’s almost invisible; we accept it as the default setting for children’s learning.\u003c/p>\n\u003cp>\u003ca href=\"https://us.corwin.com/en-us/nam/think-like-socrates/book258226\">\u003cimg class=\"wp-image-54405 alignright\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates.jpg\" alt=\"\" width=\"250\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates.jpg 727w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates-160x198.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>One of our basic human drives is connection. We want and need the company of others. Further, we become smarter by participating in social learning, according to Vygotsky’s social development theory. The theory emphasizes the importance of the learning environment in determining how children think and what they think about (Vygotsky, 1962/1986).\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>This is especially true for adolescents whose developmental needs are centered around a need to discover who they are. If we’re not meeting these needs in our classrooms, then how are we any better than a screen on a phone or other device? When we encourage natural social behaviors, we are making ourselves and our learning experiences necessary and ourselves and our teaching difficult to replace with technology or scripts.\u003c/p>\n\u003csection id=\"s9781506391663.i136\" class=\"sect1\" title=\"What Happens When We Allow Questions Into Our Classrooms\">\n\u003cp class=\"title\">\u003cstrong>What Happens When We Allow Questions Into Our Classrooms\u003c/strong>\u003c/p>\n\u003cp>Allowing real curiosity—the kind that fuels philosophers, artists, scientists, historians, explorers, and innovators—is the most fundamental change we can make in our teaching practice. When we step back and allow students to step forward with their own inquiry, it throws a switch in their brains that changes everything. Encouraging students to cocreate their own learning by generating authentic questions grants them an intellectual power and an identity as meaning-makers.\u003c/p>\n\u003cp>\u003cspan id=\"page15\" title=\"15\">\u003c/span>The fastest way to engage anyone’s brain is to ask it a question, neuroscience says. Judy Willis, a neurologist and middle school teacher, explains that inquiry is like caffeine for kids’ brains. That’s because questions kick-start a process inside their heads that works like a kind of prediction machine. Once a question enters this system, the brain begins trying to resolve the uncertainty by formulating answers. The tension that comes from wanting to know if they’ve guessed correctly is immediately and powerfully engaging:\u003c/p>\n\u003cfigure>\n\u003cblockquote>\u003cp>Students’ curiosity, along with their written or verbal predictions, will tune their brains into the perfect zone for attentive focus. They are like adults placing bets on a horse race. Students may not be interested in the subject matter itself, but their brains need to find out if their predictions are correct, just as the race ticket holder needs to know if he holds a winning ticket. (Willis, 2014)\u003c/p>\u003c/blockquote>\n\u003c/figure>\n\u003cp>As teachers, we can use this information as a sort of neurological hack. If we carefully scaffold students’ questions in a way that points toward the content we need to teach, we can enlist their natural tendency to find answers into deeper learning experiences. These experiences then, in turn, develop their vocabulary; their speaking and listening skills; their writing skills; their reading; and, most importantly, their critical thinking.\u003c/p>\n\u003cfigure id=\"attachment_54403\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54403\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474.jpg\" alt=\"\" width=\"250\" height=\"346\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474.jpg 1311w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-160x222.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-800x1108.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-768x1063.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-1020x1412.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-867x1200.jpg 867w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Shanna Peeples \u003ccite>(Courtesy of Corwin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This idea was road tested during my year of service as National Teacher of the Year. In a special partnership with the U.S. Department of State, I visited the Middle East as an ambassador of American teaching. Traveling alone caused the kind of stress that kept my brainpower focused on finding my way around airports and adjusting to the realities of heightened security. This meant that I didn’t prepare for one of my first presentations like I normally would have. During times of uncertainty, familiar practices are strength, so I leaned on those that are bedrock for me: inviting students to share their questions.\u003c/p>\n\u003cp>Even though I’d never met them, the senior class at the American Jerusalem High School in Jerusalem was willing to play along. We gathered in an auditorium, and as I looked at the 200 assembled students, I felt a wave of insecurity wash over me. Seeing their interested faces was all the encouragement I needed to open the lesson the same way I did at my high school: sharing a personally meaningful question.\u003c/p>\n\u003cp>\u003cspan id=\"page16\" title=\"16\">\u003c/span>“Before I was a teacher, I was a reporter and I covered some really sad and scary things,” I told them. “And some of them, I don’t think I’ll ever forget—especially when they happen to children. I accept that bad things happen to good people. That’s just the way of the world. What I can’t seem to accept is when \u003ci>good\u003c/i> things happen to \u003ci>bad\u003c/i> people. Why do some people ‘get away with it’? Why are some people never made to answer for what they do to others? I don’t know that I’ll ever get a good answer, but it’s a question that haunts me. What about you? What are the questions that stay with you? What haunts you? Or makes you sad? Or makes you angry? Or just confuses you no matter how much you try to think about it?”\u003c/p>\n\u003cp>By this point, they were silent. I could see that they were considering whether or not to trust this strange woman from the United States.\u003c/p>\n\u003cp>“I’ve asked your teachers to give everyone a piece of paper. I’d love to know what your questions are,” I said. “What are the things you’ve kept inside you that you’ve been afraid to ask? Would you mind sharing them with me? If you want to, please write them on the paper.”\u003c/p>\n\u003cp>An engaged quiet settled over the room as they began writing. I exhaled. They were repeating the behavior I’d seen in my own classes.\u003c/p>\n\u003cp>What I’ve written here is version of my traditional opening for this lesson. Part of the reason the room gets quiet, I think, is because of a willingness to be authentic and vulnerable with my own questions. What I share with them are my own frustrations with the difficult nature of justice, which is also an engaging topic for teenagers.\u003c/p>\n\u003cp>After a few minutes, I stopped the students and asked who wanted to share. So many hands went up that the administrators were startled.\u003c/p>\n\u003cul>\n\u003cli>\u003ci>“Why is there so much intolerance in the world?”\u003c/i>\u003c/li>\n\u003cli>\u003ci>“Is it ever okay to tell a lie?”\u003c/i>\u003c/li>\n\u003cli>\u003ci>“Why do we equate money with success? Are there other ways to be successful?”\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>Their teachers were as surprised as I was. “We will definitely be talking about these in class today,” one of them told me. As I was leaving the \u003cspan id=\"page17\" title=\"17\">\u003c/span>school, an older teenage girl stopped me and said, “I just want to give you a hug and say thank you for listening to us.”When we worry that students want more technology or games or for our lessons to be more fun, maybe what they really need is just for us to \u003ci>listen\u003c/i> to them and trust the intellectual power inside them.\u003c/p>\n\u003csection title=\"What Happens When We Allow Questions Into Our Classrooms\">\u003c/section>\n\u003csection id=\"s9781506391663.i138\" class=\"sect1\" title=\"Starting With Your Own Questions\">\n\u003cp class=\"title\">\u003cstrong>Starting With Your Own Questions\u003c/strong>\u003c/p>\n\u003cp>The authenticity of your own questions are all you really need to get started in the process of inviting more authentic inquiry into your classroom. Everything you need is already there inside you. When I ask teachers to share their authentic questions with me—anonymously—I see that they have long-standing struggles that could connect to their students’ concerns:\u003c/p>\n\u003cdiv id=\"s9781506391663.i139\" class=\"speech\">\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Montana:\u003c/span>\u003cbr>\n\u003ci>“Why is it so hard to forgive and move on?”\u003c/i>\u003cbr>\n\u003ci>“Why is it so hard to listen to other people?”\u003c/i>\u003cbr>\n\u003ci>“Why do people/corporations treat the planet in such a crappy way?”\u003c/i>\u003c/p>\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Ohio:\u003c/span>\u003cbr>\n\u003ci>“If I died tomorrow, would I regret how much work has ruled my life?”\u003c/i>\u003cbr>\n\u003ci>“Am I being a good person?”\u003c/i>\u003cbr>\n\u003ci>“I have deeply loved and valued many beautiful places of the world—will they survive?”\u003c/i>\u003cbr>\n\u003ci>“Why do random shootings of innocent people happen? Who is next?”\u003c/i>\u003cbr>\n\u003ci>“Why is there so much intolerance in the world?”\u003c/i>\u003c/p>\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Texas:\u003c/span>\u003cbr>\n\u003ci>“Why can’t we value people for who they are and not devalue them because of how they look or what they believe?”\u003c/i>\u003cbr>\n\u003ci>“What will the future be like?”\u003c/i>\u003cbr>\n\u003ci>“How will the present trauma of so many students affect the brains of future generations?”\u003c/i>\u003c/p>\n\u003c/div>\n\u003cp>\u003cspan id=\"page18\" title=\"18\">\u003c/span>Reading these, I see the grounds of our common humanity. What’s more amazing than the fact that we share these ideas around the world is that young children wonder the same things. If we step back and make a space for students to speak and really listen to them, they will show us what is in their hearts and minds.\u003c/p>\n\u003cp>Justin Minkel, a second-grade teacher at a high-poverty school in Fayetteville, Arkansas, gave an opening to his students, during the first weeks of school, to share what they would ask the smartest person in the world.\u003c/p>\n\u003cdiv id=\"s9781506391663.i141\" class=\"general\">\n\u003cfigure>\u003cimg class=\"general\" src=\"https://jigsaw.vitalsource.com/books/9781506391632/epub/OEBPS/images/10.4135_9781506391663-fig1.jpg\" alt=\"Figure 1\">\u003c/figure>\n\u003cp>This reminded me of the cards my seventh-grade class turned in that first year.\u003c/p>\n\u003cdiv id=\"s9781506391663.i144\" class=\"general\">\n\u003cfigure>\u003cimg class=\"general\" src=\"https://jigsaw.vitalsource.com/books/9781506391632/epub/OEBPS/images/10.4135_9781506391663-fig2.jpg\" alt=\"Figure 2\">\u003c/figure>\n\u003c/div>\n\u003cp>Finally, all of the questions seem connected to this writing from Joseph, a young man I worked with in the night program who was transitioning out of jail where he served time for his involvement in a drive-by shooting. Not sure of how to assess his writing skills, I asked him if he would write down the thoughts and questions that haunt him, sadden him, and nag at him. In one furious burst, he wrote this:\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-54408 alignnone\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples-Figure-3.jpg\" alt=\"\" width=\"525\" height=\"332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-Figure-3.jpg 525w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-Figure-3-160x101.jpg 160w\" sizes=\"(max-width: 525px) 100vw, 525px\">\u003c/p>\n\u003cp>Your students are no different than these. If you give them time, space, and respect, they will stun you with their depth.\u003c/p>\n\u003cdiv id=\"s9781506391663.i147\" class=\"general\">\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"https://www.shannapeeples.com/about-us/\">Shanna Peeples\u003c/a> is the 2015 National Teacher of the Year and author of \u003ca href=\"https://us.corwin.com/en-us/nam/think-like-socrates/book258226\">Think Like Socrates: Using Questions to Invite Wonder and Empathy Into the Classroom, Grades 4-12\u003c/a>. Shanna taught middle and high school English in low-income schools in Amarillo, Texas for fourteen years and is a doctoral candidate at the Harvard Graduate School of Education. Shanna is on Twitter at \u003ca href=\"https://twitter.com/ShannaPeeples\">@ShannaPeeples\u003c/a>.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/section>\n\u003c/section>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54378/how-to-create-deeper-student-learning-experiences-through-questions","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_939","mindshift_20784","mindshift_1040","mindshift_797","mindshift_96","mindshift_20601","mindshift_20989","mindshift_21102"],"featImg":"mindshift_54411","label":"mindshift"},"mindshift_53684":{"type":"posts","id":"mindshift_53684","meta":{"index":"posts_1591205157","site":"mindshift","id":"53684","score":null,"sort":[1559023163000]},"guestAuthors":[],"slug":"going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences","title":"Going for Depth: How Schools and Teachers Can Foster Meaningful Learning Experiences","publishDate":1559023163,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>There are no magic solutions in education. But after visiting 30 schools, conducting 300 interviews and sitting in on classes for 750 hours, authors \u003ca href=\"https://twitter.com/jal_mehta\">Jal Mehta\u003c/a> and \u003ca href=\"https://twitter.com/sarahmfine\">Sarah Fine\u003c/a>, who wrote\u003ca href=\"http://www.hup.harvard.edu/catalog.php?isbn=9780674988392\"> \u003cem>In Search of Deeper Learning: The Quest to Remake the American High School\u003c/em>\u003c/a>, have much to say about how the best schools and teachers operate. What they noticed, in particular, was how these teachers and the administrations that support them invite students to engage deeply in their educations.\u003c/p>\n\u003cp>For Mehta and Fine, “\u003ca href=\"https://www.kqed.org/mindshift/37946/report-finds-deeper-learning-model-improves-outcomes-for-all-students\">deeper learning\u003c/a>” consists of three interrelated conditions: mastery, when students fathom a subject; identity, when they connect the knowledge of the subject to their own sense of self; and creativity, when they can apply that understanding to another endeavor in what Mehta calls “the next layer of learning.”\u003c/p>\n\u003cp>The best teachers Mehta and Fine observed all adopt a posture toward their vocation—and their purpose—that varies from the traditional classroom approach. These teachers see themselves not so much as purveyors of information but as champions of the subject; their purpose is to initiate students into the field. They dive deeply into a few domains rather than skim the surface of many. They consider failure a feature of learning rather than a shameful mistake. And they expect their students to build something from what they learn, not simply to behave like passive recipients of another’s wisdom.\u003c/p>\n\u003cp>One of their most surprising findings? Much of the richest learning occurs outside the conventional classroom, during electives, clubs and extracurricular activities like drama, music and sports. In these “peripheral” places, as the authors call them, students are free to explore what interests them and to \u003cem>do\u003c/em> what it is they’re learning; the activities are a form of apprenticeship for students. And often, those doing the teaching or coaching on the periphery are steeped in the subject themselves, and thus better able to model what they’re trying to convey. They also are more able to resist “the expectations of the external ecosystem”—testing, parental pressures, stress of college admissions—to build something enduring for their students.\u003c/p>\n\u003cp>Having discovered how the best environments promote deeper learning, Mehta and Fine suggest ways teachers and schools can apply some of these principles to their classrooms and hallways. \u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">Mehta\u003c/a> is an associate professor at Harvard Graduate School of Education and \u003ca href=\"https://hthgse.edu/about/our-team/\">Fine\u003c/a> is program director of teaching apprenticeship at High Tech High Graduate School of Education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>Teachers\u003c/em>:\u003c/p>\n\u003cp>\u003cstrong>Slow down\u003c/strong>. “If kids are asking questions that are interesting, don’t tell them, ‘we have to get through chapter 5,’ ” Fine said. “Slow down as much as possible to get a richer, deeper, slower inquiry.” Consider what you’re trying to teach—the skills of historical inquiry, say—and address those skills in the context of the student’s question. Though deviating from the day’s plan, this approach can accomplish the same goals while addressing kids’ curiosity.\u003c/p>\n\u003cp>\u003cstrong>Yoke assignments to the real world\u003c/strong>. Students feel more connected to their work when it touches on their interests and life outside the classroom. At one school the authors studied, most student projects involved hands-on creative work that had some practical application. With a startup approach in mind, students identify real-world problems that trouble them and create prototype solutions, all under the guidance of a teacher. The authors call the school’s \u003cem>ethic of contribution, \u003c/em>which is manifest in student projects that address real-world concerns, one of the most distinctive and motivating features of the school.\u003c/p>\n\u003cp>\u003cstrong>Think open-ended.\u003c/strong> Teachers who approach their subjects as on-going endeavors that are full of mysteries inspire student learning. Viewing the subject as dead and done, on the other hand—here are the causes of the French Revolution, these are the lessons of \u003cem>A Separate Peace\u003c/em>—can stultify curiosity. Better to adopt a stance that welcomes new interpretations and views students as possible contributors to the field—or apprentices who are beginning to develop something under the supervision of their teacher and with input from peers.\u003c/p>\n\u003cp>\u003cstrong>Offer choice and agency\u003c/strong>. Students are free to choose their extracurricular activities, and this choice is motivating and reinforcing. Unlike required classes, where student interest is irrelevant, a club or sport that teenagers select out of curiosity builds a community of like-minded kids where each feels accountable to the others. As one teenager put it, “I’m happier to be at rehearsal than at school, because it is something I want to do, love to do, with people who want to do it.” To mimic what works in these looser extracurricular settings, those who teach required classes might add as much choice as possible to their course work. A chemistry teacher intent on teaching the scientific method, for instance, might allow students to choose the content of their experiment. In English, the teacher could invite students to select some of the books they’re analyzing. The more agency students have over their learning, the more apt they are to engage deeply in the content.\u003c/p>\n\u003cp>\u003cstrong>Ask yourself, “what will my students need in life?” \u003c/strong>The most compelling teachers they found were over 35 and experienced in the classroom. The perspective they’d picked up allowed them to see more clearly what students needed, broadly, to succeed every day. Usually, this boiled down to three abilities: to write, communicate and think critically. Regardless of the subject, these top teachers oriented their instruction around these skills.\u003c/p>\n\u003cp>\u003cstrong>Think about times when the learning was deepest and do more of it.\u003c/strong> “What made it better or different?” Fine asked. If the class was engaged during an elective, where choice was plentiful, find ways to introduce more options into top-down classes. Reflect on what worked best in one setting and apply it to others.\u003c/p>\n\u003cp>\u003cem>Schools\u003c/em>:\u003c/p>\n\u003cp>\u003cstrong>Develop a detailed and clear vision of sound teaching. \u003c/strong>The best schools Mehta and Fine observed possessed a crystalline vision of how students should be taught, which permeated the classrooms. This “north star,” as they call the shared vision, helped guide decision-making about how and what to teach, and minimized variation in quality among classrooms. School leaders striving to build a place where deeper learning can happen should start by defining that vision for high-quality instruction that is owned and shared by teachers.\u003c/p>\n\u003cp>\u003cstrong>Create “thick mechanisms” of learning for teachers and administrators\u003c/strong>. To enact that vision, all adults in the school need to be educated about how to get there. “Thick mechanisms” give adults the openings and the time to see clearly what they’re trying to do and allow them to work with other knowledgeable staff to figure out how. At an International Baccalaureate school the authors studied, for example, teachers went through several three-part feedback cycles: first, a conversation to identify a problem; then a class observation; and finally a post-class discussion between teacher and observer to hone the thinking and approach to the problem. Other thick mechanisms included giving new teachers an abbreviated course load to allow for more coaching and extending opportunities for new staff to work with mentors.\u003c/p>\n\u003cp>\u003cstrong>Guide teachers just as they guide students\u003c/strong>. Fine and Mehta call this “a quality of symmetry,” wherein schools apply the same stance to teachers and students. Thus, in schools that prize collaborative learning among students, teachers too are expected to work together to solve problems. In schools where students are expected to bring outside-the-classroom experiences to their work, so too are teachers invited to call on and use their practical knowledge with their students. In one project-based school the authors examined, for example, new teachers started their tenure with a two-day, collaborative project that reflected what students did. “Structuring the model so that teachers’ experiences mirror those of their students adds critical energy and coherence to the school’s work,” the authors write.\u003c/p>\n\u003cp>\u003cstrong>Be visible\u003c/strong>. In schools where learning runs deep, student and teacher work is public to all. This transparency invites accountability and allows teachers and students both to see and own the shared school vision. Greater visibility also gets away from the “egg crate” style of many schools, where each classroom seems to exist in its own veiled space and teachers are unable to learn from one another. When classroom practices are visible, teachers are motivated to keep up with their peers; “no one wants to be the one playing a fool,” as one teacher told the authors.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The one thing all teachers and schools should strive for? “Build a culture of rigor and joy,” Mehta said.\u003c/p>\n\n","blocks":[],"excerpt":"After visiting 30 schools and interviewing 300 people, authors Jal Mehta and Sarah Fine have narrowed in on important qualities teachers and schools cultivate that engage students to learn. ","status":"publish","parent":0,"modified":1559023163,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1485},"headData":{"title":"Going for Depth: How Schools and Teachers Can Foster Meaningful Learning Experiences | KQED","description":"After visiting 30 schools and interviewing 300 people, authors Jal Mehta and Sarah Fine have narrowed in on important qualities teachers and schools cultivate that engage students to learn. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53684 https://ww2.kqed.org/mindshift/?p=53684","disqusUrl":"https://ww2.kqed.org/mindshift/2019/05/27/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences/","disqusTitle":"Going for Depth: How Schools and Teachers Can Foster Meaningful Learning Experiences","path":"/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are no magic solutions in education. But after visiting 30 schools, conducting 300 interviews and sitting in on classes for 750 hours, authors \u003ca href=\"https://twitter.com/jal_mehta\">Jal Mehta\u003c/a> and \u003ca href=\"https://twitter.com/sarahmfine\">Sarah Fine\u003c/a>, who wrote\u003ca href=\"http://www.hup.harvard.edu/catalog.php?isbn=9780674988392\"> \u003cem>In Search of Deeper Learning: The Quest to Remake the American High School\u003c/em>\u003c/a>, have much to say about how the best schools and teachers operate. What they noticed, in particular, was how these teachers and the administrations that support them invite students to engage deeply in their educations.\u003c/p>\n\u003cp>For Mehta and Fine, “\u003ca href=\"https://www.kqed.org/mindshift/37946/report-finds-deeper-learning-model-improves-outcomes-for-all-students\">deeper learning\u003c/a>” consists of three interrelated conditions: mastery, when students fathom a subject; identity, when they connect the knowledge of the subject to their own sense of self; and creativity, when they can apply that understanding to another endeavor in what Mehta calls “the next layer of learning.”\u003c/p>\n\u003cp>The best teachers Mehta and Fine observed all adopt a posture toward their vocation—and their purpose—that varies from the traditional classroom approach. These teachers see themselves not so much as purveyors of information but as champions of the subject; their purpose is to initiate students into the field. They dive deeply into a few domains rather than skim the surface of many. They consider failure a feature of learning rather than a shameful mistake. And they expect their students to build something from what they learn, not simply to behave like passive recipients of another’s wisdom.\u003c/p>\n\u003cp>One of their most surprising findings? Much of the richest learning occurs outside the conventional classroom, during electives, clubs and extracurricular activities like drama, music and sports. In these “peripheral” places, as the authors call them, students are free to explore what interests them and to \u003cem>do\u003c/em> what it is they’re learning; the activities are a form of apprenticeship for students. And often, those doing the teaching or coaching on the periphery are steeped in the subject themselves, and thus better able to model what they’re trying to convey. They also are more able to resist “the expectations of the external ecosystem”—testing, parental pressures, stress of college admissions—to build something enduring for their students.\u003c/p>\n\u003cp>Having discovered how the best environments promote deeper learning, Mehta and Fine suggest ways teachers and schools can apply some of these principles to their classrooms and hallways. \u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">Mehta\u003c/a> is an associate professor at Harvard Graduate School of Education and \u003ca href=\"https://hthgse.edu/about/our-team/\">Fine\u003c/a> is program director of teaching apprenticeship at High Tech High Graduate School of Education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Teachers\u003c/em>:\u003c/p>\n\u003cp>\u003cstrong>Slow down\u003c/strong>. “If kids are asking questions that are interesting, don’t tell them, ‘we have to get through chapter 5,’ ” Fine said. “Slow down as much as possible to get a richer, deeper, slower inquiry.” Consider what you’re trying to teach—the skills of historical inquiry, say—and address those skills in the context of the student’s question. Though deviating from the day’s plan, this approach can accomplish the same goals while addressing kids’ curiosity.\u003c/p>\n\u003cp>\u003cstrong>Yoke assignments to the real world\u003c/strong>. Students feel more connected to their work when it touches on their interests and life outside the classroom. At one school the authors studied, most student projects involved hands-on creative work that had some practical application. With a startup approach in mind, students identify real-world problems that trouble them and create prototype solutions, all under the guidance of a teacher. The authors call the school’s \u003cem>ethic of contribution, \u003c/em>which is manifest in student projects that address real-world concerns, one of the most distinctive and motivating features of the school.\u003c/p>\n\u003cp>\u003cstrong>Think open-ended.\u003c/strong> Teachers who approach their subjects as on-going endeavors that are full of mysteries inspire student learning. Viewing the subject as dead and done, on the other hand—here are the causes of the French Revolution, these are the lessons of \u003cem>A Separate Peace\u003c/em>—can stultify curiosity. Better to adopt a stance that welcomes new interpretations and views students as possible contributors to the field—or apprentices who are beginning to develop something under the supervision of their teacher and with input from peers.\u003c/p>\n\u003cp>\u003cstrong>Offer choice and agency\u003c/strong>. Students are free to choose their extracurricular activities, and this choice is motivating and reinforcing. Unlike required classes, where student interest is irrelevant, a club or sport that teenagers select out of curiosity builds a community of like-minded kids where each feels accountable to the others. As one teenager put it, “I’m happier to be at rehearsal than at school, because it is something I want to do, love to do, with people who want to do it.” To mimic what works in these looser extracurricular settings, those who teach required classes might add as much choice as possible to their course work. A chemistry teacher intent on teaching the scientific method, for instance, might allow students to choose the content of their experiment. In English, the teacher could invite students to select some of the books they’re analyzing. The more agency students have over their learning, the more apt they are to engage deeply in the content.\u003c/p>\n\u003cp>\u003cstrong>Ask yourself, “what will my students need in life?” \u003c/strong>The most compelling teachers they found were over 35 and experienced in the classroom. The perspective they’d picked up allowed them to see more clearly what students needed, broadly, to succeed every day. Usually, this boiled down to three abilities: to write, communicate and think critically. Regardless of the subject, these top teachers oriented their instruction around these skills.\u003c/p>\n\u003cp>\u003cstrong>Think about times when the learning was deepest and do more of it.\u003c/strong> “What made it better or different?” Fine asked. If the class was engaged during an elective, where choice was plentiful, find ways to introduce more options into top-down classes. Reflect on what worked best in one setting and apply it to others.\u003c/p>\n\u003cp>\u003cem>Schools\u003c/em>:\u003c/p>\n\u003cp>\u003cstrong>Develop a detailed and clear vision of sound teaching. \u003c/strong>The best schools Mehta and Fine observed possessed a crystalline vision of how students should be taught, which permeated the classrooms. This “north star,” as they call the shared vision, helped guide decision-making about how and what to teach, and minimized variation in quality among classrooms. School leaders striving to build a place where deeper learning can happen should start by defining that vision for high-quality instruction that is owned and shared by teachers.\u003c/p>\n\u003cp>\u003cstrong>Create “thick mechanisms” of learning for teachers and administrators\u003c/strong>. To enact that vision, all adults in the school need to be educated about how to get there. “Thick mechanisms” give adults the openings and the time to see clearly what they’re trying to do and allow them to work with other knowledgeable staff to figure out how. At an International Baccalaureate school the authors studied, for example, teachers went through several three-part feedback cycles: first, a conversation to identify a problem; then a class observation; and finally a post-class discussion between teacher and observer to hone the thinking and approach to the problem. Other thick mechanisms included giving new teachers an abbreviated course load to allow for more coaching and extending opportunities for new staff to work with mentors.\u003c/p>\n\u003cp>\u003cstrong>Guide teachers just as they guide students\u003c/strong>. Fine and Mehta call this “a quality of symmetry,” wherein schools apply the same stance to teachers and students. Thus, in schools that prize collaborative learning among students, teachers too are expected to work together to solve problems. In schools where students are expected to bring outside-the-classroom experiences to their work, so too are teachers invited to call on and use their practical knowledge with their students. In one project-based school the authors examined, for example, new teachers started their tenure with a two-day, collaborative project that reflected what students did. “Structuring the model so that teachers’ experiences mirror those of their students adds critical energy and coherence to the school’s work,” the authors write.\u003c/p>\n\u003cp>\u003cstrong>Be visible\u003c/strong>. In schools where learning runs deep, student and teacher work is public to all. This transparency invites accountability and allows teachers and students both to see and own the shared school vision. Greater visibility also gets away from the “egg crate” style of many schools, where each classroom seems to exist in its own veiled space and teachers are unable to learn from one another. When classroom practices are visible, teachers are motivated to keep up with their peers; “no one wants to be the one playing a fool,” as one teacher told the authors.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The one thing all teachers and schools should strive for? “Build a culture of rigor and joy,” Mehta said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences","authors":["4613"],"categories":["mindshift_192"],"tags":["mindshift_939","mindshift_20784","mindshift_1040"],"featImg":"mindshift_53730","label":"mindshift"},"mindshift_50661":{"type":"posts","id":"mindshift_50661","meta":{"index":"posts_1591205157","site":"mindshift","id":"50661","score":null,"sort":[1525069613000]},"guestAuthors":[],"slug":"how-to-make-deep-thinking-bite-sized-for-students-with-skill-gaps","title":"Building Thinking Skills to Help Students Access Their Best Work","publishDate":1525069613,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Urban Maker Assembly Academy serves students from all over New York City, many of whom come in behind grade level. The school uses a\u003c/span>\u003ca href=\"https://www.uamaker.nyc/mastery-grading-1/\"> \u003cspan style=\"font-weight: 400\">mastery-based approach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, focusing on helping each student become proficient in the necessary skills no matter how long it takes. They’re also committed to doing interesting, hands-on projects and letting students have autonomy over their learning. Despite the greater freedom that comes from this kind of learning, a couple of years ago, principal \u003c/span>\u003ca href=\"https://www.uamaker.nyc/principal\">\u003cspan style=\"font-weight: 400\">Luke Bauer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> realized his students needed more direction. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of schools that start with project-based learning think that you can throw this ambiguous project out and kids will naturally know how to solve it,” said\u003c/span> \u003cspan style=\"font-weight: 400\">Bauer. “The thing we’ve found is that kids need some more structure than that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bauer brought in reDesign, an education consulting firm, to help him and his teachers intentionally build skills they hadn't previously realized were required for the projects they had planned.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The premise of reDesign’s approach is that there are many\u003c/span>\u003ca href=\"http://www.redesignu.org/design-lab/skills\"> \u003cspan style=\"font-weight: 400\">“portable skills”\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">required in any academic project, no matter the subject. These are things like determining importance, asking questions, thinking about purpose and audience, and even clarifying confusion. Students need these skills in everything they learn, but often aren’t aware of them as interstitial thinking steps necessary for a deeper analysis or more meaningful product. And often teachers don’t realize students are missing those thinking skills either.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_50669\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-50669\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/reDesign3.jpg-1020x511.png\" alt=\"\" width=\"640\" height=\"321\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-1020x511.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-160x80.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-800x401.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-768x385.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-1180x591.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-960x481.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-240x120.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-375x188.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-520x261.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">An informal study of college syllabi found remarkably similar requirements of college freshman. \u003ccite>(Courtesy reDesign)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">reDesign works with many schools that serve over-aged and under-credited students, so their goal is to find the fastest way to raise student skill level without succumbing to rote learning. Co-founder Antonia Rudenstine said their approach is rooted in a fundamental belief: “You get to deeper learning by taking students through a deep thinking process.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So whether the project will ultimately result in a website, a speech, a three-dimensional model or an academic paper, there are certain thinking skills like identifying evidence or choosing a focus that can be embedded across subjects. When teachers explicitly name these skills, and identify them as something that can be learned, students become more aware of them. With practice they build up a comfort level with a thinking process that will be required again and again in any learning situation. And crucially, because these skills are found in almost everything, they can be\u003c/span>\u003ca href=\"http://www.redesignu.org/design-lab/learning-activities\"> \u003cspan style=\"font-weight: 400\">baked into\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> more traditional lessons, as well as project-based curriculum.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Projects are breaking down at the level of the thinking,” Rudenstine said. “There’s just way too many intellectual jumps that are expected of students who have had no exposure.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She says teachers have to be very clear about the skills they are teaching through the content and communicate those learning goals to students. So, for example, rather than asking students to name the five causes of the Civil War -- essentially a memorization task -- a teacher could explain that the goal is to understand cause and effect. She could then ask students to read an article and pull out causes and their effects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s really different from breaking content down into bite-sized pieces,” Rudenstine said. “You’re breaking thinking into bite-sized nuggets.”\u003c/span>\u003c/p>\n\u003cp>[contextly_sidebar id=\"Ovl7ZbVwTCz1beVAPSP8Cg8UEK9HNW68\"]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The advantage of this modular approach to skill building is that it can be mapped across a school to ensure students are getting enough practice. Especially when students are coming to high school without key skills, they’ll need more practice analyzing and synthesizing than they can possibly get if those skills are only taught in Humanities classes. Instead, analysis and synthesis have to become part of every performance task in every class. Rudenstine calls this\u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1fK5PoxPgLdjAeY3kgWJQC37uKb_XaeJwU0QsLID8rf0/edit#gid=1956944941\"> \u003cspan style=\"font-weight: 400\">“opportunity mapping”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and says it’s a crucial step to make sure students are prepared for the kind of learning expected in most colleges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>IN PRACTICE AT A PROJECT-BASED SCHOOL\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earth science and AP Human Geography teacher\u003c/span>\u003ca href=\"https://www.uamaker.nyc/earthscience\"> \u003cspan style=\"font-weight: 400\">Ben Hoser\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has also found the reDesign modules to be a helpful tool to evaluate and rethink his projects. He’s in his second year of teaching at Urban Assembly Maker Academy and has struggled to find the right balance between content and skills-based work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of my main takeaways from last year was kids’ engagement rates were really high, submission rates were really high, but then their scores on their Regents exams were really low,” Hoser said. That made him wonder if he wasn’t teaching the content explicitly enough.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_50670\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-50670\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/reDesign2-1020x606.jpg\" alt=\"\" width=\"640\" height=\"380\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-1020x606.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-160x95.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-800x475.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-768x456.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-1180x701.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-960x570.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-240x142.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-375x223.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-520x309.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student at Phoenix Charter Academy in Massachusetts explores the concept of density by measuring mass. \u003ccite>(Courtesy reDesign)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In his first year, he’d started out with a natural disaster project that didn’t have much core earth science content in it, but did bring up some key skills like asking the right questions, researching, and entering into an\u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/21/10-tips-for-launching-an-inquiry-based-classroom/\"> \u003cspan style=\"font-weight: 400\">inquiry\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. At the time he thought the project was a success because it showed him that if he could help students establish a base ability to cite sources, read accurately, and find patterns he was setting up a framework for them to digest any content. Over the year, he was increasingly able to give students work without scaffolds, until they were leading socratic seminars.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, Hoser is taking the good elements of that first year to the next level, making sure the content is the explicit vehicle for skill building. To do that, he’s been clear that all his assessments will focus on skills, but the tasks themselves are rooted in content.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m actually finding that I’m more able now to step away from the reDesign resources because I’ve used the reDesign stuff to identify what skills they need and that’s helped me reinvent the standards for our department and then my projects are more content driven,” Hoser said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Hoser has to teach a unit on landscapes, which is split between map reading and more traditional landscape topics like erosion and rivers. Previously he had struggled to bring those two ideas together in one project. Now, he has students creating maps of their neighborhoods to identify how they would fare in another storm like Hurricane Sandy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #767676;font-size: 19px;font-style: italic\">Diving into designing competency-based professional development series. Thank you \u003c/span>\u003ca style=\"font-size: 19px;font-style: italic\" href=\"https://twitter.com/reDesignLLC?ref_src=twsrc%5Etfw\">@reDesignLLC\u003c/a>\u003cspan style=\"color: #767676;font-size: 19px;font-style: italic\"> for inspiring the work. \u003c/span>\u003ca style=\"font-size: 19px;font-style: italic\" href=\"https://t.co/DHdAa3K538\">pic.twitter.com/DHdAa3K538\u003c/a>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\u003cp>— Gillian Riley (@GillianRiley00) \u003ca href=\"https://twitter.com/GillianRiley00/status/933185883217346565?ref_src=twsrc%5Etfw\">November 22, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hoser asks students to survey their neighborhoods on foot, logging waypoints in a data table. Then they map the data and draw contour lines. “That’s testing are they understanding what a contour line is and can they construct a continental map from these spot heights,” Hoser said. He thinks it’s more rigorous to have students create their own maps than to read existing ones, which is what the Regents exam requires.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hoser\u003c/span>\u003ca href=\"http://www.instructables.com/id/Augmented-Reality-Sandbox/\"> \u003cspan style=\"font-weight: 400\">built an augmented sandbox\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in his classroom last year with students. Step three of this project asks students to input their data into the sandbox and project what they’ve recorded in three-dimensional contour lines. That essentially creates a 3D topographical map of the student’s neighborhood, which they can then flood to see what happens. Lastly they have to write to their congressperson addressing the issues they found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The final tasks is a writing task, not a scientific one, so they have to really understand it and use evidence to make their argument,” Hoser said. It’s also a good example of how those “portable skills” show up in science class and reinforce what’s happening elsewhere in the school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hoser thinks the augmented sandbox element added a lot to the project because students didn’t expect some of the ways the water moved across the landscape. They didn’t all know, for example, that downhill isn’t always south, but they figured it out as the water flooded areas they know well in real life.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_50690\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-50690\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/augmented-sandbox-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\">\u003cfigcaption class=\"wp-caption-text\">The augmented sandbox helps students visualize the data they collect. \u003ccite>(Courtesy Ben Hoser/Urban Assembly Maker Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s so heavily grounded in and driven by the content, but each stage of it requires them to use skills that I think they need,” Hoser said. He thinks he’s found a model for what a really good project looks like. And now he’s not shy to run smaller skill-based lessons for things that might come up in a project. For example, he taught students how to read a map for their landscape project, but it was a quick mini-lesson within a project that students otherwise largely drove themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What I’m trying to do is set kids up with those skills so they can feel that feeling of discovery,” Hoser said. He likes the reDesign tools because he can check his projects against them to make sure he isn’t missing key skills; they've become a back stop as he iterates on his projects. The tools have helped guide his thinking, but haven’t limited\u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/04/22/sir-ken-robinson-creativity-is-in-everything-especially-teaching/\"> \u003cspan style=\"font-weight: 400\">his creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or autonomy as a teacher. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.uamaker.nyc/english\">\u003cspan style=\"font-weight: 400\">Margarita Lopez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teaches sophomores and seniors English. She’s only been teaching for a few years and has found the reDesign modules helpful as she evaluates what worked and what didn’t in various projects. For example, she wanted to understand why students weren’t turning in the level of work she expected in a multimedia storytelling project she does with sophomores every year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What I realized using the reDesign materials when I reassessed that entire project was that it needed more of the little pieces that make the connection to the overall bigger project,” Lopez said.\u003c/span>\u003c/p>\n\u003cp>[contextly_sidebar id=\"akfxeY6JF0Sv3QGmQ1IupviYKwbv9Iy2\"]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The project requires students to interview an immigrant in their community and represent their life story in a video. While Lopez thought the aim was clear, she hadn’t realized that her students weren’t independently doing things like researching the history of their interviewee or scripting out their questions. They were diving in without planning, which resulted in shallow products.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, Lopez scaffolds these steps more explicitly. She discusses different types of\u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2012/10/26/for-students-why-the-question-is-more-important-than-the-answer/\">\u003cspan style=\"font-weight: 400\"> questioning strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with students so they have tools to use when doing their interviews. Lopez hadn’t realized that students didn’t know how to get started on such a big project, but once she made the switch students turned their work in at higher rates and were ultimately able to approach the next project more independently.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These successes are exactly what Rudenstine is hoping to support. She has experience teaching in both traditional settings and more progressive ones, but worried that neither truly served students. She’s firm that there are fundamental skills students need if they want to be successful in college and that educators can’t expects students to pick those up through osmosis while doing a project. But with expert guidance from a skilled teacher, students can do the exciting hands-on project work that many constructivist educators love without sacrificing skill development.\u003c/span>\u003c/p>\n\u003cp>\u003cb>HOW IT LOOKS IN A TRADITIONAL SCHOOL\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even in more traditional schools where drilling academic skills is the focus, many teachers still skill over fundamental skills required for deep thinking, working with other people, and figuring things out on one’s own. That’s where Rudenstine says the reDesign materials might help.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Karen McCallion, a biology teacher at Epping High School in New Hampshire, teaches at a fairly traditional high school -- they still have rows of desks and bells. McCallion, like so many teachers, feels pressure to get through the content, but as she’s looked at the skills laid out by reDesign she’s given herself permission to slow down and make sure students have what they need to succeed.\u003c/span>\u003c/p>\n\u003cp>[contextly_sidebar id=\"yXxgnx6uDRya71qZ8hZMQqreU2m98u03\"]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It does feel like I’m going away from the content -- or it did at the beginning -- but then I realized I’m teaching them how to learn,” she said. She’s begun to realize that to succeed in science her students need to be good readers, and they need to be able to determine what’s important. She’s started helping them do that work with non-science texts first, then later asking them to apply those skills to science texts that can feel daunting to students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you can give them some ownership and some skills then whatever content you put in front of them, even if it frustrates them, then they’re going to be able to engage with it,” McCallion said. She’s never going to give up lab reports, but she does see ways she can open up assignments she’s done in the past to build student skills beyond memorization.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, McCallion used to do a “design a cell project,” where each student was assigned an organelle and had to research and present on its function in the cell. “That’s not really what I want. It’s very surface. So I changed it,” she said. Now, she’s trying to emphasize collaboration and connections.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She modified the project so that students work in groups to come up with an analogy for what the organelle does, along with a representation of the analogy. At first, McCallion thought she had made a big mistake. Students didn’t know how to work together, they struggled to come up with a plan to collaborate and when they ran into problems they wanted her to solve them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Instead of telling them how to solve it we conference,” she said. “We sit and discuss and I have them speak up. I enjoy so much watching those light bulbs go off, and I don’t see them go off as much when I make them regurgitate facts,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we talk, McCallion looks at her white board and tells me almost every assignment written in the top corner comes out of reDesign. She’s got the learning goal, the competency being covered, and the product she expects students to produce. Perhaps more importantly, she’s thought through some bigger questions about her lessons: Why is she doing it? What will the product look like? How will she support them? What strategies will she explicitly teach along the way?\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">McCallion says she’s even starting to think this way about her tests. She always writes in a few questions that require synthesis -- that’s where kids either fall down or wow her. And it’s a good indicator of where she might need to offer a little more support.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"To get to deeper levels of learning, many kids need explicit help breaking down the thinking steps in any academic project.","status":"publish","parent":0,"modified":1525069684,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":2521},"headData":{"title":"Building Thinking Skills to Help Students Access Their Best Work | KQED","description":"To get to deeper levels of learning, many kids need explicit help breaking down the thinking steps in any academic project.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50661 https://ww2.kqed.org/mindshift/?p=50661","disqusUrl":"https://ww2.kqed.org/mindshift/2018/04/29/how-to-make-deep-thinking-bite-sized-for-students-with-skill-gaps/","disqusTitle":"Building Thinking Skills to Help Students Access Their Best Work","path":"/mindshift/50661/how-to-make-deep-thinking-bite-sized-for-students-with-skill-gaps","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Urban Maker Assembly Academy serves students from all over New York City, many of whom come in behind grade level. The school uses a\u003c/span>\u003ca href=\"https://www.uamaker.nyc/mastery-grading-1/\"> \u003cspan style=\"font-weight: 400\">mastery-based approach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, focusing on helping each student become proficient in the necessary skills no matter how long it takes. They’re also committed to doing interesting, hands-on projects and letting students have autonomy over their learning. Despite the greater freedom that comes from this kind of learning, a couple of years ago, principal \u003c/span>\u003ca href=\"https://www.uamaker.nyc/principal\">\u003cspan style=\"font-weight: 400\">Luke Bauer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> realized his students needed more direction. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of schools that start with project-based learning think that you can throw this ambiguous project out and kids will naturally know how to solve it,” said\u003c/span> \u003cspan style=\"font-weight: 400\">Bauer. “The thing we’ve found is that kids need some more structure than that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bauer brought in reDesign, an education consulting firm, to help him and his teachers intentionally build skills they hadn't previously realized were required for the projects they had planned.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The premise of reDesign’s approach is that there are many\u003c/span>\u003ca href=\"http://www.redesignu.org/design-lab/skills\"> \u003cspan style=\"font-weight: 400\">“portable skills”\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">required in any academic project, no matter the subject. These are things like determining importance, asking questions, thinking about purpose and audience, and even clarifying confusion. Students need these skills in everything they learn, but often aren’t aware of them as interstitial thinking steps necessary for a deeper analysis or more meaningful product. And often teachers don’t realize students are missing those thinking skills either.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_50669\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-50669\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/reDesign3.jpg-1020x511.png\" alt=\"\" width=\"640\" height=\"321\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-1020x511.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-160x80.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-800x401.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-768x385.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-1180x591.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-960x481.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-240x120.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-375x188.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign3.jpg-520x261.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">An informal study of college syllabi found remarkably similar requirements of college freshman. \u003ccite>(Courtesy reDesign)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">reDesign works with many schools that serve over-aged and under-credited students, so their goal is to find the fastest way to raise student skill level without succumbing to rote learning. Co-founder Antonia Rudenstine said their approach is rooted in a fundamental belief: “You get to deeper learning by taking students through a deep thinking process.”\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\">So whether the project will ultimately result in a website, a speech, a three-dimensional model or an academic paper, there are certain thinking skills like identifying evidence or choosing a focus that can be embedded across subjects. When teachers explicitly name these skills, and identify them as something that can be learned, students become more aware of them. With practice they build up a comfort level with a thinking process that will be required again and again in any learning situation. And crucially, because these skills are found in almost everything, they can be\u003c/span>\u003ca href=\"http://www.redesignu.org/design-lab/learning-activities\"> \u003cspan style=\"font-weight: 400\">baked into\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> more traditional lessons, as well as project-based curriculum.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Projects are breaking down at the level of the thinking,” Rudenstine said. “There’s just way too many intellectual jumps that are expected of students who have had no exposure.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She says teachers have to be very clear about the skills they are teaching through the content and communicate those learning goals to students. So, for example, rather than asking students to name the five causes of the Civil War -- essentially a memorization task -- a teacher could explain that the goal is to understand cause and effect. She could then ask students to read an article and pull out causes and their effects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s really different from breaking content down into bite-sized pieces,” Rudenstine said. “You’re breaking thinking into bite-sized nuggets.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The advantage of this modular approach to skill building is that it can be mapped across a school to ensure students are getting enough practice. Especially when students are coming to high school without key skills, they’ll need more practice analyzing and synthesizing than they can possibly get if those skills are only taught in Humanities classes. Instead, analysis and synthesis have to become part of every performance task in every class. Rudenstine calls this\u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1fK5PoxPgLdjAeY3kgWJQC37uKb_XaeJwU0QsLID8rf0/edit#gid=1956944941\"> \u003cspan style=\"font-weight: 400\">“opportunity mapping”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and says it’s a crucial step to make sure students are prepared for the kind of learning expected in most colleges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>IN PRACTICE AT A PROJECT-BASED SCHOOL\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earth science and AP Human Geography teacher\u003c/span>\u003ca href=\"https://www.uamaker.nyc/earthscience\"> \u003cspan style=\"font-weight: 400\">Ben Hoser\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has also found the reDesign modules to be a helpful tool to evaluate and rethink his projects. He’s in his second year of teaching at Urban Assembly Maker Academy and has struggled to find the right balance between content and skills-based work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of my main takeaways from last year was kids’ engagement rates were really high, submission rates were really high, but then their scores on their Regents exams were really low,” Hoser said. That made him wonder if he wasn’t teaching the content explicitly enough.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_50670\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-50670\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/reDesign2-1020x606.jpg\" alt=\"\" width=\"640\" height=\"380\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-1020x606.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-160x95.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-800x475.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-768x456.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-1180x701.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-960x570.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-240x142.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-375x223.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/reDesign2-520x309.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student at Phoenix Charter Academy in Massachusetts explores the concept of density by measuring mass. \u003ccite>(Courtesy reDesign)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In his first year, he’d started out with a natural disaster project that didn’t have much core earth science content in it, but did bring up some key skills like asking the right questions, researching, and entering into an\u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/21/10-tips-for-launching-an-inquiry-based-classroom/\"> \u003cspan style=\"font-weight: 400\">inquiry\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. At the time he thought the project was a success because it showed him that if he could help students establish a base ability to cite sources, read accurately, and find patterns he was setting up a framework for them to digest any content. Over the year, he was increasingly able to give students work without scaffolds, until they were leading socratic seminars.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, Hoser is taking the good elements of that first year to the next level, making sure the content is the explicit vehicle for skill building. To do that, he’s been clear that all his assessments will focus on skills, but the tasks themselves are rooted in content.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m actually finding that I’m more able now to step away from the reDesign resources because I’ve used the reDesign stuff to identify what skills they need and that’s helped me reinvent the standards for our department and then my projects are more content driven,” Hoser said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Hoser has to teach a unit on landscapes, which is split between map reading and more traditional landscape topics like erosion and rivers. Previously he had struggled to bring those two ideas together in one project. Now, he has students creating maps of their neighborhoods to identify how they would fare in another storm like Hurricane Sandy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #767676;font-size: 19px;font-style: italic\">Diving into designing competency-based professional development series. Thank you \u003c/span>\u003ca style=\"font-size: 19px;font-style: italic\" href=\"https://twitter.com/reDesignLLC?ref_src=twsrc%5Etfw\">@reDesignLLC\u003c/a>\u003cspan style=\"color: #767676;font-size: 19px;font-style: italic\"> for inspiring the work. \u003c/span>\u003ca style=\"font-size: 19px;font-style: italic\" href=\"https://t.co/DHdAa3K538\">pic.twitter.com/DHdAa3K538\u003c/a>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\u003cp>— Gillian Riley (@GillianRiley00) \u003ca href=\"https://twitter.com/GillianRiley00/status/933185883217346565?ref_src=twsrc%5Etfw\">November 22, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hoser asks students to survey their neighborhoods on foot, logging waypoints in a data table. Then they map the data and draw contour lines. “That’s testing are they understanding what a contour line is and can they construct a continental map from these spot heights,” Hoser said. He thinks it’s more rigorous to have students create their own maps than to read existing ones, which is what the Regents exam requires.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hoser\u003c/span>\u003ca href=\"http://www.instructables.com/id/Augmented-Reality-Sandbox/\"> \u003cspan style=\"font-weight: 400\">built an augmented sandbox\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in his classroom last year with students. Step three of this project asks students to input their data into the sandbox and project what they’ve recorded in three-dimensional contour lines. That essentially creates a 3D topographical map of the student’s neighborhood, which they can then flood to see what happens. Lastly they have to write to their congressperson addressing the issues they found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The final tasks is a writing task, not a scientific one, so they have to really understand it and use evidence to make their argument,” Hoser said. It’s also a good example of how those “portable skills” show up in science class and reinforce what’s happening elsewhere in the school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hoser thinks the augmented sandbox element added a lot to the project because students didn’t expect some of the ways the water moved across the landscape. They didn’t all know, for example, that downhill isn’t always south, but they figured it out as the water flooded areas they know well in real life.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_50690\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-50690\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/augmented-sandbox-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\">\u003cfigcaption class=\"wp-caption-text\">The augmented sandbox helps students visualize the data they collect. \u003ccite>(Courtesy Ben Hoser/Urban Assembly Maker Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s so heavily grounded in and driven by the content, but each stage of it requires them to use skills that I think they need,” Hoser said. He thinks he’s found a model for what a really good project looks like. And now he’s not shy to run smaller skill-based lessons for things that might come up in a project. For example, he taught students how to read a map for their landscape project, but it was a quick mini-lesson within a project that students otherwise largely drove themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What I’m trying to do is set kids up with those skills so they can feel that feeling of discovery,” Hoser said. He likes the reDesign tools because he can check his projects against them to make sure he isn’t missing key skills; they've become a back stop as he iterates on his projects. The tools have helped guide his thinking, but haven’t limited\u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/04/22/sir-ken-robinson-creativity-is-in-everything-especially-teaching/\"> \u003cspan style=\"font-weight: 400\">his creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or autonomy as a teacher. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.uamaker.nyc/english\">\u003cspan style=\"font-weight: 400\">Margarita Lopez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teaches sophomores and seniors English. She’s only been teaching for a few years and has found the reDesign modules helpful as she evaluates what worked and what didn’t in various projects. For example, she wanted to understand why students weren’t turning in the level of work she expected in a multimedia storytelling project she does with sophomores every year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What I realized using the reDesign materials when I reassessed that entire project was that it needed more of the little pieces that make the connection to the overall bigger project,” Lopez said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The project requires students to interview an immigrant in their community and represent their life story in a video. While Lopez thought the aim was clear, she hadn’t realized that her students weren’t independently doing things like researching the history of their interviewee or scripting out their questions. They were diving in without planning, which resulted in shallow products.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, Lopez scaffolds these steps more explicitly. She discusses different types of\u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2012/10/26/for-students-why-the-question-is-more-important-than-the-answer/\">\u003cspan style=\"font-weight: 400\"> questioning strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with students so they have tools to use when doing their interviews. Lopez hadn’t realized that students didn’t know how to get started on such a big project, but once she made the switch students turned their work in at higher rates and were ultimately able to approach the next project more independently.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These successes are exactly what Rudenstine is hoping to support. She has experience teaching in both traditional settings and more progressive ones, but worried that neither truly served students. She’s firm that there are fundamental skills students need if they want to be successful in college and that educators can’t expects students to pick those up through osmosis while doing a project. But with expert guidance from a skilled teacher, students can do the exciting hands-on project work that many constructivist educators love without sacrificing skill development.\u003c/span>\u003c/p>\n\u003cp>\u003cb>HOW IT LOOKS IN A TRADITIONAL SCHOOL\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even in more traditional schools where drilling academic skills is the focus, many teachers still skill over fundamental skills required for deep thinking, working with other people, and figuring things out on one’s own. That’s where Rudenstine says the reDesign materials might help.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Karen McCallion, a biology teacher at Epping High School in New Hampshire, teaches at a fairly traditional high school -- they still have rows of desks and bells. McCallion, like so many teachers, feels pressure to get through the content, but as she’s looked at the skills laid out by reDesign she’s given herself permission to slow down and make sure students have what they need to succeed.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It does feel like I’m going away from the content -- or it did at the beginning -- but then I realized I’m teaching them how to learn,” she said. She’s begun to realize that to succeed in science her students need to be good readers, and they need to be able to determine what’s important. She’s started helping them do that work with non-science texts first, then later asking them to apply those skills to science texts that can feel daunting to students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you can give them some ownership and some skills then whatever content you put in front of them, even if it frustrates them, then they’re going to be able to engage with it,” McCallion said. She’s never going to give up lab reports, but she does see ways she can open up assignments she’s done in the past to build student skills beyond memorization.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, McCallion used to do a “design a cell project,” where each student was assigned an organelle and had to research and present on its function in the cell. “That’s not really what I want. It’s very surface. So I changed it,” she said. Now, she’s trying to emphasize collaboration and connections.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She modified the project so that students work in groups to come up with an analogy for what the organelle does, along with a representation of the analogy. At first, McCallion thought she had made a big mistake. Students didn’t know how to work together, they struggled to come up with a plan to collaborate and when they ran into problems they wanted her to solve them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Instead of telling them how to solve it we conference,” she said. “We sit and discuss and I have them speak up. I enjoy so much watching those light bulbs go off, and I don’t see them go off as much when I make them regurgitate facts,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we talk, McCallion looks at her white board and tells me almost every assignment written in the top corner comes out of reDesign. She’s got the learning goal, the competency being covered, and the product she expects students to produce. Perhaps more importantly, she’s thought through some bigger questions about her lessons: Why is she doing it? What will the product look like? How will she support them? What strategies will she explicitly teach along the way?\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\">McCallion says she’s even starting to think this way about her tests. She always writes in a few questions that require synthesis -- that’s where kids either fall down or wow her. And it’s a good indicator of where she might need to offer a little more support.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50661/how-to-make-deep-thinking-bite-sized-for-students-with-skill-gaps","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_21177","mindshift_939","mindshift_20784","mindshift_1040","mindshift_146","mindshift_20945","mindshift_21176","mindshift_256"],"featImg":"mindshift_50668","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. 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