How Universal Design for Learning helps students merge onto the 'learning expressway'
How Students Benefit from a School Reopening Plan Designed for Those at the Margins
How Students Would Improve Their School Lunch Experience
Six Strategies to Help Introverts Thrive at School and Feel Understood
Four Inquiry Qualities At The Heart of Student-Centered Teaching
Helping Teens Find Purpose: A Tool For Educators To Support Students' Discovery
Why Design Thinking In Schools Loses Power When It's Reduced To A Checklist
How to Bring 'More Beautiful' Questions Back to School
Talk to Teachers: Students Share How and Why They'd Change Education
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Some kids created postcards or a poster with crayons. Some wrote a letter about the trip and sent it to a family member. Others scripted commercials and shot a video to present to the class. Universal Design for Learning (UDL), an approach where teachers seek to make learning accessible to all students regardless of their backgrounds, abilities, or learning preferences, is at the root of Smith’s lessons. “You’re getting to know your kids — their abilities, their skill levels, what they struggle with, where they excel, their interests, all those kinds of things. And you’re designing [lessons] with kids in mind,” said the teacher, who works in Westminster, Maryland.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developed by the \u003c/span>\u003ca href=\"https://www.cast.org/\">\u003cspan style=\"font-weight: 400\">Center for Applied Special Technology (CAST)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, UDL provides a framework for educators to create inclusive learning environments. “It really is about how we design instruction and recognizing that one-size-fits-all experiences, which have been perpetuated by the system forever, have been designed to exclude and oppress some learners,” said \u003c/span>\u003ca href=\"https://twitter.com/KatieNovakUDL\">\u003cspan style=\"font-weight: 400\">Katie Novak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author of \u003c/span>\u003cem>\u003ca href=\"https://www.novakeducation.com/udl-now\">\u003cspan style=\"font-weight: 400\">UDL Now! A Teacher’s Guide to Applying Universal Design for Learning\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In UDL, teachers provide students with multiple representations of new information, multiple ways to engage with that information, and multiple avenues for expressing their learning. \u003c/span>\u003ca href=\"https://twitter.com/FritzTesha\">\u003cspan style=\"font-weight: 400\">Andratesha Fritzgerald\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an educator and author of \u003c/span>\u003ca href=\"https://publishing.cast.org/catalog/books-products/antiracism-universal-design-for-learning-fritzgerald\">\u003cspan style=\"font-weight: 400\">\u003cem>Antiracism and Universal Design for Learning\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cem>,\u003c/em> said UDL can be likened to a learning expressway with multiple means of representation, engagement and expression serving as on-ramps, traffic patterns and off-ramps.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Myth of Average: Todd Rose at TEDxSonomaCounty\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4eBmyttcfU4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>On-ramp: Multiple means of representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers provide multiple means of representation, they introduce information in a variety of ways. They may use visual aids, graphic organizers, videos and audio to make information easier for students to understand. “The information that students are supposed to be taking in or learning needs an on ramp,” said Fritzgerald. “It needs something to connect from where you are to where it is that you want to go.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if students are learning about different plant types, a teacher could structure the lesson so students read seed packets, meet local gardeners and examine a variety of plant samples. “Multiple means of representation asks, ‘How can we design instruction so that all students can build understanding in ways that are linguistically appropriate and culturally responsive?’” said Novak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her current role as an instructional coach, Smith, the Maryland educator, supports teachers in adapting lessons for students of all abilities. When educators try to make their curriculum more accessible, they’re often worried that changing the curriculum too much, will lower the quality, Smith said. For teachers who are new to UDL, it can be beneficial to connect with \u003c/span>\u003ca href=\"http://udlexchange.cast.org/home/_gl/1*u3k9o7*_ga*MzYzNTQwMzU0LjE2ODQ4NDcwMzg.*_ga_C7LXP5M74W*MTY4NDg0NzAzOC4xLjEuMTY4NDg0NzIwOC4wLjAuMA..\">\u003cspan style=\"font-weight: 400\">other UDL \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003cspan style=\"font-weight: 400\"> in person or online to share materials and ask any questions. With practice, Smith said, teachers get more comfortable identifying how to adapt core content so all students are learning important skills.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Traffic pattern: Multiple means of engagement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Multiple means of engagement is when a teacher gives students a variety of ways to participate in learning tasks, such as project-based learning, games or discussions. “Multiple means of engagement is providing options to build purpose and motivation and help students really commit to these incredibly rigorous learning tasks,” said Novak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If multiple means of representation are on-ramps, multiple means of engagement are how students navigate the traffic pattern. “Every time you merge onto an expressway of learning, the traffic pattern is going to be different. You’ll be surrounded by different cars,” said Fritzgerald. “What supports do you lean on? How do you set your GPS?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Returning to the example of a lesson on plant types, a teacher could provide different options for students to have a deeper learning experience, such as participating in a community garden, starting a herb garden at home or observing a neighbor’s houseplants.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “We provide all of these different options and say, ‘We want you to learn about this because we want you to apply it, and you can work alone or together,” said Novak. “And ultimately, we want you to find a purpose and motivation in this space.” Additionally, each learner is empowered to make decisions about what support they need to participate in classwork, including selecting activities that interest them, determining whether they work alone or in a group, and figuring out how they are physically set up in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Smith’s school, flexible seating gives students a variety of ways to position themselves so that they are ready to learn. “Instead of desks or tables, we have different choices of seats: wobble stools, cushions, balls, different things that make the room more comfortable for the students,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Off-ramp: Multiple means of expression\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers may offer options for different modes of expression, such as written assignments, oral presentations or art projects and allow students to choose the materials they use to present information. Multiple means of expression are off-ramps, said Fritzgerald: “That’s when I am ready to show you what I know so that I can arrive at the destination that I’ve chosen and then move on to the next destination.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, students who have completed activities for a unit about plants may share a series of photos or a video, while others might write a letter about their experience or bring in a physical plant to show the class. Even a student’s dead plant can present opportunities for further learning. “We want to make sure you have the tools and options to share with us your learning so that we can give you feedback and we can find out what barriers you’re facing so we can help you along on your journey,” said Novak.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way some teachers enable students to express what they have learned are communication boards – posters or devices with images and symbols that a person can point to to express themselves. “Communication boards have traditionally been used more with students who have complex communication needs,” said Smith. “But I think teachers are starting to see the value in using it with a broader population – kids who may have English as their second language, have processing problems, and might have behavior or focus issues.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By adopting UDL practices, teachers approach learning from a variety of angles. Providing multiple means of representation, engagement and expression enables teachers to meet a variety of learning needs. “Everyone is capable of working towards mastery of standards. If we get the conditions right we’re really honoring the learner and allowing them to co-create those conditions,” said Novak. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"By using UDL, teachers can create on-ramps, traffic patterns, and off-ramps that allow students to navigate their learning experience. ","status":"publish","parent":0,"modified":1688689183,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1182},"headData":{"title":"How Universal Design for Learning helps students merge onto the 'learning expressway' | KQED","description":"By using Universal Design for Learning (UDL), a framework developed by the Center for Applied Special Technology (CAST), teachers can create on-ramps, traffic patterns, and off-ramps that allow students to navigate their learning experience.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"By using Universal Design for Learning (UDL), a framework developed by the Center for Applied Special Technology (CAST), teachers can create on-ramps, traffic patterns, and off-ramps that allow students to navigate their learning experience."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61731/how-universal-design-for-learning-helps-students-merge-onto-the-learning-expressway","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Kate Smith’s second grade class finished their virtual field trip to a local farm, her students chose how they wanted to share what they had learned. Some kids created postcards or a poster with crayons. Some wrote a letter about the trip and sent it to a family member. Others scripted commercials and shot a video to present to the class. Universal Design for Learning (UDL), an approach where teachers seek to make learning accessible to all students regardless of their backgrounds, abilities, or learning preferences, is at the root of Smith’s lessons. “You’re getting to know your kids — their abilities, their skill levels, what they struggle with, where they excel, their interests, all those kinds of things. And you’re designing [lessons] with kids in mind,” said the teacher, who works in Westminster, Maryland.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developed by the \u003c/span>\u003ca href=\"https://www.cast.org/\">\u003cspan style=\"font-weight: 400\">Center for Applied Special Technology (CAST)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, UDL provides a framework for educators to create inclusive learning environments. “It really is about how we design instruction and recognizing that one-size-fits-all experiences, which have been perpetuated by the system forever, have been designed to exclude and oppress some learners,” said \u003c/span>\u003ca href=\"https://twitter.com/KatieNovakUDL\">\u003cspan style=\"font-weight: 400\">Katie Novak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author of \u003c/span>\u003cem>\u003ca href=\"https://www.novakeducation.com/udl-now\">\u003cspan style=\"font-weight: 400\">UDL Now! A Teacher’s Guide to Applying Universal Design for Learning\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In UDL, teachers provide students with multiple representations of new information, multiple ways to engage with that information, and multiple avenues for expressing their learning. \u003c/span>\u003ca href=\"https://twitter.com/FritzTesha\">\u003cspan style=\"font-weight: 400\">Andratesha Fritzgerald\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an educator and author of \u003c/span>\u003ca href=\"https://publishing.cast.org/catalog/books-products/antiracism-universal-design-for-learning-fritzgerald\">\u003cspan style=\"font-weight: 400\">\u003cem>Antiracism and Universal Design for Learning\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cem>,\u003c/em> said UDL can be likened to a learning expressway with multiple means of representation, engagement and expression serving as on-ramps, traffic patterns and off-ramps.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Myth of Average: Todd Rose at TEDxSonomaCounty\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4eBmyttcfU4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>On-ramp: Multiple means of representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers provide multiple means of representation, they introduce information in a variety of ways. They may use visual aids, graphic organizers, videos and audio to make information easier for students to understand. “The information that students are supposed to be taking in or learning needs an on ramp,” said Fritzgerald. “It needs something to connect from where you are to where it is that you want to go.”\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\">For example, if students are learning about different plant types, a teacher could structure the lesson so students read seed packets, meet local gardeners and examine a variety of plant samples. “Multiple means of representation asks, ‘How can we design instruction so that all students can build understanding in ways that are linguistically appropriate and culturally responsive?’” said Novak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her current role as an instructional coach, Smith, the Maryland educator, supports teachers in adapting lessons for students of all abilities. When educators try to make their curriculum more accessible, they’re often worried that changing the curriculum too much, will lower the quality, Smith said. For teachers who are new to UDL, it can be beneficial to connect with \u003c/span>\u003ca href=\"http://udlexchange.cast.org/home/_gl/1*u3k9o7*_ga*MzYzNTQwMzU0LjE2ODQ4NDcwMzg.*_ga_C7LXP5M74W*MTY4NDg0NzAzOC4xLjEuMTY4NDg0NzIwOC4wLjAuMA..\">\u003cspan style=\"font-weight: 400\">other UDL \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003cspan style=\"font-weight: 400\"> in person or online to share materials and ask any questions. With practice, Smith said, teachers get more comfortable identifying how to adapt core content so all students are learning important skills.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Traffic pattern: Multiple means of engagement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Multiple means of engagement is when a teacher gives students a variety of ways to participate in learning tasks, such as project-based learning, games or discussions. “Multiple means of engagement is providing options to build purpose and motivation and help students really commit to these incredibly rigorous learning tasks,” said Novak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If multiple means of representation are on-ramps, multiple means of engagement are how students navigate the traffic pattern. “Every time you merge onto an expressway of learning, the traffic pattern is going to be different. You’ll be surrounded by different cars,” said Fritzgerald. “What supports do you lean on? How do you set your GPS?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Returning to the example of a lesson on plant types, a teacher could provide different options for students to have a deeper learning experience, such as participating in a community garden, starting a herb garden at home or observing a neighbor’s houseplants.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “We provide all of these different options and say, ‘We want you to learn about this because we want you to apply it, and you can work alone or together,” said Novak. “And ultimately, we want you to find a purpose and motivation in this space.” Additionally, each learner is empowered to make decisions about what support they need to participate in classwork, including selecting activities that interest them, determining whether they work alone or in a group, and figuring out how they are physically set up in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Smith’s school, flexible seating gives students a variety of ways to position themselves so that they are ready to learn. “Instead of desks or tables, we have different choices of seats: wobble stools, cushions, balls, different things that make the room more comfortable for the students,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Off-ramp: Multiple means of expression\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers may offer options for different modes of expression, such as written assignments, oral presentations or art projects and allow students to choose the materials they use to present information. Multiple means of expression are off-ramps, said Fritzgerald: “That’s when I am ready to show you what I know so that I can arrive at the destination that I’ve chosen and then move on to the next destination.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, students who have completed activities for a unit about plants may share a series of photos or a video, while others might write a letter about their experience or bring in a physical plant to show the class. Even a student’s dead plant can present opportunities for further learning. “We want to make sure you have the tools and options to share with us your learning so that we can give you feedback and we can find out what barriers you’re facing so we can help you along on your journey,” said Novak.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way some teachers enable students to express what they have learned are communication boards – posters or devices with images and symbols that a person can point to to express themselves. “Communication boards have traditionally been used more with students who have complex communication needs,” said Smith. “But I think teachers are starting to see the value in using it with a broader population – kids who may have English as their second language, have processing problems, and might have behavior or focus issues.” \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\">By adopting UDL practices, teachers approach learning from a variety of angles. Providing multiple means of representation, engagement and expression enables teachers to meet a variety of learning needs. “Everyone is capable of working towards mastery of standards. If we get the conditions right we’re really honoring the learner and allowing them to co-create those conditions,” said Novak. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61731/how-universal-design-for-learning-helps-students-merge-onto-the-learning-expressway","authors":["11721"],"categories":["mindshift_192","mindshift_20523"],"tags":["mindshift_485","mindshift_20538","mindshift_167","mindshift_20792","mindshift_20616","mindshift_21362","mindshift_21050","mindshift_828"],"featImg":"mindshift_61733","label":"mindshift"},"mindshift_56195":{"type":"posts","id":"mindshift_56195","meta":{"index":"posts_1591205157","site":"mindshift","id":"56195","score":null,"sort":[1594021543000]},"guestAuthors":[],"slug":"how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins","title":"How Students Benefit from a School Reopening Plan Designed for Those at the Margins","publishDate":1594021543,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Design processes typically start with an average population in mind. As a result, “a lot of people who are at margins get left out, or we worry about them ‘catching up’ to the design,” says MIT professor of civic design \u003c/span>\u003ca href=\"https://dusp.mit.edu/faculty/ceasar-mcdowell\">\u003cspan style=\"font-weight: 400\">Ceasar McDowell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Y7O9etlevyw&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">2014 video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Interaction Institute for Social Change. McDowell likens that approach to staking a large tent with poles at the center. When a strong wind comes, it will collapse. If, instead, the tent is staked from the outside, it is more likely to withstand the weather. That’s what McDowell calls “design for the margins.” He gives another example, this time involving humans: sidewalk curb cuts. Originally created to \u003c/span>\u003ca href=\"https://americanhistory.si.edu/blog/smashing-barriers-access-disability-activism-and-curb-cuts\">\u003cspan style=\"font-weight: 400\">help disabled World War II veterans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> navigate urban areas with wheelchairs, curb cuts \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">became a legal requirement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the 1990 Americans with Disabilities Act.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">who benefits from that\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">?” McDowell asks. “Take your average day walking down the street, and you’ll see a little kid riding his tricycle right across down the curb cut and across the street. Someone pulling their grocery cart. Someone pushing their baby. You’ll even see runners making that run nice and smooth, they don’t even have to jump off the curb to do it. But where did it start? It started by taking care of and paying attention to someone — some group of people who were at the margin of society to make sure they were taken care of, and in turn we were all taken care of.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The idea that creating equitable and flexible design can benefit all members of society undergirds \u003c/span>\u003ca href=\"https://www.udinstitute.org/what-is-ud\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a concept developed by architect \u003c/span>\u003ca href=\"https://www.nytimes.com/1998/07/13/us/ronald-l-mace-58-designer-of-buildings-accessible-to-all.html\">\u003cspan style=\"font-weight: 400\">Ronald Mace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Rooted in the disability rights movement, universal design is typically applied to products and the built environment, but the principles offer a valuable way to reimagine educational spaces, particularly during the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">coronavirus crisis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With the rapid switch to distance learning this spring, schools struggled to serve students who are at the margins for a variety of reasons, from \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/22/coronavirus-parents-distance-learning-woes-kids-disabilities/5227887002/\">\u003cspan style=\"font-weight: 400\">disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">homelessness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">\u003cspan style=\"font-weight: 400\">poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Recently, as schools planned for reopening, educators attending a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs&feature=youtu.be&t=105\">\u003cspan style=\"font-weight: 400\">design challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by University of California Berkeley’s \u003c/span>\u003ca href=\"https://gse.berkeley.edu/professional-development/uc-berkeley-professional-development-providers\">\u003cspan style=\"font-weight: 400\">Professional Development Providers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used universal design principles to think creatively about how schools might function in the fall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the event, Shane Carter, one of the challenge coordinators, asked participants to consider two real students whose full and equal participation in school was limited by the mismatch between their circumstances and traditional structures and processes. During the event, attendees heard about school \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/how-schools-in-other-countries-have-reopened.html\">\u003cspan style=\"font-weight: 400\">reopening experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from teachers in multiple countries. Then, in virtual breakout groups, teachers brainstormed what \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/what-needs-to-change-inside-school-buildings.html\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/6-ways-to-bring-students-and-staff.html\">\u003cspan style=\"font-weight: 400\">strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they would need to implement new health-protective measures such as masks, ventilation, health screenings, sanitation, cohort learning and social distancing. They were encouraged to keep in mind the two students they had identified to ensure that they designed classroom and school practices that were “capacious enough and flexible enough” for all students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56197\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56197 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one breakout room for elementary educators, participants discussed the merits and drawbacks of masks and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/24/health/coronavirus-face-shields.html\">\u003cspan style=\"font-weight: 400\">face shields\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how young kids might respond to each. When a teacher said that one of her students was hard of hearing and needed to read lips, someone else said she had seen \u003c/span>\u003ca href=\"https://unric.org/en/covid-19-transparent-masks-made-for-the-deaf-and-hard-of-hearing-in-belgium/\">\u003cspan style=\"font-weight: 400\">transparent masks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed for that purpose. Another teacher said that such masks could be helpful for all young kids as they’re learning nonverbal communication. They could also help teachers better understand students while wearing masks. From there, the group’s ideas started rolling. What if older kids in the district made transparent masks as part of an art or technology course? That could be a boost if time in those subjects is reduced due to rotational schedules, one teacher noted. Another pointed out that it would ensure all students had masks, regardless of family income.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In other rooms, teachers discussed laundering masks at school, providing individual science kits, installing microphones for teachers and dozens of other ideas to accommodate new health and safety measures while centering the needs of marginalized students. The breakout sessions lasted about 35 minutes — just enough for participants to scratch the surface of creative solutions. After the stress of emergency distance learning and as they face ongoing uncertainty, this summer may be \u003c/span>\u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-06-04/schools-plan-to-reopen-as-watchdog-finds-major-facility-problems\">\u003cspan style=\"font-weight: 400\">an anxious time for educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants in the challenge said they felt empowered by the information shared and the opportunity to think collaboratively about the fall. With most of the nearly 200 attendees coming from California, some asked the organizers to share email lists so that colleagues could bring the model back to their districts. “In an ideal world, a community would spend five solid days on this,” said Carter, who hopes that the process will be used and improved upon by other educators. The \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs\">\u003cspan style=\"font-weight: 400\">panel recording\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1i-OTEMbt2N3AtYe5Gatx-XNmtcd-4Pjdy0rXPCJciEg/edit\">\u003cspan style=\"font-weight: 400\">activity materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the challenge are available online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56196\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56196 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge. \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former high school teacher of 18 years, Carter said that teachers are accustomed to “constantly planning for a series of contingencies,” but they need time to do so. Although guidance from state departments of education and public health agencies may change in the coming months, by looking at \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/01/867158531/u-k-schools-begin-reopening-despite-coronavirus-concerns\">\u003cspan style=\"font-weight: 400\">responses in other countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s possible to see the range of likelihoods, she said. As \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">education leaders plan for multiple options\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at a district level, they could be tapping into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">teachers’ knowledge and experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to generate ideas that “lead to actual positive outcomes for education rather than simply \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/10/874049532/senate-panel-asks-when-can-k-12-schools-safely-reopen\">\u003cspan style=\"font-weight: 400\">mitigating harm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the directions for the design challenge, organizers also noted that educators shouldn’t assume they know what groups at the margins might want when it comes to reopening schools. Students and families should be involved in the conversations, too. It would be easy for educators to view the needs of marginalized students as an added challenge on top of the stress of the pandemic, but the UC Berkeley event showed that the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/issues/reopening-schools/the-socially-distanced-school-day.html\">\u003cspan style=\"font-weight: 400\">changes demanded by COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a chance to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue\">\u003cspan style=\"font-weight: 400\">think differently about schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Annie Johnston, another coordinator for the design challenge, said that “inclusion” in education has traditionally referred to bringing special education students into mainstream classes. “But really the idea that you can’t make substantive changes to a culture and (structure) without including all of the stakeholders and bringing the people from the margins into the center — it’s a real shift in a conception,” she said.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Fjta0KC3NCs\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"By designing a better school experience for students at the margins, educators can make the in-school experience better for all. ","status":"publish","parent":0,"modified":1594021543,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":1170},"headData":{"title":"How Students Benefit from a School Reopening Plan Designed for Those at the Margins - MindShift","description":"By designing a better school experience for students at the margins, educators can make the in-school experience better for all. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56195 https://ww2.kqed.org/mindshift/?p=56195","disqusUrl":"https://ww2.kqed.org/mindshift/2020/07/06/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins/","disqusTitle":"How Students Benefit from a School Reopening Plan Designed for Those at the Margins","path":"/mindshift/56195/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Design processes typically start with an average population in mind. As a result, “a lot of people who are at margins get left out, or we worry about them ‘catching up’ to the design,” says MIT professor of civic design \u003c/span>\u003ca href=\"https://dusp.mit.edu/faculty/ceasar-mcdowell\">\u003cspan style=\"font-weight: 400\">Ceasar McDowell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Y7O9etlevyw&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">2014 video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Interaction Institute for Social Change. McDowell likens that approach to staking a large tent with poles at the center. When a strong wind comes, it will collapse. If, instead, the tent is staked from the outside, it is more likely to withstand the weather. That’s what McDowell calls “design for the margins.” He gives another example, this time involving humans: sidewalk curb cuts. Originally created to \u003c/span>\u003ca href=\"https://americanhistory.si.edu/blog/smashing-barriers-access-disability-activism-and-curb-cuts\">\u003cspan style=\"font-weight: 400\">help disabled World War II veterans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> navigate urban areas with wheelchairs, curb cuts \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">became a legal requirement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the 1990 Americans with Disabilities Act.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">who benefits from that\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">?” McDowell asks. “Take your average day walking down the street, and you’ll see a little kid riding his tricycle right across down the curb cut and across the street. Someone pulling their grocery cart. Someone pushing their baby. You’ll even see runners making that run nice and smooth, they don’t even have to jump off the curb to do it. But where did it start? It started by taking care of and paying attention to someone — some group of people who were at the margin of society to make sure they were taken care of, and in turn we were all taken care of.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The idea that creating equitable and flexible design can benefit all members of society undergirds \u003c/span>\u003ca href=\"https://www.udinstitute.org/what-is-ud\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a concept developed by architect \u003c/span>\u003ca href=\"https://www.nytimes.com/1998/07/13/us/ronald-l-mace-58-designer-of-buildings-accessible-to-all.html\">\u003cspan style=\"font-weight: 400\">Ronald Mace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Rooted in the disability rights movement, universal design is typically applied to products and the built environment, but the principles offer a valuable way to reimagine educational spaces, particularly during the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">coronavirus crisis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With the rapid switch to distance learning this spring, schools struggled to serve students who are at the margins for a variety of reasons, from \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/22/coronavirus-parents-distance-learning-woes-kids-disabilities/5227887002/\">\u003cspan style=\"font-weight: 400\">disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">homelessness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">\u003cspan style=\"font-weight: 400\">poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Recently, as schools planned for reopening, educators attending a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs&feature=youtu.be&t=105\">\u003cspan style=\"font-weight: 400\">design challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by University of California Berkeley’s \u003c/span>\u003ca href=\"https://gse.berkeley.edu/professional-development/uc-berkeley-professional-development-providers\">\u003cspan style=\"font-weight: 400\">Professional Development Providers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used universal design principles to think creatively about how schools might function in the fall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the event, Shane Carter, one of the challenge coordinators, asked participants to consider two real students whose full and equal participation in school was limited by the mismatch between their circumstances and traditional structures and processes. During the event, attendees heard about school \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/how-schools-in-other-countries-have-reopened.html\">\u003cspan style=\"font-weight: 400\">reopening experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from teachers in multiple countries. Then, in virtual breakout groups, teachers brainstormed what \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/what-needs-to-change-inside-school-buildings.html\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/6-ways-to-bring-students-and-staff.html\">\u003cspan style=\"font-weight: 400\">strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they would need to implement new health-protective measures such as masks, ventilation, health screenings, sanitation, cohort learning and social distancing. They were encouraged to keep in mind the two students they had identified to ensure that they designed classroom and school practices that were “capacious enough and flexible enough” for all students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56197\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56197 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one breakout room for elementary educators, participants discussed the merits and drawbacks of masks and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/24/health/coronavirus-face-shields.html\">\u003cspan style=\"font-weight: 400\">face shields\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how young kids might respond to each. When a teacher said that one of her students was hard of hearing and needed to read lips, someone else said she had seen \u003c/span>\u003ca href=\"https://unric.org/en/covid-19-transparent-masks-made-for-the-deaf-and-hard-of-hearing-in-belgium/\">\u003cspan style=\"font-weight: 400\">transparent masks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed for that purpose. Another teacher said that such masks could be helpful for all young kids as they’re learning nonverbal communication. They could also help teachers better understand students while wearing masks. From there, the group’s ideas started rolling. What if older kids in the district made transparent masks as part of an art or technology course? That could be a boost if time in those subjects is reduced due to rotational schedules, one teacher noted. Another pointed out that it would ensure all students had masks, regardless of family income.\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\">In other rooms, teachers discussed laundering masks at school, providing individual science kits, installing microphones for teachers and dozens of other ideas to accommodate new health and safety measures while centering the needs of marginalized students. The breakout sessions lasted about 35 minutes — just enough for participants to scratch the surface of creative solutions. After the stress of emergency distance learning and as they face ongoing uncertainty, this summer may be \u003c/span>\u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-06-04/schools-plan-to-reopen-as-watchdog-finds-major-facility-problems\">\u003cspan style=\"font-weight: 400\">an anxious time for educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants in the challenge said they felt empowered by the information shared and the opportunity to think collaboratively about the fall. With most of the nearly 200 attendees coming from California, some asked the organizers to share email lists so that colleagues could bring the model back to their districts. “In an ideal world, a community would spend five solid days on this,” said Carter, who hopes that the process will be used and improved upon by other educators. The \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs\">\u003cspan style=\"font-weight: 400\">panel recording\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1i-OTEMbt2N3AtYe5Gatx-XNmtcd-4Pjdy0rXPCJciEg/edit\">\u003cspan style=\"font-weight: 400\">activity materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the challenge are available online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56196\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56196 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge. \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former high school teacher of 18 years, Carter said that teachers are accustomed to “constantly planning for a series of contingencies,” but they need time to do so. Although guidance from state departments of education and public health agencies may change in the coming months, by looking at \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/01/867158531/u-k-schools-begin-reopening-despite-coronavirus-concerns\">\u003cspan style=\"font-weight: 400\">responses in other countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s possible to see the range of likelihoods, she said. As \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">education leaders plan for multiple options\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at a district level, they could be tapping into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">teachers’ knowledge and experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to generate ideas that “lead to actual positive outcomes for education rather than simply \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/10/874049532/senate-panel-asks-when-can-k-12-schools-safely-reopen\">\u003cspan style=\"font-weight: 400\">mitigating harm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the directions for the design challenge, organizers also noted that educators shouldn’t assume they know what groups at the margins might want when it comes to reopening schools. Students and families should be involved in the conversations, too. It would be easy for educators to view the needs of marginalized students as an added challenge on top of the stress of the pandemic, but the UC Berkeley event showed that the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/issues/reopening-schools/the-socially-distanced-school-day.html\">\u003cspan style=\"font-weight: 400\">changes demanded by COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a chance to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue\">\u003cspan style=\"font-weight: 400\">think differently about schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Annie Johnston, another coordinator for the design challenge, said that “inclusion” in education has traditionally referred to bringing special education students into mainstream classes. “But really the idea that you can’t make substantive changes to a culture and (structure) without including all of the stakeholders and bringing the people from the margins into the center — it’s a real shift in a conception,” she said.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Fjta0KC3NCs'\n title='//www.youtube.com/embed/Fjta0KC3NCs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\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\">\u003cspan class=\"s1\">\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56195/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins","authors":["11487"],"categories":["mindshift_21345","mindshift_193"],"tags":["mindshift_21344","mindshift_21343","mindshift_167","mindshift_358","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_96","mindshift_256","mindshift_21362"],"featImg":"mindshift_56204","label":"mindshift"},"mindshift_54548":{"type":"posts","id":"mindshift_54548","meta":{"index":"posts_1591205157","site":"mindshift","id":"54548","score":null,"sort":[1569917663000]},"guestAuthors":[],"slug":"how-students-would-improve-their-school-lunch-experience","title":"How Students Would Improve Their School Lunch Experience ","publishDate":1569917663,"format":"audio","headTitle":"How Students Would Improve Their School Lunch Experience | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-students-would-improve-their-school-lunch-experience/id1078765985?i=1000451885096\">via Apple Podcasts \u003c/a>| \u003ca href=\"https://www.stitcher.com/s?eid=64279369&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/766295024:766295026\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5LYpEzZlF0875vEDAlT6PM\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>School lunchtime is when kids can eat and recharge before getting back to learning. But at many schools across the country, kids don’t have much time for lunch. Some schools \u003ca href=\"https://brightthemag.com/school-lunches-are-too-short-and-thats-a-problem-1fa7d933c67d\">average\u003c/a> 25 minutes in the elementary years and 30 minutes for middle and high schools but time gets eaten up when kids have to wait in long lines for food. A \u003ca href=\"https://media.npr.org/documents/2013/dec/rwjf_npr_harvard_edpoll.pdf\">2013 survey\u003c/a> of parents found that 20 percent of their elementary-age kids had less than 15 minutes to eat.\u003c/p>\n\u003cp>And the amount of time kids have for lunch \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/26372337\">influences food choices\u003c/a>. Studies have shown that when kids have 20 minutes or less to eat, they will eat less food and skip the fruit. Even if fiber and vitamin-rich foods end up on a kid’s tray, that doesn’t mean the kids have time to eat them, and this food often ends up in the trash. Changing food without addressing the time and conditions needed to eat those foods can get in the way of healthy eating.\u003c/p>\n\u003cp>And then there are social issues. School administrators and lunch supervisors are often trying to maintain order so that kids are safe. But ask kids what concerns them during lunchtime and it’s all about their peers. They don’t want to be left out, especially in middle school, when socializing means so much to developing adolescents.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-54554\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2682-e1569871902767.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>“There might be some kind of joke they wouldn’t understand,” said Tice Creek student Alejandra Gonzalez about kids waiting in the cafeteria line. Being included in the conversation is so important, students spend time in the mornings to make lunch so they don’t have to wait in the cafeteria line.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And then there’s the matter of getting a good spot at a table inside the bustling cafeteria.\u003c/p>\n\u003cp>“Sometimes you might worry that you might not get a spot,” said Gonzalez. “You might get pushed to the edge or sit at a different table than you would like because of the fact that you have to wait in line, and then it takes a lot more time to get ready and sit down with your friends.”\u003c/p>\n\u003cp>It’s why so many kids at this Walnut Creek school bring their lunch to school. Nearly all middle school students I observed brought their lunch to school. And it’s often full of snacks.\u003c/p>\n\u003cfigure id=\"attachment_54560\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54560\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3111-e1569869561490.jpg\" alt=\"\" width=\"1920\" height=\"2560\">\u003cfigcaption class=\"wp-caption-text\">Lunch brought from home can consist of a lot of snacks. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>DESIGN THINKING\u003c/b>\u003c/p>\n\u003cp>In order to improve the school lunch experience, \u003ca href=\"https://abettercourse.org/\">Zetta Reicker\u003c/a> and Melanie Brokdskiy, who both have kids enrolled at the school, approached the principal and the district superintendent to explore what a student-led school lunch redesign might look like. \u003ca href=\"https://abettercourse.org/\">Reicker\u003c/a> was the nutrition director of the San Francisco Unified School District, so she knows the challenges inherent to school lunch. She also worked with design firm \u003ca href=\"https://archive.sfusd.edu/en/assets/sfusd-staff/nutrition-and-meals/files/DiningExperience_final.pdf\">IDEO\u003c/a> when it worked with the district to launch a school lunch \u003ca href=\"https://www.theatlantic.com/magazine/archive/2015/03/happy-meals/384981/\">redesign process\u003c/a> in 2013.\u003c/p>\n\u003cp>As part of redesigning the lunch experience for Tice Creek students, Reicker and Brodskiy hosted a series of workshops to gather student input about food and how lunch could better serve students. The students learn about sourcing and sustainable farming. During a taste test of different varieties of rice and pizza, Brodskiy tells students to close their eyes so they can pay attention to their senses and notice the differences.\u003c/p>\n\u003cfigure id=\"attachment_54575\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54575\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2674-e1569911889299.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Workshop students close and cover their eyes in order to taste the nuances of differently sourced food. \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kids enjoy tasting the food, but the subject they’re particularly skilled at has more to do with socializing.\u003c/p>\n\u003cp>Since students are ultimately the experts at what makes a good lunch experience, Reicker and Brodskiy are eager to hear their ideas. They use the design thinking process to brainstorm and iterate on ideas kids put forward.\u003c/p>\n\u003cfigure id=\"attachment_54552\" class=\"wp-caption alignnone\" style=\"max-width: 4032px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54552\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2693.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693.jpg 4032w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003cfigcaption class=\"wp-caption-text\">Tice Creek school lunch redesign workshop students turn their ideas for lunch improvement into prototypes. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The students in the workshop prototyped ideas to make lunch a better experience. For example, Soren Squire suggested an activity table for students who want to play games during lunch or do homework. Another student described kiosks where kids can grab their lunch quickly to avoid the cafeteria line. Another worked on an easier way to order lunch in the morning.\u003c/p>\n\u003cp>\u003cb>REAL-WORLD DESIGNS\u003c/b>\u003c/p>\n\u003cp>One place where a lot of these ideas have already been implemented is Dr. Martin Luther King Jr. Middle School in San Francisco. I visited several times during lunch, and had the chance to see students use their time differently. There were some long tables inside the cafeteria, but students were also spread out across campus.\u003c/p>\n\u003cfigure id=\"attachment_54567\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54567\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Vending-Machine-e1569869378702.jpg\" alt=\"\" width=\"1920\" height=\"1288\">\u003cfigcaption class=\"wp-caption-text\">Students can punch their code into a vending machine to grab full meals. Turkey sandwiches (left) were available at the start of the lunch period and mostly milk is what remained at the end. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students waited in the cafeteria line, but they could also punch a code into the cafeteria vending machine, which serves full meals that are different from what kids can get in the main line. Kids can also get food from an outdoor kiosk that looks like something you’d see at a farmers market or a festival.\u003c/p>\n\u003cfigure id=\"attachment_54564\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54564\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3149-e1569867868262.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">School staff wait for students to be released for lunch. Kids will wait as long as five minutes to get food from this popular outdoor kiosk. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students also engaged in all kinds of activities during lunch. School staff, including security guards, facilitated outdoor sports and games for students. They’re mindful that some students need to be invited to play, especially if they have difficulty being social.\u003c/p>\n\u003cp>“These are targeted activities to get kids involved in ways that are constructive, but also build relationships,” said Principal Michael Essien. “Instead of adults just being individuals that monitor kids and tell kids what not to do, what are some things we can engage with the kids and facilitate?”\u003c/p>\n\u003cp>Finding ways to improve the lunch experience for kids came directly from the IDEO/SFUSD redesign. Essien said 40 minutes can be a long time for lunch and recess, especially if kids have nothing to do, or if they’re at risk for bullying. Some school administrators restrict the amount of time kids have for lunch to reduce opportunities for bullying, but at MLK, Essien said activities across campus have worked well.\u003c/p>\n\u003cp>In addition to outdoor sports, those who want a quieter indoor experience can bring their lunch into the library to play games or do maker activities.\u003c/p>\n\u003cfigure id=\"attachment_54566\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54566\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Chess.jpg\" alt=\"\" width=\"1920\" height=\"1400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-160x117.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-800x583.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-768x560.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-1020x744.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-1200x875.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students can come into the library with their lunch to play games, such as chess. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s a lot easier to invite someone over to play Connect Four than it is to say, ‘Hey, I want to be your friend. Can I talk to you?’ ” said MLK teacher-librarian Emily McManus.\u003c/p>\n\u003cp>Unlike the libraries of my childhood, at MLK the space is bustling with activity. And it’s definitely not silent. There are quiet areas, but they are just one of several ways kids can recharge before getting back to class.\u003c/p>\n\u003cp>“It’s not just supposed to be a quiet tomb of books,” said McManus. “It’s supposed to be a living, breathing space that meets the needs of the students in all kinds of ways. And so students definitely bring their lunch in here.”\u003c/p>\n\u003cfigure id=\"attachment_54556\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54556\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3063-e1569909741422.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Students enjoy a game of Scrabble in the library during lunch time. \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Essien has seen school lunch participation increase since the redesign. More than 50 percent of students at MLK are eligible for free or reduced-price lunch, so all students can get a free lunch. But that doesn’t guarantee that kids will eat the food.\u003c/p>\n\u003cp>For example, the school also has a Breakfast in the Classroom program that gives all students free breakfast. For several years, breakfast was offered in the cafeteria before the start of school, but only about 20 students ate breakfast each day. Essien attributes the low participation to a variety of issues, like not having enough time before school started to eat, and the stigma of going to a separate space to receive free food.\u003c/p>\n\u003cfigure id=\"attachment_54562\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54562\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3142-e1569867893561.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Food left over from the Breakfast in the Classroom program is consolidated for kids who are looking for a snack throughout the day. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In order to increase participation, the school started sending the food directly into the classroom and the number of students eating breakfast each day increased to \u003ca href=\"https://www.sfexaminer.com/features/sf-schools-make-it-easy-for-students-to-eat-a-healthy-breakfast/\">175\u003c/a>. Every morning, each class gets an insulated box filled with enough breakfast food for anyone who wants to eat. The leftovers are then spread throughout the campus for kids who need a snack throughout the day.\u003c/p>\n\u003cp>And when the kids had access to a more nutritious breakfast, Essien saw better behavior on campus. He said having nutritious food affected kids’ behavior and their ability to redirect negative behavior. He also said the food helped kids’ academics and studies have shown a correlation between \u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2017/05/03/how-the-quality-of-school-lunch-affects-students-academic-performance/\">nutritious food and test scores\u003c/a>.\u003c/p>\n\u003cp>“We saw a change in all of that when we addressed the food issue,” said Essien.\u003c/p>\n\u003cp>By listening to student needs around food, and taking the bold step to change how schools have always done things, these schools and their districts are meeting student needs, while in the process, developing relationships and improving classroom behavior.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-students-would-improve-their-school-lunch-experience/id1078765985?i=1000451885096\">via Apple Podcasts \u003c/a>| \u003ca href=\"https://www.stitcher.com/s?eid=64279369&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/766295024:766295026\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5LYpEzZlF0875vEDAlT6PM\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Lunch is such an important time of day for kids, but kids might not be getting the most out of their experience. That's where students can design a lunch break that helps kids eat well and feel connected to their peers.","status":"publish","parent":0,"modified":1700528847,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1647},"headData":{"title":"How Students Would Improve Their School Lunch Experience | KQED","description":"Lunch is such an important time of day for kids, but kids might not be getting the most out of their experience. That's where students can design a lunch break that helps kids eat well and feel connected to their peers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"audioTrackLength":1178,"path":"/mindshift/54548/how-students-would-improve-their-school-lunch-experience","audioUrl":"https://www.kqed.org/.stream/anon/radio/storiesteachersshare/2019/09/RedesigningSchoolLunch.mp3","audioDuration":1070000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-students-would-improve-their-school-lunch-experience/id1078765985?i=1000451885096\">via Apple Podcasts \u003c/a>| \u003ca href=\"https://www.stitcher.com/s?eid=64279369&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/766295024:766295026\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5LYpEzZlF0875vEDAlT6PM\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>School lunchtime is when kids can eat and recharge before getting back to learning. But at many schools across the country, kids don’t have much time for lunch. Some schools \u003ca href=\"https://brightthemag.com/school-lunches-are-too-short-and-thats-a-problem-1fa7d933c67d\">average\u003c/a> 25 minutes in the elementary years and 30 minutes for middle and high schools but time gets eaten up when kids have to wait in long lines for food. A \u003ca href=\"https://media.npr.org/documents/2013/dec/rwjf_npr_harvard_edpoll.pdf\">2013 survey\u003c/a> of parents found that 20 percent of their elementary-age kids had less than 15 minutes to eat.\u003c/p>\n\u003cp>And the amount of time kids have for lunch \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/26372337\">influences food choices\u003c/a>. Studies have shown that when kids have 20 minutes or less to eat, they will eat less food and skip the fruit. Even if fiber and vitamin-rich foods end up on a kid’s tray, that doesn’t mean the kids have time to eat them, and this food often ends up in the trash. Changing food without addressing the time and conditions needed to eat those foods can get in the way of healthy eating.\u003c/p>\n\u003cp>And then there are social issues. School administrators and lunch supervisors are often trying to maintain order so that kids are safe. But ask kids what concerns them during lunchtime and it’s all about their peers. They don’t want to be left out, especially in middle school, when socializing means so much to developing adolescents.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-54554\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2682-e1569871902767.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>“There might be some kind of joke they wouldn’t understand,” said Tice Creek student Alejandra Gonzalez about kids waiting in the cafeteria line. Being included in the conversation is so important, students spend time in the mornings to make lunch so they don’t have to wait in the cafeteria line.\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>And then there’s the matter of getting a good spot at a table inside the bustling cafeteria.\u003c/p>\n\u003cp>“Sometimes you might worry that you might not get a spot,” said Gonzalez. “You might get pushed to the edge or sit at a different table than you would like because of the fact that you have to wait in line, and then it takes a lot more time to get ready and sit down with your friends.”\u003c/p>\n\u003cp>It’s why so many kids at this Walnut Creek school bring their lunch to school. Nearly all middle school students I observed brought their lunch to school. And it’s often full of snacks.\u003c/p>\n\u003cfigure id=\"attachment_54560\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54560\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3111-e1569869561490.jpg\" alt=\"\" width=\"1920\" height=\"2560\">\u003cfigcaption class=\"wp-caption-text\">Lunch brought from home can consist of a lot of snacks. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>DESIGN THINKING\u003c/b>\u003c/p>\n\u003cp>In order to improve the school lunch experience, \u003ca href=\"https://abettercourse.org/\">Zetta Reicker\u003c/a> and Melanie Brokdskiy, who both have kids enrolled at the school, approached the principal and the district superintendent to explore what a student-led school lunch redesign might look like. \u003ca href=\"https://abettercourse.org/\">Reicker\u003c/a> was the nutrition director of the San Francisco Unified School District, so she knows the challenges inherent to school lunch. She also worked with design firm \u003ca href=\"https://archive.sfusd.edu/en/assets/sfusd-staff/nutrition-and-meals/files/DiningExperience_final.pdf\">IDEO\u003c/a> when it worked with the district to launch a school lunch \u003ca href=\"https://www.theatlantic.com/magazine/archive/2015/03/happy-meals/384981/\">redesign process\u003c/a> in 2013.\u003c/p>\n\u003cp>As part of redesigning the lunch experience for Tice Creek students, Reicker and Brodskiy hosted a series of workshops to gather student input about food and how lunch could better serve students. The students learn about sourcing and sustainable farming. During a taste test of different varieties of rice and pizza, Brodskiy tells students to close their eyes so they can pay attention to their senses and notice the differences.\u003c/p>\n\u003cfigure id=\"attachment_54575\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54575\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2674-e1569911889299.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Workshop students close and cover their eyes in order to taste the nuances of differently sourced food. \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kids enjoy tasting the food, but the subject they’re particularly skilled at has more to do with socializing.\u003c/p>\n\u003cp>Since students are ultimately the experts at what makes a good lunch experience, Reicker and Brodskiy are eager to hear their ideas. They use the design thinking process to brainstorm and iterate on ideas kids put forward.\u003c/p>\n\u003cfigure id=\"attachment_54552\" class=\"wp-caption alignnone\" style=\"max-width: 4032px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54552\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2693.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693.jpg 4032w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003cfigcaption class=\"wp-caption-text\">Tice Creek school lunch redesign workshop students turn their ideas for lunch improvement into prototypes. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The students in the workshop prototyped ideas to make lunch a better experience. For example, Soren Squire suggested an activity table for students who want to play games during lunch or do homework. Another student described kiosks where kids can grab their lunch quickly to avoid the cafeteria line. Another worked on an easier way to order lunch in the morning.\u003c/p>\n\u003cp>\u003cb>REAL-WORLD DESIGNS\u003c/b>\u003c/p>\n\u003cp>One place where a lot of these ideas have already been implemented is Dr. Martin Luther King Jr. Middle School in San Francisco. I visited several times during lunch, and had the chance to see students use their time differently. There were some long tables inside the cafeteria, but students were also spread out across campus.\u003c/p>\n\u003cfigure id=\"attachment_54567\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54567\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Vending-Machine-e1569869378702.jpg\" alt=\"\" width=\"1920\" height=\"1288\">\u003cfigcaption class=\"wp-caption-text\">Students can punch their code into a vending machine to grab full meals. Turkey sandwiches (left) were available at the start of the lunch period and mostly milk is what remained at the end. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students waited in the cafeteria line, but they could also punch a code into the cafeteria vending machine, which serves full meals that are different from what kids can get in the main line. Kids can also get food from an outdoor kiosk that looks like something you’d see at a farmers market or a festival.\u003c/p>\n\u003cfigure id=\"attachment_54564\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54564\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3149-e1569867868262.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">School staff wait for students to be released for lunch. Kids will wait as long as five minutes to get food from this popular outdoor kiosk. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students also engaged in all kinds of activities during lunch. School staff, including security guards, facilitated outdoor sports and games for students. They’re mindful that some students need to be invited to play, especially if they have difficulty being social.\u003c/p>\n\u003cp>“These are targeted activities to get kids involved in ways that are constructive, but also build relationships,” said Principal Michael Essien. “Instead of adults just being individuals that monitor kids and tell kids what not to do, what are some things we can engage with the kids and facilitate?”\u003c/p>\n\u003cp>Finding ways to improve the lunch experience for kids came directly from the IDEO/SFUSD redesign. Essien said 40 minutes can be a long time for lunch and recess, especially if kids have nothing to do, or if they’re at risk for bullying. Some school administrators restrict the amount of time kids have for lunch to reduce opportunities for bullying, but at MLK, Essien said activities across campus have worked well.\u003c/p>\n\u003cp>In addition to outdoor sports, those who want a quieter indoor experience can bring their lunch into the library to play games or do maker activities.\u003c/p>\n\u003cfigure id=\"attachment_54566\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54566\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Chess.jpg\" alt=\"\" width=\"1920\" height=\"1400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-160x117.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-800x583.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-768x560.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-1020x744.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-1200x875.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students can come into the library with their lunch to play games, such as chess. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s a lot easier to invite someone over to play Connect Four than it is to say, ‘Hey, I want to be your friend. Can I talk to you?’ ” said MLK teacher-librarian Emily McManus.\u003c/p>\n\u003cp>Unlike the libraries of my childhood, at MLK the space is bustling with activity. And it’s definitely not silent. There are quiet areas, but they are just one of several ways kids can recharge before getting back to class.\u003c/p>\n\u003cp>“It’s not just supposed to be a quiet tomb of books,” said McManus. “It’s supposed to be a living, breathing space that meets the needs of the students in all kinds of ways. And so students definitely bring their lunch in here.”\u003c/p>\n\u003cfigure id=\"attachment_54556\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54556\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3063-e1569909741422.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Students enjoy a game of Scrabble in the library during lunch time. \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Essien has seen school lunch participation increase since the redesign. More than 50 percent of students at MLK are eligible for free or reduced-price lunch, so all students can get a free lunch. But that doesn’t guarantee that kids will eat the food.\u003c/p>\n\u003cp>For example, the school also has a Breakfast in the Classroom program that gives all students free breakfast. For several years, breakfast was offered in the cafeteria before the start of school, but only about 20 students ate breakfast each day. Essien attributes the low participation to a variety of issues, like not having enough time before school started to eat, and the stigma of going to a separate space to receive free food.\u003c/p>\n\u003cfigure id=\"attachment_54562\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54562\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3142-e1569867893561.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Food left over from the Breakfast in the Classroom program is consolidated for kids who are looking for a snack throughout the day. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In order to increase participation, the school started sending the food directly into the classroom and the number of students eating breakfast each day increased to \u003ca href=\"https://www.sfexaminer.com/features/sf-schools-make-it-easy-for-students-to-eat-a-healthy-breakfast/\">175\u003c/a>. Every morning, each class gets an insulated box filled with enough breakfast food for anyone who wants to eat. The leftovers are then spread throughout the campus for kids who need a snack throughout the day.\u003c/p>\n\u003cp>And when the kids had access to a more nutritious breakfast, Essien saw better behavior on campus. He said having nutritious food affected kids’ behavior and their ability to redirect negative behavior. He also said the food helped kids’ academics and studies have shown a correlation between \u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2017/05/03/how-the-quality-of-school-lunch-affects-students-academic-performance/\">nutritious food and test scores\u003c/a>.\u003c/p>\n\u003cp>“We saw a change in all of that when we addressed the food issue,” said Essien.\u003c/p>\n\u003cp>By listening to student needs around food, and taking the bold step to change how schools have always done things, these schools and their districts are meeting student needs, while in the process, developing relationships and improving classroom behavior.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-students-would-improve-their-school-lunch-experience/id1078765985?i=1000451885096\">via Apple Podcasts \u003c/a>| \u003ca href=\"https://www.stitcher.com/s?eid=64279369&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/766295024:766295026\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5LYpEzZlF0875vEDAlT6PM\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54548/how-students-would-improve-their-school-lunch-experience","authors":["4596"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_167","mindshift_20784","mindshift_1040","mindshift_21132","mindshift_21069","mindshift_21295","mindshift_943"],"featImg":"mindshift_54555","label":"mindshift_21847"},"mindshift_51811":{"type":"posts","id":"mindshift_51811","meta":{"index":"posts_1591205157","site":"mindshift","id":"51811","score":null,"sort":[1534140317000]},"guestAuthors":[],"slug":"six-strategies-to-help-introverts-thrive-at-school-and-feel-understood","title":"Six Strategies to Help Introverts Thrive at School and Feel Understood","publishDate":1534140317,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In every classroom, teachers try to engage students who have a variety of temperaments: extroverts, introverts and ambiverts. They work with children who crave sensory stimulation and with those who are \u003c/span>\u003ca href=\"http://hsperson.com/pdf/JPSP_Aron_and_Aron_97_Sensitivity_vs_I_and_N.pdf\">\u003cspan style=\"font-weight: 400\">highly sensitive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to noise and \u003c/span>\u003ca href=\"https://www.psychologicalscience.org/news/releases/heavily-decorated-classrooms-disrupt-attention-and-learning-in-young-children.html\">\u003cspan style=\"font-weight: 400\">visual distraction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While one temperament is not better than any other, \u003c/span>\u003cspan style=\"font-weight: 400\">introverted students are often “overlooked, undervalued and overstimulated in our schools,” said Heidi Kasevich, a 20-year teaching veteran and \u003c/span>\u003cspan style=\"font-weight: 400\">director of education for\u003c/span>\u003ca href=\"https://www.quietrev.com/team/heidi-kasevich/\">\u003cspan style=\"font-weight: 400\"> Quiet Revolution,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an outgrowth of Susan Cain’s best-selling \u003c/span>\u003ca href=\"https://www.quietrev.com/quiet-the-book/\">\u003cspan style=\"font-weight: 400\">book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the power of introverts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Kasevich was a student, she was often told, “Just come out of your shell” and “Just speak up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had no idea I had an inborn temperament,” she said, “and I often felt unsafe in school environments.” A person’s basic \u003ca href=\"https://urldefense.proofpoint.com/v2/url?u=http-3A__www.child-2Dencyclopedia.com_temperament_according-2Dexperts_temperament-2Dand-2Dits-2Dimpact-2Dchild-2Ddevelopment-2Dcomments-2Drothbart-2Dkagan&d=DQMFaQ&c=RAhzPLrCAq19eJdrcQiUVEwFYoMRqGDAXQ_puw5tYjg&r=Gqje-yG6AEEsDePoSmvJRc9NfE-sQUcOkTuPaL2oojY&m=yYO_li6qqKmwIuy0ZXWfBuJThOb_eAa5G90xrvwIBlY&s=L-r4opRoGbi9sl1lecERPrAh66b-LFc6Amkzd0PDECU&e=\">temperament\u003c/a> is \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1188235/\">rooted in biology\u003c/a>, with differences emerging in \u003ca href=\"http://ideas.time.com/2012/01/26/dont-call-introverted-children-shy/\">infancy and early childhood\u003c/a>. For example, some babies are more sensitive than others to stimuli such as loud noises; and some toddlers are more cautious when presented with novel objects, such as a robotic toy. Many of these careful and sensory-sensitive children grow up to be introverts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, as a leader of the \u003c/span>\u003ca href=\"https://www.quietrev.com/quiet-schools-network/\">\u003cspan style=\"font-weight: 400\">Quiet Schools Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Kasevich has worked with Cain to develop accessible techniques to help introverted students “hit the ground running, with a sense of well-being instead of the feeling that ‘there’s something wrong with me.’ ” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>What Do Teachers Need to Know About Introverted Students?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all fall somewhere on the introvert/extrovert spectrum, said Kasevich. In schools -- which are highly stimulating environments -- introverts are often “expected to fit into the extrovert ideal, and this leads to the danger zone of self-negation, turning inward or withdrawing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To better understand the needs of students, teachers can spend some time at the beginning of the year getting to know students’ preferred work and communication styles. For example, said Kasevich, introverts tend to prefer: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Conversing one-on-one or in small groups\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Thinking before sharing aloud\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Weighing options before making decisions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Looking (and assessing risk) before leaping\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Recharging in a quiet, calm environment \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thoughtful teachers can help children see their preferences as adding value to the classroom environment and as opportunities for growth. For example, a disposition toward caution can be nurtured into \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">prudence\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> -- or, as Kasevich defines it, “risk-taking that is rooted in practical wisdom, that takes the time to consider the ‘what-if’s.’ ” Similarly, a proclivity toward listening and reflection supports \u003c/span>\u003ca href=\"https://behavioralscientist.org/the-benefits-of-admitting-when-you-dont-know/\">\u003cspan style=\"font-weight: 400\">intellectual humility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And a preference for small-group conversation can bolster perspective-taking skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Six Classroom Strategies that Help Introverts Thrive\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Kasevich works with schools and educators, she shares several strategies for creating temperament-inclusive classrooms, including the following. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Make Space for Quiet Reflection: \u003c/b>\u003cspan style=\"font-weight: 400\">Teachers can take an inventory of the \u003c/span>\u003cspan style=\"font-weight: 400\">“silence-talk continuum” in their teaching methods, making room for both quiet reflection and active discourse. For example:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Provide opportunities for one-on-one conversation within the classroom -- such as \u003ca href=\"http://pz.harvard.edu/resources/think-pair-share\">think-pair-share\u003c/a>. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Ask students to first respond to questions on a Post-it note before inviting verbal responses. This primes the pump for students who need more think time. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Try a “One-Minute Paper”: Pause in the middle of class and ask students to reflect on what they are learning. Prompts might include: “What’s striking me? What’s challenging me? Why is this relevant? How can I connect this to something else I’m learning?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Count to 10 in your head before calling on students. According to Kasevich, “studies show that three to 10 seconds of wait time helps introverted students and increases the complexity of responses for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">students.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Integrate purposeful silence. For example, put up an image, a painting or a line from a book and ask students to carefully observe and think about it for four minutes. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Consider the Physical Environment: \u003c/b>\u003cspan style=\"font-weight: 400\">Because introverts can become overstimulated by the action-packed pace of a school day, “they need time and space to restore their nervous system.” Think about providing niches for quiet reading or mind-wandering. Explore inclusive lunchroom and playground options, such as a coloring table or open library time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Provide Previews: \u003c/b>Some introverted students instinctively avoid unfamiliar challenges, said Kasevich, “so give them a long runway.” This might take the form of\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">An essential question on the board as class starts\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">An agenda before a meeting\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A detailed calendar or syllabus (middle and high school)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A posted daily schedule (elementary school)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A thorough preview of a unit, project or assessment\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb> Watch Your Language:\u003c/b>\u003cspan style=\"font-weight: 400\"> Introverts are sometimes labeled negatively by peers and teachers. The \u003c/span>\u003ca href=\"https://www.quietrev.com/wp-content/uploads/2018/03/Quiet-Friendly-Comments.pdf\">\u003cspan style=\"font-weight: 400\">Quiet-Friendly Comment Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers teachers with alternatives to common phrases that they can use when providing feedback to students or talking with parents. For example, instead of noting a deficit (e.g. “She needs to speak up more in class discussion”), frame a student’s strengths (e.g., “She is an insightful student who thinks deeply and thoughtfully before responding”).\u003c/span>\u003c/p>\n\u003cp>\u003cb> Scaffold Meaningful Stretching: \u003c/b>\u003cspan style=\"font-weight: 400\">Teachers can help introverts stretch outside their comfort zones and take comfortable risks. Since “they won’t take a risk for risk’s sake,” tie needful actions to their passions and interests -- to something \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">meaningful\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Framing risks in this way “is the ticket for helping introverts stretch.” Kasevich gives the example of a student who wants to bring sustainability initiatives to his high school -- a passion that might require becoming a club officer or giving a speech or presentation. Teachers can remind such a student to “keep your mission in mind. Go to auditorium beforehand to practice, and remember a time in the past when you spoke with confidence and conviction.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Structure Temperamentally Inclusive Group Work:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you simply put kids into groups with no training, a minority of members will likely do the majority of the talking. Train students in techniques such as \u003c/span>\u003ca href=\"https://www.smashingmagazine.com/2013/12/using-brainwriting-for-rapid-idea-generation/\">\u003cspan style=\"font-weight: 400\">brainwriting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.designthinkinginschools.com/\">\u003cspan style=\"font-weight: 400\">design thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Establish \u003c/span>\u003ca href=\"https://www.berea.edu/brushy-fork-institute/establishing-group-norms/\">\u003cspan style=\"font-weight: 400\">group\u003c/span>\u003c/a> \u003ca href=\"https://www.kqed.org/mindshift/28201/how-to-foster-collaboration-and-team-spirit\">\u003cspan style=\"font-weight: 400\">norms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for inclusive conversation and stick to them. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating a temperament-inclusive classroom takes time, said Kasevich. It’s about striking the balance between collaboration and individual work, creating a classroom culture that values deep listening, reflective pauses and \u003c/span>\u003ca href=\"https://www.quietrev.com/wp-content/uploads/2018/03/Quiet-Student-Engagement-Rubric.pdf\">\u003cspan style=\"font-weight: 400\">multiple forms of engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We are not waging war on group work,” said Kasevich. “We want educators to think more broadly about classroom participation and engagement,” creating an environment where all students can thrive.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Designing experiences that give kids time to think on their own before sharing out to the class can go a long way in helping introverted kids feel valued and understood.","status":"publish","parent":0,"modified":1534172826,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1123},"headData":{"title":"Six Strategies to Help Introverts Thrive at School and Feel Understood | KQED","description":"Designing experiences that give kids time to think on their own before sharing out to the class can go a long way in helping introverted kids feel valued and understood.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51811 https://ww2.kqed.org/mindshift/?p=51811","disqusUrl":"https://ww2.kqed.org/mindshift/2018/08/12/six-strategies-to-help-introverts-thrive-at-school-and-feel-understood/","disqusTitle":"Six Strategies to Help Introverts Thrive at School and Feel Understood","path":"/mindshift/51811/six-strategies-to-help-introverts-thrive-at-school-and-feel-understood","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In every classroom, teachers try to engage students who have a variety of temperaments: extroverts, introverts and ambiverts. They work with children who crave sensory stimulation and with those who are \u003c/span>\u003ca href=\"http://hsperson.com/pdf/JPSP_Aron_and_Aron_97_Sensitivity_vs_I_and_N.pdf\">\u003cspan style=\"font-weight: 400\">highly sensitive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to noise and \u003c/span>\u003ca href=\"https://www.psychologicalscience.org/news/releases/heavily-decorated-classrooms-disrupt-attention-and-learning-in-young-children.html\">\u003cspan style=\"font-weight: 400\">visual distraction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While one temperament is not better than any other, \u003c/span>\u003cspan style=\"font-weight: 400\">introverted students are often “overlooked, undervalued and overstimulated in our schools,” said Heidi Kasevich, a 20-year teaching veteran and \u003c/span>\u003cspan style=\"font-weight: 400\">director of education for\u003c/span>\u003ca href=\"https://www.quietrev.com/team/heidi-kasevich/\">\u003cspan style=\"font-weight: 400\"> Quiet Revolution,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an outgrowth of Susan Cain’s best-selling \u003c/span>\u003ca href=\"https://www.quietrev.com/quiet-the-book/\">\u003cspan style=\"font-weight: 400\">book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the power of introverts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Kasevich was a student, she was often told, “Just come out of your shell” and “Just speak up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had no idea I had an inborn temperament,” she said, “and I often felt unsafe in school environments.” A person’s basic \u003ca href=\"https://urldefense.proofpoint.com/v2/url?u=http-3A__www.child-2Dencyclopedia.com_temperament_according-2Dexperts_temperament-2Dand-2Dits-2Dimpact-2Dchild-2Ddevelopment-2Dcomments-2Drothbart-2Dkagan&d=DQMFaQ&c=RAhzPLrCAq19eJdrcQiUVEwFYoMRqGDAXQ_puw5tYjg&r=Gqje-yG6AEEsDePoSmvJRc9NfE-sQUcOkTuPaL2oojY&m=yYO_li6qqKmwIuy0ZXWfBuJThOb_eAa5G90xrvwIBlY&s=L-r4opRoGbi9sl1lecERPrAh66b-LFc6Amkzd0PDECU&e=\">temperament\u003c/a> is \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1188235/\">rooted in biology\u003c/a>, with differences emerging in \u003ca href=\"http://ideas.time.com/2012/01/26/dont-call-introverted-children-shy/\">infancy and early childhood\u003c/a>. For example, some babies are more sensitive than others to stimuli such as loud noises; and some toddlers are more cautious when presented with novel objects, such as a robotic toy. Many of these careful and sensory-sensitive children grow up to be introverts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, as a leader of the \u003c/span>\u003ca href=\"https://www.quietrev.com/quiet-schools-network/\">\u003cspan style=\"font-weight: 400\">Quiet Schools Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Kasevich has worked with Cain to develop accessible techniques to help introverted students “hit the ground running, with a sense of well-being instead of the feeling that ‘there’s something wrong with me.’ ” \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>\u003cb>What Do Teachers Need to Know About Introverted Students?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all fall somewhere on the introvert/extrovert spectrum, said Kasevich. In schools -- which are highly stimulating environments -- introverts are often “expected to fit into the extrovert ideal, and this leads to the danger zone of self-negation, turning inward or withdrawing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To better understand the needs of students, teachers can spend some time at the beginning of the year getting to know students’ preferred work and communication styles. For example, said Kasevich, introverts tend to prefer: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Conversing one-on-one or in small groups\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Thinking before sharing aloud\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Weighing options before making decisions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Looking (and assessing risk) before leaping\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Recharging in a quiet, calm environment \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thoughtful teachers can help children see their preferences as adding value to the classroom environment and as opportunities for growth. For example, a disposition toward caution can be nurtured into \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">prudence\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> -- or, as Kasevich defines it, “risk-taking that is rooted in practical wisdom, that takes the time to consider the ‘what-if’s.’ ” Similarly, a proclivity toward listening and reflection supports \u003c/span>\u003ca href=\"https://behavioralscientist.org/the-benefits-of-admitting-when-you-dont-know/\">\u003cspan style=\"font-weight: 400\">intellectual humility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And a preference for small-group conversation can bolster perspective-taking skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Six Classroom Strategies that Help Introverts Thrive\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Kasevich works with schools and educators, she shares several strategies for creating temperament-inclusive classrooms, including the following. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Make Space for Quiet Reflection: \u003c/b>\u003cspan style=\"font-weight: 400\">Teachers can take an inventory of the \u003c/span>\u003cspan style=\"font-weight: 400\">“silence-talk continuum” in their teaching methods, making room for both quiet reflection and active discourse. For example:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Provide opportunities for one-on-one conversation within the classroom -- such as \u003ca href=\"http://pz.harvard.edu/resources/think-pair-share\">think-pair-share\u003c/a>. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Ask students to first respond to questions on a Post-it note before inviting verbal responses. This primes the pump for students who need more think time. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Try a “One-Minute Paper”: Pause in the middle of class and ask students to reflect on what they are learning. Prompts might include: “What’s striking me? What’s challenging me? Why is this relevant? How can I connect this to something else I’m learning?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Count to 10 in your head before calling on students. According to Kasevich, “studies show that three to 10 seconds of wait time helps introverted students and increases the complexity of responses for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">students.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Integrate purposeful silence. For example, put up an image, a painting or a line from a book and ask students to carefully observe and think about it for four minutes. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Consider the Physical Environment: \u003c/b>\u003cspan style=\"font-weight: 400\">Because introverts can become overstimulated by the action-packed pace of a school day, “they need time and space to restore their nervous system.” Think about providing niches for quiet reading or mind-wandering. Explore inclusive lunchroom and playground options, such as a coloring table or open library time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Provide Previews: \u003c/b>Some introverted students instinctively avoid unfamiliar challenges, said Kasevich, “so give them a long runway.” This might take the form of\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">An essential question on the board as class starts\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">An agenda before a meeting\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A detailed calendar or syllabus (middle and high school)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A posted daily schedule (elementary school)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A thorough preview of a unit, project or assessment\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb> Watch Your Language:\u003c/b>\u003cspan style=\"font-weight: 400\"> Introverts are sometimes labeled negatively by peers and teachers. The \u003c/span>\u003ca href=\"https://www.quietrev.com/wp-content/uploads/2018/03/Quiet-Friendly-Comments.pdf\">\u003cspan style=\"font-weight: 400\">Quiet-Friendly Comment Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers teachers with alternatives to common phrases that they can use when providing feedback to students or talking with parents. For example, instead of noting a deficit (e.g. “She needs to speak up more in class discussion”), frame a student’s strengths (e.g., “She is an insightful student who thinks deeply and thoughtfully before responding”).\u003c/span>\u003c/p>\n\u003cp>\u003cb> Scaffold Meaningful Stretching: \u003c/b>\u003cspan style=\"font-weight: 400\">Teachers can help introverts stretch outside their comfort zones and take comfortable risks. Since “they won’t take a risk for risk’s sake,” tie needful actions to their passions and interests -- to something \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">meaningful\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Framing risks in this way “is the ticket for helping introverts stretch.” Kasevich gives the example of a student who wants to bring sustainability initiatives to his high school -- a passion that might require becoming a club officer or giving a speech or presentation. Teachers can remind such a student to “keep your mission in mind. Go to auditorium beforehand to practice, and remember a time in the past when you spoke with confidence and conviction.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Structure Temperamentally Inclusive Group Work:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you simply put kids into groups with no training, a minority of members will likely do the majority of the talking. Train students in techniques such as \u003c/span>\u003ca href=\"https://www.smashingmagazine.com/2013/12/using-brainwriting-for-rapid-idea-generation/\">\u003cspan style=\"font-weight: 400\">brainwriting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.designthinkinginschools.com/\">\u003cspan style=\"font-weight: 400\">design thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Establish \u003c/span>\u003ca href=\"https://www.berea.edu/brushy-fork-institute/establishing-group-norms/\">\u003cspan style=\"font-weight: 400\">group\u003c/span>\u003c/a> \u003ca href=\"https://www.kqed.org/mindshift/28201/how-to-foster-collaboration-and-team-spirit\">\u003cspan style=\"font-weight: 400\">norms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for inclusive conversation and stick to them. \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\">Creating a temperament-inclusive classroom takes time, said Kasevich. It’s about striking the balance between collaboration and individual work, creating a classroom culture that values deep listening, reflective pauses and \u003c/span>\u003ca href=\"https://www.quietrev.com/wp-content/uploads/2018/03/Quiet-Student-Engagement-Rubric.pdf\">\u003cspan style=\"font-weight: 400\">multiple forms of engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We are not waging war on group work,” said Kasevich. “We want educators to think more broadly about classroom participation and engagement,” creating an environment where all students can thrive.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51811/six-strategies-to-help-introverts-thrive-at-school-and-feel-understood","authors":["11087"],"categories":["mindshift_193"],"tags":["mindshift_167","mindshift_20784","mindshift_1040","mindshift_20762","mindshift_20970"],"featImg":"mindshift_51839","label":"mindshift"},"mindshift_51580":{"type":"posts","id":"mindshift_51580","meta":{"index":"posts_1591205157","site":"mindshift","id":"51580","score":null,"sort":[1531724438000]},"guestAuthors":[],"slug":"four-inquiry-qualities-at-the-heart-of-student-centered-teaching","title":"Four Inquiry Qualities At The Heart of Student-Centered Teaching","publishDate":1531724438,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>Whether it be \u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\" target=\"_blank\" rel=\"noopener\">project-based learning\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/tag/design-thinking\" target=\"_blank\" rel=\"noopener\">design thinking\u003c/a> or \u003ca href=\"https://www.kqed.org/mindshift/tag/genius-hour\" target=\"_blank\" rel=\"noopener\">genius hour\u003c/a>, it's easy to get confused by the many education buzzwords floating about. But at their heart these pedagogies are all student-centered and there are commonalities across them that are the key to their success and far more critical than keeping the jargon straight.\u003c/p>\n\u003cp>Naturally, educators want to understand each of these frameworks in order to make an informed decision as to how to best meet the needs of their students. The \"Tree of Inquiry\" is a visual guide for educators who are interested in shifting their practice but are unsure where to begin. \u003ca href=\"https://www.kqed.org/mindshift/tag/inquiry-learning\" target=\"_blank\" rel=\"noopener\">Inquiry-based learning\u003c/a> is the foundation for all of these student-centered strategies -- students are asking their own questions, discovering answers and using their teachers as resources and guides. Schools and classrooms where deep inquiry is clearly at work invariably possess four specific characteristics no matter the specific type of inquiry utilized.\u003c/p>\n\u003cp>\u003cstrong>1. The learner is actively involved in the construction of understanding\u003c/strong>\u003c/p>\n\u003cp>In all of these frameworks, the role of the student is transformed from a passive consumer of facts and content into an active contributor to the learning experience and the exploration of problems, ideas and solutions. It is in this experience that understanding is constructed and rich learning occurs. Voice and choice are at the heart of these settings as the learner helps create the learning conditions and learning outcomes with the teacher.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One powerful example of students taking on a different role in the classroom happens when teachers use the \u003ca href=\"https://www.un.org/sustainabledevelopment/sustainable-development-goals/\" target=\"_blank\" rel=\"noopener\">United Nations Global Goals for Sustainable Development\u003c/a> as a framework for inquiry. Students explore their \u003ca href=\"https://www.kqed.org/mindshift/49341/how-making-an-impact-on-the-world-motivates-students\" target=\"_blank\" rel=\"noopener\">passions, interests, and curiosities\u003c/a> based on the 17 U.N. goals, identifying learning objectives connected to a particular goal where they’d like to focus. Teachers then co-design standards with learners, standards with language such as gaining a deeper understanding of \"x\" or inspiring an audience to “do y.”\u003c/p>\n\u003cp>Students achieve a more genuine ownership over their learning as they grapple with these authentic problems -- ones that have troubled global leaders for decades. In these spaces students take on more of the heavy lifting of learning as they are actively involved in the construction of understanding.\u003c/p>\n\u003cfigure id=\"attachment_51583\" class=\"wp-caption aligncenter\" style=\"max-width: 2048px\">\u003cimg class=\"wp-image-51583 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/9-Inquiry-Student.png\" alt=\"\" width=\"2048\" height=\"1536\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-1200x900.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-1180x885.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-960x720.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-520x390.png 520w\" sizes=\"(max-width: 2048px) 100vw, 2048px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy Trevor MacKenzie and Rebecca Bathurst-Hunt \u003ccite>(Courtesy Trevor MacKenzie and Rebecca Bathurst-Hunt)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>2. The teacher as guide and mentor\u003c/strong>\u003c/p>\n\u003cp>Just as the role of the learner has shifted in these classrooms, so too has the \u003ca href=\"https://www.kqed.org/mindshift/34294/teaching-in-the-new-abundant-economy-of-information\" target=\"_blank\" rel=\"noopener\">role of the teacher\u003c/a>. Teachers in these spaces are constantly reflecting and making changes in order to foster a culture of learning. They are highly aware of what’s happening around them; they take the time to stop and listen; and they pick up on the slightest clues and use these to shape next steps. They constantly ask questions of themselves that guide their practice and inform their decisions. Cumulatively they use these reflections to revise their path and better meet the needs of their students.\u003c/p>\n\u003cp>In all of these classrooms, teachers use a variety of strategies to support their students. It’s a misperception that student-centered classrooms don’t include any lecturing. At times it’s essential the teacher share his or her expertise with the larger group. But teachers in these classrooms also make space for learner-centered discourse such as \u003ca href=\"https://ww2.kqed.org/education/2017/05/11/using-a-digital-backchannel-during-socratic-seminars/\" target=\"_blank\" rel=\"noopener\">Socratic Seminars\u003c/a>, in which students drive the discussion and the teacher guides and facilitates the collaboration. Or students might lead a lesson with the teacher observing and compiling formative feedback to support reflection, revision and growth.\u003c/p>\n\u003cp>In the \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">inquiry classroom\u003c/a>, students often interview experts in a specific field in order to gain a deeper understanding of their inquiry topic. Teachers support them with direct instruction that introduces the class to what a strong interview entails, and identifies the processes that should be adopted to ensure students will be successful in this task. During this time exemplars are shown and discussed, sample questions are collaboratively created and planning initial steps are accomplished.\u003c/p>\n\u003cp>Embarking in this learning together as a group, by way of a lecture, makes sense in that all students must gain this broader and more general understanding of interviewing. The teacher then facilitates smaller breakout groups where students can delve more deeply into their individual interviews and begin to personalize the task in a more meaningful and supportive manner. It is in this gradual release of control over learning that the inquiry classroom thrives.\u003c/p>\n\u003cp>\u003cstrong>3. The whole child is celebrated and nurtured\u003c/strong>\u003c/p>\n\u003cp>Whether it be \u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\" target=\"_blank\" rel=\"noopener\">social-emotional learning\u003c/a>, personal awareness and social responsibility, grit and \u003ca href=\"https://www.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\" rel=\"noopener\">growth mindset\u003c/a>, or \u003ca href=\"https://www.kqed.org/mindshift/tag/empathy/\" target=\"_blank\" rel=\"noopener\">empathy\u003c/a>, the language around learning has shifted in these spaces to focus on \u003ca href=\"https://www.kqed.org/mindshift/tag/whole-child-approach\" target=\"_blank\" rel=\"noopener\">nurturing the whole student\u003c/a>. Dispositions are at the core of these classrooms where qualities such as creativity, collaboration and communication are explicitly discussed, reflected on and supported.\u003c/p>\n\u003cp>In all of these classrooms there’s a joint emphasis on the product or summative piece to learning as well as the process of learning. It is in this process that students demonstrate meaningful growth in the characteristics and dispositions of a lifelong learner.\u003c/p>\n\u003cp>This is evident in inquiry spaces that utilize the \u003ca href=\"https://www.kqed.org/mindshift/27348/what-does-design-thinking-look-like-in-school\" target=\"_blank\" rel=\"noopener\">design thinking method\u003c/a>. This process calls on students to identify a challenge, gather information, generate potential solutions, refine ideas, and test solutions. High school students in one Vancouver classroom designed a solution to bring clean drinking water to rural areas that did not have access to this essential resource in their communities.\u003c/p>\n\u003cp>Some students prototyped an affordable handheld water purification system, other students designed a community sewage treatment facility, and a third group created a water use plan for the community. It’s worth noting that many students didn’t ultimately achieve a tangible or working solution by the end of the unit. But that wasn’t the goal. More important was the empathy gained during the process. The design-thinking process provided rich opportunities for student reflection and allowed the teacher to see social and emotional skills at work.\u003c/p>\n\u003cp>\u003cstrong>4. Structures and frameworks exist but learning isn’t overly prescribed or standardized\u003c/strong>\u003c/p>\n\u003cp>In these classrooms, standards do not solely drive the learning and content is \u003ca href=\"https://www.kqed.org/mindshift/39142/what-do-we-really-mean-when-we-say-personalized-learning\" target=\"_blank\" rel=\"noopener\">not overly standardized\u003c/a>. Students are often learning about different things that they have all individually chosen, but each student is operating within a common unified structure. Learner agency is a core component of being student-centered. Teachers can use strategies and routines to help students organize, reflect and revise as they go.\u003c/p>\n\u003cp>This is evident in \u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\" target=\"_blank\" rel=\"noopener\">high-quality project-based learning\u003c/a> classrooms where projects are focused on student learning goals and include essential project design elements such as identifying key understandings, posing a challenging problem, partaking in sustained inquiry, reflection, revision and sharing learning with an authentic audience.\u003c/p>\n\u003cp>One example of this in action is a classroom where students were learning about positive impact on others. The provocation used by the teacher was an inspiring video titled \u003ca href=\"https://www.youtube.com/watch?v=SDYFMgrjeLg\" target=\"_blank\" rel=\"noopener\">Project Daniel\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/SDYFMgrjeLg\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>After watching the video the teacher challenged students to “help one, help many” and identify a problem, plan a solution and put this plan into action in order to make a difference in someone else's life. One group of students 3D-printed fidget spinners for younger students dealing with anxiety. Another group designed a public service announcement campaign encouraging kindness and acceptance in their school community. And another group interviewed senior citizens at a local old-age home to document, archive and share their advice for youth in order to build empathy. Although each group was working on a uniquely personalized project, they all learned from one another throughout the process as they shared their work.\u003c/p>\n\u003cp>Inquiry is at the heart of many education buzzwords and can be a useful tool for framing ones approach to them. John Dewey, Lev Vygotsky, Paolo Freire and Jean Piaget planted the roots of inquiry long ago, but every educator can leverage their constructivist example to find a pedagogy that best fits their unique teaching style. Ultimately the goal should always be to empower students to continue wondering and seeking their own answers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Trevor MacKenzie is an award-winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://Trevmackenzie.wordpress.com\" target=\"_blank\" rel=\"noopener\">magical time to be an educator\u003c/a>. He is also the author of \u003ca href=\"https://www.amazon.com/Dive-Into-Inquiry-Trevor-MacKenzie/dp/1945167157/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1517784142&sr=8-7&dpID=41bWKOfZtNL&preST=_SY344_BO1,204,203,200_QL70_&dpSrc=detail\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>, and co-author of \u003ca href=\"https://www.trevormackenzie.com/\" target=\"_blank\" rel=\"noopener\">Inquiry Mindsets: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners, \u003c/a>along with \u003ca href=\"https://twitter.com/rbathursthunt\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Student-centered pedagogies have inquiry at their heart -- a commonality key to their success and far more critical than keeping the jargon straight.","status":"publish","parent":0,"modified":1532035171,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/SDYFMgrjeLg"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1428},"headData":{"title":"Four Inquiry Qualities At The Heart of Student-Centered Teaching | KQED","description":"Student-centered pedagogies have inquiry at their heart -- a commonality key to their success and far more critical than keeping the jargon straight.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51580 https://ww2.kqed.org/mindshift/?p=51580","disqusUrl":"https://ww2.kqed.org/mindshift/2018/07/16/four-inquiry-qualities-at-the-heart-of-student-centered-teaching/","disqusTitle":"Four Inquiry Qualities At The Heart of Student-Centered Teaching","path":"/mindshift/51580/four-inquiry-qualities-at-the-heart-of-student-centered-teaching","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>Whether it be \u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\" target=\"_blank\" rel=\"noopener\">project-based learning\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/tag/design-thinking\" target=\"_blank\" rel=\"noopener\">design thinking\u003c/a> or \u003ca href=\"https://www.kqed.org/mindshift/tag/genius-hour\" target=\"_blank\" rel=\"noopener\">genius hour\u003c/a>, it's easy to get confused by the many education buzzwords floating about. But at their heart these pedagogies are all student-centered and there are commonalities across them that are the key to their success and far more critical than keeping the jargon straight.\u003c/p>\n\u003cp>Naturally, educators want to understand each of these frameworks in order to make an informed decision as to how to best meet the needs of their students. The \"Tree of Inquiry\" is a visual guide for educators who are interested in shifting their practice but are unsure where to begin. \u003ca href=\"https://www.kqed.org/mindshift/tag/inquiry-learning\" target=\"_blank\" rel=\"noopener\">Inquiry-based learning\u003c/a> is the foundation for all of these student-centered strategies -- students are asking their own questions, discovering answers and using their teachers as resources and guides. Schools and classrooms where deep inquiry is clearly at work invariably possess four specific characteristics no matter the specific type of inquiry utilized.\u003c/p>\n\u003cp>\u003cstrong>1. The learner is actively involved in the construction of understanding\u003c/strong>\u003c/p>\n\u003cp>In all of these frameworks, the role of the student is transformed from a passive consumer of facts and content into an active contributor to the learning experience and the exploration of problems, ideas and solutions. It is in this experience that understanding is constructed and rich learning occurs. Voice and choice are at the heart of these settings as the learner helps create the learning conditions and learning outcomes with the teacher.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One powerful example of students taking on a different role in the classroom happens when teachers use the \u003ca href=\"https://www.un.org/sustainabledevelopment/sustainable-development-goals/\" target=\"_blank\" rel=\"noopener\">United Nations Global Goals for Sustainable Development\u003c/a> as a framework for inquiry. Students explore their \u003ca href=\"https://www.kqed.org/mindshift/49341/how-making-an-impact-on-the-world-motivates-students\" target=\"_blank\" rel=\"noopener\">passions, interests, and curiosities\u003c/a> based on the 17 U.N. goals, identifying learning objectives connected to a particular goal where they’d like to focus. Teachers then co-design standards with learners, standards with language such as gaining a deeper understanding of \"x\" or inspiring an audience to “do y.”\u003c/p>\n\u003cp>Students achieve a more genuine ownership over their learning as they grapple with these authentic problems -- ones that have troubled global leaders for decades. In these spaces students take on more of the heavy lifting of learning as they are actively involved in the construction of understanding.\u003c/p>\n\u003cfigure id=\"attachment_51583\" class=\"wp-caption aligncenter\" style=\"max-width: 2048px\">\u003cimg class=\"wp-image-51583 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/9-Inquiry-Student.png\" alt=\"\" width=\"2048\" height=\"1536\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-1200x900.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-1180x885.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-960x720.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-520x390.png 520w\" sizes=\"(max-width: 2048px) 100vw, 2048px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy Trevor MacKenzie and Rebecca Bathurst-Hunt \u003ccite>(Courtesy Trevor MacKenzie and Rebecca Bathurst-Hunt)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>2. The teacher as guide and mentor\u003c/strong>\u003c/p>\n\u003cp>Just as the role of the learner has shifted in these classrooms, so too has the \u003ca href=\"https://www.kqed.org/mindshift/34294/teaching-in-the-new-abundant-economy-of-information\" target=\"_blank\" rel=\"noopener\">role of the teacher\u003c/a>. Teachers in these spaces are constantly reflecting and making changes in order to foster a culture of learning. They are highly aware of what’s happening around them; they take the time to stop and listen; and they pick up on the slightest clues and use these to shape next steps. They constantly ask questions of themselves that guide their practice and inform their decisions. Cumulatively they use these reflections to revise their path and better meet the needs of their students.\u003c/p>\n\u003cp>In all of these classrooms, teachers use a variety of strategies to support their students. It’s a misperception that student-centered classrooms don’t include any lecturing. At times it’s essential the teacher share his or her expertise with the larger group. But teachers in these classrooms also make space for learner-centered discourse such as \u003ca href=\"https://ww2.kqed.org/education/2017/05/11/using-a-digital-backchannel-during-socratic-seminars/\" target=\"_blank\" rel=\"noopener\">Socratic Seminars\u003c/a>, in which students drive the discussion and the teacher guides and facilitates the collaboration. Or students might lead a lesson with the teacher observing and compiling formative feedback to support reflection, revision and growth.\u003c/p>\n\u003cp>In the \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">inquiry classroom\u003c/a>, students often interview experts in a specific field in order to gain a deeper understanding of their inquiry topic. Teachers support them with direct instruction that introduces the class to what a strong interview entails, and identifies the processes that should be adopted to ensure students will be successful in this task. During this time exemplars are shown and discussed, sample questions are collaboratively created and planning initial steps are accomplished.\u003c/p>\n\u003cp>Embarking in this learning together as a group, by way of a lecture, makes sense in that all students must gain this broader and more general understanding of interviewing. The teacher then facilitates smaller breakout groups where students can delve more deeply into their individual interviews and begin to personalize the task in a more meaningful and supportive manner. It is in this gradual release of control over learning that the inquiry classroom thrives.\u003c/p>\n\u003cp>\u003cstrong>3. The whole child is celebrated and nurtured\u003c/strong>\u003c/p>\n\u003cp>Whether it be \u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\" target=\"_blank\" rel=\"noopener\">social-emotional learning\u003c/a>, personal awareness and social responsibility, grit and \u003ca href=\"https://www.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\" rel=\"noopener\">growth mindset\u003c/a>, or \u003ca href=\"https://www.kqed.org/mindshift/tag/empathy/\" target=\"_blank\" rel=\"noopener\">empathy\u003c/a>, the language around learning has shifted in these spaces to focus on \u003ca href=\"https://www.kqed.org/mindshift/tag/whole-child-approach\" target=\"_blank\" rel=\"noopener\">nurturing the whole student\u003c/a>. Dispositions are at the core of these classrooms where qualities such as creativity, collaboration and communication are explicitly discussed, reflected on and supported.\u003c/p>\n\u003cp>In all of these classrooms there’s a joint emphasis on the product or summative piece to learning as well as the process of learning. It is in this process that students demonstrate meaningful growth in the characteristics and dispositions of a lifelong learner.\u003c/p>\n\u003cp>This is evident in inquiry spaces that utilize the \u003ca href=\"https://www.kqed.org/mindshift/27348/what-does-design-thinking-look-like-in-school\" target=\"_blank\" rel=\"noopener\">design thinking method\u003c/a>. This process calls on students to identify a challenge, gather information, generate potential solutions, refine ideas, and test solutions. High school students in one Vancouver classroom designed a solution to bring clean drinking water to rural areas that did not have access to this essential resource in their communities.\u003c/p>\n\u003cp>Some students prototyped an affordable handheld water purification system, other students designed a community sewage treatment facility, and a third group created a water use plan for the community. It’s worth noting that many students didn’t ultimately achieve a tangible or working solution by the end of the unit. But that wasn’t the goal. More important was the empathy gained during the process. The design-thinking process provided rich opportunities for student reflection and allowed the teacher to see social and emotional skills at work.\u003c/p>\n\u003cp>\u003cstrong>4. Structures and frameworks exist but learning isn’t overly prescribed or standardized\u003c/strong>\u003c/p>\n\u003cp>In these classrooms, standards do not solely drive the learning and content is \u003ca href=\"https://www.kqed.org/mindshift/39142/what-do-we-really-mean-when-we-say-personalized-learning\" target=\"_blank\" rel=\"noopener\">not overly standardized\u003c/a>. Students are often learning about different things that they have all individually chosen, but each student is operating within a common unified structure. Learner agency is a core component of being student-centered. Teachers can use strategies and routines to help students organize, reflect and revise as they go.\u003c/p>\n\u003cp>This is evident in \u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\" target=\"_blank\" rel=\"noopener\">high-quality project-based learning\u003c/a> classrooms where projects are focused on student learning goals and include essential project design elements such as identifying key understandings, posing a challenging problem, partaking in sustained inquiry, reflection, revision and sharing learning with an authentic audience.\u003c/p>\n\u003cp>One example of this in action is a classroom where students were learning about positive impact on others. The provocation used by the teacher was an inspiring video titled \u003ca href=\"https://www.youtube.com/watch?v=SDYFMgrjeLg\" target=\"_blank\" rel=\"noopener\">Project Daniel\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/SDYFMgrjeLg\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>After watching the video the teacher challenged students to “help one, help many” and identify a problem, plan a solution and put this plan into action in order to make a difference in someone else's life. One group of students 3D-printed fidget spinners for younger students dealing with anxiety. Another group designed a public service announcement campaign encouraging kindness and acceptance in their school community. And another group interviewed senior citizens at a local old-age home to document, archive and share their advice for youth in order to build empathy. Although each group was working on a uniquely personalized project, they all learned from one another throughout the process as they shared their work.\u003c/p>\n\u003cp>Inquiry is at the heart of many education buzzwords and can be a useful tool for framing ones approach to them. John Dewey, Lev Vygotsky, Paolo Freire and Jean Piaget planted the roots of inquiry long ago, but every educator can leverage their constructivist example to find a pedagogy that best fits their unique teaching style. Ultimately the goal should always be to empower students to continue wondering and seeking their own answers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Trevor MacKenzie is an award-winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://Trevmackenzie.wordpress.com\" target=\"_blank\" rel=\"noopener\">magical time to be an educator\u003c/a>. He is also the author of \u003ca href=\"https://www.amazon.com/Dive-Into-Inquiry-Trevor-MacKenzie/dp/1945167157/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1517784142&sr=8-7&dpID=41bWKOfZtNL&preST=_SY344_BO1,204,203,200_QL70_&dpSrc=detail\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>, and co-author of \u003ca href=\"https://www.trevormackenzie.com/\" target=\"_blank\" rel=\"noopener\">Inquiry Mindsets: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners, \u003c/a>along with \u003ca href=\"https://twitter.com/rbathursthunt\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51580/four-inquiry-qualities-at-the-heart-of-student-centered-teaching","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_167","mindshift_20784","mindshift_1040","mindshift_20861","mindshift_797","mindshift_256","mindshift_943"],"featImg":"mindshift_51582","label":"mindshift"},"mindshift_49012":{"type":"posts","id":"mindshift_49012","meta":{"index":"posts_1591205157","site":"mindshift","id":"49012","score":null,"sort":[1506322884000]},"guestAuthors":[],"slug":"helping-teens-find-purpose-a-tool-for-educators-to-support-students-discovery","title":"Helping Teens Find Purpose: A Tool For Educators To Support Students' Discovery","publishDate":1506322884,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This post has been edited*\u003c/em>\u003c/p>\n\u003cp>Classroom educators know better than anyone else how much of learning is built on the strength of relationships in the room. When students like and trust their teacher, they learn better. That’s why large class sizes and a focus on standardized test scores -- to the exclusion of other things -- frustrate many veteran teachers. They know those factors often hinder teachers’ ability to form relationships. But a slow shift may be coming as some school leaders are starting to recognize that the health and happiness of teachers, students and staff depend on making space in school for relationship-building.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener noreferrer\">Advisory programs\u003c/a> are a popular way school leaders are trying to shift school culture toward relationships. Advisory programs set aside time in the week for a smaller group of students to meet with an adult mentor in a casual setting and with the intent of building relationships. While that sounds like a good idea, too often advisories are glorified study halls; that time isn’t used well because content teachers aren’t always comfortable in the role of adviser. Leading a productive advisory takes thought and training, just like teaching, and strong relationships don’t magically form without work.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was born out of a question about how you get students to develop a sense of purpose in their lives, which for the most part high school doesn't really do.'\u003ccite>Patrick Cook-Deegan, co-director Project Wayfinder\u003c/cite>\u003c/aside>\n\u003cp>“There’s not a lot of resources for advisers that work well,” said Patrick Cook-Deegan, co-director and lead program designer of \u003ca href=\"http://projectwayfinder.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Project Wayfinder\u003c/a>. Advisers are usually teachers with many other demands on their time, so some advisory support goes a long way to gain their buy-in. On the flip side, prepackaged curricula can feel canned and inauthentic, the worst possible combination when asking students to be vulnerable about their life, worries and dreams. \u003ca href=\"http://projectwayfinder.com/who-we-are-old/\" target=\"_blank\" rel=\"noopener noreferrer\">Cook-Deegan and his co-director, Kelly Schmutte\u003c/a>, think about their Project Wayfinder tools as a supportive structure for open-ended conversations. The focus is on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">helping adolescents find purpose\u003c/a>.\u003c/p>\n\u003cp>“Project Wayfinder was born out of trying to make advisory more meaningful,” Cook-Deegan said. “And it was born out of a question about how you get students to develop a sense of purpose in their lives, which for the most part high school doesn’t really do.” Cook-Deegan believes purpose is a critical component of adolescent development that is utterly lacking from traditional high schools. His theory is based largely on the work of \u003ca href=\"https://coa.stanford.edu/people/william-damon\" target=\"_blank\" rel=\"noopener noreferrer\">Stanford psychologist William Damon\u003c/a>, who says a sense of purpose is “the long-term, number one motivator in life.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“For you to have a sense of purpose you need two things: One, you need to know what’s important to you and what you care about,” Cook-Deegan said. “And two, you need to know how your work is going to have consequence in the world.” Many high school students go through four years of school doing exactly what they are told to do. The work often feels divorced from the real world -- a prescriptive set of “shoulds” that adults say will lead to a happy life. But for many students, the end goal of all that work -- college or a career -- is a hazy future, not a tangible one.\u003c/p>\n\u003cfigure id=\"attachment_49018\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49018\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/WayfinderEG-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Example of a Wayfinding activity. \u003ccite>(Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At a Project Wayfinder \u003ca href=\"https://dschool.stanford.edu/events/wayfinder-5-day-summer-program-for-high-schoolers\" target=\"_blank\" rel=\"noopener noreferrer\">summer program\u003c/a>, students expressed similar sentiments. Many of them had joined the one-week camp at Stanford because their parents encouraged them to, and most thought it was a camp about \u003ca href=\"https://ww2.kqed.org/mindshift/tag/design-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">design thinking\u003c/a>, but they were glad it turned out to be more than that.\u003c/p>\n\u003cp>“I want to do something meaningful in life, that’s going to have an impact on everyone,” said DeShun Smith, a senior at San Lorenzo High School. “It’s just going deeper in myself and finding out what my life is about.” Smith said he’s been thinking about what he wants to do with his life for the past five years, but the way has never seemed clear. He was excited about a Wayfinder activity he’d just completed in which he listed his skills and passions, as well as needs he saw in the world. Then he thought about all the ways he could combine those things. He’s thinking about writing a book about his life.\u003c/p>\n\u003cfigure id=\"attachment_49015\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49015\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/IMG_2356-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student's \"backpack\" of Wayfinding qualities filled with traits the student finds valuable, as well as ones that are valued externally by the world, to help the student determine who they want to be. \u003ccite>(Patrick Beaudouin/Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think it’s kind of cool to slow down and think and reflect about what you do,” said Maya Holton, a senior at Los Gatos High School who said many of the experiences connected to Wayfinding were new to her. As a senior she feels a lot of pressure to pick a college and a career – and it feels like whatever she decides will determine the rest of her life. But through conversations with mentors over the week she’s realized her path might be more of a zigzag than a straight line, and that’s helped relieve some of the pressure.\u003c/p>\n\u003cp>“My school is very traditional,” Holton said. “We just go to math and then English and they don’t teach us these new broader ideas about social awareness within the classes, which I think is very important.” During the camp she thought a lot about her passion for helping people with special needs, something she’s dabbled in, but never put a lot of time into. “You never really think about what you’re good at, or what you love to do,” she said. She’s trying to design a project to help kids with special needs learn life skills in silly and fun ways.\u003c/p>\n\u003cp>Cook-Deegan, who’s helping to run the weeklong retreat, is encouraging students to broadly outline a project they might pursue with their insights after they leave the retreat. He thinks \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">project-based learning\u003c/a> could be powerful avenue for educators to help students discover purpose, if they allow enough time and structure for students to think through what holds meaning for them.\u003c/p>\n\u003cfigure id=\"attachment_49016\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49016\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/IMG_3267-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Several Wayfinder activities happen outside. Students at the retreat said hiking and chatting with mentors was some of the most productive relationship-building time during the week. \u003ccite>(Patrick Beaudouin/Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CONNECTING STUDENTS TO WORLD BEYOND SCHOOL\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"https://district.bluevalleyk12.org/Pages/Home.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">Blue Valley Schools\u003c/a> in Kansas are high-performing and generally serve a fairly affluent community. The graduation rate is 97 percent and most of those students go to four-year colleges. But administrators there know these impressive numbers aren’t enough. They were concerned that while the district was winning the traditional accountability game, it wasn’t helping students to think about who they are, where they want to go, and how they’ll successfully meet their goals. So in 2009 they started the \u003ca href=\"http://bvcaps.yourcapsnetwork.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Center for Advanced Professional Studies (CAPS)\u003c/a> to help connect students to real-world experiences in careers they might be interested in pursuing.\u003c/p>\n\u003cp>“If we’re really going to make a huge difference in terms of preparing students not just for college or career, but for life, we need to tap into something that feels like a calling for them and not just a job,” said Cory Mohn, executive director of CAPS.\u003c/p>\n\u003cp>The CAPS program partners with local industry to identify strands like bioscience, human services, engineering and health care, where there are rich community resources. Mentors work with students to identify their personal interests and connect them to real-world challenges that local businesses put forward. About 30 percent of Blue Valley graduates end up doing a semester with CAPS, where they spend half the school day immersed in a passion-driven project with mentors at the center or with community partners. When students aren’t at CAPS, they return to their home high school where they take more traditional classes.\u003c/p>\n\u003cp>Despite being a well-resourced, innovative program, CAPS mentors still struggle to help students identify their passions. Often the question “what do you want to be when you grow up?” is too broad and open-ended for students. Students end up gravitating toward fields where they’ve received external validation. But the CAPS mentors want students to find their own purpose, and they’ve partnered with Project Wayfinder to help students think through their goals.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think there's also a fear with students that they think if they miss one of those hoops then they're done, they've crashed and burned.'\u003ccite>Erin Hayes, CAPS teacher\u003c/cite>\u003c/aside>\n\u003cp>“The teachers appreciate the ability to have those guiding conversations with students,” said Scott Kreshel, director of program development for CAPS. “We want this to be an exciting path,” not just another hoop to jump through. The Wayfinder toolkit has helped students think not just about the most lucrative careers or even about their own strengths, but to look at the intersection of need, passion and strengths to find something that might be more fulfilling.\u003c/p>\n\u003cp>“A lot of times they don’t know where to begin,” said Erin Hayes, a foundations of medicine instructor for CAPS. “Sometimes it’s hard for those high-achieving students to do that piece because they’re looking for the check boxes.” She tries to weave Wayfinding activities throughout her curriculum when she thinks students need a moment to reflect or a tool to help them gain clarity.\u003c/p>\n\u003cp>Hayes also uses the tools to help individual students. One student came to Hayes with a dilemma: She thought she’d found her passion and was excited to pursue it, but knew her parents thought she should become a doctor. She felt \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/18/how-parents-can-help-kids-develop-a-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">weighed down by their expectations\u003c/a>, as well as anxious that they might be right. Hayes gave her the “Islands and Buoys” exercise.\u003c/p>\n\u003cp>The activity asks the student to think about all buoys in life -- the “should dos.” Then the student brainstorms the islands, the things she would love to do. Sometimes the buoys can help a person reach their island, so the activity leads the student through a reflection process about which buoys might help them reach their goal and which ones may be in contention with the goal.\u003c/p>\n\u003cp>“For her I think it was so helpful to lay it all out on the table,” Hayes said. Her ultimate goal was to affect change on a global scale and she felt tension with the “should” of becoming a doctor. But the activity helped her see the idea of becoming a doctor differently, as a potential route to global change.\u003c/p>\n\u003cp>“What I liked about it was, even as the instructor, I was looking at what’s the end goal here,” Hayes said. It wasn’t prescriptive. There are lots of potential solutions to the student’s problem, but it offered a structured way to deal with the tensions she was feeling. “It was a tool you might reflect on and then you might come back to it,” she said.\u003c/p>\n\u003cp>Hayes has found the activities personally helpful as well. There are 10 Wayfinding traits, many of which are in direct tension with others. Students think about “packing their backpack” with the traits that they find valuable, as well as ones that are valued externally by the world. It’s really asking students who they want to be, a question Hayes has also asked herself. She used to be a biomedical cancer researcher at Kansas University before realizing that benchwork wasn’t her passion. That’s when she switched to teaching. Her roundabout life path has helped her empathize with the stress students feel.\u003c/p>\n\u003cp>“I think there’s also a fear with students that they think if they miss one of those hoops then they’re done, they’ve crashed and burned.” Hayes said. “I don’t think that’s true at all. You just have to twist and turn a little.” Life is rarely exactly as one expects, even if the goal remains the same. Helping students to see the twists and turns as normal also helps them be more resilient when they hit bumps.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>*Correction: September 29, 2017\u003cbr>\n\u003c/strong>\u003c/em>\u003cem>An earlier version of this story included information that overstated Henry M. Gunn High School’s involvement with Project Wayfinder. While some teachers helped test some activities in the past, Gunn is not currently affiliated with Project Wayfinder. We regret this error.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Helping students to find purpose in their lives could not only motivate them in school, but help them be resilient to life's bumps.","status":"publish","parent":0,"modified":1506708466,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":2180},"headData":{"title":"Helping Teens Find Purpose: A Tool For Educators To Support Students' Discovery | KQED","description":"Helping students to find purpose in their lives could not only motivate them in school, but help them be resilient to life's bumps.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49012 https://ww2.kqed.org/mindshift/?p=49012","disqusUrl":"https://ww2.kqed.org/mindshift/2017/09/25/helping-teens-find-purpose-a-tool-for-educators-to-support-students-discovery/","disqusTitle":"Helping Teens Find Purpose: A Tool For Educators To Support Students' Discovery","path":"/mindshift/49012/helping-teens-find-purpose-a-tool-for-educators-to-support-students-discovery","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post has been edited*\u003c/em>\u003c/p>\n\u003cp>Classroom educators know better than anyone else how much of learning is built on the strength of relationships in the room. When students like and trust their teacher, they learn better. That’s why large class sizes and a focus on standardized test scores -- to the exclusion of other things -- frustrate many veteran teachers. They know those factors often hinder teachers’ ability to form relationships. But a slow shift may be coming as some school leaders are starting to recognize that the health and happiness of teachers, students and staff depend on making space in school for relationship-building.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener noreferrer\">Advisory programs\u003c/a> are a popular way school leaders are trying to shift school culture toward relationships. Advisory programs set aside time in the week for a smaller group of students to meet with an adult mentor in a casual setting and with the intent of building relationships. While that sounds like a good idea, too often advisories are glorified study halls; that time isn’t used well because content teachers aren’t always comfortable in the role of adviser. Leading a productive advisory takes thought and training, just like teaching, and strong relationships don’t magically form without work.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was born out of a question about how you get students to develop a sense of purpose in their lives, which for the most part high school doesn't really do.'\u003ccite>Patrick Cook-Deegan, co-director Project Wayfinder\u003c/cite>\u003c/aside>\n\u003cp>“There’s not a lot of resources for advisers that work well,” said Patrick Cook-Deegan, co-director and lead program designer of \u003ca href=\"http://projectwayfinder.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Project Wayfinder\u003c/a>. Advisers are usually teachers with many other demands on their time, so some advisory support goes a long way to gain their buy-in. On the flip side, prepackaged curricula can feel canned and inauthentic, the worst possible combination when asking students to be vulnerable about their life, worries and dreams. \u003ca href=\"http://projectwayfinder.com/who-we-are-old/\" target=\"_blank\" rel=\"noopener noreferrer\">Cook-Deegan and his co-director, Kelly Schmutte\u003c/a>, think about their Project Wayfinder tools as a supportive structure for open-ended conversations. The focus is on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">helping adolescents find purpose\u003c/a>.\u003c/p>\n\u003cp>“Project Wayfinder was born out of trying to make advisory more meaningful,” Cook-Deegan said. “And it was born out of a question about how you get students to develop a sense of purpose in their lives, which for the most part high school doesn’t really do.” Cook-Deegan believes purpose is a critical component of adolescent development that is utterly lacking from traditional high schools. His theory is based largely on the work of \u003ca href=\"https://coa.stanford.edu/people/william-damon\" target=\"_blank\" rel=\"noopener noreferrer\">Stanford psychologist William Damon\u003c/a>, who says a sense of purpose is “the long-term, number one motivator in life.”\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>“For you to have a sense of purpose you need two things: One, you need to know what’s important to you and what you care about,” Cook-Deegan said. “And two, you need to know how your work is going to have consequence in the world.” Many high school students go through four years of school doing exactly what they are told to do. The work often feels divorced from the real world -- a prescriptive set of “shoulds” that adults say will lead to a happy life. But for many students, the end goal of all that work -- college or a career -- is a hazy future, not a tangible one.\u003c/p>\n\u003cfigure id=\"attachment_49018\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49018\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/WayfinderEG-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Example of a Wayfinding activity. \u003ccite>(Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At a Project Wayfinder \u003ca href=\"https://dschool.stanford.edu/events/wayfinder-5-day-summer-program-for-high-schoolers\" target=\"_blank\" rel=\"noopener noreferrer\">summer program\u003c/a>, students expressed similar sentiments. Many of them had joined the one-week camp at Stanford because their parents encouraged them to, and most thought it was a camp about \u003ca href=\"https://ww2.kqed.org/mindshift/tag/design-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">design thinking\u003c/a>, but they were glad it turned out to be more than that.\u003c/p>\n\u003cp>“I want to do something meaningful in life, that’s going to have an impact on everyone,” said DeShun Smith, a senior at San Lorenzo High School. “It’s just going deeper in myself and finding out what my life is about.” Smith said he’s been thinking about what he wants to do with his life for the past five years, but the way has never seemed clear. He was excited about a Wayfinder activity he’d just completed in which he listed his skills and passions, as well as needs he saw in the world. Then he thought about all the ways he could combine those things. He’s thinking about writing a book about his life.\u003c/p>\n\u003cfigure id=\"attachment_49015\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49015\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/IMG_2356-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student's \"backpack\" of Wayfinding qualities filled with traits the student finds valuable, as well as ones that are valued externally by the world, to help the student determine who they want to be. \u003ccite>(Patrick Beaudouin/Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think it’s kind of cool to slow down and think and reflect about what you do,” said Maya Holton, a senior at Los Gatos High School who said many of the experiences connected to Wayfinding were new to her. As a senior she feels a lot of pressure to pick a college and a career – and it feels like whatever she decides will determine the rest of her life. But through conversations with mentors over the week she’s realized her path might be more of a zigzag than a straight line, and that’s helped relieve some of the pressure.\u003c/p>\n\u003cp>“My school is very traditional,” Holton said. “We just go to math and then English and they don’t teach us these new broader ideas about social awareness within the classes, which I think is very important.” During the camp she thought a lot about her passion for helping people with special needs, something she’s dabbled in, but never put a lot of time into. “You never really think about what you’re good at, or what you love to do,” she said. She’s trying to design a project to help kids with special needs learn life skills in silly and fun ways.\u003c/p>\n\u003cp>Cook-Deegan, who’s helping to run the weeklong retreat, is encouraging students to broadly outline a project they might pursue with their insights after they leave the retreat. He thinks \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">project-based learning\u003c/a> could be powerful avenue for educators to help students discover purpose, if they allow enough time and structure for students to think through what holds meaning for them.\u003c/p>\n\u003cfigure id=\"attachment_49016\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49016\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/IMG_3267-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Several Wayfinder activities happen outside. Students at the retreat said hiking and chatting with mentors was some of the most productive relationship-building time during the week. \u003ccite>(Patrick Beaudouin/Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CONNECTING STUDENTS TO WORLD BEYOND SCHOOL\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"https://district.bluevalleyk12.org/Pages/Home.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">Blue Valley Schools\u003c/a> in Kansas are high-performing and generally serve a fairly affluent community. The graduation rate is 97 percent and most of those students go to four-year colleges. But administrators there know these impressive numbers aren’t enough. They were concerned that while the district was winning the traditional accountability game, it wasn’t helping students to think about who they are, where they want to go, and how they’ll successfully meet their goals. So in 2009 they started the \u003ca href=\"http://bvcaps.yourcapsnetwork.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Center for Advanced Professional Studies (CAPS)\u003c/a> to help connect students to real-world experiences in careers they might be interested in pursuing.\u003c/p>\n\u003cp>“If we’re really going to make a huge difference in terms of preparing students not just for college or career, but for life, we need to tap into something that feels like a calling for them and not just a job,” said Cory Mohn, executive director of CAPS.\u003c/p>\n\u003cp>The CAPS program partners with local industry to identify strands like bioscience, human services, engineering and health care, where there are rich community resources. Mentors work with students to identify their personal interests and connect them to real-world challenges that local businesses put forward. About 30 percent of Blue Valley graduates end up doing a semester with CAPS, where they spend half the school day immersed in a passion-driven project with mentors at the center or with community partners. When students aren’t at CAPS, they return to their home high school where they take more traditional classes.\u003c/p>\n\u003cp>Despite being a well-resourced, innovative program, CAPS mentors still struggle to help students identify their passions. Often the question “what do you want to be when you grow up?” is too broad and open-ended for students. Students end up gravitating toward fields where they’ve received external validation. But the CAPS mentors want students to find their own purpose, and they’ve partnered with Project Wayfinder to help students think through their goals.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think there's also a fear with students that they think if they miss one of those hoops then they're done, they've crashed and burned.'\u003ccite>Erin Hayes, CAPS teacher\u003c/cite>\u003c/aside>\n\u003cp>“The teachers appreciate the ability to have those guiding conversations with students,” said Scott Kreshel, director of program development for CAPS. “We want this to be an exciting path,” not just another hoop to jump through. The Wayfinder toolkit has helped students think not just about the most lucrative careers or even about their own strengths, but to look at the intersection of need, passion and strengths to find something that might be more fulfilling.\u003c/p>\n\u003cp>“A lot of times they don’t know where to begin,” said Erin Hayes, a foundations of medicine instructor for CAPS. “Sometimes it’s hard for those high-achieving students to do that piece because they’re looking for the check boxes.” She tries to weave Wayfinding activities throughout her curriculum when she thinks students need a moment to reflect or a tool to help them gain clarity.\u003c/p>\n\u003cp>Hayes also uses the tools to help individual students. One student came to Hayes with a dilemma: She thought she’d found her passion and was excited to pursue it, but knew her parents thought she should become a doctor. She felt \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/18/how-parents-can-help-kids-develop-a-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">weighed down by their expectations\u003c/a>, as well as anxious that they might be right. Hayes gave her the “Islands and Buoys” exercise.\u003c/p>\n\u003cp>The activity asks the student to think about all buoys in life -- the “should dos.” Then the student brainstorms the islands, the things she would love to do. Sometimes the buoys can help a person reach their island, so the activity leads the student through a reflection process about which buoys might help them reach their goal and which ones may be in contention with the goal.\u003c/p>\n\u003cp>“For her I think it was so helpful to lay it all out on the table,” Hayes said. Her ultimate goal was to affect change on a global scale and she felt tension with the “should” of becoming a doctor. But the activity helped her see the idea of becoming a doctor differently, as a potential route to global change.\u003c/p>\n\u003cp>“What I liked about it was, even as the instructor, I was looking at what’s the end goal here,” Hayes said. It wasn’t prescriptive. There are lots of potential solutions to the student’s problem, but it offered a structured way to deal with the tensions she was feeling. “It was a tool you might reflect on and then you might come back to it,” she said.\u003c/p>\n\u003cp>Hayes has found the activities personally helpful as well. There are 10 Wayfinding traits, many of which are in direct tension with others. Students think about “packing their backpack” with the traits that they find valuable, as well as ones that are valued externally by the world. It’s really asking students who they want to be, a question Hayes has also asked herself. She used to be a biomedical cancer researcher at Kansas University before realizing that benchwork wasn’t her passion. That’s when she switched to teaching. Her roundabout life path has helped her empathize with the stress students feel.\u003c/p>\n\u003cp>“I think there’s also a fear with students that they think if they miss one of those hoops then they’re done, they’ve crashed and burned.” Hayes said. “I don’t think that’s true at all. You just have to twist and turn a little.” Life is rarely exactly as one expects, even if the goal remains the same. Helping students to see the twists and turns as normal also helps them be more resilient when they hit bumps.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>*Correction: September 29, 2017\u003cbr>\n\u003c/strong>\u003c/em>\u003cem>An earlier version of this story included information that overstated Henry M. Gunn High School’s involvement with Project Wayfinder. While some teachers helped test some activities in the past, Gunn is not currently affiliated with Project Wayfinder. We regret this error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49012/helping-teens-find-purpose-a-tool-for-educators-to-support-students-discovery","authors":["234"],"categories":["mindshift_192","mindshift_20874"],"tags":["mindshift_20957","mindshift_167","mindshift_20784","mindshift_1040","mindshift_20772","mindshift_21092"],"featImg":"mindshift_49014","label":"mindshift"},"mindshift_47258":{"type":"posts","id":"mindshift_47258","meta":{"index":"posts_1591205157","site":"mindshift","id":"47258","score":null,"sort":[1483609064000]},"guestAuthors":[],"slug":"why-design-thinking-in-schools-loses-power-when-its-reduced-to-a-checklist","title":"Why Design Thinking In Schools Loses Power When It's Reduced To A Checklist","publishDate":1483609064,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Design thinking has been slowly gathering momentum among educators for the past few years as a way for \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/04/what-does-design-thinking-look-like-in-school/\">students to engage with real-world problems\u003c/a> and design solutions using interdisciplinary ideas. But, like many trends that catch on quickly, many educators still aren't totally sure \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/16/design-thinking-deconstructed/\">what design thinking is.\u003c/a>\u003c/p>\n\u003cp>In \u003ca href=\"https://www.theatlantic.com/education/archive/2017/01/how-design-thinking-became-a-buzzword-at-school/512150/\">an article \u003c/a>in \u003cem>The Atlantic\u003c/em>, Jessica Lahey describes attending a design thinking session at a teaching conference where teachers presented on an exciting urban design project students completed. But several teachers in the audience were still confused about design thinking. Lahey reports that it's because design thinking is a complicated interplay of mindsets and philosophies, not a clear-cut lesson plan or an easy-to-follow recipe. Lahey writes:\u003c/p>\n\u003cblockquote>\n\u003cp dir=\"ltr\">Mindsets, grit, and design thinking are all victims of their own massive popularity, and in the rush to incorporate these concepts into existing lesson plans, have sometimes been reduced to checklist items on teachers’ overcrowded to-do lists. When treated as a classroom culture, however, rather than an action, design thinking (as well as mindset and grit) may revolutionize the way teachers and students think about failure, creative problem-solving, and teamwork.\u003c/p>\n\u003cp dir=\"ltr\">Ultimately, design thinking is not a curriculum, advocates like Stevenson say, but a process for problem-solving, a strategy to elicit creativity rooted in empathy and comfort with failure. Teachers can use design thinking to \u003ca href=\"http://www.edutopia.org/blog/design-thinking-and-deskless-classroom-tracy-evans\">create\u003c/a> a classroom layout that conforms to the needs of their students, they say, or to \u003ca href=\"https://www.calacademy.org/educators/lesson-plans/our-hungry-planet-design-thinking-challenge\">plan lessons\u003c/a> that will work best for the students in a given school or classroom. Entire school districts are embracing design thinking to \u003ca href=\"http://www.architecturalrecord.com/articles/12114-riverdale-country-school-by-architecture-research-office\">create spaces\u003c/a> and curricula around the \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/28/can-design-thinking-help-schools-find-new-solutions-to-old-problems/\">intellectual and emotional needs\u003c/a> of their students. Teachers are also helping students use design thinking to apply what they’ve learned to real-world problems, such as the urban-design project described by those middle-school teachers in Virginia.\u003c/p>\n\u003c/blockquote>\n\u003cp dir=\"ltr\">Lahey describes the loose steps a design thinking process includes and what that might look like in a school setting.\u003c/p>\n\u003cp>https://www.theatlantic.com/education/archive/2017/01/how-design-thinking-became-a-buzzword-at-school/512150/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Design thinking, which is more of a process than a lesson plan, is in danger of the same misinterpretation and poor implementation as grit and growth mindset before it.","status":"publish","parent":0,"modified":1483609064,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":357},"headData":{"title":"Why Design Thinking In Schools Loses Power When It's Reduced To A Checklist | KQED","description":"Design thinking, which is more of a process than a lesson plan, is in danger of the same misinterpretation and poor implementation as grit and growth mindset before it.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"47258 http://ww2.kqed.org/mindshift/?p=47258","disqusUrl":"https://ww2.kqed.org/mindshift/2017/01/05/why-design-thinking-in-schools-loses-power-when-its-reduced-to-a-checklist/","disqusTitle":"Why Design Thinking In Schools Loses Power When It's Reduced To A Checklist","path":"/mindshift/47258/why-design-thinking-in-schools-loses-power-when-its-reduced-to-a-checklist","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Design thinking has been slowly gathering momentum among educators for the past few years as a way for \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/04/what-does-design-thinking-look-like-in-school/\">students to engage with real-world problems\u003c/a> and design solutions using interdisciplinary ideas. But, like many trends that catch on quickly, many educators still aren't totally sure \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/16/design-thinking-deconstructed/\">what design thinking is.\u003c/a>\u003c/p>\n\u003cp>In \u003ca href=\"https://www.theatlantic.com/education/archive/2017/01/how-design-thinking-became-a-buzzword-at-school/512150/\">an article \u003c/a>in \u003cem>The Atlantic\u003c/em>, Jessica Lahey describes attending a design thinking session at a teaching conference where teachers presented on an exciting urban design project students completed. But several teachers in the audience were still confused about design thinking. Lahey reports that it's because design thinking is a complicated interplay of mindsets and philosophies, not a clear-cut lesson plan or an easy-to-follow recipe. Lahey writes:\u003c/p>\n\u003cblockquote>\n\u003cp dir=\"ltr\">Mindsets, grit, and design thinking are all victims of their own massive popularity, and in the rush to incorporate these concepts into existing lesson plans, have sometimes been reduced to checklist items on teachers’ overcrowded to-do lists. When treated as a classroom culture, however, rather than an action, design thinking (as well as mindset and grit) may revolutionize the way teachers and students think about failure, creative problem-solving, and teamwork.\u003c/p>\n\u003cp dir=\"ltr\">Ultimately, design thinking is not a curriculum, advocates like Stevenson say, but a process for problem-solving, a strategy to elicit creativity rooted in empathy and comfort with failure. Teachers can use design thinking to \u003ca href=\"http://www.edutopia.org/blog/design-thinking-and-deskless-classroom-tracy-evans\">create\u003c/a> a classroom layout that conforms to the needs of their students, they say, or to \u003ca href=\"https://www.calacademy.org/educators/lesson-plans/our-hungry-planet-design-thinking-challenge\">plan lessons\u003c/a> that will work best for the students in a given school or classroom. Entire school districts are embracing design thinking to \u003ca href=\"http://www.architecturalrecord.com/articles/12114-riverdale-country-school-by-architecture-research-office\">create spaces\u003c/a> and curricula around the \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/28/can-design-thinking-help-schools-find-new-solutions-to-old-problems/\">intellectual and emotional needs\u003c/a> of their students. Teachers are also helping students use design thinking to apply what they’ve learned to real-world problems, such as the urban-design project described by those middle-school teachers in Virginia.\u003c/p>\n\u003c/blockquote>\n\u003cp dir=\"ltr\">Lahey describes the loose steps a design thinking process includes and what that might look like in a school setting.\u003c/p>\n\u003cp>https://www.theatlantic.com/education/archive/2017/01/how-design-thinking-became-a-buzzword-at-school/512150/\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47258/why-design-thinking-in-schools-loses-power-when-its-reduced-to-a-checklist","authors":["4354"],"categories":["mindshift_20523","mindshift_193"],"tags":["mindshift_167","mindshift_20784","mindshift_1040"],"featImg":"mindshift_47260","label":"mindshift"},"mindshift_43596":{"type":"posts","id":"mindshift_43596","meta":{"index":"posts_1591205157","site":"mindshift","id":"43596","score":null,"sort":[1455005111000]},"guestAuthors":[],"slug":"how-to-bring-more-beautiful-questions-back-to-school","title":"How to Bring 'More Beautiful' Questions Back to School","publishDate":1455005111,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In the age of information, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/31/how-are-students-roles-changing-in-the-new-economy-of-information/\" target=\"_blank\">factual answers are easy to find\u003c/a>. Want to know who signed the Declaration of Independence? Google it. Curious about the plot of Nathaniel Hawthorne's famous novel, \"The Scarlet Letter\"? A quick Internet search will easily jog your memory. But while computers are great at spitting out answers, they aren’t very good at asking questions. But luckily, that’s where humans can excel.\u003c/p>\n\u003cp>Curiosity is baked into the human experience. Between the ages of 2 and 5, kids ask on average 40,000 questions, said Warren Berger, author of \u003ca href=\"http://amorebeautifulquestion.com/book-on-questioning-by-warren-berger/\" target=\"_blank\">\"A More Beautiful Question,\"\u003c/a> at the \u003ca href=\"https://www.innovativelearningconference.org/ehome/index.php?eventid=107259&\" target=\"_blank\">Innovative Learning Conference\u003c/a> hosted at the Nueva School. Young kids encounter something new, learn a little bit about it, get curious and then continue to add on a little more information with each new discovery. Warren says that’s where curiosity happens, in the gap between learning something and being exposed to something new.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you are a questioner, you are going against the grain. That could appeal to young people.'\u003ccite>Warren Berger, author of '\u003cem>A More Beautiful Question'\u003c/em>\u003c/cite>\u003c/aside>\n\u003cp>“Kids are lighting up their pleasure zones and getting dopamine hits every time they learn something that solves something they were curious about,” Berger said. He contends that questioning is a highly valued skill. Companies are looking for people who can ask \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">deep questions that will solve real problems\u003c/a> and lead to profitable solutions. Equally important, it’s up to an informed citizenry to ask questions about the world, policies and the actions of our government.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/dey1Rm5gUxw\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Luckily, kids are hard-wired for that kind of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/04/how-the-power-of-interest-drives-learning/\" target=\"_blank\">generative curiosity\u003c/a>. Unfortunately, “right around age 5 or 6, questioning drops off a cliff,” Berger said. Paradoxically, when kids go to school they stop asking so many questions. “Children enter school as question marks and leave schools as periods,” Berger said, quoting Neil Postman.* But why?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are a lot of understandable reasons why questioning drops off in school. Foremost among them is time. “Time really conspires against questioning,” Berger said. “In the classroom there often isn’t time to let kids ask their questions.” And really good, deep questions often take a lot of time to unravel -- more time than a harried teacher trying to cover all the curriculum often feels she can afford. And while time pressure is a very real part of teaching, not making time for questioning says a lot about how valuable it is to us. People make time for the things they value.\u003c/p>\n\u003cp>But knowledge can also be the enemy of questioning. “As we know more, or feel we know more, we may be less inclined to question,” Berger said. Sometimes answers can close down other avenues of thinking or ways of seeing a problem, but that all depends on how teachers treat knowledge. When treated as a life-long endeavor, learning a little bit about something opens up space to learn more.\u003c/p>\n\u003cp>And of course there are social barriers to questioning. Many kids don’t see asking questions as “cool.” And the perception that question askers are suck-ups or dorks probably also comes from fear. Many people feel vulnerable admitting they don’t know something. They are afraid to offer a window into their inner world by wondering out loud.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>These barriers to questioning are real and challenging, but there are lots of ways parents and teachers can work to make questioning a normal part of school and life. One of the primary ways adults can support questioning, Berger said, is to model curiosity and to value questions. Instead of asking a child, “What did you learn at school today,” a parent might ask, “What great question did you ask today?” Or, when a child asks one of those great, deep questions that gets at why humans are even here, parents could dive in and explore the question with their child.\u003c/p>\n\u003cp>“You don’t have to have the answers. You just have to have the interest,” Berger said. Instead of trying to close off questioning by providing a pat answer or a terse “I don’t know,” parents might say, “If you were going to start answering that question, where would you start?”\u003c/p>\n\u003cp>“We want their questions to be large and expanded instead of being diminished and eventually going away,” Berger said. That philosophy should apply to school as well.\u003c/p>\n\u003cp>\u003cstrong>5 WAYS TO HELP STUDENTS BECOME BETTER QUESTIONERS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Make It Safe:\u003c/strong> “I think this might be the most important one,” Berger said. Many kids won’t raise their hand in front of the whole class to ask a question because they’re shy or nervous. “Fear kills curiosity,” Berger said. “The two things do not exist very well together.” But a student that might be afraid to question in front of the whole group may be willing to ask questions in a smaller group or to write a question down. Teachers can help make small groups even safer by laying out protective rules like “no question can be edited or judged.”\u003c/p>\n\u003cp>“The key thing is it makes questioning the point of the activity, and that is rarely the case,” Berger said. “The point is always to get to the answer.” Asking good questions takes practice. The Right Question Institute \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\">offers protocols\u003c/a> to get students questioning, but teachers shouldn’t expect kids to immediately be good at it.\u003c/p>\n\u003cp>\u003cstrong>2. Make it Cool:\u003c/strong> Berger suggests convincing kids that good questions lead to cool stuff and make the world a better place. Furthermore, people who ask good questions are cool people, even rebellious people sometimes. “The people who are really breaking new ground are the people asking questions,” Berger said. “Questioners are the explorers, the mavericks.”\u003c/p>\n\u003cp>And questions can make people uncomfortable, especially when they hit on something true. “If you are a questioner, you are going against the grain,” Berger said. “That could appeal to young people.”\u003c/p>\n\u003cp>\u003cstrong>3. Make It Fun:\u003c/strong> Turning questioning into a game can be a great way to make the process more lighthearted and fun. Frame the process as being a detective, solving riddles or puzzles. One possible game to get kids started is to take closed questions and turn them into open questions and visa versa. This helps kids really understand the difference and what makes a strong question.\u003c/p>\n\u003cp>Students could also approach the issue with \"why\" questions to dig into it, then start asking “what if” questions to open up their imaginations and finally “how might we” questions to begin coming up with solutions. “How might we” is a more invigorating and creative questioning tact that “how could we” or “how should we” prompts, which tend to have more judgment in them.\u003c/p>\n\u003cp>\u003cstrong>4. Make It Rewarding:\u003c/strong> Many students are used to empty praise from their teachers. When students venture a deep question, they commonly hear, “That’s a great question, let’s move on.” But an educator’s genuine interest in the question will be much more powerful than any praise.\u003c/p>\n\u003cp>Additionally, teachers can create structures in their classes to reward questioning. Perhaps there is a best question of the week, where students get to vote on one another’s questions. Or maybe there’s a bonus question on a test that is itself a question: “What question should have been on this test, but wasn’t?”\u003c/p>\n\u003cp>\u003cstrong>5. Make It Stick:\u003c/strong> Questioning has to be a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\">regular part of the school day\u003c/a> for it to become a student habit. The famous comedian George Carlin used to talk about “vuja de,” that none of this has ever happened before. He was joking, but he also credited his ability to look at familiar situations in fresh ways as a key to his success.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/B7LBSDQ14eA\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Educators could follow Carlin’s lead and spend some time one day a week looking at a common object or idea and pushing students to ask questions about it as if they’ve never seen it before. “If you can instill this habit of mind in kids, this is the key to success for innovators,” Berger said.\u003c/p>\n\u003cp>If educators can find the precious minutes to foster these habits, Berger believes it could go a long way to developing critical thinkers. “I know that often times it doesn’t feel like there’s room to do some of these things under the current schedules and demands, but I feel like what needs to be done is small acts of insurrection,” he told educators and parents gathered at the conference.\u003c/p>\n\u003cp>\u003cstrong>Questioning Is About Power\u003c/strong>\u003c/p>\n\u003cp>Feeling confident to question the systems of power around us is one of the key jobs of an informed citizenry. Kids need to learn during their time at school that they have the right to know, to challenge assumptions and to dig deeper. Fostering this mentality in students can be challenging for teachers who are often complicit in systems of control over students. But often when teachers open the space for these questions, value them and explore them with students, a deep trust is built.\u003c/p>\n\u003cp>“I also think questioning matters because questions open up a dialogue instead of shutting it down,” Berger said. He says it’s the honest, thoughtful, respectful questions that start really good discussions. And ultimately could lead to the equity that so many educators and students are striving toward.\u003c/p>\n\u003cp>It’s also important to note that questioning makes a student vulnerable, and every student has a different relationship and experience with standing up to authority. “It’s very possible that there could be some groups of kids who would be more worried about how questioning is going to make them look,” Berger said. “That kid has more at stake,” and teachers need to recognize that.\u003c/p>\n\u003cp>These equity questions are the next topic Berger wants to explore. One study he read showed that upper-income families encouraged questioning in school, while lower-income families told their children to fit in and not rock the boat.\u003c/p>\n\u003cp>“Just because they’re not asking a question doesn’t mean they won’t have them,” Berger said. He’s researching how people are making questioning safe for everyone. Ultimately, questioning and reflecting are the keys to self-growth, something educators want for all their students.\u003c/p>\n\u003cp>“It’s OK to ask ambitious questions about yourself, your life, and that you won’t have the answer right away,” Berger said. Often people don’t ask those kinds of questions because they’re afraid they won’t have the answer. But if questioning deeply has always been part of the learning process, perhaps the next generation of citizens won’t be so afraid to sit with those hard questions.\u003c/p>\n\u003cp>\u003cem>*An earlier version of this story did not properly attribute this quote to Neil Postman. We regret this error.\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Young children ask lots of questions, but around the time they enter school, those questions begin to fade. Author Warren Berger outlines five ways to help students become better questioners and nurture a child's curiosity. ","status":"publish","parent":0,"modified":1464997548,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/dey1Rm5gUxw","https://www.youtube.com/embed/B7LBSDQ14eA"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":1919},"headData":{"title":"How to Bring 'More Beautiful' Questions Back to School | KQED","description":"Young children ask lots of questions, but around the time they enter school, those questions begin to fade. Author Warren Berger outlines five ways to help students become better questioners and nurture a child's curiosity. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43596 http://ww2.kqed.org/mindshift/?p=43596","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/09/how-to-bring-more-beautiful-questions-back-to-school/","disqusTitle":"How to Bring 'More Beautiful' Questions Back to School","path":"/mindshift/43596/how-to-bring-more-beautiful-questions-back-to-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the age of information, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/31/how-are-students-roles-changing-in-the-new-economy-of-information/\" target=\"_blank\">factual answers are easy to find\u003c/a>. Want to know who signed the Declaration of Independence? Google it. Curious about the plot of Nathaniel Hawthorne's famous novel, \"The Scarlet Letter\"? A quick Internet search will easily jog your memory. But while computers are great at spitting out answers, they aren’t very good at asking questions. But luckily, that’s where humans can excel.\u003c/p>\n\u003cp>Curiosity is baked into the human experience. Between the ages of 2 and 5, kids ask on average 40,000 questions, said Warren Berger, author of \u003ca href=\"http://amorebeautifulquestion.com/book-on-questioning-by-warren-berger/\" target=\"_blank\">\"A More Beautiful Question,\"\u003c/a> at the \u003ca href=\"https://www.innovativelearningconference.org/ehome/index.php?eventid=107259&\" target=\"_blank\">Innovative Learning Conference\u003c/a> hosted at the Nueva School. Young kids encounter something new, learn a little bit about it, get curious and then continue to add on a little more information with each new discovery. Warren says that’s where curiosity happens, in the gap between learning something and being exposed to something new.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you are a questioner, you are going against the grain. That could appeal to young people.'\u003ccite>Warren Berger, author of '\u003cem>A More Beautiful Question'\u003c/em>\u003c/cite>\u003c/aside>\n\u003cp>“Kids are lighting up their pleasure zones and getting dopamine hits every time they learn something that solves something they were curious about,” Berger said. He contends that questioning is a highly valued skill. Companies are looking for people who can ask \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">deep questions that will solve real problems\u003c/a> and lead to profitable solutions. Equally important, it’s up to an informed citizenry to ask questions about the world, policies and the actions of our government.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/dey1Rm5gUxw\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Luckily, kids are hard-wired for that kind of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/04/how-the-power-of-interest-drives-learning/\" target=\"_blank\">generative curiosity\u003c/a>. Unfortunately, “right around age 5 or 6, questioning drops off a cliff,” Berger said. Paradoxically, when kids go to school they stop asking so many questions. “Children enter school as question marks and leave schools as periods,” Berger said, quoting Neil Postman.* But why?\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>There are a lot of understandable reasons why questioning drops off in school. Foremost among them is time. “Time really conspires against questioning,” Berger said. “In the classroom there often isn’t time to let kids ask their questions.” And really good, deep questions often take a lot of time to unravel -- more time than a harried teacher trying to cover all the curriculum often feels she can afford. And while time pressure is a very real part of teaching, not making time for questioning says a lot about how valuable it is to us. People make time for the things they value.\u003c/p>\n\u003cp>But knowledge can also be the enemy of questioning. “As we know more, or feel we know more, we may be less inclined to question,” Berger said. Sometimes answers can close down other avenues of thinking or ways of seeing a problem, but that all depends on how teachers treat knowledge. When treated as a life-long endeavor, learning a little bit about something opens up space to learn more.\u003c/p>\n\u003cp>And of course there are social barriers to questioning. Many kids don’t see asking questions as “cool.” And the perception that question askers are suck-ups or dorks probably also comes from fear. Many people feel vulnerable admitting they don’t know something. They are afraid to offer a window into their inner world by wondering out loud.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>These barriers to questioning are real and challenging, but there are lots of ways parents and teachers can work to make questioning a normal part of school and life. One of the primary ways adults can support questioning, Berger said, is to model curiosity and to value questions. Instead of asking a child, “What did you learn at school today,” a parent might ask, “What great question did you ask today?” Or, when a child asks one of those great, deep questions that gets at why humans are even here, parents could dive in and explore the question with their child.\u003c/p>\n\u003cp>“You don’t have to have the answers. You just have to have the interest,” Berger said. Instead of trying to close off questioning by providing a pat answer or a terse “I don’t know,” parents might say, “If you were going to start answering that question, where would you start?”\u003c/p>\n\u003cp>“We want their questions to be large and expanded instead of being diminished and eventually going away,” Berger said. That philosophy should apply to school as well.\u003c/p>\n\u003cp>\u003cstrong>5 WAYS TO HELP STUDENTS BECOME BETTER QUESTIONERS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Make It Safe:\u003c/strong> “I think this might be the most important one,” Berger said. Many kids won’t raise their hand in front of the whole class to ask a question because they’re shy or nervous. “Fear kills curiosity,” Berger said. “The two things do not exist very well together.” But a student that might be afraid to question in front of the whole group may be willing to ask questions in a smaller group or to write a question down. Teachers can help make small groups even safer by laying out protective rules like “no question can be edited or judged.”\u003c/p>\n\u003cp>“The key thing is it makes questioning the point of the activity, and that is rarely the case,” Berger said. “The point is always to get to the answer.” Asking good questions takes practice. The Right Question Institute \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\">offers protocols\u003c/a> to get students questioning, but teachers shouldn’t expect kids to immediately be good at it.\u003c/p>\n\u003cp>\u003cstrong>2. Make it Cool:\u003c/strong> Berger suggests convincing kids that good questions lead to cool stuff and make the world a better place. Furthermore, people who ask good questions are cool people, even rebellious people sometimes. “The people who are really breaking new ground are the people asking questions,” Berger said. “Questioners are the explorers, the mavericks.”\u003c/p>\n\u003cp>And questions can make people uncomfortable, especially when they hit on something true. “If you are a questioner, you are going against the grain,” Berger said. “That could appeal to young people.”\u003c/p>\n\u003cp>\u003cstrong>3. Make It Fun:\u003c/strong> Turning questioning into a game can be a great way to make the process more lighthearted and fun. Frame the process as being a detective, solving riddles or puzzles. One possible game to get kids started is to take closed questions and turn them into open questions and visa versa. This helps kids really understand the difference and what makes a strong question.\u003c/p>\n\u003cp>Students could also approach the issue with \"why\" questions to dig into it, then start asking “what if” questions to open up their imaginations and finally “how might we” questions to begin coming up with solutions. “How might we” is a more invigorating and creative questioning tact that “how could we” or “how should we” prompts, which tend to have more judgment in them.\u003c/p>\n\u003cp>\u003cstrong>4. Make It Rewarding:\u003c/strong> Many students are used to empty praise from their teachers. When students venture a deep question, they commonly hear, “That’s a great question, let’s move on.” But an educator’s genuine interest in the question will be much more powerful than any praise.\u003c/p>\n\u003cp>Additionally, teachers can create structures in their classes to reward questioning. Perhaps there is a best question of the week, where students get to vote on one another’s questions. Or maybe there’s a bonus question on a test that is itself a question: “What question should have been on this test, but wasn’t?”\u003c/p>\n\u003cp>\u003cstrong>5. Make It Stick:\u003c/strong> Questioning has to be a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\">regular part of the school day\u003c/a> for it to become a student habit. The famous comedian George Carlin used to talk about “vuja de,” that none of this has ever happened before. He was joking, but he also credited his ability to look at familiar situations in fresh ways as a key to his success.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/B7LBSDQ14eA\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Educators could follow Carlin’s lead and spend some time one day a week looking at a common object or idea and pushing students to ask questions about it as if they’ve never seen it before. “If you can instill this habit of mind in kids, this is the key to success for innovators,” Berger said.\u003c/p>\n\u003cp>If educators can find the precious minutes to foster these habits, Berger believes it could go a long way to developing critical thinkers. “I know that often times it doesn’t feel like there’s room to do some of these things under the current schedules and demands, but I feel like what needs to be done is small acts of insurrection,” he told educators and parents gathered at the conference.\u003c/p>\n\u003cp>\u003cstrong>Questioning Is About Power\u003c/strong>\u003c/p>\n\u003cp>Feeling confident to question the systems of power around us is one of the key jobs of an informed citizenry. Kids need to learn during their time at school that they have the right to know, to challenge assumptions and to dig deeper. Fostering this mentality in students can be challenging for teachers who are often complicit in systems of control over students. But often when teachers open the space for these questions, value them and explore them with students, a deep trust is built.\u003c/p>\n\u003cp>“I also think questioning matters because questions open up a dialogue instead of shutting it down,” Berger said. He says it’s the honest, thoughtful, respectful questions that start really good discussions. And ultimately could lead to the equity that so many educators and students are striving toward.\u003c/p>\n\u003cp>It’s also important to note that questioning makes a student vulnerable, and every student has a different relationship and experience with standing up to authority. “It’s very possible that there could be some groups of kids who would be more worried about how questioning is going to make them look,” Berger said. “That kid has more at stake,” and teachers need to recognize that.\u003c/p>\n\u003cp>These equity questions are the next topic Berger wants to explore. One study he read showed that upper-income families encouraged questioning in school, while lower-income families told their children to fit in and not rock the boat.\u003c/p>\n\u003cp>“Just because they’re not asking a question doesn’t mean they won’t have them,” Berger said. He’s researching how people are making questioning safe for everyone. Ultimately, questioning and reflecting are the keys to self-growth, something educators want for all their students.\u003c/p>\n\u003cp>“It’s OK to ask ambitious questions about yourself, your life, and that you won’t have the answer right away,” Berger said. Often people don’t ask those kinds of questions because they’re afraid they won’t have the answer. But if questioning deeply has always been part of the learning process, perhaps the next generation of citizens won’t be so afraid to sit with those hard questions.\u003c/p>\n\u003cp>\u003cem>*An earlier version of this story did not properly attribute this quote to Neil Postman. We regret this error.\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43596/how-to-bring-more-beautiful-questions-back-to-school","authors":["234"],"categories":["mindshift_194","mindshift_20524"],"tags":["mindshift_167","mindshift_20784","mindshift_1040","mindshift_797","mindshift_20601"],"featImg":"mindshift_43603","label":"mindshift"},"mindshift_42368":{"type":"posts","id":"mindshift_42368","meta":{"index":"posts_1591205157","site":"mindshift","id":"42368","score":null,"sort":[1446705433000]},"guestAuthors":[],"slug":"talk-to-teachers-students-share-how-and-why-theyd-change-education","title":"Talk to Teachers: Students Share How and Why They'd Change Education","publishDate":1446705433,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Shannon Carey has been exploring powerful writing with her class of juniors in an Oakland, California public school. To help her students see why powerful writing matters, she's framed it as a form of powerful resistance, a way to be heard on the issues young people care most about. That framing makes the imperative of writing clearly and with force more explicit to these young people who have already experienced their fair share of discrimination and alienation.\u003c/p>\n\u003cp>Carey asked her students to read James Baldwin's essay \"\u003ca href=\"http://richgibson.com/talktoteachers.htm\" target=\"_blank\">A Talk to Teachers\u003c/a>,\" in which he lays out the the influence teachers have to shape a new generation of thinkers and revolutionaries who will change the society we live in. The students dissected the text, looking for specific examples of how Baldwin makes his argument compelling. Carey explains the assignment in detail on \u003ca href=\"https://myyearofteachingdangerously.wordpress.com/2015/09/10/listening-to-james-baldwin/\" target=\"_blank\">her blog\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>...students then investigated what writing moves Baldwin made that were so powerful. The criteria they generated was clear and, to me, is a clear and strong baseline for what powerful, defiant writing is. Here are some of their criteria:\u003c/p>\n\u003cp>He speaks from the heart\u003cbr>\nHe does not sugarcoat the truth\u003cbr>\nHe uses repetition to build intensity and cohesion\u003cbr>\nHe uses powerful language\u003cbr>\nHe is fearless\u003cbr>\nHe uses history to talk about the present\u003c/p>\u003c/blockquote>\n\u003cp>Then, Carey asked the students to choose a real audience and write their own \"letter to teachers\" about how education could change to fit them better.\u003c/p>\n\u003cblockquote>\u003cp>\"I started my school year by asking my challenging my [sic] juniors with another essential question: how might we own and control our education? I’ve asked them to think about why they are still in school (they all know plenty of people who have dropped out or been pushed out of school), and what they want out of the valuable hours of their wild and precious life that they spend in our classroom. This resulted in a classroom \u003ca href=\"https://myyearofteachingdangerously.wordpress.com/2015/09/06/what-my-students-want/\" target=\"_blank\">manifesto\u003c/a>, and in my serious consideration about how to radically individualize my class. It’s exciting and it’s dangerous, so, naturally, I’m digging it.\u003c/p>\n\u003cp>I also want my beautiful young people to realize that, as 11th graders, they have more immediate experience and expertise in American public schools than any other young people, save the (frazzled, worried, ass-kicking) seniors. They have a lot to say. I am re-envisioning an important part of my work as being ways for other humans in the US to hear what our young people need, what they notice, and what they are thinking.\"\u003c/p>\u003c/blockquote>\n\u003cp>The students came up with powerful messages for the educators in their lives. Carey picked six students to read their essays. Listen to them below.\u003c/p>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">[soundcloud url=\"https://api.soundcloud.com/tracks/227676846\" params=\"auto_play=false&hide_related=true&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">[soundcloud url=\"https://api.soundcloud.com/tracks/227676039\" params=\"auto_play=false&hide_related=true&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">[soundcloud url=\"https://api.soundcloud.com/tracks/227676642\" params=\"auto_play=false&hide_related=true&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">[soundcloud url=\"https://api.soundcloud.com/tracks/227676195\" params=\"auto_play=false&hide_related=true&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">[soundcloud url=\"https://api.soundcloud.com/tracks/227676344\" params=\"auto_play=false&hide_related=true&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">[soundcloud url=\"https://api.soundcloud.com/tracks/227675819\" params=\"auto_play=false&hide_related=true&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/div>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cp>A short clip of Baldwin speaking about the experience of education for black people back in 1974.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"748\" height=\"451\" src=\"https://www.youtube.com/embed/piGSgnSqO5E\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"Students have a lot of opinions about how their education could better serve them. We just have to ask.","status":"publish","parent":0,"modified":1446705433,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/piGSgnSqO5E"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":666},"headData":{"title":"Talk to Teachers: Students Share How and Why They'd Change Education | KQED","description":"Students have a lot of opinions about how their education could better serve them. We just have to ask.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"42368 http://ww2.kqed.org/mindshift/?p=42368","disqusUrl":"https://ww2.kqed.org/mindshift/2015/11/04/talk-to-teachers-students-share-how-and-why-theyd-change-education/","disqusTitle":"Talk to Teachers: Students Share How and Why They'd Change Education","path":"/mindshift/42368/talk-to-teachers-students-share-how-and-why-theyd-change-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Shannon Carey has been exploring powerful writing with her class of juniors in an Oakland, California public school. To help her students see why powerful writing matters, she's framed it as a form of powerful resistance, a way to be heard on the issues young people care most about. That framing makes the imperative of writing clearly and with force more explicit to these young people who have already experienced their fair share of discrimination and alienation.\u003c/p>\n\u003cp>Carey asked her students to read James Baldwin's essay \"\u003ca href=\"http://richgibson.com/talktoteachers.htm\" target=\"_blank\">A Talk to Teachers\u003c/a>,\" in which he lays out the the influence teachers have to shape a new generation of thinkers and revolutionaries who will change the society we live in. The students dissected the text, looking for specific examples of how Baldwin makes his argument compelling. Carey explains the assignment in detail on \u003ca href=\"https://myyearofteachingdangerously.wordpress.com/2015/09/10/listening-to-james-baldwin/\" target=\"_blank\">her blog\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>...students then investigated what writing moves Baldwin made that were so powerful. The criteria they generated was clear and, to me, is a clear and strong baseline for what powerful, defiant writing is. Here are some of their criteria:\u003c/p>\n\u003cp>He speaks from the heart\u003cbr>\nHe does not sugarcoat the truth\u003cbr>\nHe uses repetition to build intensity and cohesion\u003cbr>\nHe uses powerful language\u003cbr>\nHe is fearless\u003cbr>\nHe uses history to talk about the present\u003c/p>\u003c/blockquote>\n\u003cp>Then, Carey asked the students to choose a real audience and write their own \"letter to teachers\" about how education could change to fit them better.\u003c/p>\n\u003cblockquote>\u003cp>\"I started my school year by asking my challenging my [sic] juniors with another essential question: how might we own and control our education? I’ve asked them to think about why they are still in school (they all know plenty of people who have dropped out or been pushed out of school), and what they want out of the valuable hours of their wild and precious life that they spend in our classroom. This resulted in a classroom \u003ca href=\"https://myyearofteachingdangerously.wordpress.com/2015/09/06/what-my-students-want/\" target=\"_blank\">manifesto\u003c/a>, and in my serious consideration about how to radically individualize my class. It’s exciting and it’s dangerous, so, naturally, I’m digging it.\u003c/p>\n\u003cp>I also want my beautiful young people to realize that, as 11th graders, they have more immediate experience and expertise in American public schools than any other young people, save the (frazzled, worried, ass-kicking) seniors. They have a lot to say. I am re-envisioning an important part of my work as being ways for other humans in the US to hear what our young people need, what they notice, and what they are thinking.\"\u003c/p>\u003c/blockquote>\n\u003cp>The students came up with powerful messages for the educators in their lives. Carey picked six students to read their essays. 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