How Video Games and Social Media Fuel Students' Passion for Art
Student Mentors: How 6th and 12th Graders Learn From Each Other
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srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/WallaceFoundation.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/WallaceFoundation-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/WallaceFoundation-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The average teenager consumes about 10 hours of media per day according to a Kaiser Family Foundation \u003ca href=\"http://kff.org/other/event/generation-m2-media-in-the-lives-of/\">report\u003c/a>, and that's often through a gadget like smartphone or tablet. But depending on what we choose to focus on, that's not necessarily a bad thing. The same devices that are used to consume art have also allowed students to create on their own, often with little instruction or direction.\u003c/p>\n\u003cp>This trend of interest-driven art creation comes at a time when public schools are cutting art programming, and it offers a promising new way to reach and mold budding artists.\u003cbr>\n“A lot of times we think we need to have programs that cultivate learning in the art form, but what we are finding is that through the continued production of art, and reflection on it, the kids are actually improving their skills over time,” said \u003ca href=\"http://portal.education.indiana.edu/ProfilePlaceHolder/tabid/6210/Default.aspx?u=kpeppler\">Kylie Peppler\u003c/a>, assistant professor of learning sciences at Indiana University. She wrote a report for the Wallace Foundation called \u003ca href=\"http://www.wallacefoundation.org/knowledge-center/arts-education/key-research/Documents/New-Opportunities-for-Interest-Driven-Arts-Learning-in-a-Digital-Age.pdf\">New Opportunities for Interest Driven Art in a Digital Age\u003c/a>. The study finds that even without formal training, self-driven youth are developing the same habits of mind that they would under formal instruction -- they just don’t realize they’re doing it. Their creation is spontaneous, self-taught and often quite good.\u003c/p>\n\u003cp>Peppler found that as kids are playing around on their devices, the play is transferring into real skills, in part because many devices come with easy-to-use creation tools that offer a low barrier to entry. Furthermore, informal art-based activities have been found to transfer to real skills. Kids who played the video game Rock Band, for example, could sight read and transcribe traditional notation based on their experiences. And exposure to various art forms prompted them to seek formal training.\u003c/p>\n\u003cp>“For the very first time, kids enrolled in free violin lessons,” Peppler said. Once they got interested in music through Rock Band, they took advantage of free or low cost learning opportunities in their communities. Their video games helped them discover a new passion for music.\u003c/p>\n\u003cp>“Art forms are fundamentally an expression of human nature, some of them become a formalized program, but most of them emerge outside of that,” Peppler said. She found that much of the interest-based art happening outside of school is rooted in community and identity. She cites the \u003ca href=\"http://www.youtube.com/watch?v=7xexHjxBaV0\">krump dance movement\u003c/a> in Los Angeles as an example of a unique art form that emerged around the time of the Watts Riots because people wanted to congregate in a non-violent way. “It was something that just emerged out of the localized need as part of expression,” Peppler said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/paint-or-paint-app-value-of-creating-digital-vs-traditional-art/\">Paint or Paint App? Value of Creating Digital Vs. Traditional Art\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“Art production is fundamentally a social process, so whether it’s gathering in your living room or online, that kind of production is happening,” Peppler said. For lower-income students, physical space is often still important to art production because not everyone has access to the technology to participate in an online community. “It looks different in every community, but it’s there,” Peppler said. By being plugged into those communities youth have a chance to see what’s out there and how they can participate.\u003c/p>\n\u003cp>Technology has vastly enhanced the kinds of communities for young people to discover. There are online communities for art producers in every field and often professionals participate by critiquing members' posts or becoming mentors to those just starting out in a discipline.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Art production is fundamentally a social process, so whether it’s gathering in your living room or online that kind of production is happening.”\u003c/aside>\n\u003cp>The internet and social media offers a live audience for work students create, motivating them to innovate, revise, and improve their skills. Peppler said while artistic communities of all types have long existed, it’s only now that researchers are hearing about them through social media.\u003c/p>\n\u003cp>Peppler’s research on the fertile artistic community that technology has helped enable has interesting implications for more formal education programs. Peppler offered some highlights:\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. Art education should be based around the idea of the portfolio, a common evaluation tool in art fields. When students see the work they do both in and outside of class as contributing to a broader repository of work useful for demonstrating skill, assignments mean more. Students are already building up these sorts of digital portfolios and teachers should ask about seeing them and helping add to them. “Kids are shy; they aren’t sure [their art] is going to be welcome,” Peppler said. “They may not be forthcoming with what they are doing.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. Teachers can also use technology to find students interested in more formal art programs and to connect them to resources. Students are online, talking and creating and teachers need to meet them where they are.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. Another key way that art education could change is by providing more open studio-type space to youth. There are plenty of organizations already conducting programming in this way and they should be replicated. “Having a physical location where kids can come and hang out when they don’t really have that outside of their homes is really important,” Peppler said. “I just wouldn’t want that to look like structured programs. Kids want to produce, but they don’t want to be told what to produce or how.” Allowing that freedom of expression within the formal environment could be essential to linking the knowledge a teacher offers to the passion-based approach with which students became interested in learning a skill.\u003c/p>\n\u003cp style=\"padding-left: 30px\">4. Teachers need to think of art and technology as a space for co-discovery, approaching a collaborative environment with students without fear. “It’s a difference between seeing ourselves teaching only the things we have expertise about versus being a learner along with the kids,” Peppler said. She pointed out that it’s a win for teachers because they can learn new technologies in a low-stress environment, but feel secure that they will still offer important advice on the formal component of art that students can’t pick up through tech tutorials.\u003c/p>\n\u003cfigure id=\"attachment_30490\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/sosodaydreamart/8414244830/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-30490\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/8414244830_430e903163_z-300x225.jpg\" alt=\"8414244830_430e903163_z\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CASE STUDIES THAT WORK\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.digitalyouthnetwork.org/\">Digital Youth Network\u003c/a> in Chicago is one effective model that Peppler recommends more schools and programs replicate. They’ve done a good job of integrating new technologies and student passions into the classes they offer. The program is in its eighth year of working within schools, after school and pushing art into the home. The program leverages students’ love of technology and passion for it to help them continue to create on their own time.\u003c/p>\n\u003cp>“The challenge is how you look at all these things that are bubbling up on their own and look more intentionally to design supports for that,” said Akili Lee, co-founder of Digital Youth Network. His goal is to teach basic media creation skills like podcasting, game design, animation and video production with depth and breadth. The program doesn’t just focus on the tools, though; its broader intent is to give youth outlets to express identity and to form supportive communities.\u003c/p>\n\u003cp>Lee said when a student shows passion for something he’s never heard of, the best course of action is to support that interest. For example, one of his students, Jaylin, was taking a video production class and became curious about other kinds of video. He started exploring anime music videos, a sub-genre of video that shows anime clips edited together to a background of popular music.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/sesame-street-meets-the-app-age-how-to-nurture-creative-learning/\">Sesame Street Meets the App Age: How to Nurture Creative Learning\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“He would go off into these other online communities and develop his skills,” Lee said. Jaylin became an expert in anime music videos by creating on his own time, posting his videos to online communities and getting feedback. He then brought his passion back to school and got other students hooked on the peculiar genre. He made himself influential in that space through his excitement about it. His passion led him to develop even stronger video production and editing skills than the basics he’d learned in class.\u003c/p>\n\u003cp>As Lee watched his students interacting through the program’s website late at night and on weekends, as well as in separate online communities, he realized Digital Youth Network could better support its students by reaching them where the discussion was already happening. “The online space gives authentic audience and feedback for students,” Lee said. They could see the process of how to get from where they were to where they wanted to go more easily.\u003c/p>\n\u003cp>Digital Youth Network developed\u003ca href=\"http://www.digitalyouthnetwork.org/6-online/pages/19-remix-world\"> Remix World\u003c/a>, a social learning network based on how kids were interacting on social media. The network is integrated into every class; students share work, resources and feedback through the tool. It also allows the students from schools all over Chicago working in a similar medium or on a common topic to support one another 24 hours a day. The network extends the work that goes on in workshops, but is sustainable.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The experiences of Lee and his students at Digital Youth Network help corroborate Peppler’s finding about the power of technology outside the classroom and how it could be leveraged to better recognize and make use of student talent developing apart from formal instruction.\u003c/p>\n\n","blocks":[],"excerpt":"The same devices that are used to consume art have also allowed students to create on their own, often with little instruction or direction. This trend of interest-driven art creation comes at a time when public schools are cutting art programming, and it offers a promising new way to reach and mold budding artists.","status":"publish","parent":0,"modified":1376408049,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1613},"headData":{"title":"How Video Games and Social Media Fuel Students' Passion for Art | KQED","description":"The same devices that are used to consume art have also allowed students to create on their own, often with little instruction or direction. This trend of interest-driven art creation comes at a time when public schools are cutting art programming, and it offers a promising new way to reach and mold budding artists.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"30427 http://blogs.kqed.org/mindshift/?p=30427","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/08/how-video-games-and-social-media-fuel-students-artistic-passion/","disqusTitle":"How Video Games and Social Media Fuel Students' Passion for Art ","path":"/mindshift/30427/how-video-games-and-social-media-fuel-students-artistic-passion","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30450\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.wallacefoundation.org/knowledge-center/arts-education/key-research/Documents/New-Opportunities-for-Interest-Driven-Arts-Learning-in-a-Digital-Age.pdf\">\u003cimg class=\"size-full wp-image-30450\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/WallaceFoundation.jpg\" alt=\"WallaceFoundation\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/WallaceFoundation.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/WallaceFoundation-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/WallaceFoundation-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The average teenager consumes about 10 hours of media per day according to a Kaiser Family Foundation \u003ca href=\"http://kff.org/other/event/generation-m2-media-in-the-lives-of/\">report\u003c/a>, and that's often through a gadget like smartphone or tablet. But depending on what we choose to focus on, that's not necessarily a bad thing. The same devices that are used to consume art have also allowed students to create on their own, often with little instruction or direction.\u003c/p>\n\u003cp>This trend of interest-driven art creation comes at a time when public schools are cutting art programming, and it offers a promising new way to reach and mold budding artists.\u003cbr>\n“A lot of times we think we need to have programs that cultivate learning in the art form, but what we are finding is that through the continued production of art, and reflection on it, the kids are actually improving their skills over time,” said \u003ca href=\"http://portal.education.indiana.edu/ProfilePlaceHolder/tabid/6210/Default.aspx?u=kpeppler\">Kylie Peppler\u003c/a>, assistant professor of learning sciences at Indiana University. She wrote a report for the Wallace Foundation called \u003ca href=\"http://www.wallacefoundation.org/knowledge-center/arts-education/key-research/Documents/New-Opportunities-for-Interest-Driven-Arts-Learning-in-a-Digital-Age.pdf\">New Opportunities for Interest Driven Art in a Digital Age\u003c/a>. The study finds that even without formal training, self-driven youth are developing the same habits of mind that they would under formal instruction -- they just don’t realize they’re doing it. Their creation is spontaneous, self-taught and often quite good.\u003c/p>\n\u003cp>Peppler found that as kids are playing around on their devices, the play is transferring into real skills, in part because many devices come with easy-to-use creation tools that offer a low barrier to entry. Furthermore, informal art-based activities have been found to transfer to real skills. Kids who played the video game Rock Band, for example, could sight read and transcribe traditional notation based on their experiences. And exposure to various art forms prompted them to seek formal training.\u003c/p>\n\u003cp>“For the very first time, kids enrolled in free violin lessons,” Peppler said. Once they got interested in music through Rock Band, they took advantage of free or low cost learning opportunities in their communities. Their video games helped them discover a new passion for music.\u003c/p>\n\u003cp>“Art forms are fundamentally an expression of human nature, some of them become a formalized program, but most of them emerge outside of that,” Peppler said. She found that much of the interest-based art happening outside of school is rooted in community and identity. She cites the \u003ca href=\"http://www.youtube.com/watch?v=7xexHjxBaV0\">krump dance movement\u003c/a> in Los Angeles as an example of a unique art form that emerged around the time of the Watts Riots because people wanted to congregate in a non-violent way. “It was something that just emerged out of the localized need as part of expression,” Peppler said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/paint-or-paint-app-value-of-creating-digital-vs-traditional-art/\">Paint or Paint App? Value of Creating Digital Vs. Traditional Art\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“Art production is fundamentally a social process, so whether it’s gathering in your living room or online, that kind of production is happening,” Peppler said. For lower-income students, physical space is often still important to art production because not everyone has access to the technology to participate in an online community. “It looks different in every community, but it’s there,” Peppler said. By being plugged into those communities youth have a chance to see what’s out there and how they can participate.\u003c/p>\n\u003cp>Technology has vastly enhanced the kinds of communities for young people to discover. There are online communities for art producers in every field and often professionals participate by critiquing members' posts or becoming mentors to those just starting out in a discipline.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Art production is fundamentally a social process, so whether it’s gathering in your living room or online that kind of production is happening.”\u003c/aside>\n\u003cp>The internet and social media offers a live audience for work students create, motivating them to innovate, revise, and improve their skills. Peppler said while artistic communities of all types have long existed, it’s only now that researchers are hearing about them through social media.\u003c/p>\n\u003cp>Peppler’s research on the fertile artistic community that technology has helped enable has interesting implications for more formal education programs. Peppler offered some highlights:\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. Art education should be based around the idea of the portfolio, a common evaluation tool in art fields. When students see the work they do both in and outside of class as contributing to a broader repository of work useful for demonstrating skill, assignments mean more. Students are already building up these sorts of digital portfolios and teachers should ask about seeing them and helping add to them. “Kids are shy; they aren’t sure [their art] is going to be welcome,” Peppler said. “They may not be forthcoming with what they are doing.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. Teachers can also use technology to find students interested in more formal art programs and to connect them to resources. Students are online, talking and creating and teachers need to meet them where they are.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. Another key way that art education could change is by providing more open studio-type space to youth. There are plenty of organizations already conducting programming in this way and they should be replicated. “Having a physical location where kids can come and hang out when they don’t really have that outside of their homes is really important,” Peppler said. “I just wouldn’t want that to look like structured programs. Kids want to produce, but they don’t want to be told what to produce or how.” Allowing that freedom of expression within the formal environment could be essential to linking the knowledge a teacher offers to the passion-based approach with which students became interested in learning a skill.\u003c/p>\n\u003cp style=\"padding-left: 30px\">4. Teachers need to think of art and technology as a space for co-discovery, approaching a collaborative environment with students without fear. “It’s a difference between seeing ourselves teaching only the things we have expertise about versus being a learner along with the kids,” Peppler said. She pointed out that it’s a win for teachers because they can learn new technologies in a low-stress environment, but feel secure that they will still offer important advice on the formal component of art that students can’t pick up through tech tutorials.\u003c/p>\n\u003cfigure id=\"attachment_30490\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/sosodaydreamart/8414244830/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-30490\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/8414244830_430e903163_z-300x225.jpg\" alt=\"8414244830_430e903163_z\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CASE STUDIES THAT WORK\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.digitalyouthnetwork.org/\">Digital Youth Network\u003c/a> in Chicago is one effective model that Peppler recommends more schools and programs replicate. They’ve done a good job of integrating new technologies and student passions into the classes they offer. The program is in its eighth year of working within schools, after school and pushing art into the home. The program leverages students’ love of technology and passion for it to help them continue to create on their own time.\u003c/p>\n\u003cp>“The challenge is how you look at all these things that are bubbling up on their own and look more intentionally to design supports for that,” said Akili Lee, co-founder of Digital Youth Network. His goal is to teach basic media creation skills like podcasting, game design, animation and video production with depth and breadth. The program doesn’t just focus on the tools, though; its broader intent is to give youth outlets to express identity and to form supportive communities.\u003c/p>\n\u003cp>Lee said when a student shows passion for something he’s never heard of, the best course of action is to support that interest. For example, one of his students, Jaylin, was taking a video production class and became curious about other kinds of video. He started exploring anime music videos, a sub-genre of video that shows anime clips edited together to a background of popular music.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/sesame-street-meets-the-app-age-how-to-nurture-creative-learning/\">Sesame Street Meets the App Age: How to Nurture Creative Learning\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“He would go off into these other online communities and develop his skills,” Lee said. Jaylin became an expert in anime music videos by creating on his own time, posting his videos to online communities and getting feedback. He then brought his passion back to school and got other students hooked on the peculiar genre. He made himself influential in that space through his excitement about it. His passion led him to develop even stronger video production and editing skills than the basics he’d learned in class.\u003c/p>\n\u003cp>As Lee watched his students interacting through the program’s website late at night and on weekends, as well as in separate online communities, he realized Digital Youth Network could better support its students by reaching them where the discussion was already happening. “The online space gives authentic audience and feedback for students,” Lee said. They could see the process of how to get from where they were to where they wanted to go more easily.\u003c/p>\n\u003cp>Digital Youth Network developed\u003ca href=\"http://www.digitalyouthnetwork.org/6-online/pages/19-remix-world\"> Remix World\u003c/a>, a social learning network based on how kids were interacting on social media. The network is integrated into every class; students share work, resources and feedback through the tool. It also allows the students from schools all over Chicago working in a similar medium or on a common topic to support one another 24 hours a day. The network extends the work that goes on in workshops, but is sustainable.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The experiences of Lee and his students at Digital Youth Network help corroborate Peppler’s finding about the power of technology outside the classroom and how it could be leveraged to better recognize and make use of student talent developing apart from formal instruction.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30427/how-video-games-and-social-media-fuel-students-artistic-passion","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_1036","mindshift_1008","mindshift_1040"],"featImg":"mindshift_30450","label":"mindshift"},"mindshift_27542":{"type":"posts","id":"mindshift_27542","meta":{"index":"posts_1591205157","site":"mindshift","id":"27542","score":null,"sort":[1362672057000]},"guestAuthors":[],"slug":"student-mentors-how-6th-and-12th-graders-learn-from-each-other","title":"Student Mentors: How 6th and 12th Graders Learn From Each Other","publishDate":1362672057,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_27568\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://www.digitalyouthnetwork.org/4-afterschool/pages/6-afterschool-programs\">\u003cimg class=\"size-full wp-image-27568\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/large_dyn1.jpg\" alt=\"large_dyn1\" width=\"600\" height=\"202\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-400x135.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-320x108.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When Tracy Edwards posted on Facebook last October that she was searching for a part-time writing instructor for a middle school program, Kip Glazer jumped immediately at the chance.\u003c/p>\n\u003cp>But Glazer wasn’t applying for herself. Instead, she envisioned her 100 senior high school English students, who were about to become virtual writing mentors to 200 6th-graders halfway across the nation.\u003c/p>\n\u003cp>“I require them to do peer-to-peer editing, but I wasn’t quite getting the results that I wanted” when seniors helped other seniors, said Glazer, who found Edwards through a Facebook group created for online graduate students of educational technology at \u003ca href=\"http://gsep.pepperdine.edu/education/\">Pepperdine University\u003c/a>. Both women are students in the program.\u003c/p>\n\u003cp>“When [Edwards] said ‘6th grade,’ I felt like this could really work,” Glazer said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cstrong>It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers.\u003c/strong>'\"\u003c/aside>\n\u003cp>So far, her students at \u003ca href=\"http://independence.kernhigh.org/\">Independence High School\u003c/a> in Bakersfield, Calif., have appeared invested. Since late November, each student has mentored five 6th-graders enrolled in the \u003ca href=\"http://www.digitalyouthnetwork.org/\">Digital Youth Network\u003c/a>’s social network-based writing curriculum digital at three separate Chicago charter middle schools. That ratio allows every 6th grader to receive advice from multiple mentors.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Glazer’s two sections of AP English Literature and Composition and two sections of California's college-prep-focused \u003ca href=\"http://www.calstate.edu/eap/englishcourse/overview.shtml\">Expository Reading and Writing Course\u003c/a> spend one class period weekly in a\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>computer lab responding to a range of assignments the 6th graders post on the cloud-based \u003ca href=\"http://remixlearning.com/platform/\">iRemix platform\u003c/a>. The platform allows for varying levels of privacy, including blog posts and forum discussions that can be viewed by every teacher and student, and more private notebooks that are only accessible to the 6th grade writer, his or her 12th grade mentors, and teachers.\u003c/p>\n\u003cp>Glazer’s students then switch from mentor to student in a separate Edmodo online classroom community and discuss their successes and failures as mentors. A sample of their thoughts:\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>Breanna S.:\u003c/strong> It's tough for me to explain their error. I know how to fix their sentences, but I actually had to google why it should be changed. It adds more of a challenge and it helps me remember grammar rules. To be honest, I am worried that I will give them wrong information, but I always try to double check.\u003cbr>\n\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Mavee P.: \u003c/strong>I found this particularly difficult to provide constructive feedback[,] instead of strict criticism[,] while remaining encouraging. In addition, the balance between too formal and laid back was a constant problem in my comments.\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Lisa H.:\u003c/strong> I am used to just blatantly pointing out errors because I know my peers won't be offended and can handle constructive criticism. Now I have to put more thought and creativity into the feedback so I won't hurt the kids' feelings. Some of these kids talk about personal things like the death of their family members or worrying about gangs and getting shot, and I wish I knew how to address these topics while still pointing out their errors.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>That mutual feeling of concern is ultimately a good thing, said Glazer, who added that it has translated into a heightened awareness of their own writing strengths and weaknesses.\u003c/p>\n\u003cp>Edwards, meanwhile, said that despite their mentors' concerns about upsetting the 6th graders, their advice has been received better than it might have been from more traditional sources.\u003c/p>\n\u003cp>“It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers', etcetera,” Edwards said.\u003c/p>\n\u003cp>As the students shift into the role of mentor, teachers' roles also change.\u003c/p>\n\u003cp>The 6th-grade teachers involved, Edwards said, are still ultimately responsible grading students' finished product, and also respond to student work on the iRemix platform. But the quality of the feedback from 12th graders, in general, has been good enough that Edwards said teachers' most important role might be to help their own students push past their initial shyness or hesitance to work with a stranger on the other side of the country.\u003c/p>\n\u003cp>“Their role initially was to build that community,” she said.\u003c/p>\n\u003cp>Glazer said she focuses on regularly modeling and discussing the meaning and practice of responsible mentoring.\u003c/p>\n\u003cp>“Students will say, 'What do I do when I see five sentences and every sentence has some kind of error?'” she said. “Now I step back and say, 'What do you think I should do? If you were me and I was your student, what would you like me to tell you?'”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Glazer also admits there are some necessary conditions to implement a successful virtual mentor-student relationship:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Distance:\u003c/strong> Glazer said the vast geographical divide between the two sets of students is a benefit and perhaps a necessity. For one thing, it's easier to enforce a strict ban of any extraneous social contact between mentors and students outside of academic work. And it spurs students' curiosity to learn more about each other during academic activities.\u003c/li>\n\u003cli>\u003cstrong>School culture:\u003c/strong> Service and community are familiar themes at Independence High School, helping to make Glazer's project more attractive to students, she said. “They naturally understand helping and the benefit of it, and I don't have to sell it too much,” Glazer said. “But I can see how that would be difficult” in schools without that culture, she added.\u003c/li>\n\u003cli>\u003cstrong>Time:\u003c/strong> Glazer said the project is a better fit with seniors because of their freedom from state standardized testing. And she says students in her two sections that are studying California's state-constructed Expository Reading and Writing Curriculum have been more invested than her two sections of Advanced Placement students. “They have more emotional allowance right now,” Glazer said. “They have decided that either they are going to go to state schools or community colleges, so they have a little more time and they're much more invested in picking up that skill.”\u003c/li>\n\u003cli>\u003cstrong>Technology access:\u003c/strong> Because Independence High School was built within the last decade, Glazer said technology is accessible enough that securing the computer lab weekly hasn't been an obstacle. And the school's allowance for the use of mobile devices has helped the mentors' ability to respond to the Chicago students' posts in a timely manner. That said, Glazer also enjoys the focus a computer lab provides, as opposed to working on the virtual mentoring project in their normal classroom using a laptop cart.\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1362769569,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1113},"headData":{"title":"Student Mentors: How 6th and 12th Graders Learn From Each Other | KQED","description":"When Tracy Edwards posted on Facebook last October that she was searching for a part-time writing instructor for a middle school program, Kip Glazer jumped immediately at the chance. But Glazer wasn’t applying for herself. Instead, she envisioned her 100 senior high school English students, who were about to become virtual writing mentors to 200","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"27542 http://blogs.kqed.org/mindshift/?p=27542","disqusUrl":"https://ww2.kqed.org/mindshift/2013/03/07/student-mentors-how-6th-and-12th-graders-learn-from-each-other/","disqusTitle":"Student Mentors: How 6th and 12th Graders Learn From Each Other","path":"/mindshift/27542/student-mentors-how-6th-and-12th-graders-learn-from-each-other","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27568\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://www.digitalyouthnetwork.org/4-afterschool/pages/6-afterschool-programs\">\u003cimg class=\"size-full wp-image-27568\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/large_dyn1.jpg\" alt=\"large_dyn1\" width=\"600\" height=\"202\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-400x135.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-320x108.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When Tracy Edwards posted on Facebook last October that she was searching for a part-time writing instructor for a middle school program, Kip Glazer jumped immediately at the chance.\u003c/p>\n\u003cp>But Glazer wasn’t applying for herself. Instead, she envisioned her 100 senior high school English students, who were about to become virtual writing mentors to 200 6th-graders halfway across the nation.\u003c/p>\n\u003cp>“I require them to do peer-to-peer editing, but I wasn’t quite getting the results that I wanted” when seniors helped other seniors, said Glazer, who found Edwards through a Facebook group created for online graduate students of educational technology at \u003ca href=\"http://gsep.pepperdine.edu/education/\">Pepperdine University\u003c/a>. Both women are students in the program.\u003c/p>\n\u003cp>“When [Edwards] said ‘6th grade,’ I felt like this could really work,” Glazer said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cstrong>It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers.\u003c/strong>'\"\u003c/aside>\n\u003cp>So far, her students at \u003ca href=\"http://independence.kernhigh.org/\">Independence High School\u003c/a> in Bakersfield, Calif., have appeared invested. Since late November, each student has mentored five 6th-graders enrolled in the \u003ca href=\"http://www.digitalyouthnetwork.org/\">Digital Youth Network\u003c/a>’s social network-based writing curriculum digital at three separate Chicago charter middle schools. That ratio allows every 6th grader to receive advice from multiple mentors.\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>Glazer’s two sections of AP English Literature and Composition and two sections of California's college-prep-focused \u003ca href=\"http://www.calstate.edu/eap/englishcourse/overview.shtml\">Expository Reading and Writing Course\u003c/a> spend one class period weekly in a\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>computer lab responding to a range of assignments the 6th graders post on the cloud-based \u003ca href=\"http://remixlearning.com/platform/\">iRemix platform\u003c/a>. The platform allows for varying levels of privacy, including blog posts and forum discussions that can be viewed by every teacher and student, and more private notebooks that are only accessible to the 6th grade writer, his or her 12th grade mentors, and teachers.\u003c/p>\n\u003cp>Glazer’s students then switch from mentor to student in a separate Edmodo online classroom community and discuss their successes and failures as mentors. A sample of their thoughts:\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>Breanna S.:\u003c/strong> It's tough for me to explain their error. I know how to fix their sentences, but I actually had to google why it should be changed. It adds more of a challenge and it helps me remember grammar rules. To be honest, I am worried that I will give them wrong information, but I always try to double check.\u003cbr>\n\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Mavee P.: \u003c/strong>I found this particularly difficult to provide constructive feedback[,] instead of strict criticism[,] while remaining encouraging. In addition, the balance between too formal and laid back was a constant problem in my comments.\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Lisa H.:\u003c/strong> I am used to just blatantly pointing out errors because I know my peers won't be offended and can handle constructive criticism. Now I have to put more thought and creativity into the feedback so I won't hurt the kids' feelings. Some of these kids talk about personal things like the death of their family members or worrying about gangs and getting shot, and I wish I knew how to address these topics while still pointing out their errors.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>That mutual feeling of concern is ultimately a good thing, said Glazer, who added that it has translated into a heightened awareness of their own writing strengths and weaknesses.\u003c/p>\n\u003cp>Edwards, meanwhile, said that despite their mentors' concerns about upsetting the 6th graders, their advice has been received better than it might have been from more traditional sources.\u003c/p>\n\u003cp>“It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers', etcetera,” Edwards said.\u003c/p>\n\u003cp>As the students shift into the role of mentor, teachers' roles also change.\u003c/p>\n\u003cp>The 6th-grade teachers involved, Edwards said, are still ultimately responsible grading students' finished product, and also respond to student work on the iRemix platform. But the quality of the feedback from 12th graders, in general, has been good enough that Edwards said teachers' most important role might be to help their own students push past their initial shyness or hesitance to work with a stranger on the other side of the country.\u003c/p>\n\u003cp>“Their role initially was to build that community,” she said.\u003c/p>\n\u003cp>Glazer said she focuses on regularly modeling and discussing the meaning and practice of responsible mentoring.\u003c/p>\n\u003cp>“Students will say, 'What do I do when I see five sentences and every sentence has some kind of error?'” she said. “Now I step back and say, 'What do you think I should do? If you were me and I was your student, what would you like me to tell you?'”\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>Glazer also admits there are some necessary conditions to implement a successful virtual mentor-student relationship:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Distance:\u003c/strong> Glazer said the vast geographical divide between the two sets of students is a benefit and perhaps a necessity. For one thing, it's easier to enforce a strict ban of any extraneous social contact between mentors and students outside of academic work. And it spurs students' curiosity to learn more about each other during academic activities.\u003c/li>\n\u003cli>\u003cstrong>School culture:\u003c/strong> Service and community are familiar themes at Independence High School, helping to make Glazer's project more attractive to students, she said. “They naturally understand helping and the benefit of it, and I don't have to sell it too much,” Glazer said. “But I can see how that would be difficult” in schools without that culture, she added.\u003c/li>\n\u003cli>\u003cstrong>Time:\u003c/strong> Glazer said the project is a better fit with seniors because of their freedom from state standardized testing. And she says students in her two sections that are studying California's state-constructed Expository Reading and Writing Curriculum have been more invested than her two sections of Advanced Placement students. “They have more emotional allowance right now,” Glazer said. “They have decided that either they are going to go to state schools or community colleges, so they have a little more time and they're much more invested in picking up that skill.”\u003c/li>\n\u003cli>\u003cstrong>Technology access:\u003c/strong> Because Independence High School was built within the last decade, Glazer said technology is accessible enough that securing the computer lab weekly hasn't been an obstacle. And the school's allowance for the use of mobile devices has helped the mentors' ability to respond to the Chicago students' posts in a timely manner. That said, Glazer also enjoys the focus a computer lab provides, as opposed to working on the virtual mentoring project in their normal classroom using a laptop cart.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/27542/student-mentors-how-6th-and-12th-graders-learn-from-each-other","authors":["4411"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_1008","mindshift_120"],"featImg":"mindshift_27568","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. 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