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FM","link":"/"}},"mindshift_61246":{"type":"posts","id":"mindshift_61246","meta":{"index":"posts_1591205157","site":"mindshift","id":"61246","score":null,"sort":[1680516001000]},"guestAuthors":[],"slug":"students-want-to-learn-about-personal-financeand-hear-about-adults-money-mistakes","title":"Students want to learn about personal finance…and hear about adults’ money mistakes","publishDate":1680516001,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">With a year of working at In-N-Out Burger under her belt, high school senior Sarah Wiley would say she makes good money. But when she first started working, she wasn’t sure what to do with her paycheck. She had a feeling that it wasn’t a good idea to spend it all at once, but otherwise she was stumped. “I was like ‘How do I invest this money? And how do I make sure I’m saving enough?’” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So when planning her senior schedule, she looked to her school’s personal finance class for guidance. It was the second year the course was offered at San Marcos High School in southern California. “I thought that it would be a class that would give me some great life skills for the future,” she said early in the semester. “I've already learned so much.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Studies show that students are more likely to \u003c/span>\u003ca href=\"https://www.finrafoundation.org/sites/finrafoundation/files/Financial-Education-Matters-Testing-Effectiveness-Financial-Education_1.pdf\">\u003cspan style=\"font-weight: 400\">budget, save and manage their credit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after they take a financial literacy class. Yet just under half of states require a personal finance course as a graduation requirement, and only one in four students have access to such classes. Newly offered personal finance classes at two schools in San Marcos Unified School District (SMUSD) have attracted students who want to understand their part-time job paychecks, get student loans for college or make an informed decision to get a credit card. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>An investment in personal finance for teens\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.thesanmarcospromise.org/\">\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">San Marcos Promise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a local nonprofit, brought the idea of adding personal finance to SMUSD’s curriculum nearly three years ago. Before that, they offered after-school college and career workshops that spanned topics related to personal finance, including advice on how to buy a first car and how to build credit. Because the workshops about money were always well-attended, the nonprofit organization approached Jeff Montooth, a social science teacher at SMUSD’s Mission Hill High School, to see if he’d be interested in teaching personal finance as an elective.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the board approved the course, hundreds of Mission Hill students signed up. “We had to turn kids away. I went from thinking I was going to teach one section of it to it being what I teach full time now,” Montooth said. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following year, Tara Razi, a history teacher from SMUSD’s San Marcos High School, decided to start a personal finance class at her school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Teachers’ personal experiences make learning memorable \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montooth and Razi use curriculum from \u003c/span>\u003ca href=\"https://www.ngpf.org/\">\u003cspan style=\"font-weight: 400\">Next Gen Personal Finance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit organization that provides professional development and resources to educators who are teaching personal finance for the first time, and they add their touches to the structured units. The personal finance classes at SMUSD span the whole school year and cover career readiness basics like how to write professional emails and crafting resumes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the class starts focusing on money, Montooth uses personal stories to help concepts stick in students’ memories. \u003c/span>\u003cspan style=\"font-weight: 400\">For students, talking about money can be uncomfortable, especially when they come from a range of socioeconomic statuses. At Mission Hills, almost a third of students receive free and reduced lunch. Early in the school year, Montooth shares about his financial past, including bad financial choices he’s made.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I'm able to share with them my mistakes,” said Montooth, who confessed during his lesson about compound interest that he didn’t start saving for retirement until his thirties. He took out a calculator and showed students how much money he would have made if he started earlier. “By being open with them from the very beginning, I think it sets the tone of letting them know that it's OK that somebody doesn't have all the right answers,” he said. “Everybody's going to leave this room knowing more about how to manage their finances in the future.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Josh Lazo, a senior at Mission Hills, remembers when Montooth talked about his struggle to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57399/5-things-every-family-should-know-about-paying-for-college\">\u003cspan style=\"font-weight: 400\">pay for college\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Comparing his story to where he is now and the kind of person he is, it is pretty fascinating to see,” Lazo said. Hearing about his teacher’s setbacks helped him understand how everyone has a different financial journey and how he can avoid making the same errors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some stories Montooth tells are educational, and some are just entertaining. “If you happen to be a family member or a friend of mine, you're probably going to be brought up in my class,” he said. For instance, when his class finished a unit about student loans, he told a story about a friend from college whose car broke down mid-year. He took his student loan money and bet it all on a football game.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Their feeling was that if they won, they would be able to both buy a car and pay for school,” says Montooth. “They did not win.” While the average student is unlikely to make the same mistake, he said the outrageous story helps them feel more comfortable asking questions because it shows that money mishaps can look all types of ways.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At San Marcos High School,\u003c/span>\u003cspan style=\"font-weight: 400\"> personal finance teacher Tara Razi\u003c/span>\u003cspan style=\"font-weight: 400\"> tells her students about how she grew up in Orange County, where it was common to go into serious debt to keep up the appearance of being well off. During the 2008 recession, right after she graduated high school, her family’s home was foreclosed on, which pushed her to become more financially literate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With students, she explains the difference between savings and checking accounts and what it means to have good credit. “It’s not just credit cards, but auto loans, student loans and mortgages that go into managing their credit,” said Razi, who has no problem using her own financial records as examples in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the first things she told us was her credit score,” recalled Razi’s student Sarah Wiley. “She talks about her mortgage on her house and how expensive things really are.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a class project, students have to research different credit cards and consider the different interest rates, annual fees, cashback, benefits, and late payment fees. “She literally brought her wallet into class and showed us her different credit cards,” said senior Samantha Miller-Coughran. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a student wants to get a credit card to start building credit they can get a permission slip signed by their parents and schedule time to sit down with Razi to set it up. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Use hands-on activities and learning won’t be taxing \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montooth expects students to be excited about learning how to get their first credit card, but he was surprised to see that students also take a liking to filing taxes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you're 16 or 17-years-old, you've always heard about taxes being this terrible burden,” said Montooth. “And it's funny because it is one of the lessons that they really get into.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students learn to file state and federal taxes, they can use fake documents or pay stubs from their part time jobs. Students get excited when they see how much money they got in the tax return. It’s almost like a game to them, said Montooth, because students will often compare how much money they got in their tax return. “Those kids aren't going to be scared the first time they have to do their taxes,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At both high schools, students learn to budget their money during a project where they have to plan as if they are financially independent and working a job that doesn’t require a college degree. They have to find an apartment with roommates that is close to where they're going to be working as well as get copies of grocery receipts and utility bills from their parents to use in their budgeting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the budgeting unit, Razi brings in several name-brand products and their generic equivalents from the grocery store. Students blind sample the products and see if they can guess which one is which. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The average is four,” said Razi. “It shows that you don't have to get the name brand version of everything.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>For parents and their teens, money can be a “conversation starter”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when financial literacy is being taught at school, the lessons should start at home, said Razi. “A lot of parents try to keep their kids out of financial decisions, but you're doing them a disservice by throwing them into it as soon as they get out of college.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents may feel reluctant to burden their kids with financial discussions, but they don’t have to delve into stressful specifics, such as family debt. Instilling financial literacy can be as simple as having your teen watch you to pay the bills and tag along to the grocery store.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Have them sit with you and see what goes into the expenses and the value of a dollar at home,” Razi suggested. She noted that parents who are recent immigrants, do not speak English as their first language, or are just uncertain about financial literacy also can learn a lot from their kids.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montooth has had parents tell him that talking about finances with their teens has strengthened their relationship and led to fruitful discussions. \u003c/span>\u003cspan style=\"font-weight: 400\">He hopes more of those discussions will happen both in families and in schools. “One of the messages that I would really like to get out is that you don't need to be afraid of trying to begin personal finance at your high school,” said Montooth. “It's engaging and it's important.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"As school districts offer financial literacy classes for highschoolers, teachers are finding that storytelling and hands-on activities make lessons pop off the page.","status":"publish","parent":0,"modified":1680540659,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1688},"headData":{"title":"Students want to learn about personal finance…and hear about adults’ money mistakes | KQED","description":"With climbing student loans and rising debt, school districts around the nation are seeing value in high school financial literacy classes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Students want to learn about personal finance…and hear about adults’ money mistakes","datePublished":"2023-04-03T10:00:01.000Z","dateModified":"2023-04-03T16:50:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61246/students-want-to-learn-about-personal-financeand-hear-about-adults-money-mistakes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With a year of working at In-N-Out Burger under her belt, high school senior Sarah Wiley would say she makes good money. But when she first started working, she wasn’t sure what to do with her paycheck. She had a feeling that it wasn’t a good idea to spend it all at once, but otherwise she was stumped. “I was like ‘How do I invest this money? And how do I make sure I’m saving enough?’” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So when planning her senior schedule, she looked to her school’s personal finance class for guidance. It was the second year the course was offered at San Marcos High School in southern California. “I thought that it would be a class that would give me some great life skills for the future,” she said early in the semester. “I've already learned so much.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Studies show that students are more likely to \u003c/span>\u003ca href=\"https://www.finrafoundation.org/sites/finrafoundation/files/Financial-Education-Matters-Testing-Effectiveness-Financial-Education_1.pdf\">\u003cspan style=\"font-weight: 400\">budget, save and manage their credit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after they take a financial literacy class. Yet just under half of states require a personal finance course as a graduation requirement, and only one in four students have access to such classes. Newly offered personal finance classes at two schools in San Marcos Unified School District (SMUSD) have attracted students who want to understand their part-time job paychecks, get student loans for college or make an informed decision to get a credit card. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>An investment in personal finance for teens\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.thesanmarcospromise.org/\">\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">San Marcos Promise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a local nonprofit, brought the idea of adding personal finance to SMUSD’s curriculum nearly three years ago. Before that, they offered after-school college and career workshops that spanned topics related to personal finance, including advice on how to buy a first car and how to build credit. Because the workshops about money were always well-attended, the nonprofit organization approached Jeff Montooth, a social science teacher at SMUSD’s Mission Hill High School, to see if he’d be interested in teaching personal finance as an elective.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the board approved the course, hundreds of Mission Hill students signed up. “We had to turn kids away. I went from thinking I was going to teach one section of it to it being what I teach full time now,” Montooth said. \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\">The following year, Tara Razi, a history teacher from SMUSD’s San Marcos High School, decided to start a personal finance class at her school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Teachers’ personal experiences make learning memorable \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montooth and Razi use curriculum from \u003c/span>\u003ca href=\"https://www.ngpf.org/\">\u003cspan style=\"font-weight: 400\">Next Gen Personal Finance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit organization that provides professional development and resources to educators who are teaching personal finance for the first time, and they add their touches to the structured units. The personal finance classes at SMUSD span the whole school year and cover career readiness basics like how to write professional emails and crafting resumes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the class starts focusing on money, Montooth uses personal stories to help concepts stick in students’ memories. \u003c/span>\u003cspan style=\"font-weight: 400\">For students, talking about money can be uncomfortable, especially when they come from a range of socioeconomic statuses. At Mission Hills, almost a third of students receive free and reduced lunch. Early in the school year, Montooth shares about his financial past, including bad financial choices he’s made.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I'm able to share with them my mistakes,” said Montooth, who confessed during his lesson about compound interest that he didn’t start saving for retirement until his thirties. He took out a calculator and showed students how much money he would have made if he started earlier. “By being open with them from the very beginning, I think it sets the tone of letting them know that it's OK that somebody doesn't have all the right answers,” he said. “Everybody's going to leave this room knowing more about how to manage their finances in the future.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Josh Lazo, a senior at Mission Hills, remembers when Montooth talked about his struggle to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57399/5-things-every-family-should-know-about-paying-for-college\">\u003cspan style=\"font-weight: 400\">pay for college\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Comparing his story to where he is now and the kind of person he is, it is pretty fascinating to see,” Lazo said. Hearing about his teacher’s setbacks helped him understand how everyone has a different financial journey and how he can avoid making the same errors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some stories Montooth tells are educational, and some are just entertaining. “If you happen to be a family member or a friend of mine, you're probably going to be brought up in my class,” he said. For instance, when his class finished a unit about student loans, he told a story about a friend from college whose car broke down mid-year. He took his student loan money and bet it all on a football game.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Their feeling was that if they won, they would be able to both buy a car and pay for school,” says Montooth. “They did not win.” While the average student is unlikely to make the same mistake, he said the outrageous story helps them feel more comfortable asking questions because it shows that money mishaps can look all types of ways.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At San Marcos High School,\u003c/span>\u003cspan style=\"font-weight: 400\"> personal finance teacher Tara Razi\u003c/span>\u003cspan style=\"font-weight: 400\"> tells her students about how she grew up in Orange County, where it was common to go into serious debt to keep up the appearance of being well off. During the 2008 recession, right after she graduated high school, her family’s home was foreclosed on, which pushed her to become more financially literate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With students, she explains the difference between savings and checking accounts and what it means to have good credit. “It’s not just credit cards, but auto loans, student loans and mortgages that go into managing their credit,” said Razi, who has no problem using her own financial records as examples in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the first things she told us was her credit score,” recalled Razi’s student Sarah Wiley. “She talks about her mortgage on her house and how expensive things really are.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a class project, students have to research different credit cards and consider the different interest rates, annual fees, cashback, benefits, and late payment fees. “She literally brought her wallet into class and showed us her different credit cards,” said senior Samantha Miller-Coughran. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a student wants to get a credit card to start building credit they can get a permission slip signed by their parents and schedule time to sit down with Razi to set it up. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Use hands-on activities and learning won’t be taxing \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montooth expects students to be excited about learning how to get their first credit card, but he was surprised to see that students also take a liking to filing taxes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you're 16 or 17-years-old, you've always heard about taxes being this terrible burden,” said Montooth. “And it's funny because it is one of the lessons that they really get into.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students learn to file state and federal taxes, they can use fake documents or pay stubs from their part time jobs. Students get excited when they see how much money they got in the tax return. It’s almost like a game to them, said Montooth, because students will often compare how much money they got in their tax return. “Those kids aren't going to be scared the first time they have to do their taxes,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At both high schools, students learn to budget their money during a project where they have to plan as if they are financially independent and working a job that doesn’t require a college degree. They have to find an apartment with roommates that is close to where they're going to be working as well as get copies of grocery receipts and utility bills from their parents to use in their budgeting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the budgeting unit, Razi brings in several name-brand products and their generic equivalents from the grocery store. Students blind sample the products and see if they can guess which one is which. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The average is four,” said Razi. “It shows that you don't have to get the name brand version of everything.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>For parents and their teens, money can be a “conversation starter”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when financial literacy is being taught at school, the lessons should start at home, said Razi. “A lot of parents try to keep their kids out of financial decisions, but you're doing them a disservice by throwing them into it as soon as they get out of college.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents may feel reluctant to burden their kids with financial discussions, but they don’t have to delve into stressful specifics, such as family debt. Instilling financial literacy can be as simple as having your teen watch you to pay the bills and tag along to the grocery store.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Have them sit with you and see what goes into the expenses and the value of a dollar at home,” Razi suggested. She noted that parents who are recent immigrants, do not speak English as their first language, or are just uncertain about financial literacy also can learn a lot from their kids.\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\">Montooth has had parents tell him that talking about finances with their teens has strengthened their relationship and led to fruitful discussions. \u003c/span>\u003cspan style=\"font-weight: 400\">He hopes more of those discussions will happen both in families and in schools. “One of the messages that I would really like to get out is that you don't need to be afraid of trying to begin personal finance at your high school,” said Montooth. “It's engaging and it's important.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61246/students-want-to-learn-about-personal-financeand-hear-about-adults-money-mistakes","authors":["11721"],"categories":["mindshift_21385","mindshift_193"],"tags":["mindshift_21250","mindshift_21306","mindshift_1024","mindshift_742","mindshift_20797","mindshift_21166"],"featImg":"mindshift_61248","label":"mindshift"},"mindshift_48764":{"type":"posts","id":"mindshift_48764","meta":{"index":"posts_1591205157","site":"mindshift","id":"48764","score":null,"sort":[1502866430000]},"guestAuthors":[],"slug":"how-libraries-can-turn-stories-into-maker-projects","title":"How Libraries Can Turn Stories Into Maker Projects","publishDate":1502866430,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In recent years, libraries have broadened their scope of offerings to the local community to involve more making activities like\u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/20/how-libraries-are-advancing-and-inspiring-communities/\"> 3-D printing and sewing\u003c/a>. Some libraries even have a facilitator for maker projects.\u003c/p>\n\u003cp>At Millvale Community Library in Pennsylvania, maker program coordinator Nora Peters saw an opportunity to better connect the activities of the maker space with the library's mission to promote literacy. So, she set out to build a bridge between making and reading by creating maker activities for children's books.\u003c/p>\n\u003cp>Peters creates project instructions that tie into the theme of a children’s book. She prints the instructions on a 5 x 7 sticker that affixes to the front of the book. Because Millvale serves a lower-income community, she also keeps materials low-tech.\u003c/p>\n\u003cfigure id=\"attachment_48868\" class=\"wp-caption alignnone\" style=\"max-width: 1248px\">\u003cimg class=\"size-full wp-image-48868\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Peters-1.jpg\" alt=\"\" width=\"1248\" height=\"2144\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-160x275.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-800x1374.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-768x1319.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1020x1752.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1180x2027.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-960x1649.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-240x412.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-375x644.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-520x893.jpg 520w\" sizes=\"(max-width: 1248px) 100vw, 1248px\">\u003cfigcaption class=\"wp-caption-text\">Nora Peters developed low-cost maker project instructions based on books (in this example, \"Snow White and the 77 Dwarfs\"). The instructions come with the book and materials are relevant to the needs of the community. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, in the book “Wemberly Worried” by Kevin Henkes, Peters developed and attached instructions on how to make a Guatemalan worry doll. The story is about dealing with childhood anxiety, and it is believed that the very act of constructing a worry doll can alleviate anxiety, said Peters.\u003c/p>\n\u003cp>For the book “I’m New Here” by A. S. O'Brien about the immigrant experience, Peters put instructions to create a “comfort object” to make someone feel welcome in a space. But the instructions were flexible enough that kids could use a variety of materials, from fabric to just cardboard and tape.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Peters said she always tries to elevate the idea of “book-based craft” by finding a way to make each project less cookie-cutter. Projects are meant to be in the hands of the reader, not a facilitator, so they differ from the typical prompts children might find at the end of books. Her goal is “to make a visible connection between the value of hands-on learning and the value of introducing literacy at a young age and how those two can support each other.”\u003c/p>\n\u003cp>She’s mostly using children’s books, but Peters wants the instructions to work for people of any age. To make sure pre-teens are not put off by using children’s books, Peters was careful with her language. For instance, instead of printing “go ask your parents,” instructions state, “find these materials.”\u003c/p>\n\u003cp>In the past couple of months, Peters has completed 15 of these book-based maker projects and has received positive feedback from parents and patrons. As she has taken the idea around to teacher conferences, including the annual \u003ca href=\"http://makered.org/maker-educator-convening-2017/\">Maker Ed Convening\u003c/a>, she was surprised to find that many teachers had never heard of such a project.\u003c/p>\n\u003cfigure id=\"attachment_48872\" class=\"wp-caption alignnone\" style=\"max-width: 834px\">\u003cimg class=\"wp-image-48872 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Peters-4.jpg\" alt=\"\" width=\"834\" height=\"1050\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4.jpg 834w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-800x1007.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-768x967.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-240x302.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-375x472.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-520x655.jpg 520w\" sizes=\"(max-width: 834px) 100vw, 834px\">\u003cfigcaption class=\"wp-caption-text\">A maker project pasted inside the book \"Little Roja Riding Hood\" by Susan Middleton Elya. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MAKING IT AFFORDABLE\u003c/strong>\u003c/p>\n\u003cp>Libraries with a limited budget can feel left behind because the maker movement usually centers on newer technologies, but librarians have been doing this work all along, said Cindy Wall, a librarian at Southington Library in Connecticut, where maker projects start with reading.\u003c/p>\n\u003cp>For instance, for preschool-age students, a program called “You’ve Got Mail” ties into the book “Please Write Back,” about an alligator who writes to his grandmother. Kids receive postcards to decorate, and mail out. Wall’s husband, a postal worker, visits to answer questions and collect the postcards.\u003c/p>\n\u003cp>In another program, elementary school students make abstract art that they then compare to machine-made art. The students start by reading a book about abstract artist Wassily Kandinsky. The library uses a machine called the “water color bot” to make abstract art, and then the children compare their art to what the machine produces.\u003c/p>\n\u003cfigure id=\"attachment_48874\" class=\"wp-caption alignnone\" style=\"max-width: 820px\">\u003cimg class=\"size-full wp-image-48874\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Southington.jpg\" alt=\"\" width=\"820\" height=\"695\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington.jpg 820w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-160x136.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-800x678.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-768x651.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-240x203.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-375x318.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-520x441.jpg 520w\" sizes=\"(max-width: 820px) 100vw, 820px\">\u003cfigcaption class=\"wp-caption-text\">A watercolor bot creates abstract art at Southington Library. \u003ccite>(Courtesy of Cindy Wall and Lynn Pawloski)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The common denominator in any of these programs is a book or reading assignment -- the base from which the project builds.\u003c/p>\n\u003cp>Wall and her colleague, Lynn Pawloski, compiled their series of programs into a book called\u003ca href=\"https://www.amazon.com/Maker-Literacy-Approach-Programming-Libraries/dp/1440843805\"> “Maker Literacy: A New Approach to Literacy Programming for Libraries.”\u003c/a>\u003c/p>\n\u003cp>Even if libraries can’t afford high-tech toys, “You can still create maker programming with whatever you have,” said Wall.\u003c/p>\n\u003cp>Echoing what Wall has found, Peters said teachers and librarians do these projects in some form all the time, but they can also use a maker activity as an opportunity to enhance comprehension and build literacy skills. It’s empowering to pull something deeper from a seemingly simple book, she added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By the end of summer, Peters is hoping to expand their collection of maker books to some young adults and to even put some simple instructions in adult nonfiction to show how to use an adult how-to manual with kids.\u003c/p>\n\n","blocks":[],"excerpt":"Librarians are developing maker activities for children's books that enhance the reading experience for kids.","status":"publish","parent":0,"modified":1502866430,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":856},"headData":{"title":"How Libraries Can Turn Stories Into Maker Projects | KQED","description":"Librarians are developing maker activities for children's books that enhance the reading experience for kids.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Libraries Can Turn Stories Into Maker Projects","datePublished":"2017-08-16T06:53:50.000Z","dateModified":"2017-08-16T06:53:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48764 https://ww2.kqed.org/mindshift/?p=48764","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/15/how-libraries-can-turn-stories-into-maker-projects/","disqusTitle":"How Libraries Can Turn Stories Into Maker Projects","path":"/mindshift/48764/how-libraries-can-turn-stories-into-maker-projects","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In recent years, libraries have broadened their scope of offerings to the local community to involve more making activities like\u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/20/how-libraries-are-advancing-and-inspiring-communities/\"> 3-D printing and sewing\u003c/a>. Some libraries even have a facilitator for maker projects.\u003c/p>\n\u003cp>At Millvale Community Library in Pennsylvania, maker program coordinator Nora Peters saw an opportunity to better connect the activities of the maker space with the library's mission to promote literacy. So, she set out to build a bridge between making and reading by creating maker activities for children's books.\u003c/p>\n\u003cp>Peters creates project instructions that tie into the theme of a children’s book. She prints the instructions on a 5 x 7 sticker that affixes to the front of the book. Because Millvale serves a lower-income community, she also keeps materials low-tech.\u003c/p>\n\u003cfigure id=\"attachment_48868\" class=\"wp-caption alignnone\" style=\"max-width: 1248px\">\u003cimg class=\"size-full wp-image-48868\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Peters-1.jpg\" alt=\"\" width=\"1248\" height=\"2144\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-160x275.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-800x1374.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-768x1319.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1020x1752.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1180x2027.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-960x1649.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-240x412.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-375x644.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-520x893.jpg 520w\" sizes=\"(max-width: 1248px) 100vw, 1248px\">\u003cfigcaption class=\"wp-caption-text\">Nora Peters developed low-cost maker project instructions based on books (in this example, \"Snow White and the 77 Dwarfs\"). The instructions come with the book and materials are relevant to the needs of the community. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, in the book “Wemberly Worried” by Kevin Henkes, Peters developed and attached instructions on how to make a Guatemalan worry doll. The story is about dealing with childhood anxiety, and it is believed that the very act of constructing a worry doll can alleviate anxiety, said Peters.\u003c/p>\n\u003cp>For the book “I’m New Here” by A. S. O'Brien about the immigrant experience, Peters put instructions to create a “comfort object” to make someone feel welcome in a space. But the instructions were flexible enough that kids could use a variety of materials, from fabric to just cardboard and tape.\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>Peters said she always tries to elevate the idea of “book-based craft” by finding a way to make each project less cookie-cutter. Projects are meant to be in the hands of the reader, not a facilitator, so they differ from the typical prompts children might find at the end of books. Her goal is “to make a visible connection between the value of hands-on learning and the value of introducing literacy at a young age and how those two can support each other.”\u003c/p>\n\u003cp>She’s mostly using children’s books, but Peters wants the instructions to work for people of any age. To make sure pre-teens are not put off by using children’s books, Peters was careful with her language. For instance, instead of printing “go ask your parents,” instructions state, “find these materials.”\u003c/p>\n\u003cp>In the past couple of months, Peters has completed 15 of these book-based maker projects and has received positive feedback from parents and patrons. As she has taken the idea around to teacher conferences, including the annual \u003ca href=\"http://makered.org/maker-educator-convening-2017/\">Maker Ed Convening\u003c/a>, she was surprised to find that many teachers had never heard of such a project.\u003c/p>\n\u003cfigure id=\"attachment_48872\" class=\"wp-caption alignnone\" style=\"max-width: 834px\">\u003cimg class=\"wp-image-48872 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Peters-4.jpg\" alt=\"\" width=\"834\" height=\"1050\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4.jpg 834w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-800x1007.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-768x967.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-240x302.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-375x472.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-520x655.jpg 520w\" sizes=\"(max-width: 834px) 100vw, 834px\">\u003cfigcaption class=\"wp-caption-text\">A maker project pasted inside the book \"Little Roja Riding Hood\" by Susan Middleton Elya. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MAKING IT AFFORDABLE\u003c/strong>\u003c/p>\n\u003cp>Libraries with a limited budget can feel left behind because the maker movement usually centers on newer technologies, but librarians have been doing this work all along, said Cindy Wall, a librarian at Southington Library in Connecticut, where maker projects start with reading.\u003c/p>\n\u003cp>For instance, for preschool-age students, a program called “You’ve Got Mail” ties into the book “Please Write Back,” about an alligator who writes to his grandmother. Kids receive postcards to decorate, and mail out. Wall’s husband, a postal worker, visits to answer questions and collect the postcards.\u003c/p>\n\u003cp>In another program, elementary school students make abstract art that they then compare to machine-made art. The students start by reading a book about abstract artist Wassily Kandinsky. The library uses a machine called the “water color bot” to make abstract art, and then the children compare their art to what the machine produces.\u003c/p>\n\u003cfigure id=\"attachment_48874\" class=\"wp-caption alignnone\" style=\"max-width: 820px\">\u003cimg class=\"size-full wp-image-48874\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Southington.jpg\" alt=\"\" width=\"820\" height=\"695\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington.jpg 820w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-160x136.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-800x678.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-768x651.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-240x203.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-375x318.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-520x441.jpg 520w\" sizes=\"(max-width: 820px) 100vw, 820px\">\u003cfigcaption class=\"wp-caption-text\">A watercolor bot creates abstract art at Southington Library. \u003ccite>(Courtesy of Cindy Wall and Lynn Pawloski)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The common denominator in any of these programs is a book or reading assignment -- the base from which the project builds.\u003c/p>\n\u003cp>Wall and her colleague, Lynn Pawloski, compiled their series of programs into a book called\u003ca href=\"https://www.amazon.com/Maker-Literacy-Approach-Programming-Libraries/dp/1440843805\"> “Maker Literacy: A New Approach to Literacy Programming for Libraries.”\u003c/a>\u003c/p>\n\u003cp>Even if libraries can’t afford high-tech toys, “You can still create maker programming with whatever you have,” said Wall.\u003c/p>\n\u003cp>Echoing what Wall has found, Peters said teachers and librarians do these projects in some form all the time, but they can also use a maker activity as an opportunity to enhance comprehension and build literacy skills. It’s empowering to pull something deeper from a seemingly simple book, she added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By the end of summer, Peters is hoping to expand their collection of maker books to some young adults and to even put some simple instructions in adult nonfiction to show how to use an adult how-to manual with kids.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48764/how-libraries-can-turn-stories-into-maker-projects","authors":["11330"],"categories":["mindshift_20746","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20797","mindshift_895","mindshift_20945","mindshift_980","mindshift_550"],"featImg":"mindshift_48867","label":"mindshift"},"mindshift_46617":{"type":"posts","id":"mindshift_46617","meta":{"index":"posts_1591205157","site":"mindshift","id":"46617","score":null,"sort":[1476278448000]},"guestAuthors":[],"slug":"why-isnt-science-class-more-like-learning-to-play-baseball","title":"Why Isn't Science Class More Like Learning to Play Baseball?","publishDate":1476278448,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.amazon.com/Gardener-Carpenter-Development-Relationship-Children/dp/0374229708\">The Gardener And The Carpenter: What the New Science of Child Development Tells Us About the Relationship Between Parents and Children\u003c/a> by Alison Gopnik, published in 2016 by Farrar, Straus and Giroux, LLC. Copyright (C) 2016 by Alison Gopnik. All rights reserved. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Alison Gopnik\u003c/strong>\u003c/p>\n\u003cp>How does mastery happen? For most of human history, learning in middle childhood meant apprenticeship, not school. Children learned to master skills informally inside the family, or outside the family, more formally and later. Most people were foragers or farmers, and foraging and farming children learned by helping out— they still do. Children also learned more specialized skills by becoming apprentices to master tradesmen and artisans.\u003c/p>\n\u003cp>Preschoolers show some of the beginnings of apprenticeship when they imitate the people around them. Anthropologists and cultural psychologists, not to mention parents, see how even very young toddlers are drawn to imitate everything that they see their elders do, from machete handling to pancake making. But while preschoolers are essentially playing at those adult skills, school-age children begin to genuinely master them. It is more work to make pancakes with a two-year-old than to just do it yourself, but by eight or nine, children can honestly contribute to a family’s economy. Apprenticeship is a kind of work as much as it is a kind of play.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Gardener-Carpenter-Development-Relationship-Children/dp/0374229708\">\u003cimg class=\"alignright wp-image-46622 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/10/GardenerandtheCarpenter-sm-e1475697796568.png\" alt=\"GardenerandtheCarpenter-sm\" width=\"200\" height=\"302\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>School-age children observe and imitate like younger children. But they learn especially well when they interact with particularly skilled adults in a distinctive cycle of trial and error. The apprentice watches the master attentively, and then tries out a simplified part of the skill. It might be stirring the stockpot, cutting out a pattern, or roughing a carpentry frame. The master, in turn, comments (often quite critically) on what the apprentice has done and gets her to do it again. With each round of imitation, practice, and critique, the learner becomes more and more skilled, and tackles more and more demanding parts of the process (the béchamel sauce, the darts in a bodice, the mortise-and-tenon joint).\u003c/p>\n\u003cp>Apprenticeship can require grueling practice. A Japanese Zen story tells of a student, Matajuro, who was desperate to be instructed by Banzo, the great teacher of swordsmanship. Banzo sent him to the kitchen to prepare vegetables instead. On the first day, as Matajuro was slicing radishes, Banzo suddenly appeared without warning and smacked him with a large wooden sword, offering no explanation. This went on for months, and each time Banzo would appear more unexpectedly. By the end of three years in the kitchen Matajuro was perpetually alert, on the balls of his feet, preparing to duck at any moment. Then and only then did Banzo announce that Matajuro could begin training. Matajuro became, of course, the greatest swordsman in all of Japan.\u003c/p>\n\u003cp>A journalist I know tells a similar tale of learning to write radio news. He started as the youngest and lowest of copywriters in a desolate overnight newsroom. The grizzled, half-drunk, and extremely cranky old editor would tear off a piece of copy from the Teletype machine (this was a very long time ago) and tell the novice to write it up into a radio script. He would type a script up frantically, and return his finished piece to the editor. Four out of five times the editor would grunt, “This is crap,” and throw it in the wastebasket. But occasionally, he would grunt and throw it into his inbox instead. Gradually the editor would accept a few more stories and reject a few less. At last, more than half made it into the inbox. Like the swordsman apprentice, the journalist discovered that he had somehow learned how to write a radio news story.\u003c/p>\n\u003cp>This is not exactly how we would ideally want schools to unfold, of course. But these stories are instructive parables of how apprenticeship can lead to mastery. Many of the most effective teachers, even in modern schools, use elements of apprenticeship. Ironically, though, these teachers are more likely to be found in the “extracurricular” classes than in the required ones. The stern but beloved baseball coach or the demanding but passionate music teacher let children learn this way.\u003c/p>\n\u003cp>\u003cimg class=\"alignright wp-image-46620\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/10/Gopnik-Alison-c-Kathleen-King-e1475697843610.jpg\" alt=\"Gopnik, Alison (c) Kathleen King\" width=\"250\" height=\"167\">\u003c/p>\n\u003cp>Poor, inner-city children have a tendency to focus on sports and music, even though these skills are far less likely than math or science to help them to actually make a living. Perhaps this reflects unrealistic cultural expectations. But I think it also reflects the fact that sports and music are much more likely to be taught through apprenticeship than math or science or literature.\u003c/p>\n\u003cp>There is no particularly good reason why ballet or basketball should be taught through apprenticeship while science and math are not. As any scientist will tell you, our profession is as much a matter of hard-won skill as piano or tennis. In graduate school, where we really teach science, we use the same methods as a chef or a tailor. My students begin by writing up the easy part of a paper, or designing a substudy of a big grant, and slowly graduate to doing a completely original experiment themselves. And though I don’t exactly wield a wooden sword—or even a wastebasket— I’m told that my “track changes” comments on a student manuscript can be pretty ferocious.\u003c/p>\n\u003cp>Writing, my other profession, is the same way. You learn to write by writing, over and over again, especially with a good editor. (John Kenneth Galbraith said that the note of spontaneity his critics liked so much generally came in around the ninth draft.)\u003c/p>\n\u003cp>But how many schoolchildren get to actually practice science or mathematics or even essay writing, or get to watch scientists or mathematicians or writers at work? How many public school\u003cbr>\nteachers are as good at science or mathematics or writing as the average coach is good at baseball? And even when teachers are experts, how many children ever actually watch a teacher work through writing an essay or designing a new scientific experiment or solving an unfamiliar mathematics problem?\u003c/p>\n\u003cp>Imagine if we taught baseball the way we teach science. Until they were twelve, children would read about baseball technique and history, and occasionally hear inspirational stories of the great baseball players. They would fill out quizzes about baseball rules. College undergraduates might be allowed, under strict supervision, to reproduce famous historic baseball plays. But only in the second or third year of graduate school, would they, at last, actually get to play a game. If we taught baseball this way, we might expect about the same degree of success in the Little League World Series that we currently see in our children’s science scores.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Matajuro and the copywriter didn’t learn in order to pass the swordsmanship SAT or the copywriting final exam. The process and the outcome of their learning were indistinguishable. Learning to play baseball doesn’t prepare you to be a baseball player -- it makes you a baseball player.\u003cbr>\n\u003cem>\u003cbr>\nAlison Gopnik is a professor of psychology and an affiliate professor of philosophy at the University of California, Berkeley. She is an internationally recognized leader in the study of children's learning and development. She writes the \u003ca href=\"http://www.alisongopnik.com/Alison_Gopnik_WSJcolumns.htm\">Mind and Matter\u003c/a> column for The Wall Street Journal and is the author of \u003ca href=\"https://www.amazon.com/Philosophical-Baby-Childrens-Minds-Meaning/dp/0312429843\">\u003cem>The Philosophical Baby\u003c/em>\u003c/a> and coauthor of \u003ca href=\"https://www.amazon.com/gp/product/0688177883/ref=pd_sbs_14_img_1?ie=UTF8&psc=1&refRID=W5DV31SEBR9N1T318SVJ\">\u003cem>The Scientist in the Crib\u003c/em>\u003c/a>. She has three sons and lives in Berkeley, California, with her husband, Alvy Ray Smith. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Children have always learned through a cycle of imitation, practice, and critique. So why does that apprenticeship-style of learning so often stop when kids reach classrooms?","status":"publish","parent":0,"modified":1476278448,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1272},"headData":{"title":"Why Isn't Science Class More Like Learning to Play Baseball? | KQED","description":"Children have always learned through a cycle of imitation, practice, and critique. So why does that apprenticeship-style of learning so often stop when kids reach classrooms?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Isn't Science Class More Like Learning to Play Baseball?","datePublished":"2016-10-12T13:20:48.000Z","dateModified":"2016-10-12T13:20:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46617 http://ww2.kqed.org/mindshift/?p=46617","disqusUrl":"https://ww2.kqed.org/mindshift/2016/10/12/why-isnt-science-class-more-like-learning-to-play-baseball/","disqusTitle":"Why Isn't Science Class More Like Learning to Play Baseball?","path":"/mindshift/46617/why-isnt-science-class-more-like-learning-to-play-baseball","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.amazon.com/Gardener-Carpenter-Development-Relationship-Children/dp/0374229708\">The Gardener And The Carpenter: What the New Science of Child Development Tells Us About the Relationship Between Parents and Children\u003c/a> by Alison Gopnik, published in 2016 by Farrar, Straus and Giroux, LLC. Copyright (C) 2016 by Alison Gopnik. All rights reserved. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Alison Gopnik\u003c/strong>\u003c/p>\n\u003cp>How does mastery happen? For most of human history, learning in middle childhood meant apprenticeship, not school. Children learned to master skills informally inside the family, or outside the family, more formally and later. Most people were foragers or farmers, and foraging and farming children learned by helping out— they still do. Children also learned more specialized skills by becoming apprentices to master tradesmen and artisans.\u003c/p>\n\u003cp>Preschoolers show some of the beginnings of apprenticeship when they imitate the people around them. Anthropologists and cultural psychologists, not to mention parents, see how even very young toddlers are drawn to imitate everything that they see their elders do, from machete handling to pancake making. But while preschoolers are essentially playing at those adult skills, school-age children begin to genuinely master them. It is more work to make pancakes with a two-year-old than to just do it yourself, but by eight or nine, children can honestly contribute to a family’s economy. Apprenticeship is a kind of work as much as it is a kind of play.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Gardener-Carpenter-Development-Relationship-Children/dp/0374229708\">\u003cimg class=\"alignright wp-image-46622 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/10/GardenerandtheCarpenter-sm-e1475697796568.png\" alt=\"GardenerandtheCarpenter-sm\" width=\"200\" height=\"302\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>School-age children observe and imitate like younger children. But they learn especially well when they interact with particularly skilled adults in a distinctive cycle of trial and error. The apprentice watches the master attentively, and then tries out a simplified part of the skill. It might be stirring the stockpot, cutting out a pattern, or roughing a carpentry frame. The master, in turn, comments (often quite critically) on what the apprentice has done and gets her to do it again. With each round of imitation, practice, and critique, the learner becomes more and more skilled, and tackles more and more demanding parts of the process (the béchamel sauce, the darts in a bodice, the mortise-and-tenon joint).\u003c/p>\n\u003cp>Apprenticeship can require grueling practice. A Japanese Zen story tells of a student, Matajuro, who was desperate to be instructed by Banzo, the great teacher of swordsmanship. Banzo sent him to the kitchen to prepare vegetables instead. On the first day, as Matajuro was slicing radishes, Banzo suddenly appeared without warning and smacked him with a large wooden sword, offering no explanation. This went on for months, and each time Banzo would appear more unexpectedly. By the end of three years in the kitchen Matajuro was perpetually alert, on the balls of his feet, preparing to duck at any moment. Then and only then did Banzo announce that Matajuro could begin training. Matajuro became, of course, the greatest swordsman in all of Japan.\u003c/p>\n\u003cp>A journalist I know tells a similar tale of learning to write radio news. He started as the youngest and lowest of copywriters in a desolate overnight newsroom. The grizzled, half-drunk, and extremely cranky old editor would tear off a piece of copy from the Teletype machine (this was a very long time ago) and tell the novice to write it up into a radio script. He would type a script up frantically, and return his finished piece to the editor. Four out of five times the editor would grunt, “This is crap,” and throw it in the wastebasket. But occasionally, he would grunt and throw it into his inbox instead. Gradually the editor would accept a few more stories and reject a few less. At last, more than half made it into the inbox. Like the swordsman apprentice, the journalist discovered that he had somehow learned how to write a radio news story.\u003c/p>\n\u003cp>This is not exactly how we would ideally want schools to unfold, of course. But these stories are instructive parables of how apprenticeship can lead to mastery. Many of the most effective teachers, even in modern schools, use elements of apprenticeship. Ironically, though, these teachers are more likely to be found in the “extracurricular” classes than in the required ones. The stern but beloved baseball coach or the demanding but passionate music teacher let children learn this way.\u003c/p>\n\u003cp>\u003cimg class=\"alignright wp-image-46620\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/10/Gopnik-Alison-c-Kathleen-King-e1475697843610.jpg\" alt=\"Gopnik, Alison (c) Kathleen King\" width=\"250\" height=\"167\">\u003c/p>\n\u003cp>Poor, inner-city children have a tendency to focus on sports and music, even though these skills are far less likely than math or science to help them to actually make a living. Perhaps this reflects unrealistic cultural expectations. But I think it also reflects the fact that sports and music are much more likely to be taught through apprenticeship than math or science or literature.\u003c/p>\n\u003cp>There is no particularly good reason why ballet or basketball should be taught through apprenticeship while science and math are not. As any scientist will tell you, our profession is as much a matter of hard-won skill as piano or tennis. In graduate school, where we really teach science, we use the same methods as a chef or a tailor. My students begin by writing up the easy part of a paper, or designing a substudy of a big grant, and slowly graduate to doing a completely original experiment themselves. And though I don’t exactly wield a wooden sword—or even a wastebasket— I’m told that my “track changes” comments on a student manuscript can be pretty ferocious.\u003c/p>\n\u003cp>Writing, my other profession, is the same way. You learn to write by writing, over and over again, especially with a good editor. (John Kenneth Galbraith said that the note of spontaneity his critics liked so much generally came in around the ninth draft.)\u003c/p>\n\u003cp>But how many schoolchildren get to actually practice science or mathematics or even essay writing, or get to watch scientists or mathematicians or writers at work? How many public school\u003cbr>\nteachers are as good at science or mathematics or writing as the average coach is good at baseball? And even when teachers are experts, how many children ever actually watch a teacher work through writing an essay or designing a new scientific experiment or solving an unfamiliar mathematics problem?\u003c/p>\n\u003cp>Imagine if we taught baseball the way we teach science. Until they were twelve, children would read about baseball technique and history, and occasionally hear inspirational stories of the great baseball players. They would fill out quizzes about baseball rules. College undergraduates might be allowed, under strict supervision, to reproduce famous historic baseball plays. But only in the second or third year of graduate school, would they, at last, actually get to play a game. If we taught baseball this way, we might expect about the same degree of success in the Little League World Series that we currently see in our children’s science scores.\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>Matajuro and the copywriter didn’t learn in order to pass the swordsmanship SAT or the copywriting final exam. The process and the outcome of their learning were indistinguishable. Learning to play baseball doesn’t prepare you to be a baseball player -- it makes you a baseball player.\u003cbr>\n\u003cem>\u003cbr>\nAlison Gopnik is a professor of psychology and an affiliate professor of philosophy at the University of California, Berkeley. She is an internationally recognized leader in the study of children's learning and development. She writes the \u003ca href=\"http://www.alisongopnik.com/Alison_Gopnik_WSJcolumns.htm\">Mind and Matter\u003c/a> column for The Wall Street Journal and is the author of \u003ca href=\"https://www.amazon.com/Philosophical-Baby-Childrens-Minds-Meaning/dp/0312429843\">\u003cem>The Philosophical Baby\u003c/em>\u003c/a> and coauthor of \u003ca href=\"https://www.amazon.com/gp/product/0688177883/ref=pd_sbs_14_img_1?ie=UTF8&psc=1&refRID=W5DV31SEBR9N1T318SVJ\">\u003cem>The Scientist in the Crib\u003c/em>\u003c/a>. She has three sons and lives in Berkeley, California, with her husband, Alvy Ray Smith. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46617/why-isnt-science-class-more-like-learning-to-play-baseball","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20968","mindshift_20784","mindshift_1040","mindshift_20797","mindshift_20568"],"featImg":"mindshift_46674","label":"mindshift"},"mindshift_46316":{"type":"posts","id":"mindshift_46316","meta":{"index":"posts_1591205157","site":"mindshift","id":"46316","score":null,"sort":[1473853359000]},"guestAuthors":[],"slug":"dont-leave-learning-up-to-chance-framing-and-reflection","title":"Don't Leave Learning Up to Chance: Framing and Reflection","publishDate":1473853359,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://usergeneratededucation.wordpress.com/author/jackiegerstein/\" target=\"_blank\">Jackie Gerstein\u003c/a> is an experienced educator who has been working as a classroom teacher and pre-service teacher trainer for years. With a background in experiential learning, Gerstein is excited about current trends in education that have more people excited to try project-based learning, maker education and other approaches that let students get hands-on with their learning.\u003c/p>\n\u003cp>She hopes all the excitement turns into robust, meaningful change in how mainstream teachers educate. To do that, she says it’s crucial that teachers not only focus on the materials and tools of a maker activity, but also carefully \u003ca href=\"https://usergeneratededucation.wordpress.com/2016/03/16/framing-and-frontloading-maker-activities/\" target=\"_blank\">frame it\u003c/a> and \u003ca href=\"https://usergeneratededucation.wordpress.com/2015/10/05/reflecting-on-the-making-process/\" target=\"_blank\">reflect upon it\u003c/a> to make sure learning happens.\u003c/p>\n\u003cp>“If we don’t create a process of reflecting and framing them, then we are leaving learning up to chance,” Gerstein said on a panel about makerspaces hosted at the \u003ca href=\"https://conference.iste.org/2016/\" target=\"_blank\">International Society of Technology in Education (ISTE)\u003c/a> conference.\u003c/p>\n\u003cp>To frame lessons, Gerstein thinks carefully about her goals for the lesson and then makes sure the kids are thinking about those goals, too, by asking essential questions. If the goal is to meet certain standards, the class might have a brief discussion of the standards in question, framed in kid language. Or the teacher might ask, “How would an inventor or scientist approach this problem?”\u003c/p>\n\u003cfigure id=\"attachment_46320\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg class=\"wp-image-46320 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/frontloading-maker-activities1.jpg\" alt=\"Frontloading and framing are important parts of a maker activity.\" width=\"700\" height=\"700\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-150x150.jpg 150w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Frontloading and framing are important parts of a maker activity. \u003ccite>(Courtesy Jackie Gerstein/\u003ca href=\"https://usergeneratededucation.wordpress.com/author/jackiegerstein/\">User Generated Education\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think maker-ed has huge potential to build social emotional skills and I don’t think that’s being tapped enough,” Gerstein said. Problem-solving, managing emotions, organizing one's time and designing with empathy are often all part of the making experience, but if teachers want to make sure students recognize they are building those skills, they need to frame them explicitly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For example, Gerstein will raise the question of frustration, noting that some students were frustrated during the last experience and asking what they might do if they experience frustration again. Then, while the making is happening, if she notices a child getting frustrated, she can remind him of the ideas the class generated together before the activity.\u003c/p>\n\u003cp>“I like framing my activities with self-awareness,” Gerstein said. “You’re planting these things into our learners' heads prior to doing our making.” This seeding of ideas before students dive in is crucial, Gerstein said, because it is easy to assume that students understand the learning goals, when really they are just following directions.\u003c/p>\n\u003cp>“Just because students are complying doesn’t mean they are learning,” Gerstein said. “We teach too much compliance in schools. I think if 10 percent [of your students] like your lesson and 90 percent are sitting there tolerating because they’ve learned to tolerate, that’s a failure in my mind.”\u003c/p>\n\u003cp>In addition to coaching pre-service teachers, Gerstein often works with gifted elementary school children in Santa Fe. Since many of her students think a little differently, she emphasizes the social and emotional learning skills in each activity, often explicitly working to build empathy.\u003c/p>\n\u003cp>Reticent educators often worry that hands-on, integrated activities take too much time and create an unruly classroom, but Gerstein says often when teachers experience a maker-education lesson for themselves they see the potential for their students.\u003c/p>\n\u003cp>“When I did the maker-ed workshops, the teachers were so excited because they got to experience it and see how engaged their colleagues were,” Gerstein said. If teachers can get students that engaged in an activity, most behavior problems fade away, too.\u003c/p>\n\u003cp>Reflection after the activity is just as important as how it is framed and often gets overlooked or cut out when time runs short. Educator and consultant Silvia Tolisano \u003ca href=\"http://langwitches.org/blog/2016/08/30/amplify-reflection/\" target=\"_blank\">writes powerfully about reflection\u003c/a>, reminding educators that it’s a learned skill.\u003c/p>\n\u003cblockquote>\u003cp>Asking a teacher to simply “reflect” on a lesson taught or asking students to “reflect” on their learning, will often be met with blank stares. Being able to reflect is a skill to be learned, a habit to develop. Reflection requires metacognition (thinking about your thinking), articulation of that thinking and the ability to make connections (past, present, future, outliers, relevant information, etc.).\u003c/p>\u003c/blockquote>\n\u003cp>Many educators use reflection in their classrooms, sometimes in the form of exit tickets or quick-writes at the end of the class. But those methods can get stale for students. Gerstein likes to try to make the reflection portion of the lesson as fun as the making portion. One of her favorite ways is to embed questions about the day’s learning in a board game.\u003c/p>\n\u003cfigure id=\"attachment_46317\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46317 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/maker-game-best-1440x1018.jpg\" alt=\"A reflection board game designed to solidify learning after a maker activity.\" width=\"640\" height=\"452\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-1440x1018.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-400x283.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-800x566.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-768x543.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-1180x834.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-960x679.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A reflection board game designed to solidify learning after a maker activity. \u003ccite>(Courtesy Jackie Gerstein/\u003ca href=\"https://usergeneratededucation.wordpress.com/2015/10/05/reflecting-on-the-making-process/\">User Generated Education\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Instead of just asking questions like, ‘What was your major learning?’ or ‘How did you use the resources of your peers?’ I embedded them in the game,” Gerstein said. Student might hop two spaces forward if they can name a way they worked through a problem on their own, but slide back a few spaces if upon reflection they realize they didn’t ask friends for help before going to the teacher. Gerstein also likes to let kids get creative with reflections through video, podcasts or a blog post about their learning experiences.\u003c/p>\n\u003cp>“Coax them into uncomfortable ways to reflect and it might be ways they use in the future,” Gerstein said. She had a pre-service teacher who hated mind mapping before writing, but by the end of the semester she had learned to love the tool and used it before she wrote anything.\u003c/p>\n\u003cp>The main thing for teachers to remember is that just because they can see that students are learning doesn’t mean the students are making the same connection. And while sometimes that dynamic is good because students don’t feel like they are “in school” in the typical, boring way they are used to, it is important for students to make meaning on their own, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/10/the-role-of-metacognition-in-learning-and-achievement/\" target=\"_blank\">practice metacognition\u003c/a> and learn to self-evaluate.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re missing something when we gloss over what we just did in this powerful making and not being intentional about what you learned,” Gerstein said.\u003c/p>\n\n","blocks":[],"excerpt":"When educators take the time to explicitly frame the maker activities and build meaningful reflection in at the end, they're helping to ensure kids are reaching the desired learning goal.","status":"publish","parent":0,"modified":1473853359,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1062},"headData":{"title":"Don't Leave Learning Up to Chance: Framing and Reflection | KQED","description":"When educators take the time to explicitly frame the maker activities and build meaningful reflection in at the end, they're helping to ensure kids are reaching the desired learning goal.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Don't Leave Learning Up to Chance: Framing and Reflection","datePublished":"2016-09-14T11:42:39.000Z","dateModified":"2016-09-14T11:42:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46316 http://ww2.kqed.org/mindshift/?p=46316","disqusUrl":"https://ww2.kqed.org/mindshift/2016/09/14/dont-leave-learning-up-to-chance-framing-and-reflection/","disqusTitle":"Don't Leave Learning Up to Chance: Framing and Reflection","path":"/mindshift/46316/dont-leave-learning-up-to-chance-framing-and-reflection","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://usergeneratededucation.wordpress.com/author/jackiegerstein/\" target=\"_blank\">Jackie Gerstein\u003c/a> is an experienced educator who has been working as a classroom teacher and pre-service teacher trainer for years. With a background in experiential learning, Gerstein is excited about current trends in education that have more people excited to try project-based learning, maker education and other approaches that let students get hands-on with their learning.\u003c/p>\n\u003cp>She hopes all the excitement turns into robust, meaningful change in how mainstream teachers educate. To do that, she says it’s crucial that teachers not only focus on the materials and tools of a maker activity, but also carefully \u003ca href=\"https://usergeneratededucation.wordpress.com/2016/03/16/framing-and-frontloading-maker-activities/\" target=\"_blank\">frame it\u003c/a> and \u003ca href=\"https://usergeneratededucation.wordpress.com/2015/10/05/reflecting-on-the-making-process/\" target=\"_blank\">reflect upon it\u003c/a> to make sure learning happens.\u003c/p>\n\u003cp>“If we don’t create a process of reflecting and framing them, then we are leaving learning up to chance,” Gerstein said on a panel about makerspaces hosted at the \u003ca href=\"https://conference.iste.org/2016/\" target=\"_blank\">International Society of Technology in Education (ISTE)\u003c/a> conference.\u003c/p>\n\u003cp>To frame lessons, Gerstein thinks carefully about her goals for the lesson and then makes sure the kids are thinking about those goals, too, by asking essential questions. If the goal is to meet certain standards, the class might have a brief discussion of the standards in question, framed in kid language. Or the teacher might ask, “How would an inventor or scientist approach this problem?”\u003c/p>\n\u003cfigure id=\"attachment_46320\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg class=\"wp-image-46320 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/frontloading-maker-activities1.jpg\" alt=\"Frontloading and framing are important parts of a maker activity.\" width=\"700\" height=\"700\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-150x150.jpg 150w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Frontloading and framing are important parts of a maker activity. \u003ccite>(Courtesy Jackie Gerstein/\u003ca href=\"https://usergeneratededucation.wordpress.com/author/jackiegerstein/\">User Generated Education\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think maker-ed has huge potential to build social emotional skills and I don’t think that’s being tapped enough,” Gerstein said. Problem-solving, managing emotions, organizing one's time and designing with empathy are often all part of the making experience, but if teachers want to make sure students recognize they are building those skills, they need to frame them explicitly.\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 example, Gerstein will raise the question of frustration, noting that some students were frustrated during the last experience and asking what they might do if they experience frustration again. Then, while the making is happening, if she notices a child getting frustrated, she can remind him of the ideas the class generated together before the activity.\u003c/p>\n\u003cp>“I like framing my activities with self-awareness,” Gerstein said. “You’re planting these things into our learners' heads prior to doing our making.” This seeding of ideas before students dive in is crucial, Gerstein said, because it is easy to assume that students understand the learning goals, when really they are just following directions.\u003c/p>\n\u003cp>“Just because students are complying doesn’t mean they are learning,” Gerstein said. “We teach too much compliance in schools. I think if 10 percent [of your students] like your lesson and 90 percent are sitting there tolerating because they’ve learned to tolerate, that’s a failure in my mind.”\u003c/p>\n\u003cp>In addition to coaching pre-service teachers, Gerstein often works with gifted elementary school children in Santa Fe. Since many of her students think a little differently, she emphasizes the social and emotional learning skills in each activity, often explicitly working to build empathy.\u003c/p>\n\u003cp>Reticent educators often worry that hands-on, integrated activities take too much time and create an unruly classroom, but Gerstein says often when teachers experience a maker-education lesson for themselves they see the potential for their students.\u003c/p>\n\u003cp>“When I did the maker-ed workshops, the teachers were so excited because they got to experience it and see how engaged their colleagues were,” Gerstein said. If teachers can get students that engaged in an activity, most behavior problems fade away, too.\u003c/p>\n\u003cp>Reflection after the activity is just as important as how it is framed and often gets overlooked or cut out when time runs short. Educator and consultant Silvia Tolisano \u003ca href=\"http://langwitches.org/blog/2016/08/30/amplify-reflection/\" target=\"_blank\">writes powerfully about reflection\u003c/a>, reminding educators that it’s a learned skill.\u003c/p>\n\u003cblockquote>\u003cp>Asking a teacher to simply “reflect” on a lesson taught or asking students to “reflect” on their learning, will often be met with blank stares. Being able to reflect is a skill to be learned, a habit to develop. Reflection requires metacognition (thinking about your thinking), articulation of that thinking and the ability to make connections (past, present, future, outliers, relevant information, etc.).\u003c/p>\u003c/blockquote>\n\u003cp>Many educators use reflection in their classrooms, sometimes in the form of exit tickets or quick-writes at the end of the class. But those methods can get stale for students. Gerstein likes to try to make the reflection portion of the lesson as fun as the making portion. One of her favorite ways is to embed questions about the day’s learning in a board game.\u003c/p>\n\u003cfigure id=\"attachment_46317\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46317 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/maker-game-best-1440x1018.jpg\" alt=\"A reflection board game designed to solidify learning after a maker activity.\" width=\"640\" height=\"452\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-1440x1018.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-400x283.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-800x566.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-768x543.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-1180x834.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-960x679.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A reflection board game designed to solidify learning after a maker activity. \u003ccite>(Courtesy Jackie Gerstein/\u003ca href=\"https://usergeneratededucation.wordpress.com/2015/10/05/reflecting-on-the-making-process/\">User Generated Education\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Instead of just asking questions like, ‘What was your major learning?’ or ‘How did you use the resources of your peers?’ I embedded them in the game,” Gerstein said. Student might hop two spaces forward if they can name a way they worked through a problem on their own, but slide back a few spaces if upon reflection they realize they didn’t ask friends for help before going to the teacher. Gerstein also likes to let kids get creative with reflections through video, podcasts or a blog post about their learning experiences.\u003c/p>\n\u003cp>“Coax them into uncomfortable ways to reflect and it might be ways they use in the future,” Gerstein said. She had a pre-service teacher who hated mind mapping before writing, but by the end of the semester she had learned to love the tool and used it before she wrote anything.\u003c/p>\n\u003cp>The main thing for teachers to remember is that just because they can see that students are learning doesn’t mean the students are making the same connection. And while sometimes that dynamic is good because students don’t feel like they are “in school” in the typical, boring way they are used to, it is important for students to make meaning on their own, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/10/the-role-of-metacognition-in-learning-and-achievement/\" target=\"_blank\">practice metacognition\u003c/a> and learn to self-evaluate.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re missing something when we gloss over what we just did in this powerful making and not being intentional about what you learned,” Gerstein said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46316/dont-leave-learning-up-to-chance-framing-and-reflection","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20797","mindshift_20945","mindshift_20790","mindshift_256","mindshift_21033","mindshift_943"],"featImg":"mindshift_46318","label":"mindshift"},"mindshift_45900":{"type":"posts","id":"mindshift_45900","meta":{"index":"posts_1591205157","site":"mindshift","id":"45900","score":null,"sort":[1470027049000]},"guestAuthors":[],"slug":"launching-a-makerspace-lessons-learned-from-a-transformed-school-library","title":"Launching a Makerspace: Lessons Learned From a Transformed School Library","publishDate":1470027049,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Excitement about \u003ca href=\"http://renovatedlearning.com/2015/04/02/defining-makerspaces-part-1/\" target=\"_blank\">school makerspaces \u003c/a>has been in the air, but many educators eager to create hands-on learning spaces in their schools still aren’t sure how to get started or why it’s worth the effort. New Canaan High School librarian Michelle Luhtala recently jumped headfirst into creating a makerspace in her library and documented what she learned, how her space changed and how it affected students along the way. Her experience was very different from elementary school librarian \u003ca href=\"https://expectmiraculous.com/\" target=\"_blank\">Andy Plemmons\u003c/a>, whose makerspace started with a 3-D printer obtained through a grant and blossomed into a core teaching resource at his school.\u003c/p>\n\u003cp>\u003cstrong>GETTING RID OF BOOKS\u003c/strong>\u003c/p>\n\u003cp>Luhtala is blessed with a big library, but for most of her career it has been dominated by large bookshelves. Over time, Luhtala has pared down her collection as she increased the digital reading material the library offers, but in order to make room for a makerspace she cleared out 7,000 books. She might not have had the courage to make such a drastic change if she hadn’t had the firm support, and indeed push, from her principal to create a makerspace. Luhtala kept most of her fiction and donated a lot of the nonfiction, which kids are now mostly accessing digitally anyway.\u003c/p>\n\u003cp>[gallery type=\"columns\" columns=\"2\" ids=\"45926,45937\"]\u003c/p>\n\u003cp>While Luhtala wanted open space for big making projects, she also made sure her library has comfortable sofas, quiet study carrels and a few collaborative workrooms where students can meet. She also sent a letter to students at the start of the school year explaining the changes in the library and asking them for their help throughout the year to make it the space they wanted.\u003c/p>\n\u003cfigure id=\"attachment_45929\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45929 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_3141-1440x403.jpg\" alt=\"The New Canaan library tries to create different spaces throughout the library where students can work quietly, in collaboration, or on innovative projects.\" width=\"640\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-1440x403.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-400x112.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-800x224.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-768x215.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-1180x330.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-960x269.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The New Canaan Library tries to create different spaces throughout the library where students can work quietly, in collaboration, or on innovative projects. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>IMPROVISE\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We had no budget for furniture, zero, none,” Luhtala said in an edWeb webinar. “I had this big empty space, but no furniture.” But, she found some old science tables in the district’s storage area and some unused stools to go with them. That was enough.\u003c/p>\n\u003cp>“Find the storage space for your district and see what’s available because chances are there’s stuff no one wants,” Luhtala said. “Those are conversations worth having. I encourage you to be bold.”\u003c/p>\n\u003cp>Luhtala also didn't want to over-plan what would happen in the makerspace. She wanted it to develop naturally from student interests. So, she didn’t spend much money buying materials at the outset. She picked up a few things like basic craft supplies and Legos that other teachers had recommended, but she took her cues from the students.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45931\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1440x1080.jpg\" alt=\"20523920853_4e4ead0ae5_k\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“I really didn’t want to go beyond that because I wanted to see what the kids wanted,” Luhtala said.\u003c/p>\n\u003cp>Early in the school year students immediately took over the sofa spaces, but they didn’t really know what to do with the rest of it. One day a student asked Luhtala what she was planning to do with the space. She asked what he wanted. He suggested Legos. She had those, so she brought them out. Another student suggested craft supplies. Luhtala brought those out, too. Pretty soon students were asking for all kinds of things, mostly recyclables, and Luhtala now keeps track of requests on a spreadsheet.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nEVOLUTION OF THE SPACE\u003c/strong>\u003c/p>\n\u003cp>Luhtala soon started covering the tables with butcher paper to hide the old, scratched surfaces. Teachers would often meet in the makerspace and sometimes doodle on the butcher paper. Students recognized their teachers’ artwork and soon students started doodling, too, sometimes adding to each other’s designs, but mostly respecting whatever artwork was already there.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45932\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_2831-e1469474562681-1440x908.jpg\" alt=\"IMG_2831\" width=\"640\" height=\"404\">\u003c/p>\n\u003cp>“That students and the teachers started to make those connections in the space was really important,” Luhtala said. The makerspace became a neutral place where students and teachers could create together and interact more casually. New Canaan High School has an open campus, so students come to the makerspace in their free time. Sometimes they use the space to work quietly on a project alone; other times they come in groups.\u003c/p>\n\u003cp>“Sometimes de-stressing alone is really important,” Luhtala said. She’s also found that there’s an ebb and flow to the popularity of the makerspace throughout the week. It’s usually slow on Mondays, but busy on Fridays, which Luhtala believes indicates students are prioritizing their time well. “By Friday they are ready to unwind and they are ready to get more creative,” Luhtala said.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-medium wp-image-45933\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_0923-800x233.jpg\" alt=\"IMG_0923\" width=\"800\" height=\"233\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-800x233.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-400x116.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-768x223.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-1440x419.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-1180x343.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-960x279.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Some students work on projects for class in the makerspace, and some teachers assign projects with the knowledge that the makerspace can be a resource for students. For example, students in a ninth-grade class were each assigned a planet and had to create an extraterrestrial who could survive on the conditions of that planet. Another time an English teacher asked students to create something that represented a theme or character from the most recent book they’d read.\u003c/p>\n\u003cfigure id=\"attachment_45934\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45934\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1440x1080.jpg\" alt=\"A student creation.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student creation. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They invent their own learning,” Luhtala said of the students. A few students asked for pullback motors to use with the Lego cars they had built. Luhtala immediately saw the motors were well worth the investment because they turn a Lego project into a physics experiment. Students got interested in questions of friction and started researching on their own how speed and weight affected the movement of their cars.\u003c/p>\n\u003cp>By the end of the year, the makerspace was a casual meetup area. Luhtala might be teaching a group of students about citations in the same area as another student working to build a monster truck. And teachers would sometimes hold book discussions in the makerspace, finding that students were more engaged in the conversation when they could doodle on the butcher paper or make a Lego structure at the same time.\u003c/p>\n\u003cp>\u003cstrong>TECHXPERTS\u003c/strong>\u003c/p>\n\u003cp>“\u003ca href=\"http://www.ncps-k12.org/Page/1076\" target=\"_blank\">TechXperts\u003c/a>” are student-experts that help out in the library. With the advent of the makerspace, Luhtala asked this group of students to work on a bigger project to solve a problem around the school. They decided garbage was an issue and programmed a zumba to roam around the school hallways and yell out, “hurray,” whenever someone threw a piece of garbage in the can.\u003c/p>\n\u003cp>The TechXperts have also been a huge help managing the makerspace. Each student naturally gravitated toward certain materials and tools and became the go-to person when anyone had a question about how to use them.\u003c/p>\n\u003cfigure id=\"attachment_45935\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45935\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1440x1080.jpg\" alt=\"Luhtala turned her old office into a media production room with a green screen. Students love it.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Luhtala turned her old office into a media production room with a green screen. Students love it. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Luhtala’s careful way of making sure students direct what happens in the makerspace has paid off in a number of ways. Students feel like the space is their own and work to keep it clean. Luhtala allows food in this part of the library, a move she was worried would lead to the makerspace looking like the pigsty that is the school’s cafeteria. But instead, students are careful with their food and trash. Luhtala found that when she gave students the trust and responsibility to take care of the space, they rose to the challenge.\u003c/p>\n\u003cfigure id=\"attachment_45938\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45938\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/maker-major-400x560.png\" alt='Materials Miles put together to promote the \"Maker Major\" he helped design.' width=\"400\" height=\"560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/maker-major-400x560.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/maker-major.png 632w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Materials Miles put together to promote the \"Maker Major\" he helped design. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One student, Miles, was so excited about the makerspace that he spent an entire semester laying the groundwork for a program that would allow students to get credit for doing a large, long-term project in the makerspace. He wrote a curriculum that would require students to write a paper about their project as well as lead a workshop. He made a wiki, set up a blog, created a Twitter handle and even gathered articles and other ideas for coursework.\u003c/p>\n\u003cp>“He set up the groundwork for us to really make this meaningful so we can carry this forward,” Luhtala said. Miles will be a freshman at Duke next year. When the university accepted him they made specific note of how impressed they were at his involvement in the makerspace.\u003c/p>\n\u003cp>\u003cstrong>LOGISTICS\u003c/strong>\u003c/p>\n\u003cp>Luhtala has found that the space works best when she puts out one project at a time and rotates them frequently. That doesn’t mean students can’t use other tools, but she does try to intentionally offer up a project to spark interest. The materials are stored in labeled bins and Luhtala has put together a photo album with a picture of the item and where it is located.\u003c/p>\n\u003cp>Luhtala didn’t buy a 3-D printer until January. “I would love to say it was transformational, but it wasn’t,” Luhtala said. Students seemed more excited to make things out of recycled materials than they were about the fancier technology. That may not be true in other makerspaces, but Luhtala found that engagement and buy-in throughout the building was very high at relatively small expense in her first year of running a makerspace.\u003c/p>\n\u003cp>\u003cstrong>AN ELEMENTARY SCHOOL MAKERSPACE\u003c/strong>\u003c/p>\n\u003cp>Makerspaces can be a positive experience for kids at all ages, but there are different considerations for different grade levels. In elementary school students all have the same schedule, so a library makerspace may need to be part of the formal library program. And, unlike high school where students can manage the space, little kids need more supervision.\u003c/p>\n\u003cfigure id=\"attachment_45902\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45902 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/plemmons.png\" alt=\"plemmons\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/plemmons.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/plemmons-400x300.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy Andy Plemmons \u003ccite>(Courtesy of Andy Plemmons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My first big challenge was how to balance matching curriculum and giving students some free opportunity to explore,” said Andy Plemmons, the librarian at David C Barrow Elementary in Athens, Georgia. He has facilitated a makerspace for the past several years. Demand is so high he often must choose between using the space to support teachers in curriculum-based projects and honoring the learning that happens when kids have freedom to tinker and pursue their own projects.\u003c/p>\n\u003cp>“It seems to me that when kids come into the makerspace, they sort of all get put on the same level,” Plemmons said. “Most of the stuff is new to all of them.” He says the makerspace has helped him connect with students who didn’t seem to have any interests or who are seen as behavior problems in class. Anyone can excel at making, and many kids show a different side of themselves when given the chance.\u003c/p>\n\u003cp>“You see kids jump in and start trying things and taking risks that they might not take in other subject areas,” Plemmons said. Students often have perceptions of themselves as certain kinds of learners that the makerspace can disrupt. Plemmons likes to remind students of how they struggled through a making problem when they encountered difficulty in an academic subject.\u003c/p>\n\u003cp>“When you move into an area where a student puts up a wall, you can go back to the makerspace and help them make that connection that it’s really the same type of skill for approaching a problem in another area of life,” Plemmons said.\u003c/p>\n\u003cp>Like most teachers and librarians, Plemmons wears many hats and running the makerspace is just part of his job. He encourages teachers to come to him if they have even the seed of an idea to see how the makerspace might be able to add a quality hands-on element to a unit. And, he has partnered with the University of Georgia school of education to bring in student teachers who help run the makerspace during open tinkering times. Kids come in at recess to tinker, and some teachers will even let students go to open-tinker times while the class is doing something else.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>While not every school will have a teaching college right next door, Plemmons encourages anyone planning a makerspace to think broadly about possible community partners. “A lot of times there are people who want to volunteer but don’t know what to do,” Plemmons said. He also hopes people won’t get too hung up on having a separate space. To him, a makerspace is more of an attitude and approach to learning than a physical space.\u003c/p>\n\n","blocks":[],"excerpt":"Educators share stories of year one with a school makerspace, emphasizing that the spaces thrive when they are flexible enough to meet the needs of students and teachers.","status":"publish","parent":0,"modified":1470070353,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":true,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":2076},"headData":{"title":"Launching a Makerspace: Lessons Learned From a Transformed School Library | KQED","description":"Educators share stories of year one with a school makerspace, emphasizing that the spaces thrive when they are flexible enough to meet the needs of students and teachers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Launching a Makerspace: Lessons Learned From a Transformed School Library","datePublished":"2016-08-01T04:50:49.000Z","dateModified":"2016-08-01T16:52:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45900 http://ww2.kqed.org/mindshift/?p=45900","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/31/launching-a-makerspace-lessons-learned-from-a-transformed-school-library/","disqusTitle":"Launching a Makerspace: Lessons Learned From a Transformed School Library","path":"/mindshift/45900/launching-a-makerspace-lessons-learned-from-a-transformed-school-library","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Excitement about \u003ca href=\"http://renovatedlearning.com/2015/04/02/defining-makerspaces-part-1/\" target=\"_blank\">school makerspaces \u003c/a>has been in the air, but many educators eager to create hands-on learning spaces in their schools still aren’t sure how to get started or why it’s worth the effort. New Canaan High School librarian Michelle Luhtala recently jumped headfirst into creating a makerspace in her library and documented what she learned, how her space changed and how it affected students along the way. Her experience was very different from elementary school librarian \u003ca href=\"https://expectmiraculous.com/\" target=\"_blank\">Andy Plemmons\u003c/a>, whose makerspace started with a 3-D printer obtained through a grant and blossomed into a core teaching resource at his school.\u003c/p>\n\u003cp>\u003cstrong>GETTING RID OF BOOKS\u003c/strong>\u003c/p>\n\u003cp>Luhtala is blessed with a big library, but for most of her career it has been dominated by large bookshelves. Over time, Luhtala has pared down her collection as she increased the digital reading material the library offers, but in order to make room for a makerspace she cleared out 7,000 books. She might not have had the courage to make such a drastic change if she hadn’t had the firm support, and indeed push, from her principal to create a makerspace. Luhtala kept most of her fiction and donated a lot of the nonfiction, which kids are now mostly accessing digitally anyway.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"gallery","attributes":{"named":{"type":"columns","columns":"2","ids":"45926,45937","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While Luhtala wanted open space for big making projects, she also made sure her library has comfortable sofas, quiet study carrels and a few collaborative workrooms where students can meet. She also sent a letter to students at the start of the school year explaining the changes in the library and asking them for their help throughout the year to make it the space they wanted.\u003c/p>\n\u003cfigure id=\"attachment_45929\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45929 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_3141-1440x403.jpg\" alt=\"The New Canaan library tries to create different spaces throughout the library where students can work quietly, in collaboration, or on innovative projects.\" width=\"640\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-1440x403.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-400x112.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-800x224.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-768x215.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-1180x330.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-960x269.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The New Canaan Library tries to create different spaces throughout the library where students can work quietly, in collaboration, or on innovative projects. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>IMPROVISE\u003c/strong>\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>“We had no budget for furniture, zero, none,” Luhtala said in an edWeb webinar. “I had this big empty space, but no furniture.” But, she found some old science tables in the district’s storage area and some unused stools to go with them. That was enough.\u003c/p>\n\u003cp>“Find the storage space for your district and see what’s available because chances are there’s stuff no one wants,” Luhtala said. “Those are conversations worth having. I encourage you to be bold.”\u003c/p>\n\u003cp>Luhtala also didn't want to over-plan what would happen in the makerspace. She wanted it to develop naturally from student interests. So, she didn’t spend much money buying materials at the outset. She picked up a few things like basic craft supplies and Legos that other teachers had recommended, but she took her cues from the students.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45931\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1440x1080.jpg\" alt=\"20523920853_4e4ead0ae5_k\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“I really didn’t want to go beyond that because I wanted to see what the kids wanted,” Luhtala said.\u003c/p>\n\u003cp>Early in the school year students immediately took over the sofa spaces, but they didn’t really know what to do with the rest of it. One day a student asked Luhtala what she was planning to do with the space. She asked what he wanted. He suggested Legos. She had those, so she brought them out. Another student suggested craft supplies. Luhtala brought those out, too. Pretty soon students were asking for all kinds of things, mostly recyclables, and Luhtala now keeps track of requests on a spreadsheet.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nEVOLUTION OF THE SPACE\u003c/strong>\u003c/p>\n\u003cp>Luhtala soon started covering the tables with butcher paper to hide the old, scratched surfaces. Teachers would often meet in the makerspace and sometimes doodle on the butcher paper. Students recognized their teachers’ artwork and soon students started doodling, too, sometimes adding to each other’s designs, but mostly respecting whatever artwork was already there.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45932\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_2831-e1469474562681-1440x908.jpg\" alt=\"IMG_2831\" width=\"640\" height=\"404\">\u003c/p>\n\u003cp>“That students and the teachers started to make those connections in the space was really important,” Luhtala said. The makerspace became a neutral place where students and teachers could create together and interact more casually. New Canaan High School has an open campus, so students come to the makerspace in their free time. Sometimes they use the space to work quietly on a project alone; other times they come in groups.\u003c/p>\n\u003cp>“Sometimes de-stressing alone is really important,” Luhtala said. She’s also found that there’s an ebb and flow to the popularity of the makerspace throughout the week. It’s usually slow on Mondays, but busy on Fridays, which Luhtala believes indicates students are prioritizing their time well. “By Friday they are ready to unwind and they are ready to get more creative,” Luhtala said.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-medium wp-image-45933\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_0923-800x233.jpg\" alt=\"IMG_0923\" width=\"800\" height=\"233\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-800x233.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-400x116.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-768x223.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-1440x419.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-1180x343.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-960x279.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Some students work on projects for class in the makerspace, and some teachers assign projects with the knowledge that the makerspace can be a resource for students. For example, students in a ninth-grade class were each assigned a planet and had to create an extraterrestrial who could survive on the conditions of that planet. Another time an English teacher asked students to create something that represented a theme or character from the most recent book they’d read.\u003c/p>\n\u003cfigure id=\"attachment_45934\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45934\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1440x1080.jpg\" alt=\"A student creation.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student creation. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They invent their own learning,” Luhtala said of the students. A few students asked for pullback motors to use with the Lego cars they had built. Luhtala immediately saw the motors were well worth the investment because they turn a Lego project into a physics experiment. Students got interested in questions of friction and started researching on their own how speed and weight affected the movement of their cars.\u003c/p>\n\u003cp>By the end of the year, the makerspace was a casual meetup area. Luhtala might be teaching a group of students about citations in the same area as another student working to build a monster truck. And teachers would sometimes hold book discussions in the makerspace, finding that students were more engaged in the conversation when they could doodle on the butcher paper or make a Lego structure at the same time.\u003c/p>\n\u003cp>\u003cstrong>TECHXPERTS\u003c/strong>\u003c/p>\n\u003cp>“\u003ca href=\"http://www.ncps-k12.org/Page/1076\" target=\"_blank\">TechXperts\u003c/a>” are student-experts that help out in the library. With the advent of the makerspace, Luhtala asked this group of students to work on a bigger project to solve a problem around the school. They decided garbage was an issue and programmed a zumba to roam around the school hallways and yell out, “hurray,” whenever someone threw a piece of garbage in the can.\u003c/p>\n\u003cp>The TechXperts have also been a huge help managing the makerspace. Each student naturally gravitated toward certain materials and tools and became the go-to person when anyone had a question about how to use them.\u003c/p>\n\u003cfigure id=\"attachment_45935\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45935\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1440x1080.jpg\" alt=\"Luhtala turned her old office into a media production room with a green screen. Students love it.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Luhtala turned her old office into a media production room with a green screen. Students love it. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Luhtala’s careful way of making sure students direct what happens in the makerspace has paid off in a number of ways. Students feel like the space is their own and work to keep it clean. Luhtala allows food in this part of the library, a move she was worried would lead to the makerspace looking like the pigsty that is the school’s cafeteria. But instead, students are careful with their food and trash. Luhtala found that when she gave students the trust and responsibility to take care of the space, they rose to the challenge.\u003c/p>\n\u003cfigure id=\"attachment_45938\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45938\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/maker-major-400x560.png\" alt='Materials Miles put together to promote the \"Maker Major\" he helped design.' width=\"400\" height=\"560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/maker-major-400x560.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/maker-major.png 632w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Materials Miles put together to promote the \"Maker Major\" he helped design. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One student, Miles, was so excited about the makerspace that he spent an entire semester laying the groundwork for a program that would allow students to get credit for doing a large, long-term project in the makerspace. He wrote a curriculum that would require students to write a paper about their project as well as lead a workshop. He made a wiki, set up a blog, created a Twitter handle and even gathered articles and other ideas for coursework.\u003c/p>\n\u003cp>“He set up the groundwork for us to really make this meaningful so we can carry this forward,” Luhtala said. Miles will be a freshman at Duke next year. When the university accepted him they made specific note of how impressed they were at his involvement in the makerspace.\u003c/p>\n\u003cp>\u003cstrong>LOGISTICS\u003c/strong>\u003c/p>\n\u003cp>Luhtala has found that the space works best when she puts out one project at a time and rotates them frequently. That doesn’t mean students can’t use other tools, but she does try to intentionally offer up a project to spark interest. The materials are stored in labeled bins and Luhtala has put together a photo album with a picture of the item and where it is located.\u003c/p>\n\u003cp>Luhtala didn’t buy a 3-D printer until January. “I would love to say it was transformational, but it wasn’t,” Luhtala said. Students seemed more excited to make things out of recycled materials than they were about the fancier technology. That may not be true in other makerspaces, but Luhtala found that engagement and buy-in throughout the building was very high at relatively small expense in her first year of running a makerspace.\u003c/p>\n\u003cp>\u003cstrong>AN ELEMENTARY SCHOOL MAKERSPACE\u003c/strong>\u003c/p>\n\u003cp>Makerspaces can be a positive experience for kids at all ages, but there are different considerations for different grade levels. In elementary school students all have the same schedule, so a library makerspace may need to be part of the formal library program. And, unlike high school where students can manage the space, little kids need more supervision.\u003c/p>\n\u003cfigure id=\"attachment_45902\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45902 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/plemmons.png\" alt=\"plemmons\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/plemmons.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/plemmons-400x300.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy Andy Plemmons \u003ccite>(Courtesy of Andy Plemmons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My first big challenge was how to balance matching curriculum and giving students some free opportunity to explore,” said Andy Plemmons, the librarian at David C Barrow Elementary in Athens, Georgia. He has facilitated a makerspace for the past several years. Demand is so high he often must choose between using the space to support teachers in curriculum-based projects and honoring the learning that happens when kids have freedom to tinker and pursue their own projects.\u003c/p>\n\u003cp>“It seems to me that when kids come into the makerspace, they sort of all get put on the same level,” Plemmons said. “Most of the stuff is new to all of them.” He says the makerspace has helped him connect with students who didn’t seem to have any interests or who are seen as behavior problems in class. Anyone can excel at making, and many kids show a different side of themselves when given the chance.\u003c/p>\n\u003cp>“You see kids jump in and start trying things and taking risks that they might not take in other subject areas,” Plemmons said. Students often have perceptions of themselves as certain kinds of learners that the makerspace can disrupt. Plemmons likes to remind students of how they struggled through a making problem when they encountered difficulty in an academic subject.\u003c/p>\n\u003cp>“When you move into an area where a student puts up a wall, you can go back to the makerspace and help them make that connection that it’s really the same type of skill for approaching a problem in another area of life,” Plemmons said.\u003c/p>\n\u003cp>Like most teachers and librarians, Plemmons wears many hats and running the makerspace is just part of his job. He encourages teachers to come to him if they have even the seed of an idea to see how the makerspace might be able to add a quality hands-on element to a unit. And, he has partnered with the University of Georgia school of education to bring in student teachers who help run the makerspace during open tinkering times. Kids come in at recess to tinker, and some teachers will even let students go to open-tinker times while the class is doing something else.\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>While not every school will have a teaching college right next door, Plemmons encourages anyone planning a makerspace to think broadly about possible community partners. “A lot of times there are people who want to volunteer but don’t know what to do,” Plemmons said. He also hopes people won’t get too hung up on having a separate space. To him, a makerspace is more of an attitude and approach to learning than a physical space.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45900/launching-a-makerspace-lessons-learned-from-a-transformed-school-library","authors":["234"],"categories":["mindshift_20579"],"tags":["mindshift_20784","mindshift_1040","mindshift_20797","mindshift_470","mindshift_20945","mindshift_21020","mindshift_975"],"featImg":"mindshift_45925","label":"mindshift"},"mindshift_45834":{"type":"posts","id":"mindshift_45834","meta":{"index":"posts_1591205157","site":"mindshift","id":"45834","score":null,"sort":[1469691845000]},"guestAuthors":[],"slug":"how-robots-in-english-class-can-spark-empathy-and-improve-writing","title":"How Robots in English Class Can Spark Empathy and Improve Writing","publishDate":1469691845,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Mention robots to many English teachers and they’ll immediately point down the hall to the science classroom or to the makerspace, if they have one. At many schools, if there’s a robot at all, it’s located in a science or math classroom or is being built by an after-school robotics club. It’s not usually a fixture in English classrooms. But as teachers continue to work at finding new entry points to old material for their students, \u003ca href=\"http://www.newyorker.com/magazine/2016/05/16/sphero-teaches-kids-to-code\" target=\"_blank\">robots are proving to be a great interdisciplinary tool\u003c/a> that builds collaboration and literacy skills.\u003c/p>\n\u003cp>“For someone like me who teaches literature by lots of dead white guys, teaching programming adds relevance to my class,” said Jessica Herring, a high school English teacher at Benton High School in Arkansas. Herring first experimented using \u003ca href=\"http://www.sphero.com/\" target=\"_blank\">Sphero\u003c/a>, essentially a programmable ball, when her American literature class was studying the writing of early settlers. Herring pushed the desks back and drew a maze on the floor with tape representing the journey from Europe to the New World. Her students used class iPads and an introductory manually guided app to steer their Spheros through the maze.\u003c/p>\n\u003cp>Herring, like many English teachers, was skeptical about how the Sphero robot could be a useful teaching tool in her classroom. She thought that type of technology would distract students from the core skills of reading, writing and analyzing literature. But she decided to try it after hearing about the success of another English teacher across the country.\u003c/p>\n\u003cfigure id=\"attachment_45836\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45836 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg\" alt=\"Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World.\" width=\"640\" height=\"640\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-150x150.jpg 150w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The conversation we had afterwards about those explorers coming to the New World was really amazing,” Herring said during a presentation on her experiences at the International Society for Technology in Education (ISTE) conference. Because students had struggled to keep their Spheros in the maze, they understood in a personal way how frustrating it must have been for early settlers who got lost, backtracked and eventually made it to a new land.\u003c/p>\n\u003cp>“They went from piloting these robots to talking about these bigger ideas and having this empathy for people in history,” Herring said. Students commented that they could understand why the Puritans had to believe in a higher power while making the journey, and expressed respect for their tenacity. Herring began to see how the Spheros could give students a more visceral point of connection to themes in the books they were studying, and began scheming more ways to connect programming to reflection and writing.\u003c/p>\n\u003cp>[ad fullwidth]\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/AxsZouCwnPc?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>PROGRAMMING MIRRORS WRITING PROCESS\u003c/strong>\u003c/p>\n\u003cp>After her students had that initial experience exploring with the Spheros, Herring decided to increase the complexity. For the next Spheros project, students chose a character from Mark Twain’s classic novel \u003cem>Adventures of Huckleberry Finn\u003c/em> and programmed their Spheros to represent the personality, emotions and journey of that character. To do this, students had to go back to the text and use close-reading strategies to find textual evidence that would back up their interpretation of the setting, motivations and feelings of the character. Then they had to decide how the Spheros, a simple round ball that can light up, could represent those qualities.\u003c/p>\n\u003cp>For example, one group chose “drunk Pap” as their character. They programmed their Sphero to zigzag across the river (marked out on the floor with tape), stop at the house, and then shake and turn red. As students went through the process they soon realized their graphic organizers of ideas were more like hypotheses; they had to adjust and add detail as they tried things in the programming language.\u003c/p>\n\u003cfigure id=\"attachment_45838\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45838\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Sphero-17-of-60-e1469588894594-400x283.jpg\" alt=\"Students filled in graphic organizers to justify their programming choices with textual evidence.\" width=\"400\" height=\"283\">\u003cfigcaption class=\"wp-caption-text\">Students filled in graphic organizers to justify their programming choices with textual evidence. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The programming process models the writing process,” Herring said. Many of her students struggle to see writing as an iterative process -- they prefer to dash something off and never look at it again. But as they collaboratively planned their storylines, tried programming different representations into the Spheros and modified their approaches, they began to see the importance of revision.\u003c/p>\n\u003cp>“When they could make that connection between writing and programming, it really changed their approach to writing,” Herring said. “It made them more open to that process.”\u003c/p>\n\u003cp>In her honors class, Herring used the Spheros for a project on \u003cem>Beowulf\u003c/em>. Together the class studied the three different battles between Beowulf and Grendel. Then students split into groups and chose different battles to represent. They had to code their Spheros to not only represent the actions of their character in the battle, but also collaborate with the group representing their opponent so that the interactions in the battle matched up. “The alignment of the two programs was really challenging and they liked it,” Herring said.\u003c/p>\n\u003cp>Herring tried the Spheros activities with both her honors British literature class and an on-level class. The two groups of students reacted differently to the assignment. The honors students were more reluctant to jump into the project, seeing it as “playing around,” not serious work. They wanted to continue doing what they were used to -- analyzing text and writing papers.\u003c/p>\n\u003cp>“When we think about higher-level kids, we think they’re really reflective and understand how they’re learning,” Herring said. “But sometimes they’re so overwhelmed by all these highly rigorous courses that demand a lot of them that they don’t have time to think.” As their teacher, she could see that they were digging into the text, closely reading, listening to one another, articulating their opinions and collaborating, but she had to actively point out these aspects to students.\u003c/p>\n\u003cp>In contrast, the on-level group was more engaged than Herring had ever seen them. “On-level kids were just so excited that someone let them get out of a desk,” Herring said. “They really saw it as impacting their understanding of the text. They saw this deep connection and change in their learning experience.”\u003c/p>\n\u003cp>Many of these students had struggled to care about English class, but when Herring let them show their thoughts in a different way and discuss before writing, their ideas flowed on paper more easily. And Herring is intentional about allowing students to revise work for a new grade to make sure her grading policies for writing mirror the kind of growth mindset she seeded with the Spheros programming.\u003c/p>\n\u003cp>Herring admits that she likes to keep her assignments fairly open, and that lack of structure can fluster students who have been told exactly how to complete assignments in the past. But Herring tells them she’s giving them freedom because she believes in their ability to impress her, that they can come up with far more creative approaches if she doesn’t give them a framework.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45839\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg\" alt=\"IMG_7930\" width=\"640\" height=\"343\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-800x428.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-768x411.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1180x632.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-960x514.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“It was so incredible to see how that freed them up to see that ‘my brain has value. I’m a creative person,’ \" Herring said. She also found that when students got out of their desks and worked together, different students tended to shine. She saw leadership and innovative ideas out of students who previously seemed checked out.\u003c/p>\n\u003cp>“I think it changed their perspective of themselves as learners,” Herring said. “They felt more confident. They were more willing to take risks.” Some of the students in her on-level class are now planning to take honors classes next year.\u003c/p>\n\u003cp>Throughout the year Herring experimented with different programming apps of various complexity to scaffold her students in their programming skills, as well as their literary analysis. She started them out on the manual app, which isn’t really programming, but gave students a chance to play with the technology and get over its novelty. For the next project she asked students to use \u003ca href=\"https://play.google.com/store/apps/details?id=orbotix.draw&hl=en\" target=\"_blank\">Sphero Drive N Draw\u003c/a>, an app that takes a step toward block-based programming by letting students draw the path the Sphero will follow. Most of Herrings projects used the free app \u003ca href=\"https://play.google.com/store/apps/details?id=com.sphero.sprk&hl=en\" target=\"_blank\">SPRK Lightning Lab\u003c/a>, a block-based coding app.\u003c/p>\n\u003cp>For students who want more control over the code, \u003ca href=\"https://edshelf.com/tool/sphero-macrolab/\" target=\"_blank\">Sphero Macrolab\u003c/a> and \u003ca href=\"https://play.google.com/store/apps/details?id=com.orbotix.orbbasic&hl=en\" target=\"_blank\">orbBasic for Sphero\u003c/a> require the user to actually write code. Herring didn’t use these two apps because she worried if the coding got too complicated and challenging, it would distract from the literature focus of the project. Herring herself had almost no experience with coding when she launched this project.\u003c/p>\n\u003cp>“We really didn’t go in with me as an expert,” she said. “I think that might have ruined it.” When she was learning alongside her students it gave them a chance to become the experts, to show her things they had figured out, and to reinforce the playful nature of trying something, improving on the design and working toward an ultimate product that made them all proud.\u003c/p>\n\u003cp>\u003cstrong>LEARNING FROM OTHER EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>When Herring introduced the Spheros experiment it was her first year teaching high school after several years at the local middle school. She first learned about \u003ca href=\"https://itunes.apple.com/us/book/robotic-adventures-in-english/id1053472110?mt=11\" target=\"_blank\">Spheros in the classroom\u003c/a> from another educator teaching in New York state.\u003c/p>\n\u003cp>Veteran teacher Richard Perry was frustrated that his upper-level AP English students weren’t connecting with the heart of John Steinbeck’s novel \u003cem>The Grapes of Wrath\u003c/em>. They weren’t having trouble analyzing text, but he could see that they didn’t seem to have much empathy for the experiences of the Joad family. He hypothesized that there was too much distance between students’ privileged socioeconomic backgrounds and the experience of the Joad family; instead of empathy for the characters, students felt annoyed that so many bad things happened to them throughout the book.\u003c/p>\n\u003cp>Perry decided to build a mountain and assign student groups a Sphero that represented their family traveling over the mountain. “The whole idea was to make sure the kids understood you can be a good, hard-working person and sometimes the situation is still going to be aligned against you,” Perry said.\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/a0N7-lYW8Us?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Perry gave student groups a few class periods to get familiar with the Spheros, then he brought out the \u003ca href=\"https://www.youtube.com/watch?v=a0N7-lYW8Us\" target=\"_blank\">mountain he had made\u003c/a> out of cardboard and AstroTurf. Students got a few class periods to work on programming their Sphero to get over the mountain and were expected to document their successes and failures. Finally, each group got five minutes to try to navigate their “Joad family” over the mountain. Perry had built in traps and at times the Sphero would cut out, as the Joad family car had done.\u003c/p>\n\u003cp>“The first year none of the families succeeded,” Perry said. But students had gained a lot of empathy for the Joad family, which showed up in their writing. The second year, Perry used the same activity, which was also an inclusion class. Perry said one of the students in that class was blind, and although incredibly bright, struggled with being seen as “disabled” by peers. He explored the mountain by touch and ended up identifying some of the tricks for his group.\u003c/p>\n\u003cp>“He became the hero for the entire unit,” Perry said. His group was the only one to successfully cross the mountain. Students saw the student’s blindness as an asset in this situation; he had the tools to understand the world around him in different and necessary ways. “That had an impact on me, too,” Perry said. “He beat me at this task because he had this ability that I don’t have, and it impressed the hell of me.”\u003c/p>\n\u003cp>Perry took the Spheros activity to the next level when his 10th-grade students were reading \u003cem>Lord of the Flies\u003c/em>. In discussions, it was clear that students were having a hard time connecting with the themes of the book. They didn’t believe humans would act the way the boys on the island did, and had no perception of what survival would have been like.\u003c/p>\n\u003cp>Perry \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/459c2c745bb168359e3ea3300609925f37e1ddc7/f4effeb28c5c19fcab85b1b92e70c178.pdf\" target=\"_blank\">designed three challenges\u003c/a> to represent surviving on the island: a shelter challenge, fire challenge and a pig hunt. He then assigned each student a character and doled out \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/dbb1a3bb576a98e376edd51c4d50cc83154da6db/68a45f57179878ff1048b382e19a21ff.pdf\" target=\"_blank\">different abilities and resources\u003c/a> depending on the character’s personality. For example, the Sphero representing Piggy was programmed to go half as fast as the fastest boy’s Sphero, but because he is a resourceful, smart character he had more tools to complete the challenges.\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/KRYv0DW4rZU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We gave them the chance to really step into the shoes of those kids,” Perry said. And when it came to the pig hunt, a culminating scene in the book, the students “went all \u003cem>Lord of the Flies\u003c/em> on each other,” ganging up on the weakest among them in order to win.\u003c/p>\n\u003cp>“We had that moment when the light came on,” Perry said. Students had unwittingly acted exactly as the characters did in the book. Suddenly all the theoretical arguments they made before the activity fell flat. To improve the project next year, Perry plans to have students set the parameters for the different characters based on textual analysis.\u003c/p>\n\u003cp>Both Herring and Perry are excited at how such a simple robot like the Sphero could activate student thinking, discussion, excitement and empathy in their classrooms. They’re thinking about how they might have their classes collaborate and learn from one another, especially because Herring’s students are more ethnically and socioeconomically diverse than Perry’s.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I feel like what we’re doing is really transformative and can be applied to other classes that are not literacy,” Herring said. She sees history as a natural application, but also realizes her students were using geometry and physics, among other disciplines, when programming their Spheros. The interdisciplinary nature of the project is part of its strength in her mind. She hopes more teachers will be open-minded about letting students have a kinesthetic experience that gets them out of their desks to grow into more confident learners.\u003c/p>\n\n","blocks":[],"excerpt":"English teachers are finding hands-on interdisciplinary approaches for teaching literature that get kids empathizing with characters and excited to show off their best work.","status":"publish","parent":0,"modified":1469692377,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/AxsZouCwnPc","https://www.youtube.com/embed/a0N7-lYW8Us","https://www.youtube.com/embed/KRYv0DW4rZU"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":2389},"headData":{"title":"How Robots in English Class Can Spark Empathy and Improve Writing | KQED","description":"English teachers are finding hands-on interdisciplinary approaches for teaching literature that get kids empathizing with characters and excited to show off their best work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Robots in English Class Can Spark Empathy and Improve Writing","datePublished":"2016-07-28T07:44:05.000Z","dateModified":"2016-07-28T07:52:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45834 http://ww2.kqed.org/mindshift/?p=45834","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/28/how-robots-in-english-class-can-spark-empathy-and-improve-writing/","disqusTitle":"How Robots in English Class Can Spark Empathy and Improve Writing","path":"/mindshift/45834/how-robots-in-english-class-can-spark-empathy-and-improve-writing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mention robots to many English teachers and they’ll immediately point down the hall to the science classroom or to the makerspace, if they have one. At many schools, if there’s a robot at all, it’s located in a science or math classroom or is being built by an after-school robotics club. It’s not usually a fixture in English classrooms. But as teachers continue to work at finding new entry points to old material for their students, \u003ca href=\"http://www.newyorker.com/magazine/2016/05/16/sphero-teaches-kids-to-code\" target=\"_blank\">robots are proving to be a great interdisciplinary tool\u003c/a> that builds collaboration and literacy skills.\u003c/p>\n\u003cp>“For someone like me who teaches literature by lots of dead white guys, teaching programming adds relevance to my class,” said Jessica Herring, a high school English teacher at Benton High School in Arkansas. Herring first experimented using \u003ca href=\"http://www.sphero.com/\" target=\"_blank\">Sphero\u003c/a>, essentially a programmable ball, when her American literature class was studying the writing of early settlers. Herring pushed the desks back and drew a maze on the floor with tape representing the journey from Europe to the New World. Her students used class iPads and an introductory manually guided app to steer their Spheros through the maze.\u003c/p>\n\u003cp>Herring, like many English teachers, was skeptical about how the Sphero robot could be a useful teaching tool in her classroom. She thought that type of technology would distract students from the core skills of reading, writing and analyzing literature. But she decided to try it after hearing about the success of another English teacher across the country.\u003c/p>\n\u003cfigure id=\"attachment_45836\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45836 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg\" alt=\"Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World.\" width=\"640\" height=\"640\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-150x150.jpg 150w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The conversation we had afterwards about those explorers coming to the New World was really amazing,” Herring said during a presentation on her experiences at the International Society for Technology in Education (ISTE) conference. Because students had struggled to keep their Spheros in the maze, they understood in a personal way how frustrating it must have been for early settlers who got lost, backtracked and eventually made it to a new land.\u003c/p>\n\u003cp>“They went from piloting these robots to talking about these bigger ideas and having this empathy for people in history,” Herring said. Students commented that they could understand why the Puritans had to believe in a higher power while making the journey, and expressed respect for their tenacity. Herring began to see how the Spheros could give students a more visceral point of connection to themes in the books they were studying, and began scheming more ways to connect programming to reflection and writing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/AxsZouCwnPc?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>PROGRAMMING MIRRORS WRITING PROCESS\u003c/strong>\u003c/p>\n\u003cp>After her students had that initial experience exploring with the Spheros, Herring decided to increase the complexity. For the next Spheros project, students chose a character from Mark Twain’s classic novel \u003cem>Adventures of Huckleberry Finn\u003c/em> and programmed their Spheros to represent the personality, emotions and journey of that character. To do this, students had to go back to the text and use close-reading strategies to find textual evidence that would back up their interpretation of the setting, motivations and feelings of the character. Then they had to decide how the Spheros, a simple round ball that can light up, could represent those qualities.\u003c/p>\n\u003cp>For example, one group chose “drunk Pap” as their character. They programmed their Sphero to zigzag across the river (marked out on the floor with tape), stop at the house, and then shake and turn red. As students went through the process they soon realized their graphic organizers of ideas were more like hypotheses; they had to adjust and add detail as they tried things in the programming language.\u003c/p>\n\u003cfigure id=\"attachment_45838\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45838\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Sphero-17-of-60-e1469588894594-400x283.jpg\" alt=\"Students filled in graphic organizers to justify their programming choices with textual evidence.\" width=\"400\" height=\"283\">\u003cfigcaption class=\"wp-caption-text\">Students filled in graphic organizers to justify their programming choices with textual evidence. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The programming process models the writing process,” Herring said. Many of her students struggle to see writing as an iterative process -- they prefer to dash something off and never look at it again. But as they collaboratively planned their storylines, tried programming different representations into the Spheros and modified their approaches, they began to see the importance of revision.\u003c/p>\n\u003cp>“When they could make that connection between writing and programming, it really changed their approach to writing,” Herring said. “It made them more open to that process.”\u003c/p>\n\u003cp>In her honors class, Herring used the Spheros for a project on \u003cem>Beowulf\u003c/em>. Together the class studied the three different battles between Beowulf and Grendel. Then students split into groups and chose different battles to represent. They had to code their Spheros to not only represent the actions of their character in the battle, but also collaborate with the group representing their opponent so that the interactions in the battle matched up. “The alignment of the two programs was really challenging and they liked it,” Herring said.\u003c/p>\n\u003cp>Herring tried the Spheros activities with both her honors British literature class and an on-level class. The two groups of students reacted differently to the assignment. The honors students were more reluctant to jump into the project, seeing it as “playing around,” not serious work. They wanted to continue doing what they were used to -- analyzing text and writing papers.\u003c/p>\n\u003cp>“When we think about higher-level kids, we think they’re really reflective and understand how they’re learning,” Herring said. “But sometimes they’re so overwhelmed by all these highly rigorous courses that demand a lot of them that they don’t have time to think.” As their teacher, she could see that they were digging into the text, closely reading, listening to one another, articulating their opinions and collaborating, but she had to actively point out these aspects to students.\u003c/p>\n\u003cp>In contrast, the on-level group was more engaged than Herring had ever seen them. “On-level kids were just so excited that someone let them get out of a desk,” Herring said. “They really saw it as impacting their understanding of the text. They saw this deep connection and change in their learning experience.”\u003c/p>\n\u003cp>Many of these students had struggled to care about English class, but when Herring let them show their thoughts in a different way and discuss before writing, their ideas flowed on paper more easily. And Herring is intentional about allowing students to revise work for a new grade to make sure her grading policies for writing mirror the kind of growth mindset she seeded with the Spheros programming.\u003c/p>\n\u003cp>Herring admits that she likes to keep her assignments fairly open, and that lack of structure can fluster students who have been told exactly how to complete assignments in the past. But Herring tells them she’s giving them freedom because she believes in their ability to impress her, that they can come up with far more creative approaches if she doesn’t give them a framework.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45839\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg\" alt=\"IMG_7930\" width=\"640\" height=\"343\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-800x428.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-768x411.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1180x632.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-960x514.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“It was so incredible to see how that freed them up to see that ‘my brain has value. I’m a creative person,’ \" Herring said. She also found that when students got out of their desks and worked together, different students tended to shine. She saw leadership and innovative ideas out of students who previously seemed checked out.\u003c/p>\n\u003cp>“I think it changed their perspective of themselves as learners,” Herring said. “They felt more confident. They were more willing to take risks.” Some of the students in her on-level class are now planning to take honors classes next year.\u003c/p>\n\u003cp>Throughout the year Herring experimented with different programming apps of various complexity to scaffold her students in their programming skills, as well as their literary analysis. She started them out on the manual app, which isn’t really programming, but gave students a chance to play with the technology and get over its novelty. For the next project she asked students to use \u003ca href=\"https://play.google.com/store/apps/details?id=orbotix.draw&hl=en\" target=\"_blank\">Sphero Drive N Draw\u003c/a>, an app that takes a step toward block-based programming by letting students draw the path the Sphero will follow. Most of Herrings projects used the free app \u003ca href=\"https://play.google.com/store/apps/details?id=com.sphero.sprk&hl=en\" target=\"_blank\">SPRK Lightning Lab\u003c/a>, a block-based coding app.\u003c/p>\n\u003cp>For students who want more control over the code, \u003ca href=\"https://edshelf.com/tool/sphero-macrolab/\" target=\"_blank\">Sphero Macrolab\u003c/a> and \u003ca href=\"https://play.google.com/store/apps/details?id=com.orbotix.orbbasic&hl=en\" target=\"_blank\">orbBasic for Sphero\u003c/a> require the user to actually write code. Herring didn’t use these two apps because she worried if the coding got too complicated and challenging, it would distract from the literature focus of the project. Herring herself had almost no experience with coding when she launched this project.\u003c/p>\n\u003cp>“We really didn’t go in with me as an expert,” she said. “I think that might have ruined it.” When she was learning alongside her students it gave them a chance to become the experts, to show her things they had figured out, and to reinforce the playful nature of trying something, improving on the design and working toward an ultimate product that made them all proud.\u003c/p>\n\u003cp>\u003cstrong>LEARNING FROM OTHER EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>When Herring introduced the Spheros experiment it was her first year teaching high school after several years at the local middle school. She first learned about \u003ca href=\"https://itunes.apple.com/us/book/robotic-adventures-in-english/id1053472110?mt=11\" target=\"_blank\">Spheros in the classroom\u003c/a> from another educator teaching in New York state.\u003c/p>\n\u003cp>Veteran teacher Richard Perry was frustrated that his upper-level AP English students weren’t connecting with the heart of John Steinbeck’s novel \u003cem>The Grapes of Wrath\u003c/em>. They weren’t having trouble analyzing text, but he could see that they didn’t seem to have much empathy for the experiences of the Joad family. He hypothesized that there was too much distance between students’ privileged socioeconomic backgrounds and the experience of the Joad family; instead of empathy for the characters, students felt annoyed that so many bad things happened to them throughout the book.\u003c/p>\n\u003cp>Perry decided to build a mountain and assign student groups a Sphero that represented their family traveling over the mountain. “The whole idea was to make sure the kids understood you can be a good, hard-working person and sometimes the situation is still going to be aligned against you,” Perry said.\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/a0N7-lYW8Us?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Perry gave student groups a few class periods to get familiar with the Spheros, then he brought out the \u003ca href=\"https://www.youtube.com/watch?v=a0N7-lYW8Us\" target=\"_blank\">mountain he had made\u003c/a> out of cardboard and AstroTurf. Students got a few class periods to work on programming their Sphero to get over the mountain and were expected to document their successes and failures. Finally, each group got five minutes to try to navigate their “Joad family” over the mountain. Perry had built in traps and at times the Sphero would cut out, as the Joad family car had done.\u003c/p>\n\u003cp>“The first year none of the families succeeded,” Perry said. But students had gained a lot of empathy for the Joad family, which showed up in their writing. The second year, Perry used the same activity, which was also an inclusion class. Perry said one of the students in that class was blind, and although incredibly bright, struggled with being seen as “disabled” by peers. He explored the mountain by touch and ended up identifying some of the tricks for his group.\u003c/p>\n\u003cp>“He became the hero for the entire unit,” Perry said. His group was the only one to successfully cross the mountain. Students saw the student’s blindness as an asset in this situation; he had the tools to understand the world around him in different and necessary ways. “That had an impact on me, too,” Perry said. “He beat me at this task because he had this ability that I don’t have, and it impressed the hell of me.”\u003c/p>\n\u003cp>Perry took the Spheros activity to the next level when his 10th-grade students were reading \u003cem>Lord of the Flies\u003c/em>. In discussions, it was clear that students were having a hard time connecting with the themes of the book. They didn’t believe humans would act the way the boys on the island did, and had no perception of what survival would have been like.\u003c/p>\n\u003cp>Perry \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/459c2c745bb168359e3ea3300609925f37e1ddc7/f4effeb28c5c19fcab85b1b92e70c178.pdf\" target=\"_blank\">designed three challenges\u003c/a> to represent surviving on the island: a shelter challenge, fire challenge and a pig hunt. He then assigned each student a character and doled out \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/dbb1a3bb576a98e376edd51c4d50cc83154da6db/68a45f57179878ff1048b382e19a21ff.pdf\" target=\"_blank\">different abilities and resources\u003c/a> depending on the character’s personality. For example, the Sphero representing Piggy was programmed to go half as fast as the fastest boy’s Sphero, but because he is a resourceful, smart character he had more tools to complete the challenges.\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/KRYv0DW4rZU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We gave them the chance to really step into the shoes of those kids,” Perry said. And when it came to the pig hunt, a culminating scene in the book, the students “went all \u003cem>Lord of the Flies\u003c/em> on each other,” ganging up on the weakest among them in order to win.\u003c/p>\n\u003cp>“We had that moment when the light came on,” Perry said. Students had unwittingly acted exactly as the characters did in the book. Suddenly all the theoretical arguments they made before the activity fell flat. To improve the project next year, Perry plans to have students set the parameters for the different characters based on textual analysis.\u003c/p>\n\u003cp>Both Herring and Perry are excited at how such a simple robot like the Sphero could activate student thinking, discussion, excitement and empathy in their classrooms. They’re thinking about how they might have their classes collaborate and learn from one another, especially because Herring’s students are more ethnically and socioeconomically diverse than Perry’s.\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>“I feel like what we’re doing is really transformative and can be applied to other classes that are not literacy,” Herring said. She sees history as a natural application, but also realizes her students were using geometry and physics, among other disciplines, when programming their Spheros. The interdisciplinary nature of the project is part of its strength in her mind. She hopes more teachers will be open-minded about letting students have a kinesthetic experience that gets them out of their desks to grow into more confident learners.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45834/how-robots-in-english-class-can-spark-empathy-and-improve-writing","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_20646","mindshift_20784","mindshift_1040","mindshift_20797","mindshift_546","mindshift_20564","mindshift_434","mindshift_47"],"featImg":"mindshift_45835","label":"mindshift"},"mindshift_43636":{"type":"posts","id":"mindshift_43636","meta":{"index":"posts_1591205157","site":"mindshift","id":"43636","score":null,"sort":[1454607158000]},"guestAuthors":[],"slug":"why-some-colleges-are-ditching-the-science-lecture-for-hands-on-learning","title":"Why Some Colleges Are Ditching the Science Lecture For Hands-On Learning","publishDate":1454607158,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\"Squat! Squat! Squat! Higher! Faster!\"\u003c/p>\n\u003cp>In the basement of the Duane Physics and Astrophysics building at the University of Colorado Boulder, a science demonstration is going on — but it looks more like a vaudeville act.\u003c/p>\n\u003cp>One by one, students balance precariously on a rotating platform. Then they are handed what looks like a spinning bicycle wheel, holding it by two handles that stick out from either side of what would be the hub of the wheel. When you flip the wheel over, like a pizza, your body starts rotating in the opposite direction.\u003c/p>\n\u003cp>The principle at work is called angular momentum, explains Katie Dudley: \"You can move or stop yourself by changing what you do to the wheel.\"\u003c/p>\n\u003cp>Dudley is a blonde 20-year-old junior with glasses, an aerospace engineering major. She's in charge of today's session, tutoring a roomful of students who are her own age or even a bit older. She's a Learning Assistant — an undergraduate trained and paid to help teach fellow students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Most science and engineering classes around the country are a lot less interactive, a lot more intimidating, and daresay it, a lot less fun than this one. CU Boulder has started a movement to improve the quality of science education around the country, not only on campuses but in K-12 classrooms. And the LAs, as they're called, are at the center of this work.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you just teach by standing at the blackboard and try to transmit your understanding of physics just by words, then even a minimal standard typically is not reached. Students aren't learning that stuff.'\u003c/aside>\n\u003cp>The efforts here began with professors like Steven Pollock, who team-teaches the Physics 1110 course where Dudley is an LA. As we sit upstairs in his office, he tells me that about 15 years ago, he switched his research specialty from nuclear physics to the teaching of physics.\u003c/p>\n\u003cp>\"I just sort of saw myself in 2000 looking forward 20 or 30 years to retirement,\" he explains. \"I could either have learned a little bit more about the strange quark content of the proton, or how people learn physics and how to teach it better. And it seemed like that was way more important to the world.\"\u003c/p>\n\u003cp>Not everyone agreed. When Pollock came up for tenure here, the department was split in half, for and against. But since then, he's been named a national \u003ca href=\"http://www.colorado.edu/news/releases/2013/11/14/cu-boulder-physicist-steven-pollock-named-2013-us-professor-year\">Professor of the Year\u003c/a>.\u003c/p>\n\u003cp>His former colleague Carl Wieman, who earned the Nobel Prize in Physics in 1995, has carried on similar research at Stanford. Pollock and Wieman are both leading colleagues, across disciplines from astronomy to physics, in researching how people learn science, and then applying that knowledge in the classroom.\u003c/p>\n\u003cp>One major point that the studies have proven is something you might already guess: Lectures don't really work. They leave most people without a solid grasp of even basic concepts, Pollock says.\u003c/p>\n\u003cp>\"If you just teach by standing at the blackboard and try to transmit your understanding of physics just by words, then even a minimal standard typically is not reached,\" he explains. \"Students aren't learning that stuff.\"\u003c/p>\n\u003cp>CU Boulder still has big lectures, but science and engineering classes also feature weekly small group discussions, labs and demonstrations facilitated by the LAs, sometimes under the supervision of grad students. The LAs take a course on pedagogy that emphasizes the use of open-ended questions, and other research-driven teaching techniques. As a side effect, these bright young scientific minds get curious about the process of teaching and learning itself.\u003c/p>\n\u003cp>\"I use my engineering thought with students, to figure out what they already know and are good at,\" Dudley says. \"I have to figure out where they are, where we need to get them, and what steps might work best with each individual student. So every student is like a new engineering challenge to solve.\"\u003c/p>\n\u003cp>WIth the help of the LAs, says Pollock, \"We can use pedagogy that is very effective, but needs a good teacher-student ratio. We've got lots of people here in the room to help out.\"\u003c/p>\n\u003cp>The program has a \"sneaky\" faculty-development angle as well, Pollock adds. That's because, in order to take advantage of the LAs' help, professors have to shake up their old passive, lecture-based teaching methods.\u003c/p>\n\u003cp>In weekly training sessions, instead of asking content-based questions, the LAs are likely to ask professors about common student misconceptions or other pedagogical matters. \"It improves our own teaching when we have to think about teaching with these undergrads,\" Pollock explains.\u003c/p>\n\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/012016-cu-la-program-014_slide-a1226699336543961d205acdffff77e21e0b16cb-800x533.jpg\" alt=\"Students Geya Kairamkonda, left, and Patrick Murphy perform an experiment on elecitric charge using Scotch tape during a physics tutorial session. Their class utilizes Learning Assistants as tutors.\" width=\"800\" height=\"533\" class=\"alignright size-medium wp-image-43640\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-014_slide-a1226699336543961d205acdffff77e21e0b16cb-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-014_slide-a1226699336543961d205acdffff77e21e0b16cb-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-014_slide-a1226699336543961d205acdffff77e21e0b16cb-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-014_slide-a1226699336543961d205acdffff77e21e0b16cb-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-014_slide-a1226699336543961d205acdffff77e21e0b16cb-1180x786.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-014_slide-a1226699336543961d205acdffff77e21e0b16cb-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>The department's own research shows that use of LAs improves students' understanding of science concepts in physics, astronomy and biology. Students who take LA-supported courses are more engaged in their studies and up to 10 percent more likely to graduate.\u003c/p>\n\u003cp>The students in the basement demo session report the same thing.\u003c/p>\n\u003cp>\"Katie's the best,\" says Brenda Ortiz, a junior studying psychology and education. \"I feel super comfortable asking her questions. If you don't get it one way, she has multiple ways of explaining it to you.\"\u003c/p>\n\u003cp>Evan Dong, a freshman majoring in mechanical engineering who's sitting at Brenda's table, admits he's actually here just \"for fun.\"\u003c/p>\n\u003cp>His own section of this course was earlier in the afternoon, but he often shows up at Katie's section also: \"I've been riding on that wheel for the past two hours. It makes me dizzy, but that's part of the fun!\"\u003c/p>\n\u003cp>\u003cstrong>Broader Applications\u003c/strong>\u003c/p>\n\u003cp>But the LA program is shifting the momentum at another level too.\u003c/p>\n\u003cp>There's a lot of talk about the importance of STEM — Science, Technology, Engineering and Math, for America's future competitiveness. But across the country, very few undergraduate math and science majors go on to become classroom teachers.\u003c/p>\n\u003cp>\"One a year — that's a high-producing institution,\" explains Valerie Otero, referring specifically to physics majors going into the K-12 classroom. Otero helped start up the LA program soon after she came to CU Boulder's School of Education in 2003.\u003c/p>\n\u003cp>The lack of teachers with science backgrounds means that most students get their first introduction to STEM disciplines from teachers who are less familiar with the subjects — and who may even be intimidated by them. This \"math anxiety\" gets transferred to students, research says. Even at the middle school level, about a third of math and science teachers nationwide either did not major in the field or are not certified to teach it.\u003c/p>\n\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/012016-cu-la-program-026_slide-2638d1e8585c9ccf6d7e9aa468219702b5c62296-800x533.jpg\" alt=\"Learning Assistant Michael Byars, standing, talks with, from left, students Anna Eydinova, Aaron Higa, and Austin Reed during an evolutionary biology class.\" width=\"800\" height=\"533\" class=\"alignleft size-medium wp-image-43641\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-026_slide-2638d1e8585c9ccf6d7e9aa468219702b5c62296-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-026_slide-2638d1e8585c9ccf6d7e9aa468219702b5c62296-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-026_slide-2638d1e8585c9ccf6d7e9aa468219702b5c62296-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-026_slide-2638d1e8585c9ccf6d7e9aa468219702b5c62296-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-026_slide-2638d1e8585c9ccf6d7e9aa468219702b5c62296-1180x786.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-026_slide-2638d1e8585c9ccf6d7e9aa468219702b5c62296-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>With the introduction of the learning assistant program, today, about 16 to 20 LAs every year at CU Boulder get their teaching certificate while they're still undergraduates.\u003c/p>\n\u003cp>The number is small in absolute terms, but it means a lot for access to quality science and math teaching. Especially in places like the Rosebud Indian Reservation in South Dakota, where Ian Her Many Horses, a Ph.D. student in computer science, is planning to return to teach.\u003c/p>\n\u003cp>\"Coming out of the College of Engineering, I would not have had access to becoming a teacher,\" he says. \"This was a way for me to get my foot in the door.\"\u003c/p>\n\u003cp>In the meantime, he's teaching the pedagogy course to other LAs, keeping his teaching skills sharp.\u003c/p>\n\u003cp>Otero says their research — following former LAs into the classroom — shows that they continue to be more likely to use more evidence-based teaching techniques, like group discussions.\u003c/p>\n\u003cp>This effect on the STEM teacher pipeline is a big reason the LA program is now being copied at 88 universities around the country.\u003c/p>\n\u003cp>\"It's spreading like wildfire,\" says Otero, who has set up a website sharing their training materials. The program leaders often travel to teach and speak about the model. Nationwide there are about 3000 LAs right now, and all told they're working with tens of thousands of students.\u003c/p>\n\u003cp>Katie Dudley is one LA who plans to go into teaching, even though she could make a lot more money in an engineering job. I asked her if she ever gets pushback from people, even family members, who feel like she should be taking some other, more lucrative career path. \"All the time,\" she admits.\u003c/p>\n\u003cp>Carissa Marsh, a former LA, is working at CU Boulder towards a certificate to teach high school. She admits that changing the image of science education is part of the challenge of the LA program. \"When I tell somebody that I'm going into education but I studied biology, their first response is, 'Why aren't you becoming a doctor?' or, 'You're too smart to go into education!' or, 'There's no money in education.'\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Those comments \"grate on me every single time,\" she says. \"This is my passion. I don't think anybody can be too smart for education. I want my kids to have first-rate teachers who know the science and aren't going into it as a backup plan. I wish that more people could see education the way I see education.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Making+Science+Teaching+More+Than+%27A+Backup+Plan%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The Learning Assistant Program at the University of Colorado Boulder trains undergraduates -- and by extension professors -- in better teaching techniques. It's affecting science learning from kindergarten through college.","status":"publish","parent":0,"modified":1454607158,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":1534},"headData":{"title":"Why Some Colleges Are Ditching the Science Lecture For Hands-On Learning | KQED","description":"The Learning Assistant Program at the University of Colorado Boulder trains undergraduates -- and by extension professors -- in better teaching techniques. It's affecting science learning from kindergarten through college.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Some Colleges Are Ditching the Science Lecture For Hands-On Learning","datePublished":"2016-02-04T17:32:38.000Z","dateModified":"2016-02-04T17:32:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43636 http://ww2.kqed.org/mindshift/?p=43636","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/04/why-some-colleges-are-ditching-the-science-lecture-for-hands-on-learning/","disqusTitle":"Why Some Colleges Are Ditching the Science Lecture For Hands-On Learning","nprByline":"Anya Kamenetz, NPR","nprImageAgency":"Theo Stroomer for NPR","nprStoryId":"461942790","nprApiLink":"http://api.npr.org/query?id=461942790&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/02/04/461942790/making-science-teaching-more-than-a-backup-plan?ft=nprml&f=461942790","nprRetrievedStory":"1","nprPubDate":"Thu, 04 Feb 2016 09:34:00 -0500","nprStoryDate":"Thu, 04 Feb 2016 09:00:00 -0500","nprLastModifiedDate":"Thu, 04 Feb 2016 09:34:58 -0500","path":"/mindshift/43636/why-some-colleges-are-ditching-the-science-lecture-for-hands-on-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Squat! Squat! Squat! Higher! Faster!\"\u003c/p>\n\u003cp>In the basement of the Duane Physics and Astrophysics building at the University of Colorado Boulder, a science demonstration is going on — but it looks more like a vaudeville act.\u003c/p>\n\u003cp>One by one, students balance precariously on a rotating platform. Then they are handed what looks like a spinning bicycle wheel, holding it by two handles that stick out from either side of what would be the hub of the wheel. When you flip the wheel over, like a pizza, your body starts rotating in the opposite direction.\u003c/p>\n\u003cp>The principle at work is called angular momentum, explains Katie Dudley: \"You can move or stop yourself by changing what you do to the wheel.\"\u003c/p>\n\u003cp>Dudley is a blonde 20-year-old junior with glasses, an aerospace engineering major. She's in charge of today's session, tutoring a roomful of students who are her own age or even a bit older. She's a Learning Assistant — an undergraduate trained and paid to help teach fellow students.\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>Most science and engineering classes around the country are a lot less interactive, a lot more intimidating, and daresay it, a lot less fun than this one. CU Boulder has started a movement to improve the quality of science education around the country, not only on campuses but in K-12 classrooms. And the LAs, as they're called, are at the center of this work.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you just teach by standing at the blackboard and try to transmit your understanding of physics just by words, then even a minimal standard typically is not reached. Students aren't learning that stuff.'\u003c/aside>\n\u003cp>The efforts here began with professors like Steven Pollock, who team-teaches the Physics 1110 course where Dudley is an LA. As we sit upstairs in his office, he tells me that about 15 years ago, he switched his research specialty from nuclear physics to the teaching of physics.\u003c/p>\n\u003cp>\"I just sort of saw myself in 2000 looking forward 20 or 30 years to retirement,\" he explains. \"I could either have learned a little bit more about the strange quark content of the proton, or how people learn physics and how to teach it better. And it seemed like that was way more important to the world.\"\u003c/p>\n\u003cp>Not everyone agreed. When Pollock came up for tenure here, the department was split in half, for and against. But since then, he's been named a national \u003ca href=\"http://www.colorado.edu/news/releases/2013/11/14/cu-boulder-physicist-steven-pollock-named-2013-us-professor-year\">Professor of the Year\u003c/a>.\u003c/p>\n\u003cp>His former colleague Carl Wieman, who earned the Nobel Prize in Physics in 1995, has carried on similar research at Stanford. Pollock and Wieman are both leading colleagues, across disciplines from astronomy to physics, in researching how people learn science, and then applying that knowledge in the classroom.\u003c/p>\n\u003cp>One major point that the studies have proven is something you might already guess: Lectures don't really work. They leave most people without a solid grasp of even basic concepts, Pollock says.\u003c/p>\n\u003cp>\"If you just teach by standing at the blackboard and try to transmit your understanding of physics just by words, then even a minimal standard typically is not reached,\" he explains. \"Students aren't learning that stuff.\"\u003c/p>\n\u003cp>CU Boulder still has big lectures, but science and engineering classes also feature weekly small group discussions, labs and demonstrations facilitated by the LAs, sometimes under the supervision of grad students. The LAs take a course on pedagogy that emphasizes the use of open-ended questions, and other research-driven teaching techniques. As a side effect, these bright young scientific minds get curious about the process of teaching and learning itself.\u003c/p>\n\u003cp>\"I use my engineering thought with students, to figure out what they already know and are good at,\" Dudley says. \"I have to figure out where they are, where we need to get them, and what steps might work best with each individual student. So every student is like a new engineering challenge to solve.\"\u003c/p>\n\u003cp>WIth the help of the LAs, says Pollock, \"We can use pedagogy that is very effective, but needs a good teacher-student ratio. We've got lots of people here in the room to help out.\"\u003c/p>\n\u003cp>The program has a \"sneaky\" faculty-development angle as well, Pollock adds. That's because, in order to take advantage of the LAs' help, professors have to shake up their old passive, lecture-based teaching methods.\u003c/p>\n\u003cp>In weekly training sessions, instead of asking content-based questions, the LAs are likely to ask professors about common student misconceptions or other pedagogical matters. \"It improves our own teaching when we have to think about teaching with these undergrads,\" Pollock explains.\u003c/p>\n\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/012016-cu-la-program-014_slide-a1226699336543961d205acdffff77e21e0b16cb-800x533.jpg\" alt=\"Students Geya Kairamkonda, left, and Patrick Murphy perform an experiment on elecitric charge using Scotch tape during a physics tutorial session. Their class utilizes Learning Assistants as tutors.\" width=\"800\" height=\"533\" class=\"alignright size-medium wp-image-43640\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-014_slide-a1226699336543961d205acdffff77e21e0b16cb-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-014_slide-a1226699336543961d205acdffff77e21e0b16cb-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-014_slide-a1226699336543961d205acdffff77e21e0b16cb-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-014_slide-a1226699336543961d205acdffff77e21e0b16cb-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-014_slide-a1226699336543961d205acdffff77e21e0b16cb-1180x786.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-014_slide-a1226699336543961d205acdffff77e21e0b16cb-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>The department's own research shows that use of LAs improves students' understanding of science concepts in physics, astronomy and biology. Students who take LA-supported courses are more engaged in their studies and up to 10 percent more likely to graduate.\u003c/p>\n\u003cp>The students in the basement demo session report the same thing.\u003c/p>\n\u003cp>\"Katie's the best,\" says Brenda Ortiz, a junior studying psychology and education. \"I feel super comfortable asking her questions. If you don't get it one way, she has multiple ways of explaining it to you.\"\u003c/p>\n\u003cp>Evan Dong, a freshman majoring in mechanical engineering who's sitting at Brenda's table, admits he's actually here just \"for fun.\"\u003c/p>\n\u003cp>His own section of this course was earlier in the afternoon, but he often shows up at Katie's section also: \"I've been riding on that wheel for the past two hours. It makes me dizzy, but that's part of the fun!\"\u003c/p>\n\u003cp>\u003cstrong>Broader Applications\u003c/strong>\u003c/p>\n\u003cp>But the LA program is shifting the momentum at another level too.\u003c/p>\n\u003cp>There's a lot of talk about the importance of STEM — Science, Technology, Engineering and Math, for America's future competitiveness. But across the country, very few undergraduate math and science majors go on to become classroom teachers.\u003c/p>\n\u003cp>\"One a year — that's a high-producing institution,\" explains Valerie Otero, referring specifically to physics majors going into the K-12 classroom. Otero helped start up the LA program soon after she came to CU Boulder's School of Education in 2003.\u003c/p>\n\u003cp>The lack of teachers with science backgrounds means that most students get their first introduction to STEM disciplines from teachers who are less familiar with the subjects — and who may even be intimidated by them. This \"math anxiety\" gets transferred to students, research says. Even at the middle school level, about a third of math and science teachers nationwide either did not major in the field or are not certified to teach it.\u003c/p>\n\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/012016-cu-la-program-026_slide-2638d1e8585c9ccf6d7e9aa468219702b5c62296-800x533.jpg\" alt=\"Learning Assistant Michael Byars, standing, talks with, from left, students Anna Eydinova, Aaron Higa, and Austin Reed during an evolutionary biology class.\" width=\"800\" height=\"533\" class=\"alignleft size-medium wp-image-43641\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-026_slide-2638d1e8585c9ccf6d7e9aa468219702b5c62296-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-026_slide-2638d1e8585c9ccf6d7e9aa468219702b5c62296-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-026_slide-2638d1e8585c9ccf6d7e9aa468219702b5c62296-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-026_slide-2638d1e8585c9ccf6d7e9aa468219702b5c62296-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-026_slide-2638d1e8585c9ccf6d7e9aa468219702b5c62296-1180x786.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/012016-cu-la-program-026_slide-2638d1e8585c9ccf6d7e9aa468219702b5c62296-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>With the introduction of the learning assistant program, today, about 16 to 20 LAs every year at CU Boulder get their teaching certificate while they're still undergraduates.\u003c/p>\n\u003cp>The number is small in absolute terms, but it means a lot for access to quality science and math teaching. Especially in places like the Rosebud Indian Reservation in South Dakota, where Ian Her Many Horses, a Ph.D. student in computer science, is planning to return to teach.\u003c/p>\n\u003cp>\"Coming out of the College of Engineering, I would not have had access to becoming a teacher,\" he says. \"This was a way for me to get my foot in the door.\"\u003c/p>\n\u003cp>In the meantime, he's teaching the pedagogy course to other LAs, keeping his teaching skills sharp.\u003c/p>\n\u003cp>Otero says their research — following former LAs into the classroom — shows that they continue to be more likely to use more evidence-based teaching techniques, like group discussions.\u003c/p>\n\u003cp>This effect on the STEM teacher pipeline is a big reason the LA program is now being copied at 88 universities around the country.\u003c/p>\n\u003cp>\"It's spreading like wildfire,\" says Otero, who has set up a website sharing their training materials. The program leaders often travel to teach and speak about the model. Nationwide there are about 3000 LAs right now, and all told they're working with tens of thousands of students.\u003c/p>\n\u003cp>Katie Dudley is one LA who plans to go into teaching, even though she could make a lot more money in an engineering job. I asked her if she ever gets pushback from people, even family members, who feel like she should be taking some other, more lucrative career path. \"All the time,\" she admits.\u003c/p>\n\u003cp>Carissa Marsh, a former LA, is working at CU Boulder towards a certificate to teach high school. She admits that changing the image of science education is part of the challenge of the LA program. \"When I tell somebody that I'm going into education but I studied biology, their first response is, 'Why aren't you becoming a doctor?' or, 'You're too smart to go into education!' or, 'There's no money in education.'\"\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>Those comments \"grate on me every single time,\" she says. \"This is my passion. I don't think anybody can be too smart for education. I want my kids to have first-rate teachers who know the science and aren't going into it as a backup plan. I wish that more people could see education the way I see education.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Making+Science+Teaching+More+Than+%27A+Backup+Plan%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43636/why-some-colleges-are-ditching-the-science-lecture-for-hands-on-learning","authors":["byline_mindshift_43636"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20797","mindshift_68","mindshift_551"],"featImg":"mindshift_43637","label":"mindshift"},"mindshift_42853":{"type":"posts","id":"mindshift_42853","meta":{"index":"posts_1591205157","site":"mindshift","id":"42853","score":null,"sort":[1449557819000]},"guestAuthors":[],"slug":"can-kids-as-young-as-three-learn-to-design-and-create-in-fab-labs","title":"Can Kids As Young As Three Learn to Design and Create In Fab Labs?","publishDate":1449557819,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Screen time for young children has been a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/11/screen-time-for-kids-is-it-learning-or-a-brain-drain/\" target=\"_blank\">hotly contested debate\u003c/a> among parents for years. Many worry that passive consumption of media through screens harms young children’s brain development, or at the very least means they are getting less interaction with caregivers, other children and hands-on play. On the other hand, most children under the age of 8 have access to a mobile device in the home and it can be hard to enforce an absolutely-no-screen-time rule. The \u003ca href=\"https://www.baykidsmuseum.org/\" target=\"_blank\">Bay Area Discovery Museum\u003c/a>, which focuses on hands-on, play-based learning, is trying to introduce a more active kind of technology use with the first Fab Lab for kids ages 3 and up.\u003c/p>\n\u003cp>The Discovery Museum is open to families and \u003ca href=\"https://www.baykidsmuseum.org/programs-and-events/programs-for-schools-teachers/program-offerings/\" target=\"_blank\">partners with schools\u003c/a> to bring schoolchildren to the museum in coordination with a multi-part visiting structure to help bring hands-on, creative learning back into the classroom. In contrast to a makerspace, which is a more free-form experience of making, the Fab Lab that museum educators are designing is explicitly connected to the ideas of design and engineering and connects to the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10/new-science-standards-aim-to-relate-concepts-to-students-lives/\" target=\"_blank\">Next Generation Science Standards\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What’s exciting about this is it offers a different way of using technology that’s much more active.'\u003c/aside>\n\u003cp>“In many ways it’s very connected to the maker movement, but there is more of an intentional focus on some of the skills connected to engineering, electrical engineering and more of an intentional draw back to math concepts,” said Elizabeth Rood, vice president of education strategy for the museum. Rood says young kids have always been fascinated by building things, and educators at the museum hope to help even the youngest kids begin to understand that the built world is designed by people. It doesn’t appear by magic.\u003c/p>\n\u003cp>“It’s really trying to take away the black box and helping kids understand the made-world around them,” Rood said.\u003c/p>\n\u003cp>The museum will be one of the first institutions in the country to pilot a Fab Lab for kids this young, and they are doing a lot of learning along the way. They’ve already started bringing in test groups and will start inviting classes to participate in the spring. All along, they are taking video, watching how interactions take place in the space and modifying activities, materials and curriculum based on what they see.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>WHAT DOES A FAB LAB FOR 3-YEAR OLDS LOOK LIKE?\u003c/strong>\u003c/p>\n\u003cp>Rood said the space is designed with multiple age groups in mind. If a family brings their 8-year-old and their 3-year-old, both kids should have developmentally appropriate activities available to them. The space has a laser cutter, 3-D printer, vinyl cutter (fun for little guys, making stickers), software, and soon hopefully an industrial sewing machine, which automatically sews based on a digital design. The Discovery Museum Fab Lab is three rooms, one room with the more complicated machines requiring more adult facilitation, and two rooms requiring less adult supervision and lots of materials at kid height.\u003c/p>\n\u003cp>In a recent test of the space, museum staff set up activities related to building a city. They had precut cardboard pieces that kids could use to construct buildings, and the laser cutter ran in a corner so kids could see where those pieces came from (although in this activity they didn’t get to cut pieces themselves). They also had a circuitry table so older kids could wire up lighting for the buildings and streets, along with programmable cars. Little kids had access to lots of stickers, tape and paint to beautify the city.\u003c/p>\n\u003cfigure id=\"attachment_42857\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-42857\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/city-beautification-1440x810.jpg\" alt=\"A dad and son beautify the building they built with pre-cut cardboard pieces.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A dad and son beautify the building they built with precut cardboard pieces. \u003ccite>(Courtesy Bay Area Discovery Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s all very hands-on, even with the kids who are at the point where they can interact with the software, it’s very hands-on,” Rood said.\u003c/p>\n\u003cp>She imagines the space as a place where kids can experiment with moving from three dimensions to two dimensions and back again. Perhaps children will build something with Play-Doh or clay first and then try to replicate what they’ve built using design software. That 2-D design can then be sent to the laser cutter for cutting. Inevitably the first design won’t work, so they’ll go back and tweak, in the process learning about iteration, trial and error, proportions and other engineering and math concepts.\u003c/p>\n\u003cp>“One of the things we’re really grappling with now is that a major limiting factor is the software,” Rood said. Most design software isn’t appropriate for kids younger than 6 or 7. The museum is committed to keeping the Fab Lab child-centered, where parents are encouraged to interact with their kids, but activities are explicitly designed to be child-led. Most of the commercially available software would require lots of one-on-one adult-to-child attention, so the museum is looking into commissioning its own software.\u003c/p>\n\u003cp>The museum already has a strong focus on science, technology, engineering and math (STEM) activities, and often trains teachers on ways to bring more hands-on approaches into the classroom. Some of those activities, like “fairytale engineering,” could easily be taken a step further with access to the Fab Lab. The activity is designed for kids ages 4 to 6. The educator begins by reading a version of \"The Three Little Pigs\" story, but with a focus on designing and engineering stronger houses. The story introduces the idea of prototyping. Then they read parts of the \"Three Billy Goats Gruff\" story and ask kids what they would design to get the goats across the bridge safely.\u003c/p>\n\u003cp>The kids come up with lots of creative ideas and then they get to play with designing and prototyping their ideas. Often that starts with cardboard, but in the Fab Lab, kids could take their exploration of materials further, printing the same design in plastic or wood and experimenting with how the same design works differently when made in different materials.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTALLY APPROPRIATE?\u003c/strong>\u003c/p>\n\u003cp>There’s been a lot of concern from \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/23/how-do-parents-think-educational-media-affects-learning/\" target=\"_blank\">parents and early education teachers\u003c/a> about the encroachment of screens into young children’s lives. There are tons of apps and gadgets marketed to parents of young children, many of which require the child only to passively consume content on a device. Rood agrees that kind of passive screen time can be a concern and that parents will ultimately make those decisions for their children.\u003c/p>\n\u003cp>“What’s exciting about this is it offers a different way of using technology that’s much more active,” Rood said. Her goal is to make technology use in the Fab Lab all about creating, with clear tie-ins to what’s happening in the material world. Even the lead curriculum designer was a little unsure that technology would be appropriate for young children.\u003c/p>\n\u003cfigure id=\"attachment_42871\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-42871\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/programmable-car-1440x810.jpg\" alt=\"A facilitator helps kids figure out how to program one of the cars in the Fab Lab.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A facilitator helps kids figure out how to program one of the cars in the Fab Lab. \u003ccite>(Courtesy of Bay Area Discovery Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was a teacher who really strongly pushed back against introducing technology into the classroom,” said Sara Norris, associate director of STEM education and partnerships. Most of the technology she saw being pushed on classrooms was passive, or limited to keyboarding or projecting things onto a smartboard. She wanted her kindergarten classroom to stay focused on interactive, interpersonal learning. So she was skeptical in her new job with the museum when they started talking about Fab Lab software for very young learners.\u003c/p>\n\u003cp>“I felt that experiential learning couldn’t mean time with screens,” Norris said. “It felt counterintuitive to me.”\u003c/p>\n\u003cp>As the museum has built out the idea over the past several months, Norris has come to see the technology in the Fab Lab as just another tool, equal to any other tool in the space. The museum is working hard to make any technology time active time and Norris is watching how kids interact with the space to make sure it remains developmentally appropriate. She’s open to the idea that they may discover that 3 is too young for the technology side of things. She’s looking to see how long the little kids stick with the technology, whether they’re able to create what they wanted and if it sparks curiosity. All those things would be good signs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We want to not only hit things they need to address anyway, but enrich the experience and introduce new and creative ways for how to teach.'\u003c/aside>\n\u003cp>“It’s also about equity and empowering kids so they feel they can shape the world around them,” Norris said. Both she and Rood are passionate about bringing their design-thinking, creative, hands-on approach to kids from all backgrounds. As they experiment with the Fab Lab space, they’ve tried to bring in students from many backgrounds to make sure the space works for all learners.\u003c/p>\n\u003cp>“We are seeing that these tools and this kind of technology is popping up in schools that serve affluent kids,” Rood said. “It is not happening in our public schools. I’m deeply concerned that there’s a divide not only in access, but I worry the answer will be putting technology in without understanding how we’re really going to use it.”\u003c/p>\n\u003cp>When visiting less affluent schools, Rood sees a focus on reproducing knowledge instead of creating it, a gap she hopes the museum can help correct.\u003c/p>\n\u003cp>For the past year, the museum has been piloting a multivisit program. Museum educators visit the classroom and teach about design thinking before bringing the class to the museum, where they get to work with hands-on materials. In the Fab Lab, that hands-on time will mean using the software to design prototypes and using the machines to make their designs real. Then, back in the classroom, the museum educators continue to work with teachers to apply the same ideas to the rest of the curriculum, drawing direct parallels to the standards teachers are required to cover.\u003c/p>\n\u003cp>“We’ve made it really explicit to teachers that all of our projects are connected to the standards,” Norris said. For example, the lessons look at more hands-on and creative ways to think about form and function, or cause and effect.\u003c/p>\n\u003cp>“We want to not only hit things they need to address anyway, but enrich the experience and introduce new and creative ways for how to teach,” Norris said. Bay Area teachers they’ve worked with have been appreciative of this work, asking for more resources and lessons to extend the learning beyond the three-visit structure.\u003c/p>\n\u003cp>Norris said a lot of her time with teachers is spent helping them recognize the creative work they are doing daily in the classroom.\u003c/p>\n\u003cp>“Classroom teachers are constantly involved in design-thinking process all the time, whether they know it or not,” Norris said. They design lessons, see how their “end user” -- students -- respond, and tweak the idea. Norris says more and more public school teachers are seeing how creativity ties into the STEM subjects they are teaching, and are hungry for more resources and training in this model.\u003c/p>\n\u003cp>\u003cstrong>LEARNINGS SO FAR\u003c/strong>\u003c/p>\n\u003cp>While the museum Fab Lab is in a “soft opening” phase right now, museum staff are already seeing some interesting things. “The most exciting thing for me was the collaboration I saw between younger and older children,” Norris said. Parents were also excited about the new space and many were down on the floor with their kids, instead of on their phones or having side conversations with other parents.\u003c/p>\n\u003cp>Rood is excited about how the Fab Lab can push forward the museum’s mission to improve math education. “We really feel strongly that early math learning is the gateway to so many next steps,” Rood said. “We are working a lot in trying to help teachers make mathematics more visual, more conceptual and less performance based.”\u003c/p>\n\u003cp>The interplay between building and designing is a great way to help make \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/19/how-turning-math-into-a-maker-workshop-can-bring-calculations-to-life/\" target=\"_blank\">theoretical concepts more concrete and visual\u003c/a>. “The FabLab is a great way to build math learning in the early years especially as we think about shapes, proportionality, how shapes fit together, angles and going from two dimensions to three dimensions,” Rood said. “There is so much you can teach in a FabLab using the equipment that’s so engaging and hands-on that is also so rich with math.”\u003c/p>\n\u003cp>As the museum continues to invite families and classes into the space to test their activities, they will be reporting back to a \u003ca href=\"http://www.tiesteach.org/solutions/fab-labs/\" target=\"_blank\">global network\u003c/a> of educators interested in replicating any promising practices that come out of this pilot. The museum will also be commissioning a third-party evaluation of the program after it is formally up and running and has found its feet.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"A children's museum in the San Francisco Bay Area hopes a new space will bring design and engineering concepts to life with hands-on activities.","status":"publish","parent":0,"modified":1449698016,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":2215},"headData":{"title":"Can Kids As Young As Three Learn to Design and Create In Fab Labs? | KQED","description":"A children's museum in the San Francisco Bay Area hopes a new space will bring design and engineering concepts to life with hands-on activities.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Kids As Young As Three Learn to Design and Create In Fab Labs?","datePublished":"2015-12-08T06:56:59.000Z","dateModified":"2015-12-09T21:53:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42853 http://ww2.kqed.org/mindshift/?p=42853","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/07/can-kids-as-young-as-three-learn-to-design-and-create-in-fab-labs/","disqusTitle":"Can Kids As Young As Three Learn to Design and Create In Fab Labs?","path":"/mindshift/42853/can-kids-as-young-as-three-learn-to-design-and-create-in-fab-labs","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Screen time for young children has been a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/11/screen-time-for-kids-is-it-learning-or-a-brain-drain/\" target=\"_blank\">hotly contested debate\u003c/a> among parents for years. Many worry that passive consumption of media through screens harms young children’s brain development, or at the very least means they are getting less interaction with caregivers, other children and hands-on play. On the other hand, most children under the age of 8 have access to a mobile device in the home and it can be hard to enforce an absolutely-no-screen-time rule. The \u003ca href=\"https://www.baykidsmuseum.org/\" target=\"_blank\">Bay Area Discovery Museum\u003c/a>, which focuses on hands-on, play-based learning, is trying to introduce a more active kind of technology use with the first Fab Lab for kids ages 3 and up.\u003c/p>\n\u003cp>The Discovery Museum is open to families and \u003ca href=\"https://www.baykidsmuseum.org/programs-and-events/programs-for-schools-teachers/program-offerings/\" target=\"_blank\">partners with schools\u003c/a> to bring schoolchildren to the museum in coordination with a multi-part visiting structure to help bring hands-on, creative learning back into the classroom. In contrast to a makerspace, which is a more free-form experience of making, the Fab Lab that museum educators are designing is explicitly connected to the ideas of design and engineering and connects to the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10/new-science-standards-aim-to-relate-concepts-to-students-lives/\" target=\"_blank\">Next Generation Science Standards\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What’s exciting about this is it offers a different way of using technology that’s much more active.'\u003c/aside>\n\u003cp>“In many ways it’s very connected to the maker movement, but there is more of an intentional focus on some of the skills connected to engineering, electrical engineering and more of an intentional draw back to math concepts,” said Elizabeth Rood, vice president of education strategy for the museum. Rood says young kids have always been fascinated by building things, and educators at the museum hope to help even the youngest kids begin to understand that the built world is designed by people. It doesn’t appear by magic.\u003c/p>\n\u003cp>“It’s really trying to take away the black box and helping kids understand the made-world around them,” Rood said.\u003c/p>\n\u003cp>The museum will be one of the first institutions in the country to pilot a Fab Lab for kids this young, and they are doing a lot of learning along the way. They’ve already started bringing in test groups and will start inviting classes to participate in the spring. All along, they are taking video, watching how interactions take place in the space and modifying activities, materials and curriculum based on what they see.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>WHAT DOES A FAB LAB FOR 3-YEAR OLDS LOOK LIKE?\u003c/strong>\u003c/p>\n\u003cp>Rood said the space is designed with multiple age groups in mind. If a family brings their 8-year-old and their 3-year-old, both kids should have developmentally appropriate activities available to them. The space has a laser cutter, 3-D printer, vinyl cutter (fun for little guys, making stickers), software, and soon hopefully an industrial sewing machine, which automatically sews based on a digital design. The Discovery Museum Fab Lab is three rooms, one room with the more complicated machines requiring more adult facilitation, and two rooms requiring less adult supervision and lots of materials at kid height.\u003c/p>\n\u003cp>In a recent test of the space, museum staff set up activities related to building a city. They had precut cardboard pieces that kids could use to construct buildings, and the laser cutter ran in a corner so kids could see where those pieces came from (although in this activity they didn’t get to cut pieces themselves). They also had a circuitry table so older kids could wire up lighting for the buildings and streets, along with programmable cars. Little kids had access to lots of stickers, tape and paint to beautify the city.\u003c/p>\n\u003cfigure id=\"attachment_42857\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-42857\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/city-beautification-1440x810.jpg\" alt=\"A dad and son beautify the building they built with pre-cut cardboard pieces.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A dad and son beautify the building they built with precut cardboard pieces. \u003ccite>(Courtesy Bay Area Discovery Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s all very hands-on, even with the kids who are at the point where they can interact with the software, it’s very hands-on,” Rood said.\u003c/p>\n\u003cp>She imagines the space as a place where kids can experiment with moving from three dimensions to two dimensions and back again. Perhaps children will build something with Play-Doh or clay first and then try to replicate what they’ve built using design software. That 2-D design can then be sent to the laser cutter for cutting. Inevitably the first design won’t work, so they’ll go back and tweak, in the process learning about iteration, trial and error, proportions and other engineering and math concepts.\u003c/p>\n\u003cp>“One of the things we’re really grappling with now is that a major limiting factor is the software,” Rood said. Most design software isn’t appropriate for kids younger than 6 or 7. The museum is committed to keeping the Fab Lab child-centered, where parents are encouraged to interact with their kids, but activities are explicitly designed to be child-led. Most of the commercially available software would require lots of one-on-one adult-to-child attention, so the museum is looking into commissioning its own software.\u003c/p>\n\u003cp>The museum already has a strong focus on science, technology, engineering and math (STEM) activities, and often trains teachers on ways to bring more hands-on approaches into the classroom. Some of those activities, like “fairytale engineering,” could easily be taken a step further with access to the Fab Lab. The activity is designed for kids ages 4 to 6. The educator begins by reading a version of \"The Three Little Pigs\" story, but with a focus on designing and engineering stronger houses. The story introduces the idea of prototyping. Then they read parts of the \"Three Billy Goats Gruff\" story and ask kids what they would design to get the goats across the bridge safely.\u003c/p>\n\u003cp>The kids come up with lots of creative ideas and then they get to play with designing and prototyping their ideas. Often that starts with cardboard, but in the Fab Lab, kids could take their exploration of materials further, printing the same design in plastic or wood and experimenting with how the same design works differently when made in different materials.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTALLY APPROPRIATE?\u003c/strong>\u003c/p>\n\u003cp>There’s been a lot of concern from \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/23/how-do-parents-think-educational-media-affects-learning/\" target=\"_blank\">parents and early education teachers\u003c/a> about the encroachment of screens into young children’s lives. There are tons of apps and gadgets marketed to parents of young children, many of which require the child only to passively consume content on a device. Rood agrees that kind of passive screen time can be a concern and that parents will ultimately make those decisions for their children.\u003c/p>\n\u003cp>“What’s exciting about this is it offers a different way of using technology that’s much more active,” Rood said. Her goal is to make technology use in the Fab Lab all about creating, with clear tie-ins to what’s happening in the material world. Even the lead curriculum designer was a little unsure that technology would be appropriate for young children.\u003c/p>\n\u003cfigure id=\"attachment_42871\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-42871\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/programmable-car-1440x810.jpg\" alt=\"A facilitator helps kids figure out how to program one of the cars in the Fab Lab.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A facilitator helps kids figure out how to program one of the cars in the Fab Lab. \u003ccite>(Courtesy of Bay Area Discovery Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was a teacher who really strongly pushed back against introducing technology into the classroom,” said Sara Norris, associate director of STEM education and partnerships. Most of the technology she saw being pushed on classrooms was passive, or limited to keyboarding or projecting things onto a smartboard. She wanted her kindergarten classroom to stay focused on interactive, interpersonal learning. So she was skeptical in her new job with the museum when they started talking about Fab Lab software for very young learners.\u003c/p>\n\u003cp>“I felt that experiential learning couldn’t mean time with screens,” Norris said. “It felt counterintuitive to me.”\u003c/p>\n\u003cp>As the museum has built out the idea over the past several months, Norris has come to see the technology in the Fab Lab as just another tool, equal to any other tool in the space. The museum is working hard to make any technology time active time and Norris is watching how kids interact with the space to make sure it remains developmentally appropriate. She’s open to the idea that they may discover that 3 is too young for the technology side of things. She’s looking to see how long the little kids stick with the technology, whether they’re able to create what they wanted and if it sparks curiosity. All those things would be good signs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We want to not only hit things they need to address anyway, but enrich the experience and introduce new and creative ways for how to teach.'\u003c/aside>\n\u003cp>“It’s also about equity and empowering kids so they feel they can shape the world around them,” Norris said. Both she and Rood are passionate about bringing their design-thinking, creative, hands-on approach to kids from all backgrounds. As they experiment with the Fab Lab space, they’ve tried to bring in students from many backgrounds to make sure the space works for all learners.\u003c/p>\n\u003cp>“We are seeing that these tools and this kind of technology is popping up in schools that serve affluent kids,” Rood said. “It is not happening in our public schools. I’m deeply concerned that there’s a divide not only in access, but I worry the answer will be putting technology in without understanding how we’re really going to use it.”\u003c/p>\n\u003cp>When visiting less affluent schools, Rood sees a focus on reproducing knowledge instead of creating it, a gap she hopes the museum can help correct.\u003c/p>\n\u003cp>For the past year, the museum has been piloting a multivisit program. Museum educators visit the classroom and teach about design thinking before bringing the class to the museum, where they get to work with hands-on materials. In the Fab Lab, that hands-on time will mean using the software to design prototypes and using the machines to make their designs real. Then, back in the classroom, the museum educators continue to work with teachers to apply the same ideas to the rest of the curriculum, drawing direct parallels to the standards teachers are required to cover.\u003c/p>\n\u003cp>“We’ve made it really explicit to teachers that all of our projects are connected to the standards,” Norris said. For example, the lessons look at more hands-on and creative ways to think about form and function, or cause and effect.\u003c/p>\n\u003cp>“We want to not only hit things they need to address anyway, but enrich the experience and introduce new and creative ways for how to teach,” Norris said. Bay Area teachers they’ve worked with have been appreciative of this work, asking for more resources and lessons to extend the learning beyond the three-visit structure.\u003c/p>\n\u003cp>Norris said a lot of her time with teachers is spent helping them recognize the creative work they are doing daily in the classroom.\u003c/p>\n\u003cp>“Classroom teachers are constantly involved in design-thinking process all the time, whether they know it or not,” Norris said. They design lessons, see how their “end user” -- students -- respond, and tweak the idea. Norris says more and more public school teachers are seeing how creativity ties into the STEM subjects they are teaching, and are hungry for more resources and training in this model.\u003c/p>\n\u003cp>\u003cstrong>LEARNINGS SO FAR\u003c/strong>\u003c/p>\n\u003cp>While the museum Fab Lab is in a “soft opening” phase right now, museum staff are already seeing some interesting things. “The most exciting thing for me was the collaboration I saw between younger and older children,” Norris said. Parents were also excited about the new space and many were down on the floor with their kids, instead of on their phones or having side conversations with other parents.\u003c/p>\n\u003cp>Rood is excited about how the Fab Lab can push forward the museum’s mission to improve math education. “We really feel strongly that early math learning is the gateway to so many next steps,” Rood said. “We are working a lot in trying to help teachers make mathematics more visual, more conceptual and less performance based.”\u003c/p>\n\u003cp>The interplay between building and designing is a great way to help make \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/19/how-turning-math-into-a-maker-workshop-can-bring-calculations-to-life/\" target=\"_blank\">theoretical concepts more concrete and visual\u003c/a>. “The FabLab is a great way to build math learning in the early years especially as we think about shapes, proportionality, how shapes fit together, angles and going from two dimensions to three dimensions,” Rood said. “There is so much you can teach in a FabLab using the equipment that’s so engaging and hands-on that is also so rich with math.”\u003c/p>\n\u003cp>As the museum continues to invite families and classes into the space to test their activities, they will be reporting back to a \u003ca href=\"http://www.tiesteach.org/solutions/fab-labs/\" target=\"_blank\">global network\u003c/a> of educators interested in replicating any promising practices that come out of this pilot. The museum will also be commissioning a third-party evaluation of the program after it is formally up and running and has found its feet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42853/can-kids-as-young-as-three-learn-to-design-and-create-in-fab-labs","authors":["234"],"categories":["mindshift_20579","mindshift_20523","mindshift_193"],"tags":["mindshift_1004","mindshift_20720","mindshift_20951","mindshift_20784","mindshift_1040","mindshift_20797","mindshift_20945","mindshift_20946","mindshift_391"],"featImg":"mindshift_42854","label":"mindshift"},"mindshift_41719":{"type":"posts","id":"mindshift_41719","meta":{"index":"posts_1591205157","site":"mindshift","id":"41719","score":null,"sort":[1442488153000]},"guestAuthors":[],"slug":"how-to-incubate-creativity-in-school-through-making-and-discovery","title":"How to Incubate Creativity in School Through Making and Discovery","publishDate":1442488153,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Sixth-grade students at Lighthouse Community Charter in Oakland, California, eagerly pull laptops off a cart and settle down with a partner to experiment with \u003ca href=\"http://turtleart.org/\" target=\"_blank\">Turtle Art\u003c/a>, a program meant to \u003ca href=\"https://drive.google.com/file/d/0BxEFcim8OtLXWnVRNUx2TmRUbWM/view\" target=\"_blank\">introduce them to the basics of programming and some math concepts\u003c/a>.\u003c/p>\n\u003cp>Math teacher Laura Kretschmar gave students a rubric with specific goals around collaboration, communication and instructions to use various functions in the program, but not a lot else. She’s intentionally giving them a lot of freedom to play with the program, create cool designs and figure out what the functions do.\u003c/p>\n\u003cp>“I think “y” means, like, going up,” says Juritzy Maldonado. “So to pull it up, I’m going to try to change the number.” She punches in 200 for “y” and watches the image she’s creating shift upward. Another group discovers that if they hit “repeat” multiple times, they can create a parachute-like design that they’ve figured out how to color in various ways. That wasn’t their original plan, but they’re running with it now.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Our goal is not to create more scientists and engineers; it’s to leave doors open for kids.'\u003c/aside>\n\u003cp>“Pretty much everything we were doing is trying one-by-one and seeing what we got, and then we put them all together,” said Guadalupe Pena. She and her partner realize they haven’t used a crucial function to set \"xy\" but they’re not worried. “We still don’t know how to use [it] very well,” Guadalupe admits. “Since we’ve already got everything written down, we can take the risk to make it to see what it does to our parachute.”\u003c/p>\n\u003cp>This blind exploration using Turtle Art is part of a two-week deep dive Kretschmar is doing on the coordinate grid. She says it can be a tricky concept for a lot of kids, and it's more fun for them to uncover the intricacies using Turtle Art. Having the context of their experience with the program makes the math concepts more relevant when the time comes to teach them. She also likes that while kids are exploring they’re working together, helping each other and building a visual reference point.\u003c/p>\n\u003cfigure id=\"attachment_41722\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-41722\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/turtle-art-800x450.jpg\" alt=\"Turtle Art demo\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Turtle Art demo \u003ccite>(Turtle Art)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Turtle Art project, and the concept of “doing” or “making” before any explicit instruction has been given, is part of the school’s attempt to shake up its teaching. \u003ca href=\"https://lighthousecharter.org/\" target=\"_blank\">Lighthouse Community Charter\u003c/a> has to cover the same standard curriculum as district schools, so teachers have to choose carefully the times when they’ll spend a little more time and creativity on a difficult subject.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Student should stumble around a little bit noticing patterns and eventually walk away with some basics, says Aaron Vanderwerff. He’s the \u003ca href=\"http://lighthousecreativitylab.org/\" target=\"_blank\">Creativity Lab\u003c/a> and Science director at Lighthouse. He’s been coaching teachers on how to incorporate “making” into their curriculum when it’s appropriate. He says about 70 percent of the staff ask for help from the Creativity Lab each year.\u003c/p>\n\u003cp>“Core teachers are interested in trying to integrate this,” Vanderwerff said. “The concept of the coaching is that if we help someone with one or two projects, they may do \u003ca href=\"http://lighthousecreativitylab.org/projects-2/your-projects/\" target=\"_blank\">more on their own\u003c/a>.”\u003c/p>\n\u003cp>He runs workshops for teachers designed to give them the experience of learning through making and inquiry, so they understand how the framework can help their students. And it's working. The high school physics teacher had students build a mousetrap car to learn about forces. Fourth-graders studying westward expansion built their own version of the Transcontinental Railroad, including engineering a way to get their trains over the mountains.\u003c/p>\n\u003cp>The school has built a makerspace that high school students use for robotics, a scientific inquiry class and even some art classes. Six years ago, Vanderwerff was the robotics class teacher. His success with a more hands-on, student-driven curriculum inspired the school to expand that work into the Creativity Lab and to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">incorporate “making”\u003c/a> into all K-12 classes.\u003c/p>\n\u003cfigure id=\"attachment_41723\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41723\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/noise-levels.jpg\" alt=\"A noise-o-meter lets kids know what activity is going on in the Creativity Lab.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A noise-o-meter lets kids know what activity is going on in the Creativity Lab. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re seeing that making really helps kids with that STEM (science, technology, engineering and math) piece of things if that’s something they’re excited about,” Vanderwerff said. While Lighthouse has only just recently graduated its first class of seniors, Vanderwerff and his colleagues were concerned as they watched other Oakland high school students attend college, encounter difficult STEM courses and give up.\u003c/p>\n\u003cp>In Lighthouse robotics and making classes, students work on the same project for six months. They naturally encounter obstacles, develop solutions and keep working. The class also gives students some hands-on experience with concepts they’d otherwise only learn about more traditionally. Suddenly, physics has a point, geometry comes alive and computer programming doesn’t seem so boring.\u003c/p>\n\u003cp>“Our goal is not to create more scientists and engineers,” Vanderwerff said. “It’s to leave doors open for kids.” He’s painfully aware that not many schools in the East Oakland neighborhood that Lighthouse Charter serves have makerspaces. The Creativity Lab and infusion of making into the curriculum schoolwide is a larger attempt to even the playing field and provide kids in this low-income urban neighborhood access to creative spaces.\u003c/p>\n\u003cp>“My students in their communities are not exposed to designers and engineers as much,” Vanderwerff said. His students have told him that his robotics class changed their plans for the future, not because he told them they should be an engineer or a computer programmer, but because they experienced the power of designing and making something.\u003c/p>\n\u003cfigure id=\"attachment_41725\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41725\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/making-tools.jpg\" alt=\"Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I would much rather push for this kind of curriculum in schools serving low-income communities than in other schools because I think it will help students to gain their own voice, and a lot of the kind of character-building aspects that are intrinsic in this, but also to be exposed to new possibilities for the future,” Vanderwerff said.\u003c/p>\n\u003cp>He’s disappointed that the maker movement isn’t more diverse, but says when he takes his mostly African-American and Latino kids to \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a> each year, they hardly notice. They are on fire with the ideas on display and proud of their accomplishments.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Vanderwerff is working with educators from around the country to promote making and design thinking in the classroom. He runs workshops open to public and private school teachers alike, hoping to spread some of these ideas beyond the likely suspects. The Creativity Lab has lots of \u003ca href=\"http://lighthousecreativitylab.org/projects-2/projects/\" target=\"_blank\">project guides\u003c/a> on its website, along with examples of student work.\u003c/p>\n\n","blocks":[],"excerpt":"The makerspace in one inner-city school is helping infuse hands-on learning into all core classes.","status":"publish","parent":0,"modified":1442489833,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1187},"headData":{"title":"How to Incubate Creativity in School Through Making and Discovery | KQED","description":"The makerspace in one inner-city school is helping infuse hands-on learning into all core classes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Incubate Creativity in School Through Making and Discovery","datePublished":"2015-09-17T11:09:13.000Z","dateModified":"2015-09-17T11:37:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41719 http://ww2.kqed.org/mindshift/?p=41719","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/17/how-to-incubate-creativity-in-school-through-making-and-discovery/","disqusTitle":"How to Incubate Creativity in School Through Making and Discovery","path":"/mindshift/41719/how-to-incubate-creativity-in-school-through-making-and-discovery","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sixth-grade students at Lighthouse Community Charter in Oakland, California, eagerly pull laptops off a cart and settle down with a partner to experiment with \u003ca href=\"http://turtleart.org/\" target=\"_blank\">Turtle Art\u003c/a>, a program meant to \u003ca href=\"https://drive.google.com/file/d/0BxEFcim8OtLXWnVRNUx2TmRUbWM/view\" target=\"_blank\">introduce them to the basics of programming and some math concepts\u003c/a>.\u003c/p>\n\u003cp>Math teacher Laura Kretschmar gave students a rubric with specific goals around collaboration, communication and instructions to use various functions in the program, but not a lot else. She’s intentionally giving them a lot of freedom to play with the program, create cool designs and figure out what the functions do.\u003c/p>\n\u003cp>“I think “y” means, like, going up,” says Juritzy Maldonado. “So to pull it up, I’m going to try to change the number.” She punches in 200 for “y” and watches the image she’s creating shift upward. Another group discovers that if they hit “repeat” multiple times, they can create a parachute-like design that they’ve figured out how to color in various ways. That wasn’t their original plan, but they’re running with it now.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Our goal is not to create more scientists and engineers; it’s to leave doors open for kids.'\u003c/aside>\n\u003cp>“Pretty much everything we were doing is trying one-by-one and seeing what we got, and then we put them all together,” said Guadalupe Pena. She and her partner realize they haven’t used a crucial function to set \"xy\" but they’re not worried. “We still don’t know how to use [it] very well,” Guadalupe admits. “Since we’ve already got everything written down, we can take the risk to make it to see what it does to our parachute.”\u003c/p>\n\u003cp>This blind exploration using Turtle Art is part of a two-week deep dive Kretschmar is doing on the coordinate grid. She says it can be a tricky concept for a lot of kids, and it's more fun for them to uncover the intricacies using Turtle Art. Having the context of their experience with the program makes the math concepts more relevant when the time comes to teach them. She also likes that while kids are exploring they’re working together, helping each other and building a visual reference point.\u003c/p>\n\u003cfigure id=\"attachment_41722\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-41722\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/turtle-art-800x450.jpg\" alt=\"Turtle Art demo\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Turtle Art demo \u003ccite>(Turtle Art)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Turtle Art project, and the concept of “doing” or “making” before any explicit instruction has been given, is part of the school’s attempt to shake up its teaching. \u003ca href=\"https://lighthousecharter.org/\" target=\"_blank\">Lighthouse Community Charter\u003c/a> has to cover the same standard curriculum as district schools, so teachers have to choose carefully the times when they’ll spend a little more time and creativity on a difficult subject.\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>Student should stumble around a little bit noticing patterns and eventually walk away with some basics, says Aaron Vanderwerff. He’s the \u003ca href=\"http://lighthousecreativitylab.org/\" target=\"_blank\">Creativity Lab\u003c/a> and Science director at Lighthouse. He’s been coaching teachers on how to incorporate “making” into their curriculum when it’s appropriate. He says about 70 percent of the staff ask for help from the Creativity Lab each year.\u003c/p>\n\u003cp>“Core teachers are interested in trying to integrate this,” Vanderwerff said. “The concept of the coaching is that if we help someone with one or two projects, they may do \u003ca href=\"http://lighthousecreativitylab.org/projects-2/your-projects/\" target=\"_blank\">more on their own\u003c/a>.”\u003c/p>\n\u003cp>He runs workshops for teachers designed to give them the experience of learning through making and inquiry, so they understand how the framework can help their students. And it's working. The high school physics teacher had students build a mousetrap car to learn about forces. Fourth-graders studying westward expansion built their own version of the Transcontinental Railroad, including engineering a way to get their trains over the mountains.\u003c/p>\n\u003cp>The school has built a makerspace that high school students use for robotics, a scientific inquiry class and even some art classes. Six years ago, Vanderwerff was the robotics class teacher. His success with a more hands-on, student-driven curriculum inspired the school to expand that work into the Creativity Lab and to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">incorporate “making”\u003c/a> into all K-12 classes.\u003c/p>\n\u003cfigure id=\"attachment_41723\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41723\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/noise-levels.jpg\" alt=\"A noise-o-meter lets kids know what activity is going on in the Creativity Lab.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A noise-o-meter lets kids know what activity is going on in the Creativity Lab. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re seeing that making really helps kids with that STEM (science, technology, engineering and math) piece of things if that’s something they’re excited about,” Vanderwerff said. While Lighthouse has only just recently graduated its first class of seniors, Vanderwerff and his colleagues were concerned as they watched other Oakland high school students attend college, encounter difficult STEM courses and give up.\u003c/p>\n\u003cp>In Lighthouse robotics and making classes, students work on the same project for six months. They naturally encounter obstacles, develop solutions and keep working. The class also gives students some hands-on experience with concepts they’d otherwise only learn about more traditionally. Suddenly, physics has a point, geometry comes alive and computer programming doesn’t seem so boring.\u003c/p>\n\u003cp>“Our goal is not to create more scientists and engineers,” Vanderwerff said. “It’s to leave doors open for kids.” He’s painfully aware that not many schools in the East Oakland neighborhood that Lighthouse Charter serves have makerspaces. The Creativity Lab and infusion of making into the curriculum schoolwide is a larger attempt to even the playing field and provide kids in this low-income urban neighborhood access to creative spaces.\u003c/p>\n\u003cp>“My students in their communities are not exposed to designers and engineers as much,” Vanderwerff said. His students have told him that his robotics class changed their plans for the future, not because he told them they should be an engineer or a computer programmer, but because they experienced the power of designing and making something.\u003c/p>\n\u003cfigure id=\"attachment_41725\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41725\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/making-tools.jpg\" alt=\"Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I would much rather push for this kind of curriculum in schools serving low-income communities than in other schools because I think it will help students to gain their own voice, and a lot of the kind of character-building aspects that are intrinsic in this, but also to be exposed to new possibilities for the future,” Vanderwerff said.\u003c/p>\n\u003cp>He’s disappointed that the maker movement isn’t more diverse, but says when he takes his mostly African-American and Latino kids to \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a> each year, they hardly notice. They are on fire with the ideas on display and proud of their accomplishments.\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>Vanderwerff is working with educators from around the country to promote making and design thinking in the classroom. He runs workshops open to public and private school teachers alike, hoping to spread some of these ideas beyond the likely suspects. The Creativity Lab has lots of \u003ca href=\"http://lighthousecreativitylab.org/projects-2/projects/\" target=\"_blank\">project guides\u003c/a> on its website, along with examples of student work.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41719/how-to-incubate-creativity-in-school-through-making-and-discovery","authors":["234"],"categories":["mindshift_20523","mindshift_193"],"tags":["mindshift_167","mindshift_20784","mindshift_1040","mindshift_20797","mindshift_797","mindshift_100","mindshift_980","mindshift_885"],"featImg":"mindshift_41822","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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