Build With Care: Recruiting Student and Teacher Voices to Rethink Schools Because of the Pandemic
How Giving All Stakeholders a Voice Can Improve School Reopening Plans
How 'Slow Looking' Can Help Students Develop Skills Across Disciplines
How to Bring Authenticity to Learning that Happens in School
How to Teach Teens About Love, Consent and Emotional Intelligence
How to Design a School That Prioritizes Kindness and Caring
Why 'Unlearning' Old Habits Is An Essential Step For Innovation
Mixing Art and Astrophysics, Students Explore the Universe
Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains?
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In the first, schools seek to return to “normal” and resume the familiar rhythms of teaching and learning much as they were before the COVID disruption. In the second scenario, schools intensify their programs to remediate learning loss with summer school, longer hours, tutoring and learning pods.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, both scenarios are problematic. Pre-pandemic schools, especially for underserved communities, left much to be desired, and \u003c/span>\u003ca href=\"https://www.the74million.org/article/analysis-tutoring-summer-school-pods-survey-finds-parents-arent-so-thrilled-about-most-k-12-covid-recovery-solutions-on-the-table/\">\u003cspan style=\"font-weight: 400\">families generally do not support increased instructional time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an approach that is found to have\u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-could-more-time-in-school-help-students-after-the-pandemic/\">\u003cspan style=\"font-weight: 400\"> little positive effect on learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, a third path is proposed in a new report from MIT, entitled \u003c/span>\u003ca href=\"https://edarxiv.org/nd52b/\">\u003cspan style=\"font-weight: 400\">Healing, Community, and Humanity: How Students and Teachers Want to Reinvent Schools Post-COVID\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Instead of maintaining the status quo, the paper advocates for locally sourced reinvention while emphasizing community health and welfare over the stresses of remediation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Its findings were drawn from interviews with teachers and students across elementary, middle and high schools about their pandemic learning experience. The report’s co-authors, educational researchers Justin Reich of MIT and Jal Mehta of Harvard, also facilitated ten design charrettes with teachers, school leaders, students and parents to generate ideas about the future of schools. Charrettes are collaborative design sprints – originally used by architects and urban planners – that integrate the views of multiple stakeholders.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's important to listen to the voices of students and teachers – especially when you're in unprecedented times – not because they're always right, but because they're always there,” said Reich who described policies aimed to address learning during a pandemic often didn’t include voices from these two critical groups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Notably, not one of the 200 teachers interviewed for the report discussed remediation as a priority. Rather, respondents advocated an approach that favored reflection, healing, community and humane reinvention.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The narrative around learning loss was becoming the only narrative in which to think about schools and what students might need for next year, but there's a much broader set of questions about what's been lost this year, what strengths kids have gained this year and how we might build on that in a constructive way for next year,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connections and Autonomy: What Students Said They Lost and Found\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experiences shared by the 4,000 interviewed students ranged from being more focused and less distracted at home, to feeling completely disengaged and hating remote learning. Many expressed concern about the loss of irrecoverable chapters of their childhood and adolescence, while also lamenting the loss of social connections to their peers, and missed field trips, sports and extracurricular activities. A few even worried about the erosion of their interpersonal skills. Teachers attuned to their students’ needs stressed the importance of relationship and community building in the years ahead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one teacher said that, “I need to make so much more space for connecting with students, and for students to learn about each other. I have to stop thinking of community building as one ‘unit’ at the beginning that I rush through, and how community can play a much larger, systemic, role in my classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also valued the independence and autonomy they enjoyed while learning from home. They relished the freedom to wear comfortable clothes, nap, snack, access the bathroom at will and move around when restless. Living through an alternative way of doing school raised many questions about uncomfortable learning spaces, crowded curriculum at the expense of human connections and interest-based learning, undue policing of bodies and behavior and early start times that contribute to adolescent sleep deprivation. The report recommends that educators build on the positive aspects of their pandemic learning experience in the years ahead and support increased student independence to cultivate a safe and healthy environment that is more conducive to learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I might say to teachers who are struggling to give up control, that you're working too hard. You're working against students’ natural inclinations to contribute, act and make. You're expending a huge amount of energy policing what they're wearing, where they're going, etc. You could focus much more on the content if you change the relationship a little bit,” said Mehta.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neema Avashia, a Boston middle school teacher who works closely with Reich and Mehta also advocates for a shift to greater student autonomy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One issue that surfaced during the pandemic was how much time and energy we spend policing children's bodies, and how much of our day is spent on redirecting kids for what they're wearing, how they're sitting, etc. In urban public schools in America, there's a lot of focus on controlling kids,” said Avashia. “Kids realized during this pandemic, 'What the hell? Why does it matter what I wear if I'm learning? Does it really matter if I’m in pajamas?' Kids’ tolerance for policing is gone because they know that this is not about learning at all. We have to do a lot of reflecting on how much of that policing is actually about learning and how much of policing is actually just about an ugly mix of classism, racism and adultism.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why Resist a Return to Normalcy? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers and students, especially those who come from economically challenged and racialized communities, are apprehensive about the impulse to resume business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The narrative of back to normal, which I feel has been so pervasive from so many policymakers, has felt really troubling to me because normal didn't work for too many of our kids,” said Avashia. “And so why would we go back to that? Why is that what people want to go back to? Are there things that we could learn during the pandemic? The notion of a return to normalcy I really think is a wrong headed approach to this moment. And I hope people resist it.”\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/AvashiaNeema/status/1418193939379675136\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avashia’s concerns speak to the widely reported phenomenon that the fracture lines of inequity that have long plagued US schools became alarmingly pronounced during COVID, as \u003c/span>\u003ca href=\"https://news.harvard.edu/gazette/story/2021/07/how-covid-taught-america-about-inequity-in-education/\">\u003cspan style=\"font-weight: 400\">vulnerable groups were disproportionately harmed by the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Economic disparities widened while in-person school support systems in poorer schools – ranging from counseling to community support and food programs – disappeared when classes moved online, with direct consequences to mental health, racial achievement gaps and inaccessiblity due to technological limitations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many cases, already underfunded schools were left to try and support struggling students and families whose situations – due to evictions, job loss, overcrowding, mental health issues or illness – deteriorated during the pandemic. But family support from schools is significantly constrained by a scarcity of resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The pandemic really highlighted how easy it is to fall for vulnerable families and how fragile our safety nets are, and so schools were left to do a lot of sewing up of the safety nets, which is a tremendous amount of human capital,” said Avashia. “In our school, we would fundraise to get that cash to them from our pockets because there wasn't a structural way to do that. Our mechanisms for supporting families have to be a lot more robust and they have to be able to respond to the needs of families.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stability at home is a vital precondition for successful learning, and the pandemic underscored the urgency to better equip schools to support economically challenged families. A return to normal and/or intensified learning schemes would only further disenfranchise the most vulnerable sectors of society. But how can meaningful changes be enacted? According to Reich, the pandemic revealed how much things actually can change. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are lots of things in our school system that previously looked totally fixed and completely immovable that now everybody realizes are contingent and changeable,” he said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“A Pragmatic Strategy for Gradual Reinvention”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The authors view the learning loss and “back to normal” narratives as symptomatic of governance where policymakers issue broad directives without consulting those who are most directly affected by their decisions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The disconnect between the local level and the policy level has never felt more intense to me than it has been,” said Avashia. “It's like erasing your lived experience. It's not responding to it. It's not allowing schools to meet kids where they're at or support them. We're all being subjected to such intense institutional violence because the people making the decision have no willingness and no clue as to what it's like to be young in school today.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, the authors argue that blanket policies are ineffective at addressing a mosaic of highly localized needs and circumstances, a reality made apparent by the sheer variety of divergent experiences shared by the report’s respondents. \u003c/span>\u003cspan style=\"font-weight: 400\">The myriad of views, opinions and experiences is not lost on school leaders, as many of those interviewed openly wondered how they might bring their fragmented communities on the same page. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In lieu of top-down centralized policy, such as one-size-fits-all learning loss remediation programs, the authors recommend leveraging their user-centred design charrettes. This approach enlists relevant stakeholders, including students, educators, families and school leaders to help articulate, identify and solve issues that directly address their unique needs and circumstances. Charrettes require a very small investment of time, energy and resources, but can yield powerful dividends. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58375\" class=\"wp-caption alignnone\" style=\"max-width: 2032px\">\u003cimg class=\"size-full wp-image-58375\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders.png\" alt=\"\" width=\"2032\" height=\"1126\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders.png 2032w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-800x443.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1020x565.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-768x426.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1536x851.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-672x372.png 672w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1038x576.png 1038w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1920x1064.png 1920w\" sizes=\"(max-width: 2032px) 100vw, 2032px\">\u003cfigcaption class=\"wp-caption-text\">The perspectives of stakeholders at school. \u003ccite>(From \"Healing, Community, and Humanity: How Students and Teachers Want to Reinvent Schools Post-COVID\" by Justin Reich and Jal Mehta)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrettes run by the researchers for the report included an “amplify, hospice and create” activity, where participating stakeholders were asked to consider what pandemic learning experiences they would keep and grow (amplify), what experiences should be retired (hospice) and the “create” activity asked participants to chart a tangible courses for implementation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s important to delve a little bit into different people's perspectives,” said Mehta. “To that end, \u003ca href=\"https://edarxiv.org/nd52b/\">the amplify, hospice and create activity\u003c/a> is quite doable. It only takes 75 - 90 minutes, and all you really need is a meeting where you put people into manageable sized groups. If you're doing it with the whole faculty or a wide group of faculty and students, you probably want to do it in groups of eight to ten.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://edarxiv.org/nd52b/\">design charrettes\u003c/a> yielded a number of actionable initiatives that might help improve future schools. Some of these include implementing Zoom-style chat features in regular classes because they encouraged shy students to participate, continuing to hold parent-teacher conferences online, emphasizing depth over breadth by scheduling fewer but longer classes, increasing engagement through personalized learning programs, shifting from punitive to restorative disciplinary action, and building-in more time and space to reflect and connect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you're remote, you can run a charrette with Google Document or Google Slides,” said Mehta. Each group gets a slide with amplify, hospice and create. After an hour, have people look across the slides to see what things popped up again and again to decide what to move forward. Schools are just resuming, so while it's still fresh, while everybody still remembers what happened last year, I think that this exercise would be really powerful.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A helpful toolkit in the appendix provides support material to effectively interview teachers and students, and guidelines to run a charrette with an amplify, hospice and create focus. These initiatives are contextualized by an acknowledgement that everybody is tired, and that change will not happen overnight. The upcoming year should be seen as an opportunity for reflection and recovery, and the charrettes can be used to support what the report terms a “pragmatic strategy for gradual reinvention.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Possibility of Making the Impossible, Possible \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, the charrettes asked participants to think about metaphors that capture the future of schools, such as “school as temple” or “school as family reunions.” These conceptual frames can act as big picture “tentpoles” to help guide and synchronize the efforts of the learning community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of the early planning documents for this last pandemic year were organized as checklists. That was kind of like the dominant rhetorical structure of policy advice to schools. And we thought: you cannot communicate one hundred and seventy three point checklists to families,” said Reich. “It is better to communicate one, two, or maybe three big ideas about what the response to the pandemic might look like and let people organize themselves around those big ideas, so that a high school biology teacher and a first grade teacher can both find themselves in those ideas. We went to metaphors this time.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unlike a contained checklist of bullet points, metaphors are generative and open a structured mental space to think creatively about practicable possibilities for building better schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The common thread that runs through all these voices, proposals, aspirations and visions for the pandemic-informed future of school is a resounding call for more humane schools. And, it is important to remember that, rather than being at odds with academic success and learning, an emotionally healthy and community-focused learning environment will only heighten engagement and make lessons learned more meaningful and consequential. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As one student put it, “I hope teachers approach whatever our return to normal looks like with the same degree of empathy as they have during the pandemic. People are just much more understanding of our lives and pressures.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"The pandemic forced teachers and students into new ways of learning that can help improve the school experience for students moving forward. ","status":"publish","parent":0,"modified":1629707943,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":2341},"headData":{"title":"Build With Care: Recruiting Student and Teacher Voices to Rethink Schools Because of the Pandemic - MindShift","description":"The pandemic forced teachers and students into new ways of learning that can help improve the school experience for students moving forward. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58368 https://ww2.kqed.org/mindshift/?p=58368","disqusUrl":"https://ww2.kqed.org/mindshift/2021/08/23/build-with-care-recruiting-student-and-teacher-voices-to-rethink-schools-because-of-the-pandemic/","disqusTitle":"Build With Care: Recruiting Student and Teacher Voices to Rethink Schools Because of the Pandemic","path":"/mindshift/58368/build-with-care-recruiting-student-and-teacher-voices-to-rethink-schools-because-of-the-pandemic","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As we reflect on the experience of learning during COVID, a big question looms: What will schools look like after the pandemic?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Currently, two prevalent narratives are rising over the horizon. In the first, schools seek to return to “normal” and resume the familiar rhythms of teaching and learning much as they were before the COVID disruption. In the second scenario, schools intensify their programs to remediate learning loss with summer school, longer hours, tutoring and learning pods.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, both scenarios are problematic. Pre-pandemic schools, especially for underserved communities, left much to be desired, and \u003c/span>\u003ca href=\"https://www.the74million.org/article/analysis-tutoring-summer-school-pods-survey-finds-parents-arent-so-thrilled-about-most-k-12-covid-recovery-solutions-on-the-table/\">\u003cspan style=\"font-weight: 400\">families generally do not support increased instructional time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an approach that is found to have\u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-could-more-time-in-school-help-students-after-the-pandemic/\">\u003cspan style=\"font-weight: 400\"> little positive effect on learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, a third path is proposed in a new report from MIT, entitled \u003c/span>\u003ca href=\"https://edarxiv.org/nd52b/\">\u003cspan style=\"font-weight: 400\">Healing, Community, and Humanity: How Students and Teachers Want to Reinvent Schools Post-COVID\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Instead of maintaining the status quo, the paper advocates for locally sourced reinvention while emphasizing community health and welfare over the stresses of remediation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Its findings were drawn from interviews with teachers and students across elementary, middle and high schools about their pandemic learning experience. The report’s co-authors, educational researchers Justin Reich of MIT and Jal Mehta of Harvard, also facilitated ten design charrettes with teachers, school leaders, students and parents to generate ideas about the future of schools. Charrettes are collaborative design sprints – originally used by architects and urban planners – that integrate the views of multiple stakeholders.\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\">“It's important to listen to the voices of students and teachers – especially when you're in unprecedented times – not because they're always right, but because they're always there,” said Reich who described policies aimed to address learning during a pandemic often didn’t include voices from these two critical groups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Notably, not one of the 200 teachers interviewed for the report discussed remediation as a priority. Rather, respondents advocated an approach that favored reflection, healing, community and humane reinvention.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The narrative around learning loss was becoming the only narrative in which to think about schools and what students might need for next year, but there's a much broader set of questions about what's been lost this year, what strengths kids have gained this year and how we might build on that in a constructive way for next year,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connections and Autonomy: What Students Said They Lost and Found\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experiences shared by the 4,000 interviewed students ranged from being more focused and less distracted at home, to feeling completely disengaged and hating remote learning. Many expressed concern about the loss of irrecoverable chapters of their childhood and adolescence, while also lamenting the loss of social connections to their peers, and missed field trips, sports and extracurricular activities. A few even worried about the erosion of their interpersonal skills. Teachers attuned to their students’ needs stressed the importance of relationship and community building in the years ahead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one teacher said that, “I need to make so much more space for connecting with students, and for students to learn about each other. I have to stop thinking of community building as one ‘unit’ at the beginning that I rush through, and how community can play a much larger, systemic, role in my classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also valued the independence and autonomy they enjoyed while learning from home. They relished the freedom to wear comfortable clothes, nap, snack, access the bathroom at will and move around when restless. Living through an alternative way of doing school raised many questions about uncomfortable learning spaces, crowded curriculum at the expense of human connections and interest-based learning, undue policing of bodies and behavior and early start times that contribute to adolescent sleep deprivation. The report recommends that educators build on the positive aspects of their pandemic learning experience in the years ahead and support increased student independence to cultivate a safe and healthy environment that is more conducive to learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I might say to teachers who are struggling to give up control, that you're working too hard. You're working against students’ natural inclinations to contribute, act and make. You're expending a huge amount of energy policing what they're wearing, where they're going, etc. You could focus much more on the content if you change the relationship a little bit,” said Mehta.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neema Avashia, a Boston middle school teacher who works closely with Reich and Mehta also advocates for a shift to greater student autonomy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One issue that surfaced during the pandemic was how much time and energy we spend policing children's bodies, and how much of our day is spent on redirecting kids for what they're wearing, how they're sitting, etc. In urban public schools in America, there's a lot of focus on controlling kids,” said Avashia. “Kids realized during this pandemic, 'What the hell? Why does it matter what I wear if I'm learning? Does it really matter if I’m in pajamas?' Kids’ tolerance for policing is gone because they know that this is not about learning at all. We have to do a lot of reflecting on how much of that policing is actually about learning and how much of policing is actually just about an ugly mix of classism, racism and adultism.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why Resist a Return to Normalcy? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers and students, especially those who come from economically challenged and racialized communities, are apprehensive about the impulse to resume business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The narrative of back to normal, which I feel has been so pervasive from so many policymakers, has felt really troubling to me because normal didn't work for too many of our kids,” said Avashia. “And so why would we go back to that? Why is that what people want to go back to? Are there things that we could learn during the pandemic? The notion of a return to normalcy I really think is a wrong headed approach to this moment. And I hope people resist it.”\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1418193939379675136"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avashia’s concerns speak to the widely reported phenomenon that the fracture lines of inequity that have long plagued US schools became alarmingly pronounced during COVID, as \u003c/span>\u003ca href=\"https://news.harvard.edu/gazette/story/2021/07/how-covid-taught-america-about-inequity-in-education/\">\u003cspan style=\"font-weight: 400\">vulnerable groups were disproportionately harmed by the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Economic disparities widened while in-person school support systems in poorer schools – ranging from counseling to community support and food programs – disappeared when classes moved online, with direct consequences to mental health, racial achievement gaps and inaccessiblity due to technological limitations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many cases, already underfunded schools were left to try and support struggling students and families whose situations – due to evictions, job loss, overcrowding, mental health issues or illness – deteriorated during the pandemic. But family support from schools is significantly constrained by a scarcity of resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The pandemic really highlighted how easy it is to fall for vulnerable families and how fragile our safety nets are, and so schools were left to do a lot of sewing up of the safety nets, which is a tremendous amount of human capital,” said Avashia. “In our school, we would fundraise to get that cash to them from our pockets because there wasn't a structural way to do that. Our mechanisms for supporting families have to be a lot more robust and they have to be able to respond to the needs of families.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stability at home is a vital precondition for successful learning, and the pandemic underscored the urgency to better equip schools to support economically challenged families. A return to normal and/or intensified learning schemes would only further disenfranchise the most vulnerable sectors of society. But how can meaningful changes be enacted? According to Reich, the pandemic revealed how much things actually can change. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are lots of things in our school system that previously looked totally fixed and completely immovable that now everybody realizes are contingent and changeable,” he said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“A Pragmatic Strategy for Gradual Reinvention”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The authors view the learning loss and “back to normal” narratives as symptomatic of governance where policymakers issue broad directives without consulting those who are most directly affected by their decisions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The disconnect between the local level and the policy level has never felt more intense to me than it has been,” said Avashia. “It's like erasing your lived experience. It's not responding to it. It's not allowing schools to meet kids where they're at or support them. We're all being subjected to such intense institutional violence because the people making the decision have no willingness and no clue as to what it's like to be young in school today.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, the authors argue that blanket policies are ineffective at addressing a mosaic of highly localized needs and circumstances, a reality made apparent by the sheer variety of divergent experiences shared by the report’s respondents. \u003c/span>\u003cspan style=\"font-weight: 400\">The myriad of views, opinions and experiences is not lost on school leaders, as many of those interviewed openly wondered how they might bring their fragmented communities on the same page. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In lieu of top-down centralized policy, such as one-size-fits-all learning loss remediation programs, the authors recommend leveraging their user-centred design charrettes. This approach enlists relevant stakeholders, including students, educators, families and school leaders to help articulate, identify and solve issues that directly address their unique needs and circumstances. Charrettes require a very small investment of time, energy and resources, but can yield powerful dividends. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58375\" class=\"wp-caption alignnone\" style=\"max-width: 2032px\">\u003cimg class=\"size-full wp-image-58375\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders.png\" alt=\"\" width=\"2032\" height=\"1126\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders.png 2032w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-800x443.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1020x565.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-768x426.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1536x851.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-672x372.png 672w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1038x576.png 1038w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1920x1064.png 1920w\" sizes=\"(max-width: 2032px) 100vw, 2032px\">\u003cfigcaption class=\"wp-caption-text\">The perspectives of stakeholders at school. \u003ccite>(From \"Healing, Community, and Humanity: How Students and Teachers Want to Reinvent Schools Post-COVID\" by Justin Reich and Jal Mehta)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrettes run by the researchers for the report included an “amplify, hospice and create” activity, where participating stakeholders were asked to consider what pandemic learning experiences they would keep and grow (amplify), what experiences should be retired (hospice) and the “create” activity asked participants to chart a tangible courses for implementation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s important to delve a little bit into different people's perspectives,” said Mehta. “To that end, \u003ca href=\"https://edarxiv.org/nd52b/\">the amplify, hospice and create activity\u003c/a> is quite doable. It only takes 75 - 90 minutes, and all you really need is a meeting where you put people into manageable sized groups. If you're doing it with the whole faculty or a wide group of faculty and students, you probably want to do it in groups of eight to ten.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://edarxiv.org/nd52b/\">design charrettes\u003c/a> yielded a number of actionable initiatives that might help improve future schools. Some of these include implementing Zoom-style chat features in regular classes because they encouraged shy students to participate, continuing to hold parent-teacher conferences online, emphasizing depth over breadth by scheduling fewer but longer classes, increasing engagement through personalized learning programs, shifting from punitive to restorative disciplinary action, and building-in more time and space to reflect and connect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you're remote, you can run a charrette with Google Document or Google Slides,” said Mehta. Each group gets a slide with amplify, hospice and create. After an hour, have people look across the slides to see what things popped up again and again to decide what to move forward. Schools are just resuming, so while it's still fresh, while everybody still remembers what happened last year, I think that this exercise would be really powerful.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A helpful toolkit in the appendix provides support material to effectively interview teachers and students, and guidelines to run a charrette with an amplify, hospice and create focus. These initiatives are contextualized by an acknowledgement that everybody is tired, and that change will not happen overnight. The upcoming year should be seen as an opportunity for reflection and recovery, and the charrettes can be used to support what the report terms a “pragmatic strategy for gradual reinvention.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Possibility of Making the Impossible, Possible \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, the charrettes asked participants to think about metaphors that capture the future of schools, such as “school as temple” or “school as family reunions.” These conceptual frames can act as big picture “tentpoles” to help guide and synchronize the efforts of the learning community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of the early planning documents for this last pandemic year were organized as checklists. That was kind of like the dominant rhetorical structure of policy advice to schools. And we thought: you cannot communicate one hundred and seventy three point checklists to families,” said Reich. “It is better to communicate one, two, or maybe three big ideas about what the response to the pandemic might look like and let people organize themselves around those big ideas, so that a high school biology teacher and a first grade teacher can both find themselves in those ideas. We went to metaphors this time.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unlike a contained checklist of bullet points, metaphors are generative and open a structured mental space to think creatively about practicable possibilities for building better schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The common thread that runs through all these voices, proposals, aspirations and visions for the pandemic-informed future of school is a resounding call for more humane schools. And, it is important to remember that, rather than being at odds with academic success and learning, an emotionally healthy and community-focused learning environment will only heighten engagement and make lessons learned more meaningful and consequential. \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\">As one student put it, “I hope teachers approach whatever our return to normal looks like with the same degree of empathy as they have during the pandemic. People are just much more understanding of our lives and pressures.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58368/build-with-care-recruiting-student-and-teacher-voices-to-rethink-schools-because-of-the-pandemic","authors":["11107"],"categories":["mindshift_20729"],"tags":["mindshift_21344","mindshift_21343","mindshift_819","mindshift_20865","mindshift_556","mindshift_20852","mindshift_21105"],"featImg":"mindshift_58369","label":"mindshift"},"mindshift_56309":{"type":"posts","id":"mindshift_56309","meta":{"index":"posts_1591205157","site":"mindshift","id":"56309","score":null,"sort":[1595227870000]},"guestAuthors":[],"slug":"how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans","title":"How Giving All Stakeholders a Voice Can Improve School Reopening Plans","publishDate":1595227870,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The new school year is around the corner, but many families and educators remain in the dark about what back-to-school will look like. Leaders have no playbook to contend with a developing pandemic that is as unprecedented as it is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">unpredictable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Matters are further complicated by federal pressure to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56233/top-pediatrician-says-states-shouldnt-force-schools-to-reopen-if-virus-is-surging\">\u003cspan style=\"font-weight: 400\">resume face-to-face classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and officials at all levels sending \u003c/span>\u003ca href=\"https://time.com/5866524/world-health-organization-mixed-messages-coronavirus/\">\u003cspan style=\"font-weight: 400\">conflicting messages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Satisfactory solutions remain elusive on these shifting grounds, but a \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003cspan style=\"font-weight: 400\">new report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> authored by Harvard and MIT researchers may offer a way forward.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Titled \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003ci>\u003cspan style=\"font-weight: 400\">Imagining September: Principles and Design Elements for Ambitious Schools During COVID-19\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the report outlines a participatory design framework to help communities equitably negotiate the challenges of schooling in the foreseeable future. It shares colorful storyboards of implementable ideas distilled from four structured brainstorming sessions carried out in May. A \u003c/span>\u003cspan style=\"font-weight: 400\">companion report,\u003c/span>\u003cem> \u003ca href=\"https://edarxiv.org/ufr4q\">Imagining September: Online Design Charrettes for Fall 2020 Planning with Students and Stakeholders\u003c/a>\u003c/em>,\u003cspan style=\"font-weight: 400\"> provides concise guidelines for districts, schools, teachers and students who want to run their own design charrettes \u003cem>together\u003c/em>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A charrette is a design sprint that puts people together to take on the design of a defined task that encompasses a variety of different people's views, but it also allows for something to be developed in a short period of time,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">Jal Mehta\u003c/a>, a professor at the Harvard Graduate School of Education and the report’s co-author. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collaborative planning invites parents, principals, district leaders and, importantly, teachers and students to co-construct models that become modular building blocks for the upcoming year.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see a lot of people sitting in district or state offices drawing up plans in their heads,” said \u003ca href=\"https://cmsw.mit.edu/profile/justin-reich/\">Justin Reich\u003c/a>, director of the MIT Teaching Systems Lab and the lead author of the report. “Part of what we're trying to say is, no, if you want to have really good plans, you need to get the people who are closest to the most vital experiences in classrooms involved in the design process, particularly students. Adults know all kinds of things about how schools operate, but there's only one generation of American kids who have gone to school during a pandemic.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The approach is grounded in a handful of core concepts, including the premise that complexity and uncertainty are best tackled with modular and adaptable systems. To achieve this, schools can make room for trial and error experimentation and foster a culture of design and innovation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You don’t know exactly what is going to work,” according to the report. “Nor is it clear that what works in one context will work in another. You want to let people closest to the ground innovate and then make sensible adaptations as they see what is working.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These localized efforts are developed under “tentpoles,” or core organizational values to ensure that all the moving parts are working in concert towards common goals. Culture, infrastructure and demographics differ from school to school, and this agile design system can generate solutions that are tailored to each institution’s unique needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Voice to Marie Kondo School Priorities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, Reich and Mehta, his former professor at Harvard, exchanged concerns about schooling and decided to do something about it. They formulated a hybrid charrette framework to digest the views of diverse stakeholders through a format that is both accessible and easily implemented.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, they hosted three charrettes in the spring where participants with a variety of roles and backgrounds were invited to collaboratively generate ideas for the new school year. In one preliminary task, they were asked to write short diary entries from the point of view of a student or a teacher one month into the next school year. These first person accounts leveraged storytelling as a means to explore and concretize possibility spaces. Some proposals that emerged included \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56278/how-teacher-looping-can-ease-the-learning-disruptions-caused-by-coronavirus\">\u003cspan style=\"font-weight: 400\">teacher looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/17/878205853/5-radical-schooling-ideas-for-an-uncertain-fall-and-beyond\">\u003cspan style=\"font-weight: 400\">microschooling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, trading student contact time for teacher collaboration time, and increasing attention to vulnerable students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A fourth charrette was modified to accomodate a group of fifteen Grade 8 students from Neema Avashia’s civics class at the John W. McCormack School in Boston.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/AvashiaNeema/status/1262808324237598720\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The voices of young people have not really been acknowledged in the policy conversation, and so we decided to run the design charrette with kids, and it was awesome,” said Avashia. “They were able to speak from their experience and not get bogged down by questions of budget or politics or logistics, but just express what's worked for then, what's been hard for them, and what could be done differently in September.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The session was documented by a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">sketchnote artist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while Avashia’s students reflected on their needs and what schools might do without in September. However the new year looks, schools will operate with significant constraints, so it is vital to reduce clutter and identify what is essential, a process the researchers playfully refer to as \u003c/span>\u003ca href=\"https://www.shankerinstitute.org/blog/marie-kondo-curriculum\">\u003cspan style=\"font-weight: 400\">”Marie Kondo-ing” priorities and curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich emphasizes that curricular efficiency does not mean concentrating on core standards but, as expressed by student voice, nourishing values like relationships and engagement through opportunities for art, recreation and social connections. For example, some students proposed eSports recreation leagues with blended teacher and student teams; others imagined hosting classes on Minecraft and Fortnite; some students proposed designating home as the place for curriculum, and school as the place for relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are all these great ideas to consider, but if people can only do one thing, it would be to run their own charrette,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Values Eat Logistics For Breakfast\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A pillar of the charrette protocol is to prioritize values over logistics. Early on, participants are asked to identify core values such as relationships, flexibility and an emphasis on social justice. Values are the broth of school culture and should define how schools are structured, rather than the reverse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a lot of discussion about how to space the students, which days students will go to school, how to transport students to school, and so forth,” states the report. “These are important discussions and we do not want to minimize the importance of keeping students safe. But if they are not grounded in values or principles about what we want for students and what produces good educational experiences, then they are not likely to work or achieve their best results.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building around core values puts the student at the centre of the experience, which can be particularly beneficial for kids who are underserved or struggling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you aren't leading with your values, you're leading with politics and you're leading with things that don't acknowledge what kids just went through,” said Avashia. “A lot of my kids have already experienced different kinds of trauma and now we have this collective trauma. We need them to have a strong relationship with an adult who can really help them re-engage with learning and with school. If we started with values, that's where it would lead us, but because we're starting with logistics we're going to end up creating learning environments where kids can't learn because they don’t feel safe.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>From Ownership to Equity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrette design protocols generate ideas from those who stand to be most impacted by decisions in regard to pandemic schooling, but their inclusive design also engenders a sense of ownership and buy-in from students and stakeholders. Otherwise, as the report warns, “people will resent what they perceive as constraints imposed from above, whereas they tend to \u003c/span>\u003ca href=\"https://www.margaretwheatley.com/articles/life.html\">\u003cspan style=\"font-weight: 400\">own what they create\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's more likely that if young people feel like they have voice and ownership and are part of the process of reopening and recreating schools, that they will be more likely to be excited to participate in them,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, the sense of ownership produced through participatory design can help engage underserved students. The report underscores that involving diverse learners in design and decision-making is fundamental for establishing genuine equity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We tend not to think about disadvantaged students as if they had agency and thoughts of their own,” said Mehta. “So the more that you design with such students, the more likely the solutions that you're going to devise are going to be the kinds of solutions that are going to work for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">One of the major themes that percolated from the spring sessions is the need for a liberatory approach to equity, which not only encourages academic success for students of color and underserved youth but, as the report recommends, it also involves a need to unpack “existing systems, structures, processes, pedagogies, and culture to see how they can be made more equitable.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We should be thinking how to create strong mechanisms to engage all kids in learning and really prioritize our most vulnerable kids and our most disengaged kids as the people who we need to listen to the most if we really want learning to work for everybody,” said Avashia. “Then my job – our job – is to figure out how to take those needs that kids are identifying and make them real.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"A guide developed by education researchers at MIT and Harvard is helping schools prioritize what's important for reopening schools by listening to those most affected by policies: teachers and students.","status":"publish","parent":0,"modified":1595227870,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1574},"headData":{"title":"How Giving All Stakeholders a Voice Can Improve School Reopening Plans - MindShift","description":"A guide developed by education researchers at MIT and Harvard is helping schools prioritize what's important for reopening schools by listening to those most affected by policies: teachers and students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56309 https://ww2.kqed.org/mindshift/?p=56309","disqusUrl":"https://ww2.kqed.org/mindshift/2020/07/19/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans/","disqusTitle":"How Giving All Stakeholders a Voice Can Improve School Reopening Plans","path":"/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The new school year is around the corner, but many families and educators remain in the dark about what back-to-school will look like. Leaders have no playbook to contend with a developing pandemic that is as unprecedented as it is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">unpredictable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Matters are further complicated by federal pressure to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56233/top-pediatrician-says-states-shouldnt-force-schools-to-reopen-if-virus-is-surging\">\u003cspan style=\"font-weight: 400\">resume face-to-face classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and officials at all levels sending \u003c/span>\u003ca href=\"https://time.com/5866524/world-health-organization-mixed-messages-coronavirus/\">\u003cspan style=\"font-weight: 400\">conflicting messages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Satisfactory solutions remain elusive on these shifting grounds, but a \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003cspan style=\"font-weight: 400\">new report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> authored by Harvard and MIT researchers may offer a way forward.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Titled \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003ci>\u003cspan style=\"font-weight: 400\">Imagining September: Principles and Design Elements for Ambitious Schools During COVID-19\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the report outlines a participatory design framework to help communities equitably negotiate the challenges of schooling in the foreseeable future. It shares colorful storyboards of implementable ideas distilled from four structured brainstorming sessions carried out in May. A \u003c/span>\u003cspan style=\"font-weight: 400\">companion report,\u003c/span>\u003cem> \u003ca href=\"https://edarxiv.org/ufr4q\">Imagining September: Online Design Charrettes for Fall 2020 Planning with Students and Stakeholders\u003c/a>\u003c/em>,\u003cspan style=\"font-weight: 400\"> provides concise guidelines for districts, schools, teachers and students who want to run their own design charrettes \u003cem>together\u003c/em>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A charrette is a design sprint that puts people together to take on the design of a defined task that encompasses a variety of different people's views, but it also allows for something to be developed in a short period of time,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">Jal Mehta\u003c/a>, a professor at the Harvard Graduate School of Education and the report’s co-author. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collaborative planning invites parents, principals, district leaders and, importantly, teachers and students to co-construct models that become modular building blocks for the upcoming year.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see a lot of people sitting in district or state offices drawing up plans in their heads,” said \u003ca href=\"https://cmsw.mit.edu/profile/justin-reich/\">Justin Reich\u003c/a>, director of the MIT Teaching Systems Lab and the lead author of the report. “Part of what we're trying to say is, no, if you want to have really good plans, you need to get the people who are closest to the most vital experiences in classrooms involved in the design process, particularly students. Adults know all kinds of things about how schools operate, but there's only one generation of American kids who have gone to school during a pandemic.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The approach is grounded in a handful of core concepts, including the premise that complexity and uncertainty are best tackled with modular and adaptable systems. To achieve this, schools can make room for trial and error experimentation and foster a culture of design and innovation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You don’t know exactly what is going to work,” according to the report. “Nor is it clear that what works in one context will work in another. You want to let people closest to the ground innovate and then make sensible adaptations as they see what is working.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These localized efforts are developed under “tentpoles,” or core organizational values to ensure that all the moving parts are working in concert towards common goals. Culture, infrastructure and demographics differ from school to school, and this agile design system can generate solutions that are tailored to each institution’s unique needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Voice to Marie Kondo School Priorities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, Reich and Mehta, his former professor at Harvard, exchanged concerns about schooling and decided to do something about it. They formulated a hybrid charrette framework to digest the views of diverse stakeholders through a format that is both accessible and easily implemented.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, they hosted three charrettes in the spring where participants with a variety of roles and backgrounds were invited to collaboratively generate ideas for the new school year. In one preliminary task, they were asked to write short diary entries from the point of view of a student or a teacher one month into the next school year. These first person accounts leveraged storytelling as a means to explore and concretize possibility spaces. Some proposals that emerged included \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56278/how-teacher-looping-can-ease-the-learning-disruptions-caused-by-coronavirus\">\u003cspan style=\"font-weight: 400\">teacher looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/17/878205853/5-radical-schooling-ideas-for-an-uncertain-fall-and-beyond\">\u003cspan style=\"font-weight: 400\">microschooling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, trading student contact time for teacher collaboration time, and increasing attention to vulnerable students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A fourth charrette was modified to accomodate a group of fifteen Grade 8 students from Neema Avashia’s civics class at the John W. McCormack School in Boston.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1262808324237598720"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The voices of young people have not really been acknowledged in the policy conversation, and so we decided to run the design charrette with kids, and it was awesome,” said Avashia. “They were able to speak from their experience and not get bogged down by questions of budget or politics or logistics, but just express what's worked for then, what's been hard for them, and what could be done differently in September.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The session was documented by a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">sketchnote artist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while Avashia’s students reflected on their needs and what schools might do without in September. However the new year looks, schools will operate with significant constraints, so it is vital to reduce clutter and identify what is essential, a process the researchers playfully refer to as \u003c/span>\u003ca href=\"https://www.shankerinstitute.org/blog/marie-kondo-curriculum\">\u003cspan style=\"font-weight: 400\">”Marie Kondo-ing” priorities and curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich emphasizes that curricular efficiency does not mean concentrating on core standards but, as expressed by student voice, nourishing values like relationships and engagement through opportunities for art, recreation and social connections. For example, some students proposed eSports recreation leagues with blended teacher and student teams; others imagined hosting classes on Minecraft and Fortnite; some students proposed designating home as the place for curriculum, and school as the place for relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are all these great ideas to consider, but if people can only do one thing, it would be to run their own charrette,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Values Eat Logistics For Breakfast\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A pillar of the charrette protocol is to prioritize values over logistics. Early on, participants are asked to identify core values such as relationships, flexibility and an emphasis on social justice. Values are the broth of school culture and should define how schools are structured, rather than the reverse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a lot of discussion about how to space the students, which days students will go to school, how to transport students to school, and so forth,” states the report. “These are important discussions and we do not want to minimize the importance of keeping students safe. But if they are not grounded in values or principles about what we want for students and what produces good educational experiences, then they are not likely to work or achieve their best results.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building around core values puts the student at the centre of the experience, which can be particularly beneficial for kids who are underserved or struggling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you aren't leading with your values, you're leading with politics and you're leading with things that don't acknowledge what kids just went through,” said Avashia. “A lot of my kids have already experienced different kinds of trauma and now we have this collective trauma. We need them to have a strong relationship with an adult who can really help them re-engage with learning and with school. If we started with values, that's where it would lead us, but because we're starting with logistics we're going to end up creating learning environments where kids can't learn because they don’t feel safe.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>From Ownership to Equity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrette design protocols generate ideas from those who stand to be most impacted by decisions in regard to pandemic schooling, but their inclusive design also engenders a sense of ownership and buy-in from students and stakeholders. Otherwise, as the report warns, “people will resent what they perceive as constraints imposed from above, whereas they tend to \u003c/span>\u003ca href=\"https://www.margaretwheatley.com/articles/life.html\">\u003cspan style=\"font-weight: 400\">own what they create\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's more likely that if young people feel like they have voice and ownership and are part of the process of reopening and recreating schools, that they will be more likely to be excited to participate in them,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, the sense of ownership produced through participatory design can help engage underserved students. The report underscores that involving diverse learners in design and decision-making is fundamental for establishing genuine equity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We tend not to think about disadvantaged students as if they had agency and thoughts of their own,” said Mehta. “So the more that you design with such students, the more likely the solutions that you're going to devise are going to be the kinds of solutions that are going to work for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">One of the major themes that percolated from the spring sessions is the need for a liberatory approach to equity, which not only encourages academic success for students of color and underserved youth but, as the report recommends, it also involves a need to unpack “existing systems, structures, processes, pedagogies, and culture to see how they can be made more equitable.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We should be thinking how to create strong mechanisms to engage all kids in learning and really prioritize our most vulnerable kids and our most disengaged kids as the people who we need to listen to the most if we really want learning to work for everybody,” said Avashia. “Then my job – our job – is to figure out how to take those needs that kids are identifying and make them real.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans","authors":["11107"],"categories":["mindshift_20523","mindshift_21358"],"tags":["mindshift_21365","mindshift_21344","mindshift_21343","mindshift_939","mindshift_358","mindshift_20701","mindshift_819","mindshift_556","mindshift_21069","mindshift_21361","mindshift_21359","mindshift_943"],"featImg":"mindshift_56310","label":"mindshift"},"mindshift_55231":{"type":"posts","id":"mindshift_55231","meta":{"index":"posts_1591205157","site":"mindshift","id":"55231","score":null,"sort":[1579850819000]},"guestAuthors":[],"slug":"how-slow-looking-can-help-students-develop-skills-across-disciplines","title":"How 'Slow Looking' Can Help Students Develop Skills Across Disciplines","publishDate":1579850819,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Eight seconds — that’s the latest \u003ca href=\"https://www.nytimes.com/2016/01/22/opinion/the-eight-second-attention-span.html\">estimate\u003c/a> of the length of the human attention span. The push to \u003ca href=\"http://www.ascd.org/publications/educational-leadership/feb08/vol65/num05/Cover-the-Material%E2%80%94Or-Teach-Students-to-Think%C2%A2.aspx\">cover more material\u003c/a> in the same amount of classroom time also provides a challenge, especially when teachers are told that the skills (like critical thinking and creativity) their students \u003ca href=\"https://learningpolicyinstitute.org/topic/deeper-learning\">will need\u003c/a> in order to compete in the 21st century are ones that take time to develop. For educators working with a new generation \u003ca href=\"https://www.forbes.com/sites/julianvigo/2019/08/31/generation-z-and-new-technologys-effect-on-culture/#4b9552615c2a\">raised\u003c/a> in a world of rapid information exchange, it may seem difficult to hold students’ attention when it comes time for extended observation.\u003c/p>\n\u003cp>As an antidote, Project Zero researcher \u003ca href=\"https://www.gse.harvard.edu/faculty/shari-tishman\">Shari Tishman\u003c/a> offers “\u003ca href=\"http://www.pz.harvard.edu/resources/slow-looking-the-art-and-practice-of-learning-through-observation\">slow looking\u003c/a>\" — the practice of observing detail over time to move beyond a first impression and create a more immersive experience with a text, an idea, a piece of art, or any other kind of object. It’s a practice that clears a space for students to hold and appreciate the richness of the world we live in.\u003c/p>\n\u003ch2>How \"Slow Looking\" Can Support Students\u003c/h2>\n\u003ch2>Slow looking helps students navigate complex systems and build connections\u003c/h2>\n\u003cp>\u003ci>Activity: Take something apart, whether it’s a physical object or an idea like “family.” What are the different components and how do they function together?\u003c/i>\u003c/p>\n\u003cp>“Looking at physical or conceptual systems and how they’re put together and how they can be taken apart is a powerful strategy for close looking,” says Tishman, the author of \u003ca href=\"http://www.pz.harvard.edu/resources/slow-looking-the-art-and-practice-of-learning-through-observation\">\u003cem>Slow Looking: The Art and Practice of Learning Through Observation\u003c/em>\u003c/a>. Tishman has her graduate students take apart everyday objects in small groups, think about the purpose of the different parts, and make an inventory of the pieces they find. In this activity, students develop an appreciation for complexity and how small pieces can come together to form a larger whole — and in turn, can inspire students to use what they know to design new systems.\u003c/p>\n\u003ch2>Slow looking fuels empathy and self-awareness\u003c/h2>\n\u003cp>\u003ci>Activity:\u003c/i> \u003ci>Change your vantage point. That might mean looking with the naked eye and then through a microscope, asking students to think about what a glass of water might look like to an ant, or examining eating utensils from around the world.\u003c/i>\u003c/p>\n\u003cp>“When you look for a while, you become aware of how a thing might look to somebody else; you also become aware of your own lens,” says Tishman. Through slow looking, “students come to an understanding of the multi-perspectival nature of knowing things in our world.” Slow looking allows students to understand how they see something through their own lens — and opens them up to how others in the world and in the classroom may see the same object or idea differently. It also provides a space for them to notice the commonalities in different perspectives.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003ch2>Students can build off the ideas of others and think together\u003c/h2>\n\u003cp>\u003ci>Activity: Have the class look at an object or image. Go around and have students each say one thing they notice about that object. They can’t repeat, but they can add on to what a classmate has said. Reflect on what students have picked up on: What’s the same or different? What questions do they have?\u003c/i>\u003c/p>\n\u003cp>“Many of the slow looking experiences are really powerful when they’re done in groups because it builds on the excitement that gets generated when it’s your turn or you hear what other people have to say,” Tishman says. Often, a member of the community will share something that will spark new thinking or bring eyes to something other people may not have picked up on originally.\u003c/p>\n\u003ch2>Students learn to describe in detail\u003c/h2>\n\u003cp>\u003ci>Activity: Descriptions don’t just have to be written. Have your students draw something multiple times. What did they notice the first time? Was there something they picked up on the second time? What did they notice as they kept studying the object?\u003c/i>\u003c/p>\n\u003cp>“Sometimes, slow looking can take the form of finding more and more things to notice,” Tishman says. “You might look for things that come forward across time. Notice what strikes you as obvious, your first impression, what’s hidden, what you can discover.” While instructors may often ask students to write down these observations, drawing can provide the same kinds of meaningful insights, especially if you emphasize that the point of the activity isn’t to draw an accurate picture, it’s to notice more detail. You may even ask students to turn their drawings into a written piece that includes the same level of detail as the drawing.\u003c/p>\n\u003cp>\u003cem>This post originally appeared in \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"The practice of observing detail over time, analyzing deeply and applying different perspectives helps students appreciate the richness of the world we live in.","status":"publish","parent":0,"modified":1579850819,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":835},"headData":{"title":"How 'Slow Looking' Can Help Students Develop Skills Across Disciplines | KQED","description":"The practice of observing detail over time, analyzing deeply and applying different perspectives helps students appreciate the richness of the world we live in.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55231 https://ww2.kqed.org/mindshift/?p=55231","disqusUrl":"https://ww2.kqed.org/mindshift/2020/01/23/how-slow-looking-can-help-students-develop-skills-across-disciplines/","disqusTitle":"How 'Slow Looking' Can Help Students Develop Skills Across Disciplines","nprByline":"\u003ca href=\"https://www.gse.harvard.edu/\">Emily Boudreau, Usable Knowledge\u003c/a>","path":"/mindshift/55231/how-slow-looking-can-help-students-develop-skills-across-disciplines","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Eight seconds — that’s the latest \u003ca href=\"https://www.nytimes.com/2016/01/22/opinion/the-eight-second-attention-span.html\">estimate\u003c/a> of the length of the human attention span. The push to \u003ca href=\"http://www.ascd.org/publications/educational-leadership/feb08/vol65/num05/Cover-the-Material%E2%80%94Or-Teach-Students-to-Think%C2%A2.aspx\">cover more material\u003c/a> in the same amount of classroom time also provides a challenge, especially when teachers are told that the skills (like critical thinking and creativity) their students \u003ca href=\"https://learningpolicyinstitute.org/topic/deeper-learning\">will need\u003c/a> in order to compete in the 21st century are ones that take time to develop. For educators working with a new generation \u003ca href=\"https://www.forbes.com/sites/julianvigo/2019/08/31/generation-z-and-new-technologys-effect-on-culture/#4b9552615c2a\">raised\u003c/a> in a world of rapid information exchange, it may seem difficult to hold students’ attention when it comes time for extended observation.\u003c/p>\n\u003cp>As an antidote, Project Zero researcher \u003ca href=\"https://www.gse.harvard.edu/faculty/shari-tishman\">Shari Tishman\u003c/a> offers “\u003ca href=\"http://www.pz.harvard.edu/resources/slow-looking-the-art-and-practice-of-learning-through-observation\">slow looking\u003c/a>\" — the practice of observing detail over time to move beyond a first impression and create a more immersive experience with a text, an idea, a piece of art, or any other kind of object. It’s a practice that clears a space for students to hold and appreciate the richness of the world we live in.\u003c/p>\n\u003ch2>How \"Slow Looking\" Can Support Students\u003c/h2>\n\u003ch2>Slow looking helps students navigate complex systems and build connections\u003c/h2>\n\u003cp>\u003ci>Activity: Take something apart, whether it’s a physical object or an idea like “family.” What are the different components and how do they function together?\u003c/i>\u003c/p>\n\u003cp>“Looking at physical or conceptual systems and how they’re put together and how they can be taken apart is a powerful strategy for close looking,” says Tishman, the author of \u003ca href=\"http://www.pz.harvard.edu/resources/slow-looking-the-art-and-practice-of-learning-through-observation\">\u003cem>Slow Looking: The Art and Practice of Learning Through Observation\u003c/em>\u003c/a>. Tishman has her graduate students take apart everyday objects in small groups, think about the purpose of the different parts, and make an inventory of the pieces they find. In this activity, students develop an appreciation for complexity and how small pieces can come together to form a larger whole — and in turn, can inspire students to use what they know to design new systems.\u003c/p>\n\u003ch2>Slow looking fuels empathy and self-awareness\u003c/h2>\n\u003cp>\u003ci>Activity:\u003c/i> \u003ci>Change your vantage point. That might mean looking with the naked eye and then through a microscope, asking students to think about what a glass of water might look like to an ant, or examining eating utensils from around the world.\u003c/i>\u003c/p>\n\u003cp>“When you look for a while, you become aware of how a thing might look to somebody else; you also become aware of your own lens,” says Tishman. Through slow looking, “students come to an understanding of the multi-perspectival nature of knowing things in our world.” Slow looking allows students to understand how they see something through their own lens — and opens them up to how others in the world and in the classroom may see the same object or idea differently. It also provides a space for them to notice the commonalities in different perspectives.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003ch2>Students can build off the ideas of others and think together\u003c/h2>\n\u003cp>\u003ci>Activity: Have the class look at an object or image. Go around and have students each say one thing they notice about that object. They can’t repeat, but they can add on to what a classmate has said. Reflect on what students have picked up on: What’s the same or different? What questions do they have?\u003c/i>\u003c/p>\n\u003cp>“Many of the slow looking experiences are really powerful when they’re done in groups because it builds on the excitement that gets generated when it’s your turn or you hear what other people have to say,” Tishman says. Often, a member of the community will share something that will spark new thinking or bring eyes to something other people may not have picked up on originally.\u003c/p>\n\u003ch2>Students learn to describe in detail\u003c/h2>\n\u003cp>\u003ci>Activity: Descriptions don’t just have to be written. Have your students draw something multiple times. What did they notice the first time? Was there something they picked up on the second time? What did they notice as they kept studying the object?\u003c/i>\u003c/p>\n\u003cp>“Sometimes, slow looking can take the form of finding more and more things to notice,” Tishman says. “You might look for things that come forward across time. Notice what strikes you as obvious, your first impression, what’s hidden, what you can discover.” While instructors may often ask students to write down these observations, drawing can provide the same kinds of meaningful insights, especially if you emphasize that the point of the activity isn’t to draw an accurate picture, it’s to notice more detail. You may even ask students to turn their drawings into a written piece that includes the same level of detail as the drawing.\u003c/p>\n\u003cp>\u003cem>This post originally appeared in \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55231/how-slow-looking-can-help-students-develop-skills-across-disciplines","authors":["byline_mindshift_55231"],"categories":["mindshift_193"],"tags":["mindshift_939","mindshift_20784","mindshift_1040","mindshift_819","mindshift_967","mindshift_20727","mindshift_21327"],"featImg":"mindshift_55236","label":"mindshift"},"mindshift_54461":{"type":"posts","id":"mindshift_54461","meta":{"index":"posts_1591205157","site":"mindshift","id":"54461","score":null,"sort":[1569477012000]},"guestAuthors":[],"slug":"how-to-bring-authenticity-to-learning-that-happens-in-school","title":"How to Bring Authenticity to Learning that Happens in School","publishDate":1569477012,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This article was originally published on \u003ca href=\"https://www.the74million.org/article/after-school-students-are-playing-the-whole-game-in-activities-from-drama-to-sports-to-debate-backers-of-project-based-learning-ask-why-cant-all-of-education-look-like-th/\" target=\"_blank\" rel=\"noopener\">The74million.org\u003c/a> and is republished here with permission.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Greg Toppo\u003c/strong>\u003c/p>\n\u003cp>In 2013, attorneys at the \u003ca href=\"https://californiainnocenceproject.org/\" target=\"_blank\" rel=\"noopener\">California Innocence Project\u003c/a>, weighed down by a backlog of casework, turned for help to an unusual group: humanities students at High Tech High Chula Vista, a nearby charter school.\u003c/p>\n\u003cp>The students, all juniors, trained on a past case handled by the San Diego nonprofit, which reviews pleas from prisoners who maintain that they’re innocent. Then, in teams of three or four, the \u003ca href=\"https://www.hightechhigh.org/hthcv/project/xonr8/\" target=\"_blank\" rel=\"noopener\">students reviewed prisoners’ files\u003c/a> and ultimately presented them to Innocence Project attorneys, with a recommendation to either champion a prisoner’s case or take a pass.\u003c/p>\n\u003cp>The project lives on with a new group of students each year, buoyed by a strain of progressive education philosophy that says students learn best with real work that resembles what they will likely encounter outside of school. It has been kicking around K-12 education for decades but has yet to be widely adopted. In recent years, however, the idea has quietly gained ground as more schools try \u003ca href=\"https://www.kqed.org/mindshift/26038/what-project-based-learning-is-and-isnt\" target=\"_blank\" rel=\"noopener\">project-based learning\u003c/a> and subscribe to a philosophy known as \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\" target=\"_blank\" rel=\"noopener\">“deeper learning.”\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But does it work?\u003c/p>\n\u003cp>Harvard Graduate School of Education professor emeritus \u003ca href=\"https://www.gse.harvard.edu/faculty/david-perkins\" target=\"_blank\" rel=\"noopener\">David Perkins\u003c/a> calls it \u003ca href=\"https://www.gse.harvard.edu/news/uk/09/01/education-bat-seven-principles-educators\" target=\"_blank\" rel=\"noopener\">“playing the whole game.”\u003c/a> He sees it as an \u003ca href=\"http://:%20https://www.the74million.org/article/74-interview-author-and-harvard-scholar-david-perkins-on-what-traditional-classroom-teachers-can-learn-from-science-fairs-backyard-sports-whole-game-learning/\" target=\"_blank\" rel=\"noopener\">alternative to schools’ traditional approach\u003c/a>, which often presents students with atomized, decontextualized pieces of a subject. He conceived of the idea after thinking about the most meaningful experiences he had in high school, which were mostly “outside of the conventional curriculum”: drama, music, science fairs and the like. These and other large-scale endeavors, he said, “seemed more meaningful and I reached out for opportunities.”\u003c/p>\n\u003cp>Laid out most fully in his 2010 book \u003cem>\u003ca href=\"https://www.amazon.com/Making-Learning-Whole-Principles-Transform/dp/0470633719/ref=sr_1_1?keywords=making+learning+whole&qid=1567186274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">Making Learning Whole\u003c/a>\u003c/em>, the idea goes something like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they’ll work harder, learn more and come up with creative applications and solutions that adults couldn’t imagine.\u003c/p>\n\u003cp>Though it has yet to be widely adopted outside of project-based schools, “playing the whole game” has quietly thrived for generations in another context: afterschool activities, from team sports to debate club, drama productions and marching band.\u003c/p>\n\u003cp>[aside label='More on Deeper Learning' link1='https://www.kqed.org/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students,Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning?' link2='https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars,To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars' link3='https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences,Going for Depth: How Schools and Teachers Can Foster Meaningful Learning Experiences']\u003c/p>\n\u003cp>“We know intuitively that when we get really serious about a domain of education, it looks more like this,” said \u003ca href=\"https://twitter.com/jal_mehta\" target=\"_blank\" rel=\"noopener\">Jal Mehta\u003c/a>, also a professor at Harvard’s education school.\u003c/p>\n\u003cp>When students go out for the baseball team, they get an attenuated version of baseball, but they go out each time and play the entire game. “It’s not ‘baseball appreciation,’” Mehta said. Likewise with just about anything that \u003ca href=\"https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars\" target=\"_blank\" rel=\"noopener\">takes place after school\u003c/a>.\u003c/p>\n\u003cp>Afterschool activities also offer a system that supports teachers. Imagine, for instance, a classroom art teacher who wants to mount an exhibition of student artwork. She’d need to figure out how to give students longer blocks of time to complete the pieces, find an exhibition space and arrange it for exhibition night. Finally, she’d need to get people to attend.\u003c/p>\n\u003cp>“Now imagine you’re that same teacher and you’re directing a play after school,” Mehta said. “Basically, you need the same things.” But in most schools, these pieces are already in place: long rehearsal blocks, a dedicated performance space, and the expectation that students will annually mount a version of a big Broadway musical and the community will show up to see it. All of that support, he said, is already built in.\u003c/p>\n\u003cp>“The question we should ask ourselves is: If that’s the kind of method we use when we really want someone to learn something, \u003ca href=\"https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences\" target=\"_blank\" rel=\"noopener\">why don’t we use those methods the rest of the time\u003c/a>, for the rest of the students?” Mehta said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/chrislehmann?lang=en\" target=\"_blank\" rel=\"noopener\">Chris Lehmann\u003c/a>, principal and co-founder of \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\" rel=\"noopener\">Science Leadership Academy\u003c/a>, a small public high school at the edge of Philadelphia’s Center City neighborhood, said afterschool experiences have another plus: They have student choice “baked-in.”\u003c/p>\n\u003cp>“You’re getting the kids somewhere they want to be,” he said, “so you already have an advantage there.” These experiences are also usually built around a performance of some sort, with a natural structure, deadline and audience.\u003c/p>\n\u003cp>[pullquote size='medium' align='left' citation='Sarah Fine, director of High Tech High's graduate teaching apprenticeship']Ultimately, school is a contrived situation. There’s no way around that.'[/pullquote]\u003c/p>\n\u003cp>Mehta said the best examples he has seen during the school day are in science classes. In one school, instead of “imbibing scientific knowledge that was discovered long ago by famous scientists,” sophomores learned about the scientific method and designed rudimentary experiments — he remembers one that asked whether studying while listening to music through earbuds produced better or worse results.\u003c/p>\n\u003cp>“That’s not an earth-shattering question, but it’s a real question,” he said. In the process, students learned how to develop a hypothesis, gather data, review the literature and write up their results. By 11th or 12th grade, they were doing more advanced work, including partnering with nearby labs, he said. But students credited the sophomore-year course with getting them excited about — and familiar with — experimentation. “It was the place where they really learned how to do science,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/sarahmfine?lang=en\" target=\"_blank\" rel=\"noopener\">Sarah Fine\u003c/a>, who directs High Tech High’s graduate teaching apprenticeship and who last spring \u003ca href=\"https://www.amazon.com/Search-Deeper-Learning-Remake-American/dp/0674988396/ref=sr_1_1?keywords=in+search+of+deeper+learning&qid=1567183274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">co-authored a book about deeper learning\u003c/a> with Mehta, said the larger goal of “playing the whole game” is a kind of \u003ca href=\"https://www.kqed.org/mindshift/45691/why-discipline-should-be-aligned-with-a-schools-learning-philosophy\" target=\"_blank\" rel=\"noopener\">authenticity that often eludes students\u003c/a>, especially in high school. “Ultimately, school is a contrived situation. There’s no way around that,” she said.\u003c/p>\n\u003cp>Fine recalled a student once saying to her, “‘Ms. Fine — school is just fake.’ He’s right — school is fake. We are designing experiences for the sake of kids’ learning.”\u003c/p>\n\u003cp>Yet the goal of the Innocence Project work isn’t necessarily to make students into lawyers. It’s to give them the sense that there’s “some professional domain that has rules and rhythms to it,” as well as a base of knowledge, she said. “It just has to feel real enough to kids — it has to be resonant enough with the real world that it compels them to feel like it’s worth engaging with.”\u003c/p>\n\u003cp>The students who reviewed prisoners’ cases “talked about feeling like they sort of had people’s lives in their hands,” Fine said. “And that is not a feeling they’d ever had in school before, that something they were doing had real consequences for people beyond themselves.”\u003c/p>\n\u003cp>Rebecca Jimenez, 18, who graduated last fall from High Tech High Chula Vista, said the Innocence Project gave her a sense of working on “an important cause.”\u003c/p>\n\u003cp>The more research she did on each prisoner’s plea, the more engrossed she became. “I wanted to keep reading and understand the person’s story,” she said. Eventually, she and her classmates would research a case that resulted in a judge throwing out a 20-year-old murder conviction and handing down new charges against the suspect’s nephew.\u003c/p>\n\u003cp>\u003cstrong>Novices vs. experts\u003c/strong>\u003c/p>\n\u003cp>One important aspect of “playing the whole game,” Mehta said, is interacting with professionals in the real world. “If you do an architecture project and you have real architects examining your work, that’s project-based learning. But it’s really powerful project-based learning because you’re not only showing students something about architecture. It gives them a conception: ‘I could be an architect.’”\u003c/p>\n\u003cp>But \u003ca href=\"https://www.brookings.edu/author/tom-loveless/\" target=\"_blank\" rel=\"noopener\">Tom Loveless\u003c/a>, a California-based education researcher and former director of the Brookings Institution’s Brown Center on Education Policy, advises caution. “Generally speaking, I think we should be skeptical of the whole idea,” he said.\u003c/p>\n\u003cp>For one thing, playing the whole game confuses novices with experts. “A novice can’t ‘play the whole game’ because a novice doesn’t know the whole game. In order to learn most games, you have to learn the bits and pieces that go into knowing the whole game. And with project-based learning in general, the idea is that you’re giving kids projects to do in order to learn about a particular topic.”\u003c/p>\n\u003cp>That’s a mistake, Loveless said, since students typically require “a tremendous amount of background knowledge” before they can execute a respectable project on, say, World War I. Without deep background knowledge, he said, “you have a lot of novice learners kind of sharing their ignorance and having a shared experience out of their ignorance — and there’s no guarantee … that they’re necessarily going to gain knowledge, because you’ve left all that in the hands of the students themselves.”\u003c/p>\n\u003cp>Harvard’s Mehta said “playing the whole game” actually demands more of teachers, implicitly asking them to not just be familiar with a subject but to remain, in a sense, practitioners. Just as we’d expect a good drama director to direct community theater on weekends, so do these schools expect the same of subject-matter teachers: English teachers who publish poetry or novels, or art teachers who sell their paintings, and so on.\u003c/p>\n\u003cp>Loveless said he hasn’t seen good evidence that students will necessarily enjoy school more if it’s inquiry-based. “It could be that exactly the opposite is true. It could be that actually what kids like is a lot of structure to the presentation of learning. They like the teacher taking responsibility for that.”\u003c/p>\n\u003cp>A bigger problem, he said, may be that because project-based learning tends to minimize the importance of prior knowledge, “playing the whole game” might work better in wealthy areas or in private schools, where students arrive with a measure of background knowledge about, for instance, World War I or how defense attorneys work. Elsewhere, it’s a riskier strategy.\u003c/p>\n\u003cp>SLA’s Lehmann would disagree. His school boasts that it draws students from every zip code in Philadelphia, and he can easily bring to mind the challenges that his students — past and present — bring the day they set foot on campus as freshmen.\u003c/p>\n\u003cp>A \u003ca href=\"https://eric.ed.gov/?id=ED578933\" target=\"_blank\" rel=\"noopener\">2016 meta-review\u003c/a> was cautiously optimistic about project-based learning, saying the evidence for its effectiveness is “promising but not proven.”\u003c/p>\n\u003cp>Ron Berger of \u003ca href=\"https://eleducation.org/\" target=\"_blank\" rel=\"noopener\">EL Education\u003c/a>, a Massachusetts-based advocacy group for project-based learning, pointed to a \u003ca href=\"https://www.air.org/sites/default/files/Deeper-Learning-Summary-Updated-August-2016.pdf\" target=\"_blank\" rel=\"noopener\">2016 study by the American Institutes for Research\u003c/a> that found that students in high schools that subscribed to “deeper learning” were slightly more likely to attend college — about 53 percent, versus 50 percent in other high schools. AIR also found that 22 percent of students at “deeper learning” schools enrolled in four-year colleges, compared with 18 percent for their peers elsewhere.\u003c/p>\n\u003cp>But the schools had little to show in terms of college retention — in both “deeper learning” schools and others, only 62 percent of alumni remained enrolled in college for at least three consecutive terms; about half enrolled for at least four consecutive terms.\u003c/p>\n\u003cp>Berger said the modest college-going results shouldn’t be the final word on these schools’ success. For one thing, he said, \u003ca href=\"https://www.kqed.org/mindshift/45075/why-the-language-we-use-about-learning-determines-inclusivity\" target=\"_blank\" rel=\"noopener\">many of them are works in progress\u003c/a>: his nonprofit,\u003ca href=\"https://eleducation.org/who-we-are/history\" target=\"_blank\" rel=\"noopener\"> originally a partnership\u003c/a> between Harvard’s education school and Outward Bound USA, has spent years pushing project-based schools to improve the quality of their projects, requiring field research, participation of outside experts and “an authentic audience,” among other factors. That’s not always a given, he said.\u003c/p>\n\u003cp>Where these conditions persist, Berger said, “the schools feel different,” with students able to articulate what they’re learning and why they’re there.\u003c/p>\n\u003cp>“It’s visceral,” he said. “When you walk into a building and kids are more polite, more mature, engage with you right away and want to tell you about their learning, [they] have a sense of social responsibility — it’s hard to collect quantitative data on this.”\u003c/p>\n\u003cp>\u003cstrong>‘Why do I need to know this?’\u003c/strong>\u003c/p>\n\u003cp>Lehmann, the Philadelphia principal, embodies this attitude perhaps as well as any secondary educator in America. In conversation with his students, he reminds them endlessly about how much they’ve grown and matured since he met them as freshmen. He has become well-known among educators for his head-on challenge to the notion that the job of high school is to get students ready for what comes next.\u003c/p>\n\u003cp>“School shouldn’t be preparation for real life — school should be real life,” he said. “We should ask kids to do real things that matter.”\u003c/p>\n\u003cp>Most significantly, Lehmann asks teachers to rethink the idea that high school is a “moratorium” for young people, a kind of holding pen where they wait out adolescence.\u003c/p>\n\u003cp>“‘Why do I need to know this?’ should be a real question,” he said. “And the answers we should search out for kids should not be ‘someday’ answers — ‘If you want to major in this, you might seek out this information’ — but rather, ‘Why do I need this information now to be a better human being? To effect change in the world?’”\u003c/p>\n\u003cp>For Jimenez, the High Tech High graduate, playing the whole game changed everything. Early in her high school career, she thought she might major in business. “It sounded really cool and had money attached to the name,” she joked.\u003c/p>\n\u003cp>But Jimenez liked the work at the Innocence Project so much she spent the entire month of May 2018 interning there — High Tech High juniors undertake monthlong internships each spring. “During school, if I want to do something, I might as well be doing something that might actually make a change,” she said.\u003c/p>\n\u003cp>Now a freshman at the University of California, Riverside, Jimenez is studying political science and plans to attend law school. A first-generation college-goer, she wants to work someday for the Innocence Project.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It would be great to be back in that environment,” she said.\u003c/p>\n\n","blocks":[],"excerpt":"The argument goes like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they'll work harder, learn more and come up with creative applications and solutions that adults couldn't imagine.","status":"publish","parent":0,"modified":1569477012,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":52,"wordCount":2592},"headData":{"title":"How to Bring Authenticity to Learning that Happens in School | KQED","description":"The argument goes like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they'll work harder, learn more and come up with creative applications and solutions that adults couldn't imagine.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54461 https://ww2.kqed.org/mindshift/?p=54461","disqusUrl":"https://ww2.kqed.org/mindshift/2019/09/25/how-to-bring-authenticity-to-learning-that-happens-in-school/","disqusTitle":"How to Bring Authenticity to Learning that Happens in School","path":"/mindshift/54461/how-to-bring-authenticity-to-learning-that-happens-in-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This article was originally published on \u003ca href=\"https://www.the74million.org/article/after-school-students-are-playing-the-whole-game-in-activities-from-drama-to-sports-to-debate-backers-of-project-based-learning-ask-why-cant-all-of-education-look-like-th/\" target=\"_blank\" rel=\"noopener\">The74million.org\u003c/a> and is republished here with permission.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Greg Toppo\u003c/strong>\u003c/p>\n\u003cp>In 2013, attorneys at the \u003ca href=\"https://californiainnocenceproject.org/\" target=\"_blank\" rel=\"noopener\">California Innocence Project\u003c/a>, weighed down by a backlog of casework, turned for help to an unusual group: humanities students at High Tech High Chula Vista, a nearby charter school.\u003c/p>\n\u003cp>The students, all juniors, trained on a past case handled by the San Diego nonprofit, which reviews pleas from prisoners who maintain that they’re innocent. Then, in teams of three or four, the \u003ca href=\"https://www.hightechhigh.org/hthcv/project/xonr8/\" target=\"_blank\" rel=\"noopener\">students reviewed prisoners’ files\u003c/a> and ultimately presented them to Innocence Project attorneys, with a recommendation to either champion a prisoner’s case or take a pass.\u003c/p>\n\u003cp>The project lives on with a new group of students each year, buoyed by a strain of progressive education philosophy that says students learn best with real work that resembles what they will likely encounter outside of school. It has been kicking around K-12 education for decades but has yet to be widely adopted. In recent years, however, the idea has quietly gained ground as more schools try \u003ca href=\"https://www.kqed.org/mindshift/26038/what-project-based-learning-is-and-isnt\" target=\"_blank\" rel=\"noopener\">project-based learning\u003c/a> and subscribe to a philosophy known as \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\" target=\"_blank\" rel=\"noopener\">“deeper learning.”\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But does it work?\u003c/p>\n\u003cp>Harvard Graduate School of Education professor emeritus \u003ca href=\"https://www.gse.harvard.edu/faculty/david-perkins\" target=\"_blank\" rel=\"noopener\">David Perkins\u003c/a> calls it \u003ca href=\"https://www.gse.harvard.edu/news/uk/09/01/education-bat-seven-principles-educators\" target=\"_blank\" rel=\"noopener\">“playing the whole game.”\u003c/a> He sees it as an \u003ca href=\"http://:%20https://www.the74million.org/article/74-interview-author-and-harvard-scholar-david-perkins-on-what-traditional-classroom-teachers-can-learn-from-science-fairs-backyard-sports-whole-game-learning/\" target=\"_blank\" rel=\"noopener\">alternative to schools’ traditional approach\u003c/a>, which often presents students with atomized, decontextualized pieces of a subject. He conceived of the idea after thinking about the most meaningful experiences he had in high school, which were mostly “outside of the conventional curriculum”: drama, music, science fairs and the like. These and other large-scale endeavors, he said, “seemed more meaningful and I reached out for opportunities.”\u003c/p>\n\u003cp>Laid out most fully in his 2010 book \u003cem>\u003ca href=\"https://www.amazon.com/Making-Learning-Whole-Principles-Transform/dp/0470633719/ref=sr_1_1?keywords=making+learning+whole&qid=1567186274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">Making Learning Whole\u003c/a>\u003c/em>, the idea goes something like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they’ll work harder, learn more and come up with creative applications and solutions that adults couldn’t imagine.\u003c/p>\n\u003cp>Though it has yet to be widely adopted outside of project-based schools, “playing the whole game” has quietly thrived for generations in another context: afterschool activities, from team sports to debate club, drama productions and marching band.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"More on Deeper Learning ","link1":"https://www.kqed.org/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students,Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning?","link2":"https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars,To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars","link3":"https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences,Going for Depth: How Schools and Teachers Can Foster Meaningful Learning Experiences"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We know intuitively that when we get really serious about a domain of education, it looks more like this,” said \u003ca href=\"https://twitter.com/jal_mehta\" target=\"_blank\" rel=\"noopener\">Jal Mehta\u003c/a>, also a professor at Harvard’s education school.\u003c/p>\n\u003cp>When students go out for the baseball team, they get an attenuated version of baseball, but they go out each time and play the entire game. “It’s not ‘baseball appreciation,’” Mehta said. Likewise with just about anything that \u003ca href=\"https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars\" target=\"_blank\" rel=\"noopener\">takes place after school\u003c/a>.\u003c/p>\n\u003cp>Afterschool activities also offer a system that supports teachers. Imagine, for instance, a classroom art teacher who wants to mount an exhibition of student artwork. She’d need to figure out how to give students longer blocks of time to complete the pieces, find an exhibition space and arrange it for exhibition night. Finally, she’d need to get people to attend.\u003c/p>\n\u003cp>“Now imagine you’re that same teacher and you’re directing a play after school,” Mehta said. “Basically, you need the same things.” But in most schools, these pieces are already in place: long rehearsal blocks, a dedicated performance space, and the expectation that students will annually mount a version of a big Broadway musical and the community will show up to see it. All of that support, he said, is already built in.\u003c/p>\n\u003cp>“The question we should ask ourselves is: If that’s the kind of method we use when we really want someone to learn something, \u003ca href=\"https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences\" target=\"_blank\" rel=\"noopener\">why don’t we use those methods the rest of the time\u003c/a>, for the rest of the students?” Mehta said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/chrislehmann?lang=en\" target=\"_blank\" rel=\"noopener\">Chris Lehmann\u003c/a>, principal and co-founder of \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\" rel=\"noopener\">Science Leadership Academy\u003c/a>, a small public high school at the edge of Philadelphia’s Center City neighborhood, said afterschool experiences have another plus: They have student choice “baked-in.”\u003c/p>\n\u003cp>“You’re getting the kids somewhere they want to be,” he said, “so you already have an advantage there.” These experiences are also usually built around a performance of some sort, with a natural structure, deadline and audience.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"Ultimately, school is a contrived situation. There’s no way around that.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"left","label":"citation='Sarah Fine, director of High Tech High's graduate teaching apprenticeship'"},"numeric":["citation='Sarah","Fine,","director","of","High","Tech","High's","graduate","teaching","apprenticeship'"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mehta said the best examples he has seen during the school day are in science classes. In one school, instead of “imbibing scientific knowledge that was discovered long ago by famous scientists,” sophomores learned about the scientific method and designed rudimentary experiments — he remembers one that asked whether studying while listening to music through earbuds produced better or worse results.\u003c/p>\n\u003cp>“That’s not an earth-shattering question, but it’s a real question,” he said. In the process, students learned how to develop a hypothesis, gather data, review the literature and write up their results. By 11th or 12th grade, they were doing more advanced work, including partnering with nearby labs, he said. But students credited the sophomore-year course with getting them excited about — and familiar with — experimentation. “It was the place where they really learned how to do science,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/sarahmfine?lang=en\" target=\"_blank\" rel=\"noopener\">Sarah Fine\u003c/a>, who directs High Tech High’s graduate teaching apprenticeship and who last spring \u003ca href=\"https://www.amazon.com/Search-Deeper-Learning-Remake-American/dp/0674988396/ref=sr_1_1?keywords=in+search+of+deeper+learning&qid=1567183274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">co-authored a book about deeper learning\u003c/a> with Mehta, said the larger goal of “playing the whole game” is a kind of \u003ca href=\"https://www.kqed.org/mindshift/45691/why-discipline-should-be-aligned-with-a-schools-learning-philosophy\" target=\"_blank\" rel=\"noopener\">authenticity that often eludes students\u003c/a>, especially in high school. “Ultimately, school is a contrived situation. There’s no way around that,” she said.\u003c/p>\n\u003cp>Fine recalled a student once saying to her, “‘Ms. Fine — school is just fake.’ He’s right — school is fake. We are designing experiences for the sake of kids’ learning.”\u003c/p>\n\u003cp>Yet the goal of the Innocence Project work isn’t necessarily to make students into lawyers. It’s to give them the sense that there’s “some professional domain that has rules and rhythms to it,” as well as a base of knowledge, she said. “It just has to feel real enough to kids — it has to be resonant enough with the real world that it compels them to feel like it’s worth engaging with.”\u003c/p>\n\u003cp>The students who reviewed prisoners’ cases “talked about feeling like they sort of had people’s lives in their hands,” Fine said. “And that is not a feeling they’d ever had in school before, that something they were doing had real consequences for people beyond themselves.”\u003c/p>\n\u003cp>Rebecca Jimenez, 18, who graduated last fall from High Tech High Chula Vista, said the Innocence Project gave her a sense of working on “an important cause.”\u003c/p>\n\u003cp>The more research she did on each prisoner’s plea, the more engrossed she became. “I wanted to keep reading and understand the person’s story,” she said. Eventually, she and her classmates would research a case that resulted in a judge throwing out a 20-year-old murder conviction and handing down new charges against the suspect’s nephew.\u003c/p>\n\u003cp>\u003cstrong>Novices vs. experts\u003c/strong>\u003c/p>\n\u003cp>One important aspect of “playing the whole game,” Mehta said, is interacting with professionals in the real world. “If you do an architecture project and you have real architects examining your work, that’s project-based learning. But it’s really powerful project-based learning because you’re not only showing students something about architecture. It gives them a conception: ‘I could be an architect.’”\u003c/p>\n\u003cp>But \u003ca href=\"https://www.brookings.edu/author/tom-loveless/\" target=\"_blank\" rel=\"noopener\">Tom Loveless\u003c/a>, a California-based education researcher and former director of the Brookings Institution’s Brown Center on Education Policy, advises caution. “Generally speaking, I think we should be skeptical of the whole idea,” he said.\u003c/p>\n\u003cp>For one thing, playing the whole game confuses novices with experts. “A novice can’t ‘play the whole game’ because a novice doesn’t know the whole game. In order to learn most games, you have to learn the bits and pieces that go into knowing the whole game. And with project-based learning in general, the idea is that you’re giving kids projects to do in order to learn about a particular topic.”\u003c/p>\n\u003cp>That’s a mistake, Loveless said, since students typically require “a tremendous amount of background knowledge” before they can execute a respectable project on, say, World War I. Without deep background knowledge, he said, “you have a lot of novice learners kind of sharing their ignorance and having a shared experience out of their ignorance — and there’s no guarantee … that they’re necessarily going to gain knowledge, because you’ve left all that in the hands of the students themselves.”\u003c/p>\n\u003cp>Harvard’s Mehta said “playing the whole game” actually demands more of teachers, implicitly asking them to not just be familiar with a subject but to remain, in a sense, practitioners. Just as we’d expect a good drama director to direct community theater on weekends, so do these schools expect the same of subject-matter teachers: English teachers who publish poetry or novels, or art teachers who sell their paintings, and so on.\u003c/p>\n\u003cp>Loveless said he hasn’t seen good evidence that students will necessarily enjoy school more if it’s inquiry-based. “It could be that exactly the opposite is true. It could be that actually what kids like is a lot of structure to the presentation of learning. They like the teacher taking responsibility for that.”\u003c/p>\n\u003cp>A bigger problem, he said, may be that because project-based learning tends to minimize the importance of prior knowledge, “playing the whole game” might work better in wealthy areas or in private schools, where students arrive with a measure of background knowledge about, for instance, World War I or how defense attorneys work. Elsewhere, it’s a riskier strategy.\u003c/p>\n\u003cp>SLA’s Lehmann would disagree. His school boasts that it draws students from every zip code in Philadelphia, and he can easily bring to mind the challenges that his students — past and present — bring the day they set foot on campus as freshmen.\u003c/p>\n\u003cp>A \u003ca href=\"https://eric.ed.gov/?id=ED578933\" target=\"_blank\" rel=\"noopener\">2016 meta-review\u003c/a> was cautiously optimistic about project-based learning, saying the evidence for its effectiveness is “promising but not proven.”\u003c/p>\n\u003cp>Ron Berger of \u003ca href=\"https://eleducation.org/\" target=\"_blank\" rel=\"noopener\">EL Education\u003c/a>, a Massachusetts-based advocacy group for project-based learning, pointed to a \u003ca href=\"https://www.air.org/sites/default/files/Deeper-Learning-Summary-Updated-August-2016.pdf\" target=\"_blank\" rel=\"noopener\">2016 study by the American Institutes for Research\u003c/a> that found that students in high schools that subscribed to “deeper learning” were slightly more likely to attend college — about 53 percent, versus 50 percent in other high schools. AIR also found that 22 percent of students at “deeper learning” schools enrolled in four-year colleges, compared with 18 percent for their peers elsewhere.\u003c/p>\n\u003cp>But the schools had little to show in terms of college retention — in both “deeper learning” schools and others, only 62 percent of alumni remained enrolled in college for at least three consecutive terms; about half enrolled for at least four consecutive terms.\u003c/p>\n\u003cp>Berger said the modest college-going results shouldn’t be the final word on these schools’ success. For one thing, he said, \u003ca href=\"https://www.kqed.org/mindshift/45075/why-the-language-we-use-about-learning-determines-inclusivity\" target=\"_blank\" rel=\"noopener\">many of them are works in progress\u003c/a>: his nonprofit,\u003ca href=\"https://eleducation.org/who-we-are/history\" target=\"_blank\" rel=\"noopener\"> originally a partnership\u003c/a> between Harvard’s education school and Outward Bound USA, has spent years pushing project-based schools to improve the quality of their projects, requiring field research, participation of outside experts and “an authentic audience,” among other factors. That’s not always a given, he said.\u003c/p>\n\u003cp>Where these conditions persist, Berger said, “the schools feel different,” with students able to articulate what they’re learning and why they’re there.\u003c/p>\n\u003cp>“It’s visceral,” he said. “When you walk into a building and kids are more polite, more mature, engage with you right away and want to tell you about their learning, [they] have a sense of social responsibility — it’s hard to collect quantitative data on this.”\u003c/p>\n\u003cp>\u003cstrong>‘Why do I need to know this?’\u003c/strong>\u003c/p>\n\u003cp>Lehmann, the Philadelphia principal, embodies this attitude perhaps as well as any secondary educator in America. In conversation with his students, he reminds them endlessly about how much they’ve grown and matured since he met them as freshmen. He has become well-known among educators for his head-on challenge to the notion that the job of high school is to get students ready for what comes next.\u003c/p>\n\u003cp>“School shouldn’t be preparation for real life — school should be real life,” he said. “We should ask kids to do real things that matter.”\u003c/p>\n\u003cp>Most significantly, Lehmann asks teachers to rethink the idea that high school is a “moratorium” for young people, a kind of holding pen where they wait out adolescence.\u003c/p>\n\u003cp>“‘Why do I need to know this?’ should be a real question,” he said. “And the answers we should search out for kids should not be ‘someday’ answers — ‘If you want to major in this, you might seek out this information’ — but rather, ‘Why do I need this information now to be a better human being? To effect change in the world?’”\u003c/p>\n\u003cp>For Jimenez, the High Tech High graduate, playing the whole game changed everything. Early in her high school career, she thought she might major in business. “It sounded really cool and had money attached to the name,” she joked.\u003c/p>\n\u003cp>But Jimenez liked the work at the Innocence Project so much she spent the entire month of May 2018 interning there — High Tech High juniors undertake monthlong internships each spring. “During school, if I want to do something, I might as well be doing something that might actually make a change,” she said.\u003c/p>\n\u003cp>Now a freshman at the University of California, Riverside, Jimenez is studying political science and plans to attend law school. A first-generation college-goer, she wants to work someday for the Innocence Project.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It would be great to be back in that environment,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54461/how-to-bring-authenticity-to-learning-that-happens-in-school","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_939","mindshift_20995","mindshift_20784","mindshift_1040","mindshift_819","mindshift_20641","mindshift_797","mindshift_256","mindshift_956"],"featImg":"mindshift_54467","label":"mindshift"},"mindshift_50518":{"type":"posts","id":"mindshift_50518","meta":{"index":"posts_1591205157","site":"mindshift","id":"50518","score":null,"sort":[1518098860000]},"guestAuthors":[],"slug":"how-to-teach-teens-about-love-consent-and-emotional-intelligence","title":"How to Teach Teens About Love, Consent and Emotional Intelligence","publishDate":1518098860,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Navigating love and relationships can be difficult at any age, but especially so in the angsty teenage years. Budding romances can be fun and exhilarating but also confusing and uncomfortable. In these moments of confusion, teens often turn to friends or the internet for advice. But what if teens were trained with other options? What if lessons in love and romance were taught more explicitly in schools and at home?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It turns out that teens are yearning for these lessons. They're looking for more guidance from parents on emotional aspects of romantic relationships — everything from “how to develop a mature relationship” to “how to deal with breakups,” according to a \u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_executive-summary.pdf\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Harvard Graduate School of Education’s\u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/\"> \u003cspan style=\"font-weight: 400\">Making Caring Common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> project. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our data is showing a lot of kids do want to have this conversation,” said Richard Weissbourd, a Harvard psychologist who co-authored the \u003ca href=\"https://mcc.gse.harvard.edu/thetalk\">study\u003c/a> of the 18- to 25-year-olds. He said that teachers and parents should be establishing themselves as experts on mature relationships and, in turn, creating an environment in which teens feel comfortable seeking advice about those experiences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are a huge amount of mistakes and misunderstandings that go on here on a daily basis, and good sex education can really help with that,\" he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The majority of us have experienced lessons on human anatomy and pregnancy prevention in school, but what Weissbourd is referring to when he says “good sex education” goes beyond the basics. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Health educators like \u003ca href=\"http://www.shafiazaloom.com/\">Shafia Zaloom\u003c/a> are trying to create a more holistic approach to sex ed by teaching lessons in love and intimacy. She teaches a six-week course at the Urban School of San Francisco that follows the lifespan of a romantic relationship. The curriculum she has developed encompasses human sexuality and personal integrity with specific lessons in topics like sexual orientation, consent, good sex and pleasure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach it because human relationships are one of the most important aspects of our lives. The quality of our relationships determines the quality of our lives,” she said. “Authentic connection matters and makes a difference. The focus of my work has always been on social justice and equity as well. There’s a lot of work to do with this in the realm of sex education.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of Zaloom's students, a 15-year-old boy, says his favorite part has been learning about the nuance of consent. In one class, students watched and analyzed a sex scene from the movie “Super Bad.” He says that activity opened up his eyes to how media can alter our perception of reality. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When I watch movies, I usually don't think in my head if it's consensual or not, I just go with it, but looking back on it, I'm like, ‘O\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">h wait, that's not consensual\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> I don't know why he's doing that,’” \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">he said.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> “\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">You got to be taught those things, you can't just be influenced by the things you see in the movies, you need to learn about it in real life.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zaloom acknowledges that, as an adult, initiating these conversations with teens can be nerve-wracking. Her advice is to: “Pace yourself. Have lots of smaller conversations (vs. the BIG TALK) over time that scaffolds the learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below are a handful of additional tips from educators and researchers on how to effectively teach about love, consent and emotional intelligence. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Create a safe space\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matthew Lippman is a high school English teacher at Beaver Country Day School in Chestnut Hill, Massachusetts. A few years ago, he began teaching a course called MEMOIR: LOVE.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The first thing is that you want to really set up a space that is safe and that will be, at times, uncomfortable. Super uncomfortable,” said Lippman. “Trust the kids. They know what they are talking about in big and deep and meaningful ways. I think it is very important to let them, in their own way, guide the conversation. This means that ‘getting out of the way’ is really important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Talk about your own romantic relationships\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tackling these conversations with teens can be intimidating, especially if you’ve never done it before. For starters, Weissbourd suggests developing go-to language. One way to do this is to talk about your own relationships. Even if they didn’t last forever, there can be value in learning about failed relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some questions to ask yourself as you begin teaching teens about romantic relationships: What was healthy about my relationships? What was unhealthy? If they were troubled in some way, why did they become that way? What attitudes or behaviors would you change if you could? Were there warning signs in your relationship or concerning qualities in your partner that you should have seen or taken more seriously?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s often helpful to discuss these questions with trusted friends or to consult experts. Share with your teens any lessons you’ve learned about the skills, attitudes and sensitivities that it takes to maintain a healthy romantic relationship or any close relationship,” the \u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_final.pdf\">Harvard\u003c/a> \u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_final.pdf\">study suggests\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Facilitate conversations about ethical decision-making\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What do I do if I know my friend is cheating on his girlfriend, who is also my friend? Is infidelity justified under any circumstances? Is it exploitation when a high school senior hooks up with a first-year student? These types of questions can engage teens in lively conversation — and help them formulate their own opinions about how to handle complicated situations. It also helps students gain perspective, especially when they’re dissecting these hypothetical situations with the opposite sex.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One 15-year-old girl who took Zaloom’s class said the course gave her communication tools and helped her establish her own moral compass. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Knowing my priorities and values before going into situations taught me how to interact with people,” she said. “Not just a value for relationships ... life in general. It’s really applicable to everyday life and how I can go through life with an open mind and always willing to hear from other people.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Create empathy through perspective exercises\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teaching about consent, building empathy is imperative, says Zaloom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The social science shows through research that the only one common piece people who perpetrate assault share is a lack of empathy,” said Zaloom. “Empathy is the foundation of one's capacity to have healthy and caring relationships, to truly respect someone. Needless to say, we talk a ton about empathy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to do this is to have kids interact, share experiences and \u003c/span>\u003cspan style=\"font-weight: 400\">listen \u003c/span>\u003cspan style=\"font-weight: 400\">to each other. For instance, one lesson teaches kids how to ask someone out. Students explain to each other what they're attracted to and how various scenarios make them feel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really great advice, actually,” said Zaloom's 15-year-old male student. “It was really interesting hearing about the other gender. … I didn't understand how important confidence is to a girl — being confident but not being too dominant and not being a jerk.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach about different kinds of love \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Infatuation. Romance. Jealousy. Unconditional love. There is nuance in love, and educators say this is important for kids to understand, especially when they’re feeling these emotions for the first time. In\u003c/span> \u003cspan style=\"font-weight: 400\">Lippman’s course on love, he said students “read and talked and wrote about love in all of its forms and iterations” because “it is one of these topics that lives in everything.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is when talking about your own experiences with love and dating can be beneficial. Weissbourd puts it like this: \"When I said I love my wife on our wedding day, that was something different than when I say I love her now. The love I have for her now is deeper and more dazzling but it's quieter. it's not intoxication in the same way. We don't talk about these different types of love.\"\u003c/span>\u003c/p>\n\u003cp>\u003cb>Use pop culture and other forms of media as models\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When looking to incorporate forms of media into your own class, Lippman says, “I find that music is a great literature and one that really speaks to the kids. The most important thing is to be relevant.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a list of his favorite teaching materials, including books, poetry and music: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Rainer Marie Rilke’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Letters To A Young Poet\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Matthew Dickman and Tracy K. Smith's poetry \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Leslie Jamison’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Empathy Exams \u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Roxane Gay’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Bad Feminist\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">W.P. Kinsella’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Shoeless Joe\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Roberta Flack’s “The First Time Ever I Saw Your Face” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">U2’s “One”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, says Zaloom, remember that the majority of sex education is about values. \"Many parents are already teaching about values. Now the challenge is to guide kids to understand what those values sound, look and feel like within the context of sexuality.\" \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"A Harvard survey reveals that teens want more clear guidance about love and romantic relationships from their parents and teachers. ","status":"publish","parent":0,"modified":1518098860,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1555},"headData":{"title":"How to Teach Teens About Love, Consent and Emotional Intelligence | KQED","description":"A Harvard survey reveals that teens want more clear guidance about love and romantic relationships from their parents and teachers. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50518 https://ww2.kqed.org/mindshift/?p=50518","disqusUrl":"https://ww2.kqed.org/mindshift/2018/02/08/how-to-teach-teens-about-love-consent-and-emotional-intelligence/","disqusTitle":"How to Teach Teens About Love, Consent and Emotional Intelligence","nprByline":"\u003ca href=\"https://twitter.com/kristenlepore\">Kristen Rae Lepore\u003c/a>","path":"/mindshift/50518/how-to-teach-teens-about-love-consent-and-emotional-intelligence","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Navigating love and relationships can be difficult at any age, but especially so in the angsty teenage years. Budding romances can be fun and exhilarating but also confusing and uncomfortable. In these moments of confusion, teens often turn to friends or the internet for advice. But what if teens were trained with other options? What if lessons in love and romance were taught more explicitly in schools and at home?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It turns out that teens are yearning for these lessons. They're looking for more guidance from parents on emotional aspects of romantic relationships — everything from “how to develop a mature relationship” to “how to deal with breakups,” according to a \u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_executive-summary.pdf\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Harvard Graduate School of Education’s\u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/\"> \u003cspan style=\"font-weight: 400\">Making Caring Common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> project. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our data is showing a lot of kids do want to have this conversation,” said Richard Weissbourd, a Harvard psychologist who co-authored the \u003ca href=\"https://mcc.gse.harvard.edu/thetalk\">study\u003c/a> of the 18- to 25-year-olds. He said that teachers and parents should be establishing themselves as experts on mature relationships and, in turn, creating an environment in which teens feel comfortable seeking advice about those experiences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are a huge amount of mistakes and misunderstandings that go on here on a daily basis, and good sex education can really help with that,\" he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The majority of us have experienced lessons on human anatomy and pregnancy prevention in school, but what Weissbourd is referring to when he says “good sex education” goes beyond the basics. \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\">Health educators like \u003ca href=\"http://www.shafiazaloom.com/\">Shafia Zaloom\u003c/a> are trying to create a more holistic approach to sex ed by teaching lessons in love and intimacy. She teaches a six-week course at the Urban School of San Francisco that follows the lifespan of a romantic relationship. The curriculum she has developed encompasses human sexuality and personal integrity with specific lessons in topics like sexual orientation, consent, good sex and pleasure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach it because human relationships are one of the most important aspects of our lives. The quality of our relationships determines the quality of our lives,” she said. “Authentic connection matters and makes a difference. The focus of my work has always been on social justice and equity as well. There’s a lot of work to do with this in the realm of sex education.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of Zaloom's students, a 15-year-old boy, says his favorite part has been learning about the nuance of consent. In one class, students watched and analyzed a sex scene from the movie “Super Bad.” He says that activity opened up his eyes to how media can alter our perception of reality. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When I watch movies, I usually don't think in my head if it's consensual or not, I just go with it, but looking back on it, I'm like, ‘O\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">h wait, that's not consensual\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> I don't know why he's doing that,’” \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">he said.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> “\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">You got to be taught those things, you can't just be influenced by the things you see in the movies, you need to learn about it in real life.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zaloom acknowledges that, as an adult, initiating these conversations with teens can be nerve-wracking. Her advice is to: “Pace yourself. Have lots of smaller conversations (vs. the BIG TALK) over time that scaffolds the learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below are a handful of additional tips from educators and researchers on how to effectively teach about love, consent and emotional intelligence. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Create a safe space\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matthew Lippman is a high school English teacher at Beaver Country Day School in Chestnut Hill, Massachusetts. A few years ago, he began teaching a course called MEMOIR: LOVE.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The first thing is that you want to really set up a space that is safe and that will be, at times, uncomfortable. Super uncomfortable,” said Lippman. “Trust the kids. They know what they are talking about in big and deep and meaningful ways. I think it is very important to let them, in their own way, guide the conversation. This means that ‘getting out of the way’ is really important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Talk about your own romantic relationships\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tackling these conversations with teens can be intimidating, especially if you’ve never done it before. For starters, Weissbourd suggests developing go-to language. One way to do this is to talk about your own relationships. Even if they didn’t last forever, there can be value in learning about failed relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some questions to ask yourself as you begin teaching teens about romantic relationships: What was healthy about my relationships? What was unhealthy? If they were troubled in some way, why did they become that way? What attitudes or behaviors would you change if you could? Were there warning signs in your relationship or concerning qualities in your partner that you should have seen or taken more seriously?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s often helpful to discuss these questions with trusted friends or to consult experts. Share with your teens any lessons you’ve learned about the skills, attitudes and sensitivities that it takes to maintain a healthy romantic relationship or any close relationship,” the \u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_final.pdf\">Harvard\u003c/a> \u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_final.pdf\">study suggests\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Facilitate conversations about ethical decision-making\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What do I do if I know my friend is cheating on his girlfriend, who is also my friend? Is infidelity justified under any circumstances? Is it exploitation when a high school senior hooks up with a first-year student? These types of questions can engage teens in lively conversation — and help them formulate their own opinions about how to handle complicated situations. It also helps students gain perspective, especially when they’re dissecting these hypothetical situations with the opposite sex.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One 15-year-old girl who took Zaloom’s class said the course gave her communication tools and helped her establish her own moral compass. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Knowing my priorities and values before going into situations taught me how to interact with people,” she said. “Not just a value for relationships ... life in general. It’s really applicable to everyday life and how I can go through life with an open mind and always willing to hear from other people.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Create empathy through perspective exercises\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teaching about consent, building empathy is imperative, says Zaloom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The social science shows through research that the only one common piece people who perpetrate assault share is a lack of empathy,” said Zaloom. “Empathy is the foundation of one's capacity to have healthy and caring relationships, to truly respect someone. Needless to say, we talk a ton about empathy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to do this is to have kids interact, share experiences and \u003c/span>\u003cspan style=\"font-weight: 400\">listen \u003c/span>\u003cspan style=\"font-weight: 400\">to each other. For instance, one lesson teaches kids how to ask someone out. Students explain to each other what they're attracted to and how various scenarios make them feel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really great advice, actually,” said Zaloom's 15-year-old male student. “It was really interesting hearing about the other gender. … I didn't understand how important confidence is to a girl — being confident but not being too dominant and not being a jerk.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach about different kinds of love \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Infatuation. Romance. Jealousy. Unconditional love. There is nuance in love, and educators say this is important for kids to understand, especially when they’re feeling these emotions for the first time. In\u003c/span> \u003cspan style=\"font-weight: 400\">Lippman’s course on love, he said students “read and talked and wrote about love in all of its forms and iterations” because “it is one of these topics that lives in everything.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is when talking about your own experiences with love and dating can be beneficial. Weissbourd puts it like this: \"When I said I love my wife on our wedding day, that was something different than when I say I love her now. The love I have for her now is deeper and more dazzling but it's quieter. it's not intoxication in the same way. We don't talk about these different types of love.\"\u003c/span>\u003c/p>\n\u003cp>\u003cb>Use pop culture and other forms of media as models\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When looking to incorporate forms of media into your own class, Lippman says, “I find that music is a great literature and one that really speaks to the kids. The most important thing is to be relevant.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a list of his favorite teaching materials, including books, poetry and music: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Rainer Marie Rilke’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Letters To A Young Poet\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Matthew Dickman and Tracy K. Smith's poetry \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Leslie Jamison’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Empathy Exams \u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Roxane Gay’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Bad Feminist\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">W.P. Kinsella’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Shoeless Joe\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Roberta Flack’s “The First Time Ever I Saw Your Face” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">U2’s “One”\u003c/span>\u003c/li>\n\u003c/ul>\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\">Ultimately, says Zaloom, remember that the majority of sex education is about values. \"Many parents are already teaching about values. Now the challenge is to guide kids to understand what those values sound, look and feel like within the context of sexuality.\" \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50518/how-to-teach-teens-about-love-consent-and-emotional-intelligence","authors":["byline_mindshift_50518"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_21157","mindshift_20699","mindshift_20784","mindshift_1040","mindshift_819","mindshift_21113","mindshift_20963"],"featImg":"mindshift_50537","label":"mindshift"},"mindshift_48144":{"type":"posts","id":"mindshift_48144","meta":{"index":"posts_1591205157","site":"mindshift","id":"48144","score":null,"sort":[1498809339000]},"guestAuthors":[],"slug":"how-to-design-a-school-that-prioritizes-kindness-and-caring","title":"How to Design a School That Prioritizes Kindness and Caring","publishDate":1498809339,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Countless schools across the nation strive to make character a feature of education. Whether through classes on \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/17/why-emotional-intelligence-is-vital-to-keep-students-on-track/\">social-emotional learning\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/17/slowing-down-to-learn-mindful-pauses-that-can-help-student-engagement/\">mindfulness\u003c/a> exercises or reminders about the virtues of gratitude, thousands of students are exposed to messages that deplore cheating and bullying and celebrate kindness and consideration. In spite of the lecturing, however, \u003ca href=\"https://charactercounts.org/national-report-card/2012-report-card/\">51 percent\u003c/a> of high school kids owned up to cheating on exams, according to the Josephson Institute. Another \u003ca href=\"http://sites.gse.harvard.edu/sites/default/files/making-caring-common/files/mcc_report_the_children_we_mean_to_raise_0.pdf\">62 percent\u003c/a> believe that teachers value academic achievement over kindness to others.\u003c/p>\n\u003cp>Carrollwood Day School, a private school in Tampa, Florida, set out an ambitious plan to alter those numbers. That effort began in earnest about a year ago, after a handful of guidance counselors attended a conference on kindness put on by Harvard’s \u003ca href=\"https://mcc.gse.harvard.edu/\">Making Caring Common project\u003c/a>; they vowed to bring compassion back to their school.\u003c/p>\n\u003cp>Carrollwood Day had always emphasized character education, but the adult-driven messages, no matter how valid or well-meaning, seemed to be gliding past their intended audience, said Krista Diamond, who attended the event. She and her colleagues began to plan.\u003c/p>\n\u003cfigure id=\"attachment_48539\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-48539\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/MC3-Agreements-e1498806824473.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Making Caring Common Committee Agreements \u003ccite>(Courtesy of Krista Diamond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It was critical to Diamond that these initiatives not resemble a form of character boot camp, with intense immersion for a few days, and then nothing the rest of the year. “You can’t just snap your fingers, and show a video, and it’s done,\" she said. Rather, the school needed to adopt a philosophy of kindness that was “infused and woven through” all school activities. This would take time and flexibility, she said. Also, the initiatives had to seem to come from within, organically, because students would be quick to resist orders from above.\u003c/p>\n\u003cp>They started by announcing the school’s theme for the year: “Carrollwood Day School: Where Caring is Common.” To bring in parents and teachers, they invited both groups to read Michele Borba’s book \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/25814503-unselfie\">UnSelfie\u003c/a>\u003c/em>, which extols the virtues of empathy, and then welcomed Borba in for workshops.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Realizing that “great ideas don’t always fly with the high school population,” as she put it, Diamond worked with a small student advisory board to create and implement initiatives. It was a turning point that allowed the school’s character lessons to reflect student needs. “Everything we do now is run through the students; they are our vetting process,” she said. After a popular and thoughtful senior died in the fall, students decided to commemorate his legacy by taking active steps to be empathetic. They called the kindness initiative “Parker’s Promise,” after their late classmate. A quote from his college essay—“The fine line between success and adversity can be changed by just a grin or a little eye twinkle”—became their unofficial rallying cry.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-48552\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/CDS-Sign-Life-is-too-short-e1498807218852.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>The student advisory board, renamed the Making Character Count Committee, got to work. Once a week, these students gather outside before the opening bell rings and greet everyone coming in with candy, music and a big smile. They hang posters with concrete messages on how to be kind: \"Hold the door,” or “Smile, it makes a difference.” With Diamond’s guidance, the students meet with some of the 25 different advisory groups and lead conversations with students on how to build empathy. They also do a “mix-it-up” exercise, borrowed from Borba’s book, that moves students around in advisory groups to blend grade levels. And to get teacher buy-in, select students attend occasional faculty meetings to share what excites them about their project and how their classmates are responding.\u003c/p>\n\u003cp>Carrollwood Day is one of 70 schools around the country who have partnered with Harvard’s Making Caring Common project to make compassion an expectation of their students. “It’s less a curriculum than attending to little things,” said Richard Weissbourd, who heads the university effort. Simple changes can have an outsized effect. Knowing the names of all the students in school, being generous with “hellos,” and encouraging teachers to greet every student by name in class, for example, are low-burden but powerful exercises, he added.\u003c/p>\n\u003cp>Studies in social-emotional learning show that the most successful “kindness strategies” are short and focused, rooted in relationships, carried out repeatedly, and related to actual events in school, said Luba Feigenberg, who directs research for Making Caring Common project. Teachers need resources and support so that they can act as caring role models for their students, she added.\u003c/p>\n\u003cfigure id=\"attachment_48538\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-48538\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/Locker-Notes3.jpg\" alt=\"\" width=\"1920\" height=\"1058\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-160x88.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-800x441.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-768x423.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-1020x562.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-1180x650.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-960x529.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-240x132.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-375x207.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-520x287.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Positive notes on student lockers. \u003ccite>(Courtesy of Krista Diamond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Two of the most fruitful exercises Carrollwood Day embraced, both borrowed from the Harvard project, were \"\u003ca href=\"http://www.pbs.org/parents/expert-tips-advice/2015/12/expanding-childs-circle-concern/\">Circle of Concern\u003c/a>\" and \"\u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/relationship_mapping_pitch_and_guide_0_0.pdf\">Relationship Mapping\u003c/a>.\" In the former, all students were asked to think about who they cared for most, those in their inner circle. Then they were challenged to widen that circle, to consider who was outside and might be welcomed in. The goal was to prompt students to think beyond themselves and their narrow group and to begin to care for others.\u003c/p>\n\u003cp>During the Relationship Mapping exercise, faculty studied the names of all the children in school and sorted them into two groups: students they were concerned about, and those with whom they had relationships. At the end, the exercise uncovered the most vulnerable students: those identified as potentially troubled and lacking a connection with an adult. At the end, these students were paired with a teacher to serve as a mentor. “This was eye-opening for teachers,” Diamond said.\u003c/p>\n\u003cp>After all this, are students at Carrollwood Day any kinder? To be sure, not all kids there come to school beaming, or greet every stranger with a smile. ”Some students don’t see a purpose to it,” said junior Jake Flansberg. But Diamond notices real change. The school spirit society used to whoop it up for sports teams only, but this year distributed chocolate kisses to all students during finals. Over the holidays, an advisory group delivered cards to everyone in school. “We don’t have ways of measuring this. “Diamond said, “But we see evidence that it’s working.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And some kids agree. Abri Weissman, a senior who heads up the Making Character Count Committee, has seen a ripple effect of kindness spreading through the school, especially during the second semester. Without prompting, friends have told her stories about sweet gestures coming from classmates, none of which originated in her committee. She sees students from different grades opening up to each other, and being friendlier—a result, she believes, of the mix-it-up exercises. The morning music and enthusiastic greetings have had a positive effect, she added. Altogether, “It’s like a kindness virus,” Weissman said.\u003c/p>\n\n","blocks":[],"excerpt":"About 70 schools around the country are making a concerted effort to make caring central to school culture through the Making Caring Common project. When teachers give students the lead, spreading a culture of caring is more effective.","status":"publish","parent":0,"modified":1498809339,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1164},"headData":{"title":"How to Design a School That Prioritizes Kindness and Caring | KQED","description":"About 70 schools around the country are making a concerted effort to make caring central to school culture through the Making Caring Common project. When teachers give students the lead, spreading a culture of caring is more effective.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"48144 https://ww2.kqed.org/mindshift/?p=48144","disqusUrl":"https://ww2.kqed.org/mindshift/2017/06/30/how-to-design-a-school-that-prioritizes-kindness-and-caring/","disqusTitle":"How to Design a School That Prioritizes Kindness and Caring","path":"/mindshift/48144/how-to-design-a-school-that-prioritizes-kindness-and-caring","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Countless schools across the nation strive to make character a feature of education. Whether through classes on \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/17/why-emotional-intelligence-is-vital-to-keep-students-on-track/\">social-emotional learning\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/17/slowing-down-to-learn-mindful-pauses-that-can-help-student-engagement/\">mindfulness\u003c/a> exercises or reminders about the virtues of gratitude, thousands of students are exposed to messages that deplore cheating and bullying and celebrate kindness and consideration. In spite of the lecturing, however, \u003ca href=\"https://charactercounts.org/national-report-card/2012-report-card/\">51 percent\u003c/a> of high school kids owned up to cheating on exams, according to the Josephson Institute. Another \u003ca href=\"http://sites.gse.harvard.edu/sites/default/files/making-caring-common/files/mcc_report_the_children_we_mean_to_raise_0.pdf\">62 percent\u003c/a> believe that teachers value academic achievement over kindness to others.\u003c/p>\n\u003cp>Carrollwood Day School, a private school in Tampa, Florida, set out an ambitious plan to alter those numbers. That effort began in earnest about a year ago, after a handful of guidance counselors attended a conference on kindness put on by Harvard’s \u003ca href=\"https://mcc.gse.harvard.edu/\">Making Caring Common project\u003c/a>; they vowed to bring compassion back to their school.\u003c/p>\n\u003cp>Carrollwood Day had always emphasized character education, but the adult-driven messages, no matter how valid or well-meaning, seemed to be gliding past their intended audience, said Krista Diamond, who attended the event. She and her colleagues began to plan.\u003c/p>\n\u003cfigure id=\"attachment_48539\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-48539\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/MC3-Agreements-e1498806824473.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Making Caring Common Committee Agreements \u003ccite>(Courtesy of Krista Diamond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It was critical to Diamond that these initiatives not resemble a form of character boot camp, with intense immersion for a few days, and then nothing the rest of the year. “You can’t just snap your fingers, and show a video, and it’s done,\" she said. Rather, the school needed to adopt a philosophy of kindness that was “infused and woven through” all school activities. This would take time and flexibility, she said. Also, the initiatives had to seem to come from within, organically, because students would be quick to resist orders from above.\u003c/p>\n\u003cp>They started by announcing the school’s theme for the year: “Carrollwood Day School: Where Caring is Common.” To bring in parents and teachers, they invited both groups to read Michele Borba’s book \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/25814503-unselfie\">UnSelfie\u003c/a>\u003c/em>, which extols the virtues of empathy, and then welcomed Borba in for workshops.\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>Realizing that “great ideas don’t always fly with the high school population,” as she put it, Diamond worked with a small student advisory board to create and implement initiatives. It was a turning point that allowed the school’s character lessons to reflect student needs. “Everything we do now is run through the students; they are our vetting process,” she said. After a popular and thoughtful senior died in the fall, students decided to commemorate his legacy by taking active steps to be empathetic. They called the kindness initiative “Parker’s Promise,” after their late classmate. A quote from his college essay—“The fine line between success and adversity can be changed by just a grin or a little eye twinkle”—became their unofficial rallying cry.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-48552\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/CDS-Sign-Life-is-too-short-e1498807218852.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>The student advisory board, renamed the Making Character Count Committee, got to work. Once a week, these students gather outside before the opening bell rings and greet everyone coming in with candy, music and a big smile. They hang posters with concrete messages on how to be kind: \"Hold the door,” or “Smile, it makes a difference.” With Diamond’s guidance, the students meet with some of the 25 different advisory groups and lead conversations with students on how to build empathy. They also do a “mix-it-up” exercise, borrowed from Borba’s book, that moves students around in advisory groups to blend grade levels. And to get teacher buy-in, select students attend occasional faculty meetings to share what excites them about their project and how their classmates are responding.\u003c/p>\n\u003cp>Carrollwood Day is one of 70 schools around the country who have partnered with Harvard’s Making Caring Common project to make compassion an expectation of their students. “It’s less a curriculum than attending to little things,” said Richard Weissbourd, who heads the university effort. Simple changes can have an outsized effect. Knowing the names of all the students in school, being generous with “hellos,” and encouraging teachers to greet every student by name in class, for example, are low-burden but powerful exercises, he added.\u003c/p>\n\u003cp>Studies in social-emotional learning show that the most successful “kindness strategies” are short and focused, rooted in relationships, carried out repeatedly, and related to actual events in school, said Luba Feigenberg, who directs research for Making Caring Common project. Teachers need resources and support so that they can act as caring role models for their students, she added.\u003c/p>\n\u003cfigure id=\"attachment_48538\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-48538\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/Locker-Notes3.jpg\" alt=\"\" width=\"1920\" height=\"1058\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-160x88.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-800x441.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-768x423.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-1020x562.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-1180x650.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-960x529.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-240x132.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-375x207.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-520x287.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Positive notes on student lockers. \u003ccite>(Courtesy of Krista Diamond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Two of the most fruitful exercises Carrollwood Day embraced, both borrowed from the Harvard project, were \"\u003ca href=\"http://www.pbs.org/parents/expert-tips-advice/2015/12/expanding-childs-circle-concern/\">Circle of Concern\u003c/a>\" and \"\u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/relationship_mapping_pitch_and_guide_0_0.pdf\">Relationship Mapping\u003c/a>.\" In the former, all students were asked to think about who they cared for most, those in their inner circle. Then they were challenged to widen that circle, to consider who was outside and might be welcomed in. The goal was to prompt students to think beyond themselves and their narrow group and to begin to care for others.\u003c/p>\n\u003cp>During the Relationship Mapping exercise, faculty studied the names of all the children in school and sorted them into two groups: students they were concerned about, and those with whom they had relationships. At the end, the exercise uncovered the most vulnerable students: those identified as potentially troubled and lacking a connection with an adult. At the end, these students were paired with a teacher to serve as a mentor. “This was eye-opening for teachers,” Diamond said.\u003c/p>\n\u003cp>After all this, are students at Carrollwood Day any kinder? To be sure, not all kids there come to school beaming, or greet every stranger with a smile. ”Some students don’t see a purpose to it,” said junior Jake Flansberg. But Diamond notices real change. The school spirit society used to whoop it up for sports teams only, but this year distributed chocolate kisses to all students during finals. Over the holidays, an advisory group delivered cards to everyone in school. “We don’t have ways of measuring this. “Diamond said, “But we see evidence that it’s working.”\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>And some kids agree. Abri Weissman, a senior who heads up the Making Character Count Committee, has seen a ripple effect of kindness spreading through the school, especially during the second semester. Without prompting, friends have told her stories about sweet gestures coming from classmates, none of which originated in her committee. She sees students from different grades opening up to each other, and being friendlier—a result, she believes, of the mix-it-up exercises. The morning music and enthusiastic greetings have had a positive effect, she added. Altogether, “It’s like a kindness virus,” Weissman said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48144/how-to-design-a-school-that-prioritizes-kindness-and-caring","authors":["4613"],"categories":["mindshift_192"],"tags":["mindshift_20699","mindshift_20784","mindshift_1040","mindshift_819","mindshift_21113","mindshift_943"],"featImg":"mindshift_48554","label":"mindshift"},"mindshift_48480":{"type":"posts","id":"mindshift_48480","meta":{"index":"posts_1591205157","site":"mindshift","id":"48480","score":null,"sort":[1498222337000]},"guestAuthors":[],"slug":"why-unlearning-old-habits-is-an-essential-step-for-innovation","title":"Why 'Unlearning' Old Habits Is An Essential Step For Innovation","publishDate":1498222337,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Teachers are increasingly being asked to embrace new ideas and styles of teaching, but schools don't always give their educators time or the mental space to absorb and apply those concepts. That's why the idea of “unlearning” was worth exploring for \u003ca href=\"http://www.edweek.org/ew/section/multimedia/at-43k-private-school-tech-opens-doors.html\">Beaver Country Day School\u003c/a>, a private 6-12 school in Massachusetts, which serves as something of a lab for unlearning in practice.\u003c/p>\n\u003cp>For head of school Peter Hutton, \u003ca href=\"https://www.bostonglobe.com/metro/regionals/west/2016/10/21/should-students-learning-unlearning/uvpDTMsdvuYtkXjNtUrRFN/story.html\">unlearning\u003c/a> means “new ways to think in the face of established practices.”\u003c/p>\n\u003cp>Marga Biller, project director of Harvard's \u003ca href=\"http://www.pz.harvard.edu/projects/learning-innovations-laboratory\">Learning Innovations Laboratory\u003c/a>, typically explores \u003ca href=\"https://scholar.harvard.edu/files/mrigolizzo/files/empowering_learning_-_three_stances.pdf\">human and organizational \u003c/a>development with non-profits and government agencies. Because she and colleague Chris Dede serve on the board of Beaver Country Day School, they ended up working with Hutton on the concept of unlearning. They presented their findings earlier this year at \u003ca href=\"http://schedule.sxswedu.com/events/event_PP61868\">SXSWedu\u003c/a>.\u003c/p>\n\u003cp>Biller said in more traditional organizations, when changes are introduced, there is this message of just “figure it out and go.”\u003c/p>\n\u003cp class=\"p1\">\"We’ve all gone to workshops and seminars and learned from a class,\" she said. \"We go there, gain skills, change mindsets, we get very excited, and then we head back to work and things get in the way. And then we wonder why change isn’t taking place.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">She said often what stands in the way of implementing change is the inability to see things beyond what they've always been in the past. In order to figure out if something needs to be unlearned to make room for change, Biller asks four questions:\u003c/p>\n\u003cblockquote>\u003cp>1. Do I need to think, behave, do or perceive in a new way?\u003cbr>\n2. Is there previous learning that is getting in the way of my thinking, behaving or perceiving in new ways?\u003cbr>\n3. Is what I am trying to learn a threat/challenge to my identity, to how I see myself or how I see the world?\u003cbr>\n4. Would trying harder give me the results I am looking for or might it create more entrenchment?\u003c/p>\u003c/blockquote>\n\u003cp>If something needs to be unlearned, Biller has three frameworks for implementing unlearning: changing mindsets, changing habits and changing organizations.\u003c/p>\n\u003cp>\u003cstrong>CHANGING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Changing mindsets has a lot to do with identity, according to Biller. “The way we see ourselves and the way that others see us is threatened when we are asked to do something different,” she said.\u003c/p>\n\u003cp>When schools implement something like project-based curriculum, administrators are asking experienced teachers to drop what they see as their role in the classroom. They are no longer meant to be the person who keeps all the knowledge.\u003c/p>\n\u003cp>“A lot of unlearning is how you perceive your identity and role,” Hutton said.\u003c/p>\n\u003cp>He recalled how one teacher at this school was reluctant to have kids work in small groups. She later admitted that what made her uneasy was that if someone walked into her classroom, they would see that she wasn't standing in the front; she worried that people would then perceive her as not doing anything.\u003c/p>\n\u003cp>“For her it was a total identity change and that what kids needed from her was a very different kind of skill than what she'd been taught to deliver,” said Hutton.\u003c/p>\n\u003cp>\u003cstrong>CHANGING HABITS\u003c/strong>\u003c/p>\n\u003cp>Math teacher Jayne Everson said unlearning is really about examining all the assumptions she brings to any space. In her classroom, instead of studying geometry theorems out of a textbook, she lets students develop their own rules by exploring the relationship between lines in famous artwork.\u003c/p>\n\u003cp>It's been a blast to watch the kids derive the geometry on their own, she said. “We [used to] feel we had to get it perfect the first time and that's not the case.”\u003c/p>\n\u003cp>Another part of unlearning is reappraising those old habits, said Biller. This is especially difficult for successful teachers. “We've all been successful because we've had routines and processes that really work for us,” Biller said.\u003c/p>\n\u003cp>When changing habits, “We have to ask ourselves, are those habits that are currently in place helping us reach the goals that we want? And if they're not, how do we change them?” A teacher might only need to slightly change an existing habit, or put in place a whole set of new habits.\u003c/p>\n\u003cp>Teachers have to think about their own habits in the context of the classroom and what that triggers in terms of behaviors for themselves and students, said Biller.\u003c/p>\n\u003cp>The system itself has to reset if change is to be successful at a school. In changing systems, administrators need to think about ways in which they provide feedback to teachers and students. It all starts with questions: How do we measure success in a new way that fit with the changes being implemented?\u003c/p>\n\u003cp>Students in Everson's class, for instance, are not require to complete a final two hour exam on geometry. Instead they work on final projects. One year, that involved making holograms.\u003c/p>\n\u003cp>“Their proofs were beautiful and elegant,” said Everson. She said students aren't missing out on learning the logic and the skills coming out of a traditional classroom. Instead students see themselves as problem solvers and builders. That's a shift from being a “passive receiver,” said Everson.\u003c/p>\n\u003cp>And, it doesn't take two-hour exam to “prove” students learned their subject, according to Hutton. “If the kids didn't know the geometry, they couldn't have done the project,” he said.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPING TRUST\u003c/strong>\u003c/p>\n\u003cp>In getting started with unlearning, “trust” is a big theme. Administrators trust their teachers to guide students to proficiency with core skills. Teachers trust their students to figure it out without hand-holding.\u003c/p>\n\u003cp>Everson said that you can start developing trust by letting your students have a voice in what they do in the classroom. She also added that trusting your students is the area where you'll unlearn the most. “I've never been disappointed,” she said. “They always exceed my expectations.”\u003c/p>\n\u003cp>Teachers can also start by asking questions of themselves, something Biller does all the time. If she finds herself resistant to a concept or group, Biller asks “why am I reacting this way?” If Biller meets someone she disagrees with, she doesn't say that person is wrong. Instead, she asks “what is it I can learn from that person?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It has opened up to new ways of dealing with people,” she said.\u003c/p>\n\n","blocks":[],"excerpt":"Educators at a school near Boston is making the effort to unlearn old habits and perspectives that get in the way of more effective solutions.","status":"publish","parent":0,"modified":1498222364,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1124},"headData":{"title":"Why 'Unlearning' Old Habits Is An Essential Step For Innovation | KQED","description":"Educators at a school near Boston is making the effort to unlearn old habits and perspectives that get in the way of more effective solutions.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"48480 https://ww2.kqed.org/mindshift/?p=48480","disqusUrl":"https://ww2.kqed.org/mindshift/2017/06/23/why-unlearning-old-habits-is-an-essential-step-for-innovation/","disqusTitle":"Why 'Unlearning' Old Habits Is An Essential Step For Innovation","path":"/mindshift/48480/why-unlearning-old-habits-is-an-essential-step-for-innovation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers are increasingly being asked to embrace new ideas and styles of teaching, but schools don't always give their educators time or the mental space to absorb and apply those concepts. That's why the idea of “unlearning” was worth exploring for \u003ca href=\"http://www.edweek.org/ew/section/multimedia/at-43k-private-school-tech-opens-doors.html\">Beaver Country Day School\u003c/a>, a private 6-12 school in Massachusetts, which serves as something of a lab for unlearning in practice.\u003c/p>\n\u003cp>For head of school Peter Hutton, \u003ca href=\"https://www.bostonglobe.com/metro/regionals/west/2016/10/21/should-students-learning-unlearning/uvpDTMsdvuYtkXjNtUrRFN/story.html\">unlearning\u003c/a> means “new ways to think in the face of established practices.”\u003c/p>\n\u003cp>Marga Biller, project director of Harvard's \u003ca href=\"http://www.pz.harvard.edu/projects/learning-innovations-laboratory\">Learning Innovations Laboratory\u003c/a>, typically explores \u003ca href=\"https://scholar.harvard.edu/files/mrigolizzo/files/empowering_learning_-_three_stances.pdf\">human and organizational \u003c/a>development with non-profits and government agencies. Because she and colleague Chris Dede serve on the board of Beaver Country Day School, they ended up working with Hutton on the concept of unlearning. They presented their findings earlier this year at \u003ca href=\"http://schedule.sxswedu.com/events/event_PP61868\">SXSWedu\u003c/a>.\u003c/p>\n\u003cp>Biller said in more traditional organizations, when changes are introduced, there is this message of just “figure it out and go.”\u003c/p>\n\u003cp class=\"p1\">\"We’ve all gone to workshops and seminars and learned from a class,\" she said. \"We go there, gain skills, change mindsets, we get very excited, and then we head back to work and things get in the way. And then we wonder why change isn’t taking place.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">She said often what stands in the way of implementing change is the inability to see things beyond what they've always been in the past. In order to figure out if something needs to be unlearned to make room for change, Biller asks four questions:\u003c/p>\n\u003cblockquote>\u003cp>1. Do I need to think, behave, do or perceive in a new way?\u003cbr>\n2. Is there previous learning that is getting in the way of my thinking, behaving or perceiving in new ways?\u003cbr>\n3. Is what I am trying to learn a threat/challenge to my identity, to how I see myself or how I see the world?\u003cbr>\n4. Would trying harder give me the results I am looking for or might it create more entrenchment?\u003c/p>\u003c/blockquote>\n\u003cp>If something needs to be unlearned, Biller has three frameworks for implementing unlearning: changing mindsets, changing habits and changing organizations.\u003c/p>\n\u003cp>\u003cstrong>CHANGING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Changing mindsets has a lot to do with identity, according to Biller. “The way we see ourselves and the way that others see us is threatened when we are asked to do something different,” she said.\u003c/p>\n\u003cp>When schools implement something like project-based curriculum, administrators are asking experienced teachers to drop what they see as their role in the classroom. They are no longer meant to be the person who keeps all the knowledge.\u003c/p>\n\u003cp>“A lot of unlearning is how you perceive your identity and role,” Hutton said.\u003c/p>\n\u003cp>He recalled how one teacher at this school was reluctant to have kids work in small groups. She later admitted that what made her uneasy was that if someone walked into her classroom, they would see that she wasn't standing in the front; she worried that people would then perceive her as not doing anything.\u003c/p>\n\u003cp>“For her it was a total identity change and that what kids needed from her was a very different kind of skill than what she'd been taught to deliver,” said Hutton.\u003c/p>\n\u003cp>\u003cstrong>CHANGING HABITS\u003c/strong>\u003c/p>\n\u003cp>Math teacher Jayne Everson said unlearning is really about examining all the assumptions she brings to any space. In her classroom, instead of studying geometry theorems out of a textbook, she lets students develop their own rules by exploring the relationship between lines in famous artwork.\u003c/p>\n\u003cp>It's been a blast to watch the kids derive the geometry on their own, she said. “We [used to] feel we had to get it perfect the first time and that's not the case.”\u003c/p>\n\u003cp>Another part of unlearning is reappraising those old habits, said Biller. This is especially difficult for successful teachers. “We've all been successful because we've had routines and processes that really work for us,” Biller said.\u003c/p>\n\u003cp>When changing habits, “We have to ask ourselves, are those habits that are currently in place helping us reach the goals that we want? And if they're not, how do we change them?” A teacher might only need to slightly change an existing habit, or put in place a whole set of new habits.\u003c/p>\n\u003cp>Teachers have to think about their own habits in the context of the classroom and what that triggers in terms of behaviors for themselves and students, said Biller.\u003c/p>\n\u003cp>The system itself has to reset if change is to be successful at a school. In changing systems, administrators need to think about ways in which they provide feedback to teachers and students. It all starts with questions: How do we measure success in a new way that fit with the changes being implemented?\u003c/p>\n\u003cp>Students in Everson's class, for instance, are not require to complete a final two hour exam on geometry. Instead they work on final projects. One year, that involved making holograms.\u003c/p>\n\u003cp>“Their proofs were beautiful and elegant,” said Everson. She said students aren't missing out on learning the logic and the skills coming out of a traditional classroom. Instead students see themselves as problem solvers and builders. That's a shift from being a “passive receiver,” said Everson.\u003c/p>\n\u003cp>And, it doesn't take two-hour exam to “prove” students learned their subject, according to Hutton. “If the kids didn't know the geometry, they couldn't have done the project,” he said.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPING TRUST\u003c/strong>\u003c/p>\n\u003cp>In getting started with unlearning, “trust” is a big theme. Administrators trust their teachers to guide students to proficiency with core skills. Teachers trust their students to figure it out without hand-holding.\u003c/p>\n\u003cp>Everson said that you can start developing trust by letting your students have a voice in what they do in the classroom. She also added that trusting your students is the area where you'll unlearn the most. “I've never been disappointed,” she said. “They always exceed my expectations.”\u003c/p>\n\u003cp>Teachers can also start by asking questions of themselves, something Biller does all the time. If she finds herself resistant to a concept or group, Biller asks “why am I reacting this way?” If Biller meets someone she disagrees with, she doesn't say that person is wrong. Instead, she asks “what is it I can learn from that person?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It has opened up to new ways of dealing with people,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48480/why-unlearning-old-habits-is-an-essential-step-for-innovation","authors":["11330"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20512","mindshift_819","mindshift_70","mindshift_96","mindshift_256","mindshift_967","mindshift_21112"],"featImg":"mindshift_48501","label":"mindshift"},"mindshift_30103":{"type":"posts","id":"mindshift_30103","meta":{"index":"posts_1591205157","site":"mindshift","id":"30103","score":null,"sort":[1375452005000]},"guestAuthors":[],"slug":"mixing-art-and-astrophysics-students-explore-the-universe","title":"Mixing Art and Astrophysics, Students Explore the Universe","publishDate":1375452005,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30328\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"One%20of%20the%20main%20things%20I%20found%20really%20fun%20in%20watching%20students%20participating%20in%20this%20program%20was%20this%20connection%20between%20science,%20arts,%20and%20creativity,%E2%80%9D%20Bartholomew%20said.%20%E2%80%9CKids%20don%E2%80%99t%20see%20science%20as%20having%20a%20lot%20of%20creative%20and%20artistic%20aspects%20to%20it.%E2%80%9D\">\u003cimg class=\"size-full wp-image-30328\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/8371682954_6b070daa8c_z.jpg\" alt=\"8371682954_6b070daa8c_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/8371682954_6b070daa8c_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8371682954_6b070daa8c_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8371682954_6b070daa8c_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Leslie Harris O’Hanlon\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">For centuries, people have been blending science with art to create new and imaginative creations. Leonardo di Vinci did this most notably with Vitruvian Man, a world-famous sketch that drew on his interest and knowledge of human anatomy. John James Audubon melded his knowledge of art, the wilderness and birds to develop detailed pictures and paintings of North American birds. And James Calder used engineering to create sculptures and mobiles, huge and small, which grace public spaces in this country and abroad.\u003c/p>\n\u003cp>Now students, with a few keystrokes on their computer can try their own hand at mixing science with art by controlling small telescopes that take pictures of planets, stars, galaxies, asteroids, nebulas and other astronomical objects. They can then use those images to create their own artistic renditions of the cosmos through the \u003ca href=\"http://mo-www.harvard.edu/MicroObservatory/\">MicroObservatory Robotic Telescope Network\u003c/a>, a group of five automated telescopes controlled online.\u003c/p>\n\u003cp>Users can control field of view, exposure time, and a filter for those telescopes and take pictures of certain targets up at night, including Jupiter and other planets, moons, asteroids and the Milky Way. The pictures are e-mailed to users within 24 to 48 hours. With free downloadable software, users can then process and enhance those images in a number of ways to create astronomical artwork.\u003c/p>\n\u003cp>“The sky belongs to everyone,” said Mary Dussault, a science education program manager at the Harvard-Smithsonian Center for Astrophysics in Boston, and a presenter at a recent online conference for educators about classroom applications of the micro observatory program.\u003cstrong> \u003c/strong>“One of the nice things about having a telescope of your own online to use at any time is that you start to develop a relationship with the sky that I imagine people have always had in the past. It’s neat to develop that relationship through technology.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Harvard-Smithsonian Center for Astrophysics controls the three-feet tall telescopes located in Cambridge, Massachusetts and Amado, Arizona. The telescopes use six-inch mirrors to capture light from distant objects in space.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There is a connection between science, arts, and creativity. Kids don’t see science as having a lot of creative and artistic aspects to it.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Lindsay Bartholomew, a science curator at the Miami Science Museum in Florida, said high school students at the museum used the program can deepen their learning about astronomy and art. She broke her program into three different days. On the first day, the students became familiar with how to use the software to enhance images that were already on file at the micro observatory’s database. After that, students then requested their own images from the observatory that were e-mailed to them the following day. On day two, the students experimented with their images, enhancing them using the software. On the third day, they presented their artwork to museum visitors.\u003c/p>\n\u003cp>“One of the main things I found really fun in watching students participating in this program was this connection between science, arts, and creativity,” Bartholomew said. “Kids don’t see science as having a lot of creative and artistic aspects to it.”\u003c/p>\n\u003cp>In creating their images, students made all sorts of connections to science, Bartholomew said. For example, they learned about different astronomical objects, how far they are from Earth and their structure. They also learned about how such objects can be viewed. And in those conversations, students talked about optics, mirrors, the nature of light, color, and wavelength. They even learned some math concepts when deciding how to rearrange their images with the software.\u003c/p>\n\u003cp>“Students are used to computer programs that have instructions and directions. With this, they were able to use the telescopes and the software with complete creative freedom,” Bartholomew explained. “Invariably, they ended up creating something that no one had ever seen before, which was the greatest thing.”\u003c/p>\n\u003cp>Bartholomew wove in other skills into this project, including presentation and research skills. Students also gave thought about how they wanted their artwork to be displayed. In their displays, which were hung on the museum walls, students included both their final, enhanced image along with the black and white images they originally took with the telescopes. They also researched their astronomical objects to write captions for their pictures.\u003c/p>\n\u003cp>“We wanted to give visitors to the museum a sense of what the students started with, not just what they ended with, so people could see that the students often started out with what appeared to be a black or blank image, and they ended up processing this using software to create this amazing piece of scientific artwork,” Bartholomew said.\u003c/p>\n\u003cp>In addition to making printed pictures, some students also made animated videos within the software. Also, Bartholomew challenged students to create a 30-second video with sound effects, captions and music, using I-movie or Movie Maker, which explained what they did and what they learned in the program.\u003c/p>\n\u003cp>Another project students can do, Dussault said, is using the image processing software to load multiple images taken on separate occasions and animating those images to see how those images change over time. For example, students can take pictures of the moon over time and animate those pictures to study the moon’s rotation around the Earth.\u003c/p>\n\u003cp>The website for the Harvard Smithsonian micro observatory program provides teachers with \u003ca href=\"http://mo-www.cfa.harvard.edu/OWN/projects.html\">lots of curriculum and teaching activities\u003c/a> about how to use the telescopes in their classrooms. Also, the website includes several \u003ca href=\"http://mo-www.cfa.harvard.edu/OWN/training.html\">tutorials\u003c/a> on how to use the software to enhance single images, how to combine multiple pictures into one picture and how to animate images.\u003c/p>\n\u003cp>One of the values of this program, Bartholomew said, is that students create real products by working with real telescopes. And this excites students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“In my experience the students, especially high school students who are hard to impress sometimes, when you tell them the word 'real' and that they get to do it (something real), their eyes get wide and you have to shove them out of room at end of time because they don’t want to leave,” she said.\u003c/p>\n\n","blocks":[],"excerpt":"With just a few keystrokes on the computer students can try their own hand at mixing science with art by controlling small telescopes that take pictures of planets, stars, galaxies, asteroids, nebulas and other astronomical objects. They can then use those images to create their own artistic renditions of the cosmos through the MicroObservatory Robotic Telescope Network, a group of five automated telescopes controlled online.","status":"publish","parent":0,"modified":1375720733,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1043},"headData":{"title":"Mixing Art and Astrophysics, Students Explore the Universe | KQED","description":"With just a few keystrokes on the computer students can try their own hand at mixing science with art by controlling small telescopes that take pictures of planets, stars, galaxies, asteroids, nebulas and other astronomical objects. They can then use those images to create their own artistic renditions of the cosmos through the MicroObservatory Robotic Telescope Network, a group of five automated telescopes controlled online.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"30103 http://blogs.kqed.org/mindshift/?p=30103","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/02/mixing-art-and-astrophysics-students-explore-the-universe/","disqusTitle":"Mixing Art and Astrophysics, Students Explore the Universe","path":"/mindshift/30103/mixing-art-and-astrophysics-students-explore-the-universe","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30328\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"One%20of%20the%20main%20things%20I%20found%20really%20fun%20in%20watching%20students%20participating%20in%20this%20program%20was%20this%20connection%20between%20science,%20arts,%20and%20creativity,%E2%80%9D%20Bartholomew%20said.%20%E2%80%9CKids%20don%E2%80%99t%20see%20science%20as%20having%20a%20lot%20of%20creative%20and%20artistic%20aspects%20to%20it.%E2%80%9D\">\u003cimg class=\"size-full wp-image-30328\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/8371682954_6b070daa8c_z.jpg\" alt=\"8371682954_6b070daa8c_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/8371682954_6b070daa8c_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8371682954_6b070daa8c_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8371682954_6b070daa8c_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Leslie Harris O’Hanlon\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">For centuries, people have been blending science with art to create new and imaginative creations. Leonardo di Vinci did this most notably with Vitruvian Man, a world-famous sketch that drew on his interest and knowledge of human anatomy. John James Audubon melded his knowledge of art, the wilderness and birds to develop detailed pictures and paintings of North American birds. And James Calder used engineering to create sculptures and mobiles, huge and small, which grace public spaces in this country and abroad.\u003c/p>\n\u003cp>Now students, with a few keystrokes on their computer can try their own hand at mixing science with art by controlling small telescopes that take pictures of planets, stars, galaxies, asteroids, nebulas and other astronomical objects. They can then use those images to create their own artistic renditions of the cosmos through the \u003ca href=\"http://mo-www.harvard.edu/MicroObservatory/\">MicroObservatory Robotic Telescope Network\u003c/a>, a group of five automated telescopes controlled online.\u003c/p>\n\u003cp>Users can control field of view, exposure time, and a filter for those telescopes and take pictures of certain targets up at night, including Jupiter and other planets, moons, asteroids and the Milky Way. The pictures are e-mailed to users within 24 to 48 hours. With free downloadable software, users can then process and enhance those images in a number of ways to create astronomical artwork.\u003c/p>\n\u003cp>“The sky belongs to everyone,” said Mary Dussault, a science education program manager at the Harvard-Smithsonian Center for Astrophysics in Boston, and a presenter at a recent online conference for educators about classroom applications of the micro observatory program.\u003cstrong> \u003c/strong>“One of the nice things about having a telescope of your own online to use at any time is that you start to develop a relationship with the sky that I imagine people have always had in the past. It’s neat to develop that relationship through technology.”\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>The Harvard-Smithsonian Center for Astrophysics controls the three-feet tall telescopes located in Cambridge, Massachusetts and Amado, Arizona. The telescopes use six-inch mirrors to capture light from distant objects in space.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There is a connection between science, arts, and creativity. Kids don’t see science as having a lot of creative and artistic aspects to it.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Lindsay Bartholomew, a science curator at the Miami Science Museum in Florida, said high school students at the museum used the program can deepen their learning about astronomy and art. She broke her program into three different days. On the first day, the students became familiar with how to use the software to enhance images that were already on file at the micro observatory’s database. After that, students then requested their own images from the observatory that were e-mailed to them the following day. On day two, the students experimented with their images, enhancing them using the software. On the third day, they presented their artwork to museum visitors.\u003c/p>\n\u003cp>“One of the main things I found really fun in watching students participating in this program was this connection between science, arts, and creativity,” Bartholomew said. “Kids don’t see science as having a lot of creative and artistic aspects to it.”\u003c/p>\n\u003cp>In creating their images, students made all sorts of connections to science, Bartholomew said. For example, they learned about different astronomical objects, how far they are from Earth and their structure. They also learned about how such objects can be viewed. And in those conversations, students talked about optics, mirrors, the nature of light, color, and wavelength. They even learned some math concepts when deciding how to rearrange their images with the software.\u003c/p>\n\u003cp>“Students are used to computer programs that have instructions and directions. With this, they were able to use the telescopes and the software with complete creative freedom,” Bartholomew explained. “Invariably, they ended up creating something that no one had ever seen before, which was the greatest thing.”\u003c/p>\n\u003cp>Bartholomew wove in other skills into this project, including presentation and research skills. Students also gave thought about how they wanted their artwork to be displayed. In their displays, which were hung on the museum walls, students included both their final, enhanced image along with the black and white images they originally took with the telescopes. They also researched their astronomical objects to write captions for their pictures.\u003c/p>\n\u003cp>“We wanted to give visitors to the museum a sense of what the students started with, not just what they ended with, so people could see that the students often started out with what appeared to be a black or blank image, and they ended up processing this using software to create this amazing piece of scientific artwork,” Bartholomew said.\u003c/p>\n\u003cp>In addition to making printed pictures, some students also made animated videos within the software. Also, Bartholomew challenged students to create a 30-second video with sound effects, captions and music, using I-movie or Movie Maker, which explained what they did and what they learned in the program.\u003c/p>\n\u003cp>Another project students can do, Dussault said, is using the image processing software to load multiple images taken on separate occasions and animating those images to see how those images change over time. For example, students can take pictures of the moon over time and animate those pictures to study the moon’s rotation around the Earth.\u003c/p>\n\u003cp>The website for the Harvard Smithsonian micro observatory program provides teachers with \u003ca href=\"http://mo-www.cfa.harvard.edu/OWN/projects.html\">lots of curriculum and teaching activities\u003c/a> about how to use the telescopes in their classrooms. Also, the website includes several \u003ca href=\"http://mo-www.cfa.harvard.edu/OWN/training.html\">tutorials\u003c/a> on how to use the software to enhance single images, how to combine multiple pictures into one picture and how to animate images.\u003c/p>\n\u003cp>One of the values of this program, Bartholomew said, is that students create real products by working with real telescopes. And this excites students.\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>“In my experience the students, especially high school students who are hard to impress sometimes, when you tell them the word 'real' and that they get to do it (something real), their eyes get wide and you have to shove them out of room at end of time because they don’t want to leave,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30103/mixing-art-and-astrophysics-students-explore-the-universe","authors":["4354"],"categories":["mindshift_20523"],"tags":["mindshift_133","mindshift_20535","mindshift_1040","mindshift_819","mindshift_20534","mindshift_47"],"label":"mindshift"},"mindshift_24747":{"type":"posts","id":"mindshift_24747","meta":{"index":"posts_1591205157","site":"mindshift","id":"24747","score":null,"sort":[1352319218000]},"guestAuthors":[],"slug":"harvard-wants-to-know-how-does-making-shape-kids-brains","title":"Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains?","publishDate":1352319218,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp style=\"text-align: left\" align=\"center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/boybuilds/\" rel=\"attachment wp-att-24751\">\u003cimg class=\"alignright size-full wp-image-24751\" title=\"boybuilds\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/boybuilds.jpg\" alt=\"\" width=\"620\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds-400x258.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds-320x206.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A group of Harvard researchers is teaming up with schools in Oakland, Calif. to explore how kids learn through making. Through an initiative called \u003ca href=\"http://www.pz.harvard.edu/\">Project Zero\u003c/a>, they're investigating the theory that kids learn best when they're actively engaged in designing and creating projects to explore concepts. It's closely aligned with the idea of \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/design-thinking-sparks-learning-in-rural-n-carolina/\">design thinking\u003c/a> and the \u003ca href=\"http://www.sfgate.com/opinion/article/Maker-movement-inspires-students-teachers-3535681.php\">Maker Movement\u003c/a> that's quickly taking shape in progressive education circles.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Though it's still in very early stages -- just launched at the beginning of this school year -- researchers and educators at the school want to know how kids learn by \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/adam-savage-permission-to-make/>\">tinkering\u003c/a> – fooling around with something until one understands how it works. They want to know what happens cognitively – how this learning process helps form habits of mind, builds character and how it affects the individual.\u003c/p>\n\u003cp>To do that, they are working with both private and public schools in Oakland, headed by the Harvard researchers and 15 participating teachers who meet in study groups every six weeks to share ideas and to form a community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s not a lesson plan; it’s not a curriculum; it’s a way to look at the world.”\u003c/p>\n\u003c/aside>\n\u003cp>Harvard will give teachers specific activities to incorporate into the lessons they already plan to teach. Educators will report back to the researchers on how the class behaved and what they noticed about their students through surveys and conversations. “Schools have been really open to this,” said Jennifer Ryan, the Project Zero coordinator. “It’s not a lesson plan; it’s not a curriculum; it’s a way to look at the world.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>IDEAS AND ACTIVITIES\u003c/strong>\u003c/p>\n\u003cp>The most recent activity required students to spend time examining an object – first looking at all its parts individually, then examining what each part does and how that fits within the whole, and ultimately identifying the complexities of the object. An elementary school teacher did this activity with physical objects in the classroom, like tennis shoes. At Oakland International High School, the technology teacher had students examine a Google Doc. Some teachers took the exercise a step further and had students re-purpose the object by redesigning it to be something else.\u003c/p>\n\u003cp>“In my experience with the kids, it allows them to more quickly gain a deeper understanding of what makes up that object and its purposes and its complexities,” said Ilya Pratt, Director of the DesignME program at \u003ca href=\"http://www.parkdayschool.org/site/default.aspx?PageID=1\">Park Day School\u003c/a>, an independent elementary and middle school. Pratt hopes that by designing things from an early age, kids will be able to explain concepts they've learned spatially. “As kids try to express their understanding in three dimensions it adds so much more to how they engage with a concept and wrap their mind around it,” she said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/what-happens-when-teachers-think-like-designers/\">Iterating and Ideating: Teachers Think Like Designers\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Project Zero is also asking teachers to look at student work differently. Rather than judging it based on the criteria they have in mind at the outset of the lesson, teachers are encouraged to take more time examining the work and the mind that created it before coming to a judgment. Project Zero has given teachers thinking routines to go through in order to practice a different way of seeing student work.\u003c/p>\n\u003cp>For the researchers the collaboration is about understanding theoretical questions around how children learn and what’s going on in the brain when they create, but it’s also about what happens on the ground, in classrooms. That’s unusual for them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You get to see it in action and things happen that maybe you didn't expect, or that are very provocative and it allows you to change directions in ways you might not have otherwise,” Pratt said. She’s excited about the iterative approach and hopes that by the end of the three-year project they will not only have produced academic research in how design thinking affects education, but they will also know what works and what doesn't in the classroom.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1392912307,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":708},"headData":{"title":"Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains? | KQED","description":"A group of Harvard researchers is teaming up with schools in Oakland, Calif. to explore how kids learn through making. Through an initiative called Project Zero, they're investigating the theory that kids learn best when they're actively engaged in designing and creating projects to explore concepts. It's closely aligned with the idea of design thinking","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"24747 http://blogs.kqed.org/mindshift/?p=24747","disqusUrl":"https://ww2.kqed.org/mindshift/2012/11/07/harvard-wants-to-know-how-does-making-shape-kids-brains/","disqusTitle":"Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains?","path":"/mindshift/24747/harvard-wants-to-know-how-does-making-shape-kids-brains","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left\" align=\"center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/boybuilds/\" rel=\"attachment wp-att-24751\">\u003cimg class=\"alignright size-full wp-image-24751\" title=\"boybuilds\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/boybuilds.jpg\" alt=\"\" width=\"620\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds-400x258.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds-320x206.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A group of Harvard researchers is teaming up with schools in Oakland, Calif. to explore how kids learn through making. Through an initiative called \u003ca href=\"http://www.pz.harvard.edu/\">Project Zero\u003c/a>, they're investigating the theory that kids learn best when they're actively engaged in designing and creating projects to explore concepts. It's closely aligned with the idea of \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/design-thinking-sparks-learning-in-rural-n-carolina/\">design thinking\u003c/a> and the \u003ca href=\"http://www.sfgate.com/opinion/article/Maker-movement-inspires-students-teachers-3535681.php\">Maker Movement\u003c/a> that's quickly taking shape in progressive education circles.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Though it's still in very early stages -- just launched at the beginning of this school year -- researchers and educators at the school want to know how kids learn by \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/adam-savage-permission-to-make/>\">tinkering\u003c/a> – fooling around with something until one understands how it works. They want to know what happens cognitively – how this learning process helps form habits of mind, builds character and how it affects the individual.\u003c/p>\n\u003cp>To do that, they are working with both private and public schools in Oakland, headed by the Harvard researchers and 15 participating teachers who meet in study groups every six weeks to share ideas and to form a community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s not a lesson plan; it’s not a curriculum; it’s a way to look at the world.”\u003c/p>\n\u003c/aside>\n\u003cp>Harvard will give teachers specific activities to incorporate into the lessons they already plan to teach. Educators will report back to the researchers on how the class behaved and what they noticed about their students through surveys and conversations. “Schools have been really open to this,” said Jennifer Ryan, the Project Zero coordinator. “It’s not a lesson plan; it’s not a curriculum; it’s a way to look at the world.”\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!--more-->\u003c/p>\n\u003cp>\u003cstrong>IDEAS AND ACTIVITIES\u003c/strong>\u003c/p>\n\u003cp>The most recent activity required students to spend time examining an object – first looking at all its parts individually, then examining what each part does and how that fits within the whole, and ultimately identifying the complexities of the object. An elementary school teacher did this activity with physical objects in the classroom, like tennis shoes. At Oakland International High School, the technology teacher had students examine a Google Doc. Some teachers took the exercise a step further and had students re-purpose the object by redesigning it to be something else.\u003c/p>\n\u003cp>“In my experience with the kids, it allows them to more quickly gain a deeper understanding of what makes up that object and its purposes and its complexities,” said Ilya Pratt, Director of the DesignME program at \u003ca href=\"http://www.parkdayschool.org/site/default.aspx?PageID=1\">Park Day School\u003c/a>, an independent elementary and middle school. Pratt hopes that by designing things from an early age, kids will be able to explain concepts they've learned spatially. “As kids try to express their understanding in three dimensions it adds so much more to how they engage with a concept and wrap their mind around it,” she said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/what-happens-when-teachers-think-like-designers/\">Iterating and Ideating: Teachers Think Like Designers\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Project Zero is also asking teachers to look at student work differently. Rather than judging it based on the criteria they have in mind at the outset of the lesson, teachers are encouraged to take more time examining the work and the mind that created it before coming to a judgment. Project Zero has given teachers thinking routines to go through in order to practice a different way of seeing student work.\u003c/p>\n\u003cp>For the researchers the collaboration is about understanding theoretical questions around how children learn and what’s going on in the brain when they create, but it’s also about what happens on the ground, in classrooms. That’s unusual for them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You get to see it in action and things happen that maybe you didn't expect, or that are very provocative and it allows you to change directions in ways you might not have otherwise,” Pratt said. She’s excited about the iterative approach and hopes that by the end of the three-year project they will not only have produced academic research in how design thinking affects education, but they will also know what works and what doesn't in the classroom.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24747/harvard-wants-to-know-how-does-making-shape-kids-brains","authors":["234"],"categories":["mindshift_192","mindshift_194","mindshift_20523","mindshift_193"],"tags":["mindshift_167","mindshift_1040","mindshift_819","mindshift_967"],"featImg":"mindshift_24751","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. 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