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And yet many schools still struggle to help students learn a set of standards, while allowing who they are as learners to determine how they do so. While some educators hope technology will make personalization cheaper and easier, so far many of the solutions involve keeping kids on the same path, but varying the pace. The rigid system and its requirements have made it difficult to truly celebrate neurodiversity.\u003c/p>\n\u003cp>Special education practices may offer a model for other educators hoping to pursue more authentic personalization. When special education teachers create Individualized Education Programs (IEPs) for kids with learning differences, a variety of professionals come together to help identify specific needs, and parents are part of the process. Building off this model, some schools are trying in various ways to position differences as strengths and are finding ways to let a child’s personality, likes, dislikes, strengths and weaknesses influence how he is taught.\u003c/p>\n\u003cp>\u003cstrong>GATEWAY PUBLIC SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.gatewaypublicschools.org/page.cfm?p=530\">Gateway High School\u003c/a> was founded by a group of parents who wanted to ensure learning differences wouldn’t be a barrier to college access. The San Francisco public charter school is founded on a few core principles, foremost of which are: All children can learn at high levels and all children learn differently, not just students with documented learning differences.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The idea that fair equals the same is challenged really early on at Gateway.'\u003c/aside>\n\u003cp>As a California public school, Gateway teachers use a curriculum that adheres to the Common Core State Standards. “A lot of the standards are about ways of thinking, and you can apply ways of thinking and demonstrate mastery in lots of ways,” said Becca Wieder, director of curriculum and instruction at Gateway.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The school tries to individualize the curriculum for students by offering flexible entry points, focusing on process as well as product, and having flexible timelines for achievement of mastery. For example, supporting one’s argument with evidence is a key standard in both math and English. But writing isn’t the only way to demonstrate a student can support an argument with evidence, so Gateway teachers give students the choice to demonstrate learning in multiple ways. Letting students start from their strengths builds their confidence to later show their mastery in other ways.\u003c/p>\n\u003cp>“All students ultimately in writing need to make an argument using evidence, but the way they get there might be slightly different,” Wieder said. Varying the length of the assignment for different students is another way teachers modify instruction to slowly build student skills. Wieder says the important thing is for students to demonstrate the cognitive skills and then work on length.\u003c/p>\n\u003cp>Gateway now has a middle school as well. In both sixth grade and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/20/how-freshman-seminars-can-help-students-starting-the-ninth-grade/\">ninth grade\u003c/a>, students learn about how the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/05/what-kids-should-know-about-their-own-brains/\">brain works\u003c/a>, and that there's a lot of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/11/whats-going-on-inside-a-dyslexic-students-brain/\">diversity in how people learn \u003c/a>and approach problems. They work to identify strategies and habits that work for them, as well as identifying areas that need growth. These practices continue into high school; at the end of every assignment students reflect on how their learning strengths and weaknesses played into the assignment. The process builds metacognition about what they need as learners and how to ask for it.\u003c/p>\n\u003cp>“The idea that fair equals the same is challenged really early on at Gateway,” Wieder said. And when administrators poll students on diversity, the message is clearly coming through. Students explain how and why people are diverse, including how they learn, and what that adds to the school as a whole.\u003c/p>\n\u003cp>Students with documented learning differences are integrated into all classes at Gateway, but also receive extra support classes. “It normalizes the idea of difference,” Wieder said. “Our students identify as a strength of the school that it’s OK to be different here.”\u003c/p>\n\u003cp>In addition to focusing on diversity of learning needs, Gateway has a racially diverse student population, with different socioeconomic and ethnic groups well represented. Out of the 475 high school students and 300 middle school students, 15-18 percent are Asian, 20-25 percent are African-American, 20-25 percent are white and 35 percent are Latino.\u003c/p>\n\u003cp>“It’s unusual in San Francisco to have those four major ethnic groups represented in the same school,” Wieder said. Additionally, in any given year between 45-50 percent of students are on free and reduced-price lunch and about 20 percent have documented learning differences.\u003c/p>\n\u003cp>\u003cstrong>ADVANCED PLACEMENT AND HONORS COURSES\u003c/strong>\u003c/p>\n\u003cp>Gateway does offer Advanced Placement courses, but recently noticed there was a discrepancy in who took those classes. That led teachers to re-evaluate how they admitted students to honors and AP courses.\u003c/p>\n\u003cp>“We realized interest in the subject was being underprivileged in how we admitted and thought about honors and AP,” Wieder said. Teachers were looking for honors “readiness,” which in their minds translated to strong study skills, organization, time management and strong academic skills. When the staff widened how they thought about “readiness,” they doubled the number of African-American students taking honors and AP courses.\u003c/p>\n\u003cp>Rather than \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/06/what-students-gain-from-being-on-the-same-track-for-college/\">limiting who could take those courses\u003c/a>, the school doubled the number of honors and AP classes offered. “We didn’t want to change the criteria and keep different kids out. Instead, we wanted to expand the tent,” Wieder said. Now about 90 percent of the junior class is taking an honors or AP class, and by the time they graduate every student will have taken one. That’s very different from before the change, when only about 75 percent took those courses, says Wieder.\u003c/p>\n\u003cp>When making the decision to change the honors and AP course requirements, teachers of those courses worried that the rushed pace of the class would make it difficult to differentiate. The AP exams cover such a broad array of topics that teachers felt they were on a moving train that could not be slowed. But, Wieder says after the teaching staff re-examined their values and made the commitment to open up advanced courses, teachers have shifted to deep dives in some areas and a more surface approach in others.\u003c/p>\n\u003cp>“We had to clarify for ourselves that our main goal of offering advanced classes was not so students could pass the AP test,” Wieder said. Although many students will take the tests offered at the end of each year, some won’t, but that doesn’t mean the extra rigor won’t be important to their learning path. This was the first year advanced courses were opened up, so Gateway has not yet learned how well its students will do on the AP exams in this new model.\u003c/p>\n\u003cp>“Our goal is they all get the skills,” Wieder said. “We’ve always believed the skills are the most central and can be applied to lots of situations.” One part of the change has also meant teachers are using the textbook less, in order to provide a more culturally responsive curriculum in which their diverse student body can see themselves.\u003c/p>\n\u003cp>Gateway is smaller than many district middle and high schools, with a smaller student-to-teacher ratio because of extra funding. As a charter school it also has more flexibility around release days and staffing. But Wieder doesn’t think size necessarily matters for this type of individualization. She points to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/24/what-teaching-that-lifts-all-students-could-look-like/\">Mission High\u003c/a>, whose staff developed a clear culture and approach that helped unify the community.\u003c/p>\n\u003cp>“If you can be really clear about what you believe and you can hire for that and allocate resources for that and make it a great place where people want to stay, then I think you could do it in a variety of environments,” Wieder said.\u003c/p>\n\u003cp>\u003cstrong>THE NEW SCHOOL OF SAN FRANCISCO \u003c/strong>\u003c/p>\n\u003cp>Across town another public charter school is just starting up with similar goals in mind. The \u003ca href=\"http://www.newschoolsf.org/\">New School of San Francisco\u003c/a> is in its first year, and currently has only two kindergarten classes and two first-grade classes, but intends to grow into a K-12 school. The school was founded on three principles: equity, inquiry and personalization. Every child has an \u003ca href=\"http://www.newschoolsf.org/personalized-learning/\">Individualized Learning Plan \u003c/a>(ILP) that includes parent goals and teacher observations about academics.\u003c/p>\n\u003cp>The process starts at registration with a survey sent home to parents aimed at learning as much as possible about each child. And, before starting school, parents attend “intake conferences” where their child’s teacher listens carefully to their hopes for their child and asks questions about the child’s interests, likes and dislikes. Sometimes parents’ goals aren’t academic. One family said the main goal was for their son to make friends.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I felt like I knew these children so much better than any other child I’ve ever worked with.'\u003c/aside>\n\u003cp>“If that’s what matters most to the parent, we will honor that,” said the school’s co-founder and current head of school, Emily Bobel Kilduff. Additionally, teachers take time to observe the student in different academic settings to get a sense of what academic goals should be set in place as well. That’s made a lot easier by the fact that classes are capped at 25 kids and there are two teachers in each classroom.\u003c/p>\n\u003cp>First-grade teacher Nicola Fleischer said a lot of her ability to individualize comes from knowing the students well. The New School has a longer school day with \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/07/how-play-wires-kids-brains-for-social-and-academic-success/\">an hour of “park time” \u003c/a>(the school doesn’t have a playground) and other playtime in the classroom as well. When Fleischer thinks about the successes she’s had this year, many of them stem from interacting with children when there are no academic expectations and her students are just being kids.\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_44858\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-44858 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/New-School-2-400x533.jpeg\" alt=\"New School 2\" width=\"400\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">(Courtesy Nicola Fleischer)\u003c/figcaption>\u003c/figure>\n\u003cp>She described one boy who struggles with reading. Over a few weeks, Fleischer ended up being the walking buddy of this child on the daily trips to and from the park. During those trips he eagerly described all the thoughts passing through his head. “I get to see this incredibly sophisticated creative thinker that I would never know if all I did was reading groups with him,” Fleischer said.\u003c/p>\n\u003cp>Fleischer knows the small classes, extra adult help in the classroom and school focus on this kind of whole-child individualization set her current environment apart from many other public schools where she has worked. But when she thought about what advice she’d give to colleagues working in more traditional schools, getting to know students apart from the academics was her first recommendation.\u003c/p>\n\u003cp>“You realize all their strengths in this new way and then you have more patience when you’re having a hard time,” Fleischer said. She also noted that when she knows her students better, she can also personalize their learning better, roping them into tasks or challenges using their authentic interests.\u003c/p>\n\u003cp>“I had my first round of parent conferences here at the New School and I walked away elated, the best I’ve ever felt as a teacher, because I felt like I knew these children so much better than any other child I’ve ever worked with,” Fleischer said. That doesn’t mean some of the conferences weren’t tough. She had meetings where she had to tell parents their child hadn’t made any progress on reading, but those difficult conversations felt different because of the level of respect present for each child.\u003c/p>\n\u003cfigure id=\"attachment_44859\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-44859 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/New-School-1-400x300.jpeg\" alt=\"New School 1\" width=\"400\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">(Courtesy of Nicola Fleischer)\u003c/figcaption>\u003c/figure>\n\u003cp>“I really don’t want to send the message that we’ve done this perfectly this year, but we’ve tried to do it,” Bobel Kilduff said. She’s disappointed that the school hasn’t attracted a more socioeconomically diverse set of students, but recognizes that demonstrated success will help make families feel comfortable taking a risk on a new idea. Right now, many of the families attending New School were attracted to the model because they already knew traditional didn’t work for their children.\u003c/p>\n\u003cp>Equity in learning styles as well as race and socioeconomics are at the core of the school’s mission, so even in kindergarten and first grade, teachers are leading conversations with students about difference and learning diversity.\u003c/p>\n\u003cp>“We spent a lot of time at the beginning of the year talking about equity and what that means in a first-grade classroom,” Fleischer said. They started with the concrete, talking about why one child gets to sit on a bouncy chair and others have to sit on the floor. Soon that expanded into a discussion of whether the same thing for everyone is actually “fair.”\u003c/p>\n\u003cp>http://images.huffingtonpost.com/2014-07-25-equalityisnotalwaysjustice.jpg\u003c/p>\n\u003cp>“It was really beautiful,” Fleischer said of a conversation about a graphic showing three kids, each with a different number of crates under their feet so they can see over a fence. “They weren’t pushing back against that; they said that made sense,” Fleischer said. That conversation about “the same” being different from “equal” led the class into a more specific discussion about each of their own strengths, and areas where they might need a “crate” to support their learning.\u003c/p>\n\u003cp>Educators at the New School are hoping that having these types of conversations early in a child’s life will make them more tolerant generally. A celebration of difference is at the heart of the school and kids are learning early to be comfortable with it. This class culture grounds all the academic individualization teachers are trying to do at other times.\u003c/p>\n\u003cp>In Fleischer’s first-grade class, she has kids who came in reading at a pre-K level and others who are already mastering third- or fourth- grade-level books. She said it’s common during “readers workshop” for more advanced readers to find a spot in the room to dive into a book on their own, while a teacher leads a smaller group in a vowel patterns lesson that looks more typical of first grade. After a little while, the teacher might check back in with those advanced readers for a “book club discussion,” checking on their comprehension and vocabulary skills.\u003c/p>\n\u003cp>“You might imagine kids arriving at school and doing whatever they want to do all day,” Fleischer said. “That’s not our model. There’s a structure where everyone is doing reading at this time or doing writing at another time.” But the actual tasks they are engaged in could be very different.\u003c/p>\n\u003cp>The school’s focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/21/10-tips-for-launching-an-inquiry-based-classroom/\">inquiry\u003c/a> also allows for personalization. Some kids hear a broad question and are off and running on their own curiosity, while others need more support questions to get them going. “It’s been so liberating as a teacher that when you see the ones who are ready to go, you can just let them go,” Fleischer said. And, while the school does focus on personalization, teachers also keep an eye on making sure students work together and learn important skills that will allow them to function outside the unique school environment.\u003c/p>\n\u003cp>“The hardest part is the tension between really giving everyone what they need and being a public school and meeting standards. That’s just really hard,” Fleischer said. And right now, to do that, teachers are spending a lot more time than the average teacher working. But, teachers are working with the administrators to find better ways to capture what they know about each individual child, document it and share it out to parents and future teachers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That’s one of the New School’s current stretch goals.\u003c/p>\n\n","blocks":[],"excerpt":"Some schools are trying to use ideas common to special education teachers in order to better tailor learning to the unique needs of each child.","status":"publish","parent":0,"modified":1461955384,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":2709},"headData":{"title":"When Celebrating Learning Differences Is At the Heart of School Culture | KQED","description":"Some schools are trying to use ideas common to special education teachers in order to better tailor learning to the unique needs of each child.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Celebrating Learning Differences Is At the Heart of School Culture","datePublished":"2016-04-28T07:13:40.000Z","dateModified":"2016-04-29T18:43:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44795 http://ww2.kqed.org/mindshift/?p=44795","disqusUrl":"https://ww2.kqed.org/mindshift/2016/04/28/when-celebrating-learning-differences-is-at-the-heart-of-school-culture/","disqusTitle":"When Celebrating Learning Differences Is At the Heart of School Culture","path":"/mindshift/44795/when-celebrating-learning-differences-is-at-the-heart-of-school-culture","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers and parents have long known that every child learns differently, excelling in some areas and struggling in others. And yet many schools still struggle to help students learn a set of standards, while allowing who they are as learners to determine how they do so. While some educators hope technology will make personalization cheaper and easier, so far many of the solutions involve keeping kids on the same path, but varying the pace. The rigid system and its requirements have made it difficult to truly celebrate neurodiversity.\u003c/p>\n\u003cp>Special education practices may offer a model for other educators hoping to pursue more authentic personalization. When special education teachers create Individualized Education Programs (IEPs) for kids with learning differences, a variety of professionals come together to help identify specific needs, and parents are part of the process. Building off this model, some schools are trying in various ways to position differences as strengths and are finding ways to let a child’s personality, likes, dislikes, strengths and weaknesses influence how he is taught.\u003c/p>\n\u003cp>\u003cstrong>GATEWAY PUBLIC SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.gatewaypublicschools.org/page.cfm?p=530\">Gateway High School\u003c/a> was founded by a group of parents who wanted to ensure learning differences wouldn’t be a barrier to college access. The San Francisco public charter school is founded on a few core principles, foremost of which are: All children can learn at high levels and all children learn differently, not just students with documented learning differences.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The idea that fair equals the same is challenged really early on at Gateway.'\u003c/aside>\n\u003cp>As a California public school, Gateway teachers use a curriculum that adheres to the Common Core State Standards. “A lot of the standards are about ways of thinking, and you can apply ways of thinking and demonstrate mastery in lots of ways,” said Becca Wieder, director of curriculum and instruction at Gateway.\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 school tries to individualize the curriculum for students by offering flexible entry points, focusing on process as well as product, and having flexible timelines for achievement of mastery. For example, supporting one’s argument with evidence is a key standard in both math and English. But writing isn’t the only way to demonstrate a student can support an argument with evidence, so Gateway teachers give students the choice to demonstrate learning in multiple ways. Letting students start from their strengths builds their confidence to later show their mastery in other ways.\u003c/p>\n\u003cp>“All students ultimately in writing need to make an argument using evidence, but the way they get there might be slightly different,” Wieder said. Varying the length of the assignment for different students is another way teachers modify instruction to slowly build student skills. Wieder says the important thing is for students to demonstrate the cognitive skills and then work on length.\u003c/p>\n\u003cp>Gateway now has a middle school as well. In both sixth grade and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/20/how-freshman-seminars-can-help-students-starting-the-ninth-grade/\">ninth grade\u003c/a>, students learn about how the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/05/what-kids-should-know-about-their-own-brains/\">brain works\u003c/a>, and that there's a lot of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/11/whats-going-on-inside-a-dyslexic-students-brain/\">diversity in how people learn \u003c/a>and approach problems. They work to identify strategies and habits that work for them, as well as identifying areas that need growth. These practices continue into high school; at the end of every assignment students reflect on how their learning strengths and weaknesses played into the assignment. The process builds metacognition about what they need as learners and how to ask for it.\u003c/p>\n\u003cp>“The idea that fair equals the same is challenged really early on at Gateway,” Wieder said. And when administrators poll students on diversity, the message is clearly coming through. Students explain how and why people are diverse, including how they learn, and what that adds to the school as a whole.\u003c/p>\n\u003cp>Students with documented learning differences are integrated into all classes at Gateway, but also receive extra support classes. “It normalizes the idea of difference,” Wieder said. “Our students identify as a strength of the school that it’s OK to be different here.”\u003c/p>\n\u003cp>In addition to focusing on diversity of learning needs, Gateway has a racially diverse student population, with different socioeconomic and ethnic groups well represented. Out of the 475 high school students and 300 middle school students, 15-18 percent are Asian, 20-25 percent are African-American, 20-25 percent are white and 35 percent are Latino.\u003c/p>\n\u003cp>“It’s unusual in San Francisco to have those four major ethnic groups represented in the same school,” Wieder said. Additionally, in any given year between 45-50 percent of students are on free and reduced-price lunch and about 20 percent have documented learning differences.\u003c/p>\n\u003cp>\u003cstrong>ADVANCED PLACEMENT AND HONORS COURSES\u003c/strong>\u003c/p>\n\u003cp>Gateway does offer Advanced Placement courses, but recently noticed there was a discrepancy in who took those classes. That led teachers to re-evaluate how they admitted students to honors and AP courses.\u003c/p>\n\u003cp>“We realized interest in the subject was being underprivileged in how we admitted and thought about honors and AP,” Wieder said. Teachers were looking for honors “readiness,” which in their minds translated to strong study skills, organization, time management and strong academic skills. When the staff widened how they thought about “readiness,” they doubled the number of African-American students taking honors and AP courses.\u003c/p>\n\u003cp>Rather than \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/06/what-students-gain-from-being-on-the-same-track-for-college/\">limiting who could take those courses\u003c/a>, the school doubled the number of honors and AP classes offered. “We didn’t want to change the criteria and keep different kids out. Instead, we wanted to expand the tent,” Wieder said. Now about 90 percent of the junior class is taking an honors or AP class, and by the time they graduate every student will have taken one. That’s very different from before the change, when only about 75 percent took those courses, says Wieder.\u003c/p>\n\u003cp>When making the decision to change the honors and AP course requirements, teachers of those courses worried that the rushed pace of the class would make it difficult to differentiate. The AP exams cover such a broad array of topics that teachers felt they were on a moving train that could not be slowed. But, Wieder says after the teaching staff re-examined their values and made the commitment to open up advanced courses, teachers have shifted to deep dives in some areas and a more surface approach in others.\u003c/p>\n\u003cp>“We had to clarify for ourselves that our main goal of offering advanced classes was not so students could pass the AP test,” Wieder said. Although many students will take the tests offered at the end of each year, some won’t, but that doesn’t mean the extra rigor won’t be important to their learning path. This was the first year advanced courses were opened up, so Gateway has not yet learned how well its students will do on the AP exams in this new model.\u003c/p>\n\u003cp>“Our goal is they all get the skills,” Wieder said. “We’ve always believed the skills are the most central and can be applied to lots of situations.” One part of the change has also meant teachers are using the textbook less, in order to provide a more culturally responsive curriculum in which their diverse student body can see themselves.\u003c/p>\n\u003cp>Gateway is smaller than many district middle and high schools, with a smaller student-to-teacher ratio because of extra funding. As a charter school it also has more flexibility around release days and staffing. But Wieder doesn’t think size necessarily matters for this type of individualization. She points to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/24/what-teaching-that-lifts-all-students-could-look-like/\">Mission High\u003c/a>, whose staff developed a clear culture and approach that helped unify the community.\u003c/p>\n\u003cp>“If you can be really clear about what you believe and you can hire for that and allocate resources for that and make it a great place where people want to stay, then I think you could do it in a variety of environments,” Wieder said.\u003c/p>\n\u003cp>\u003cstrong>THE NEW SCHOOL OF SAN FRANCISCO \u003c/strong>\u003c/p>\n\u003cp>Across town another public charter school is just starting up with similar goals in mind. The \u003ca href=\"http://www.newschoolsf.org/\">New School of San Francisco\u003c/a> is in its first year, and currently has only two kindergarten classes and two first-grade classes, but intends to grow into a K-12 school. The school was founded on three principles: equity, inquiry and personalization. Every child has an \u003ca href=\"http://www.newschoolsf.org/personalized-learning/\">Individualized Learning Plan \u003c/a>(ILP) that includes parent goals and teacher observations about academics.\u003c/p>\n\u003cp>The process starts at registration with a survey sent home to parents aimed at learning as much as possible about each child. And, before starting school, parents attend “intake conferences” where their child’s teacher listens carefully to their hopes for their child and asks questions about the child’s interests, likes and dislikes. Sometimes parents’ goals aren’t academic. One family said the main goal was for their son to make friends.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I felt like I knew these children so much better than any other child I’ve ever worked with.'\u003c/aside>\n\u003cp>“If that’s what matters most to the parent, we will honor that,” said the school’s co-founder and current head of school, Emily Bobel Kilduff. Additionally, teachers take time to observe the student in different academic settings to get a sense of what academic goals should be set in place as well. That’s made a lot easier by the fact that classes are capped at 25 kids and there are two teachers in each classroom.\u003c/p>\n\u003cp>First-grade teacher Nicola Fleischer said a lot of her ability to individualize comes from knowing the students well. The New School has a longer school day with \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/07/how-play-wires-kids-brains-for-social-and-academic-success/\">an hour of “park time” \u003c/a>(the school doesn’t have a playground) and other playtime in the classroom as well. When Fleischer thinks about the successes she’s had this year, many of them stem from interacting with children when there are no academic expectations and her students are just being kids.\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_44858\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-44858 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/New-School-2-400x533.jpeg\" alt=\"New School 2\" width=\"400\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">(Courtesy Nicola Fleischer)\u003c/figcaption>\u003c/figure>\n\u003cp>She described one boy who struggles with reading. Over a few weeks, Fleischer ended up being the walking buddy of this child on the daily trips to and from the park. During those trips he eagerly described all the thoughts passing through his head. “I get to see this incredibly sophisticated creative thinker that I would never know if all I did was reading groups with him,” Fleischer said.\u003c/p>\n\u003cp>Fleischer knows the small classes, extra adult help in the classroom and school focus on this kind of whole-child individualization set her current environment apart from many other public schools where she has worked. But when she thought about what advice she’d give to colleagues working in more traditional schools, getting to know students apart from the academics was her first recommendation.\u003c/p>\n\u003cp>“You realize all their strengths in this new way and then you have more patience when you’re having a hard time,” Fleischer said. She also noted that when she knows her students better, she can also personalize their learning better, roping them into tasks or challenges using their authentic interests.\u003c/p>\n\u003cp>“I had my first round of parent conferences here at the New School and I walked away elated, the best I’ve ever felt as a teacher, because I felt like I knew these children so much better than any other child I’ve ever worked with,” Fleischer said. That doesn’t mean some of the conferences weren’t tough. She had meetings where she had to tell parents their child hadn’t made any progress on reading, but those difficult conversations felt different because of the level of respect present for each child.\u003c/p>\n\u003cfigure id=\"attachment_44859\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-44859 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/New-School-1-400x300.jpeg\" alt=\"New School 1\" width=\"400\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">(Courtesy of Nicola Fleischer)\u003c/figcaption>\u003c/figure>\n\u003cp>“I really don’t want to send the message that we’ve done this perfectly this year, but we’ve tried to do it,” Bobel Kilduff said. She’s disappointed that the school hasn’t attracted a more socioeconomically diverse set of students, but recognizes that demonstrated success will help make families feel comfortable taking a risk on a new idea. Right now, many of the families attending New School were attracted to the model because they already knew traditional didn’t work for their children.\u003c/p>\n\u003cp>Equity in learning styles as well as race and socioeconomics are at the core of the school’s mission, so even in kindergarten and first grade, teachers are leading conversations with students about difference and learning diversity.\u003c/p>\n\u003cp>“We spent a lot of time at the beginning of the year talking about equity and what that means in a first-grade classroom,” Fleischer said. They started with the concrete, talking about why one child gets to sit on a bouncy chair and others have to sit on the floor. Soon that expanded into a discussion of whether the same thing for everyone is actually “fair.”\u003c/p>\n\u003cp>http://images.huffingtonpost.com/2014-07-25-equalityisnotalwaysjustice.jpg\u003c/p>\n\u003cp>“It was really beautiful,” Fleischer said of a conversation about a graphic showing three kids, each with a different number of crates under their feet so they can see over a fence. “They weren’t pushing back against that; they said that made sense,” Fleischer said. That conversation about “the same” being different from “equal” led the class into a more specific discussion about each of their own strengths, and areas where they might need a “crate” to support their learning.\u003c/p>\n\u003cp>Educators at the New School are hoping that having these types of conversations early in a child’s life will make them more tolerant generally. A celebration of difference is at the heart of the school and kids are learning early to be comfortable with it. This class culture grounds all the academic individualization teachers are trying to do at other times.\u003c/p>\n\u003cp>In Fleischer’s first-grade class, she has kids who came in reading at a pre-K level and others who are already mastering third- or fourth- grade-level books. She said it’s common during “readers workshop” for more advanced readers to find a spot in the room to dive into a book on their own, while a teacher leads a smaller group in a vowel patterns lesson that looks more typical of first grade. After a little while, the teacher might check back in with those advanced readers for a “book club discussion,” checking on their comprehension and vocabulary skills.\u003c/p>\n\u003cp>“You might imagine kids arriving at school and doing whatever they want to do all day,” Fleischer said. “That’s not our model. There’s a structure where everyone is doing reading at this time or doing writing at another time.” But the actual tasks they are engaged in could be very different.\u003c/p>\n\u003cp>The school’s focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/21/10-tips-for-launching-an-inquiry-based-classroom/\">inquiry\u003c/a> also allows for personalization. Some kids hear a broad question and are off and running on their own curiosity, while others need more support questions to get them going. “It’s been so liberating as a teacher that when you see the ones who are ready to go, you can just let them go,” Fleischer said. And, while the school does focus on personalization, teachers also keep an eye on making sure students work together and learn important skills that will allow them to function outside the unique school environment.\u003c/p>\n\u003cp>“The hardest part is the tension between really giving everyone what they need and being a public school and meeting standards. That’s just really hard,” Fleischer said. And right now, to do that, teachers are spending a lot more time than the average teacher working. But, teachers are working with the administrators to find better ways to capture what they know about each individual child, document it and share it out to parents and future teachers.\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>That’s one of the New School’s current stretch goals.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44795/when-celebrating-learning-differences-is-at-the-heart-of-school-culture","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_124","mindshift_421","mindshift_20934"],"featImg":"mindshift_44863","label":"mindshift"},"mindshift_38398":{"type":"posts","id":"mindshift_38398","meta":{"index":"posts_1591205157","site":"mindshift","id":"38398","score":null,"sort":[1415630009000]},"guestAuthors":[],"slug":"how-to-build-a-better-mooc","title":"How to Build a Better MOOC","publishDate":1415630009,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Report after report have revealed some of the inadequacies of massive open online courses: low completion rates, low engagement, inability to have impact with those who need education the most. So far, MOOCs have not lived up to the hype. But, as Maria Konnikova explores in the \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/moocs-failure-solutions\">The New Yorker\u003c/a>, there is a methodology for massive learning that dates back to 1962: catering to the individual. It's a model already seen in GRE testing, which, among other techniques, switches up the sequence of questions based on the individual's progress. She writes: \u003c/p>\n\u003cp>\"As it is, individualized methodology has largely gotten lost in the excitement over technological capabilities and large-group approaches. According to numerous interviews I conducted, and studies I read, very few MOOCs are using anything like control theory as part of their approach to teaching.\"\u003c/p>\n\u003cp>http://www.newyorker.com/science/maria-konnikova/moocs-failure-solutions\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Massive open online courses have not lived up to the hype. There are, however, 50-year-old techniques to improve the experience and reach those who need education the most. ","status":"publish","parent":0,"modified":1456260541,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":150},"headData":{"title":"How to Build a Better MOOC | KQED","description":"Massive open online courses have not lived up to the hype. There are, however, 50-year-old techniques to improve the experience and reach those who need education the most. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Build a Better MOOC","datePublished":"2014-11-10T14:33:29.000Z","dateModified":"2016-02-23T20:49:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38398 http://blogs.kqed.org/mindshift/?p=38398","disqusUrl":"https://ww2.kqed.org/mindshift/2014/11/10/how-to-build-a-better-mooc/","disqusTitle":"How to Build a Better MOOC","path":"/mindshift/38398/how-to-build-a-better-mooc","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Report after report have revealed some of the inadequacies of massive open online courses: low completion rates, low engagement, inability to have impact with those who need education the most. So far, MOOCs have not lived up to the hype. But, as Maria Konnikova explores in the \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/moocs-failure-solutions\">The New Yorker\u003c/a>, there is a methodology for massive learning that dates back to 1962: catering to the individual. It's a model already seen in GRE testing, which, among other techniques, switches up the sequence of questions based on the individual's progress. She writes: \u003c/p>\n\u003cp>\"As it is, individualized methodology has largely gotten lost in the excitement over technological capabilities and large-group approaches. According to numerous interviews I conducted, and studies I read, very few MOOCs are using anything like control theory as part of their approach to teaching.\"\u003c/p>\n\u003cp>http://www.newyorker.com/science/maria-konnikova/moocs-failure-solutions\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38398/how-to-build-a-better-mooc","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_124","mindshift_20608"],"featImg":"mindshift_38401","label":"mindshift"},"mindshift_26619":{"type":"posts","id":"mindshift_26619","meta":{"index":"posts_1591205157","site":"mindshift","id":"26619","score":null,"sort":[1358881107000]},"guestAuthors":[],"slug":"shifting-tactics-rocketship-changes-computer-lab-model","title":"Shifting Tactics: Rocketship Will Change its Computer Lab Model","publishDate":1358881107,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_26678\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/shifting-tactics-rocketship-changes-computer-lab-model/img_7362-copy-2/\" rel=\"attachment wp-att-26678\">\u003cimg class=\"size-large wp-image-26678\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/IMG_7362-copy-2-620x374.jpg\" alt=\"Rocketship's Learning Lab.\" width=\"620\" height=\"374\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Rocketship's Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter schools based in California, is changing the way students will use computers in its \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Learning Labs.\u003c/a> Rather than spending chunks of time in computer labs with divided computer stations, students will be using computers in their classrooms, with the help of teachers and aids.\u003c/p>\n\u003cp>“The integration between the classroom and the Learning Lab was an area that could improve. That’s part of the reason that we made this shift,” said Charlie Bufalino, National Development Associate and former Online Learning Specialist at Rocketship. By moving computers back into the classroom, Rocketship is hoping to form a better connection to what students are doing on computers to what they're learning in class.\u003c/p>\n\u003cp>\u003cspan>In a \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">PBS Newshour special\u003c/a> last month, several teachers said that Learning Lab practice isn’t linked closely enough to what happens in class. Bufalino says that teachers have always been encouraged to use data from online learning to inform their teaching; that said, at its most basic level, the function of the Learning Lab was for skills practice, while teachers focused teaching on what they call higher order thinking skills in class. Now, Rocketship is hoping teachers will have more control over both.\u003cbr>\n\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The integration between the classroom and the Learning Lab needed improvement.\"\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan>\"The idea is that in this more flexible model, there will be more time for teachers to diagnose and look at the data,” Bufalino said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan>The data, however, can be overwhelming for teachers to analyze. Rocketship uses six different online programs, all with separate mechanisms and criteria for feedback. Rocketship’s national office has been working on building proprietary systems that unify all the data, so teachers look at one screen that compares apples to apples at a glance. Their integration system is aligned to the \u003c!--more-->Common Core and teachers can see if students have mastered a skill, what method they used, whether they tried and failed, even how hard they’ve been working on it. Rocketship also invests money into academic deans who visit classrooms, help teachers analyze data and use it to shape their lessons, and generally coach teachers on how they can improve.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan>“The data drives how we want to group students,” Bufalino said. “It shouldn’t be acceptable that we have these different learning modalities and then still have them moving together in class.” And that’s what was happening to some extent when the Learning Lab was separate from classroom instruction. Teachers taught essentially the same lesson to all students. With the new approach, Rocketship is hoping they can effectively group kids according to their skill sets.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan>Bufalino was quick to point out that the move away from Learning Labs doesn’t mean the model wasn’t working – Rocketship has consistently posted good math and literacy test scores. They even boast that their students, 90% of whom are low-income and 70% of whom are English Language Learners, have math scores that rival the wealthiest school districts in California.\u003c/span>\u003c/p>\n\u003cp>But Rocketship’s model \u003ca href=\"http://toped.svefoundation.org/2012/01/16/state-board-cde-staff-at-odds-on-charter/\">has been criticized as using “drill and kill”\u003c/a> computer games to keep students busy and to save money. But Bufalino says the computer software has helped learners who have fallen behind to catch up and high achievers to steam ahead. “The key is to see the program as a component to a larger academic plan,” he said. “It doesn't work if it’s the only thing, but when a teacher scaffolds learning on top of that practice and uses it to influence content, it can be very effective.”\u003c/p>\n\u003cp>Rocketship doesn’t have all the logistics worked out yet, but they are imagining that the change will mean combining classrooms so that teachers are working in teams with the Learning Lab mentors, directing some kids to work on computers, some to do small group work and others to receive tutoring or direct instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Rocketship also hopes that by having their mentors in the same classroom with teachers they can begin to build a teacher pipeline.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1358881359,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":697},"headData":{"title":"Shifting Tactics: Rocketship Will Change its Computer Lab Model | KQED","description":"Rocketship Education, a network of charter schools based in California, is changing the way students will use computers in its Learning Labs. Rather than spending chunks of time in computer labs with divided computer stations, students will be using computers in their classrooms, with the help of teachers and aids. “The integration between the classroom","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Shifting Tactics: Rocketship Will Change its Computer Lab Model","datePublished":"2013-01-22T18:58:27.000Z","dateModified":"2013-01-22T19:02:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"26619 http://blogs.kqed.org/mindshift/?p=26619","disqusUrl":"https://ww2.kqed.org/mindshift/2013/01/22/shifting-tactics-rocketship-changes-computer-lab-model/","disqusTitle":"Shifting Tactics: Rocketship Will Change its Computer Lab Model","path":"/mindshift/26619/shifting-tactics-rocketship-changes-computer-lab-model","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26678\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/shifting-tactics-rocketship-changes-computer-lab-model/img_7362-copy-2/\" rel=\"attachment wp-att-26678\">\u003cimg class=\"size-large wp-image-26678\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/IMG_7362-copy-2-620x374.jpg\" alt=\"Rocketship's Learning Lab.\" width=\"620\" height=\"374\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Rocketship's Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter schools based in California, is changing the way students will use computers in its \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Learning Labs.\u003c/a> Rather than spending chunks of time in computer labs with divided computer stations, students will be using computers in their classrooms, with the help of teachers and aids.\u003c/p>\n\u003cp>“The integration between the classroom and the Learning Lab was an area that could improve. That’s part of the reason that we made this shift,” said Charlie Bufalino, National Development Associate and former Online Learning Specialist at Rocketship. By moving computers back into the classroom, Rocketship is hoping to form a better connection to what students are doing on computers to what they're learning in class.\u003c/p>\n\u003cp>\u003cspan>In a \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">PBS Newshour special\u003c/a> last month, several teachers said that Learning Lab practice isn’t linked closely enough to what happens in class. Bufalino says that teachers have always been encouraged to use data from online learning to inform their teaching; that said, at its most basic level, the function of the Learning Lab was for skills practice, while teachers focused teaching on what they call higher order thinking skills in class. Now, Rocketship is hoping teachers will have more control over both.\u003cbr>\n\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The integration between the classroom and the Learning Lab needed improvement.\"\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan>\"The idea is that in this more flexible model, there will be more time for teachers to diagnose and look at the data,” Bufalino said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan>The data, however, can be overwhelming for teachers to analyze. Rocketship uses six different online programs, all with separate mechanisms and criteria for feedback. Rocketship’s national office has been working on building proprietary systems that unify all the data, so teachers look at one screen that compares apples to apples at a glance. Their integration system is aligned to the \u003c!--more-->Common Core and teachers can see if students have mastered a skill, what method they used, whether they tried and failed, even how hard they’ve been working on it. Rocketship also invests money into academic deans who visit classrooms, help teachers analyze data and use it to shape their lessons, and generally coach teachers on how they can improve.\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>“The data drives how we want to group students,” Bufalino said. “It shouldn’t be acceptable that we have these different learning modalities and then still have them moving together in class.” And that’s what was happening to some extent when the Learning Lab was separate from classroom instruction. Teachers taught essentially the same lesson to all students. With the new approach, Rocketship is hoping they can effectively group kids according to their skill sets.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan>Bufalino was quick to point out that the move away from Learning Labs doesn’t mean the model wasn’t working – Rocketship has consistently posted good math and literacy test scores. They even boast that their students, 90% of whom are low-income and 70% of whom are English Language Learners, have math scores that rival the wealthiest school districts in California.\u003c/span>\u003c/p>\n\u003cp>But Rocketship’s model \u003ca href=\"http://toped.svefoundation.org/2012/01/16/state-board-cde-staff-at-odds-on-charter/\">has been criticized as using “drill and kill”\u003c/a> computer games to keep students busy and to save money. But Bufalino says the computer software has helped learners who have fallen behind to catch up and high achievers to steam ahead. “The key is to see the program as a component to a larger academic plan,” he said. “It doesn't work if it’s the only thing, but when a teacher scaffolds learning on top of that practice and uses it to influence content, it can be very effective.”\u003c/p>\n\u003cp>Rocketship doesn’t have all the logistics worked out yet, but they are imagining that the change will mean combining classrooms so that teachers are working in teams with the Learning Lab mentors, directing some kids to work on computers, some to do small group work and others to receive tutoring or direct instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Rocketship also hopes that by having their mentors in the same classroom with teachers they can begin to build a teacher pipeline.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/26619/shifting-tactics-rocketship-changes-computer-lab-model","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_399","mindshift_124","mindshift_481"],"featImg":"mindshift_26628","label":"mindshift"},"mindshift_13896":{"type":"posts","id":"mindshift_13896","meta":{"index":"posts_1591205157","site":"mindshift","id":"13896","score":null,"sort":[1314831774000]},"guestAuthors":[],"slug":"should-students-advance-at-their-own-pace","title":"Should Students Advance At Their Own Pace?","publishDate":1314831774,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/deanmccoyphotos/5795008697/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14967\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/5795008697_ec1645ff98-300x252.jpg\" alt=\"\" width=\"300\" height=\"252\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Kreative Eye- Dean McKoy\u003c/p>\n\u003c/div>\n\u003cp>What if student learning wasn't based on age, but on proficiency? That might \u003ca href=\"http://www.oregonlive.com/education/index.ssf/2011/07/oregon_education_reform_bills.html\" target=\"_blank\">happen soon\u003c/a> in Oregon's public schools if \u003ca href=\"http://gov.oregonlive.com/bill/2011/SB909/\" target=\"_blank\">Senate Bill 909 \u003c/a>unfolds as planned.\u003c/p>\n\u003cp>Oregon governor \u003ca href=\"http://governor.oregon.gov/\" target=\"_blank\">John Kitzhaber\u003c/a> ushered a group of education bills through the legislature in June. One of them, SB 909, created the 15-member \u003ca href=\"http://www.oregonlive.com/politics/index.ssf/2011/06/governor_signs_bill_establishi.html\" target=\"_blank\">Oregon Education Investment Board\u003c/a> not only to control the finances of all state-run schools, but also to make sure there are ways for Oregon's kids to progress at a rhythm that works with their academic needs. In other words, students matriculate based on the state's revamped academic standards, not time spent in the classroom.\u003c/p>\n\u003cp>According to \u003ca href=\"http://www.oregonlive.com/education/index.ssf/2011/07/oregon_education_reform_bills.html\" target=\"_blank\">an article\u003c/a> in the\u003cem> Oregonian\u003c/em>, Kitzhaber wants the board to \"shift the focus of education from what he calls 'seat time' to learning.\" Students will, the article reports, \"advance based on what they know and can do rather than on how much time they spend in school.\"\u003c/p>\n\u003cp>Suggesting that students should be able to advance at their own pace is not a new idea. In 2008, for instance, the \u003ca href=\"http://www.orbusinesscouncil.org/orround.html\" target=\"_blank\">Oregon Education Roundtable\u003c/a> published \"Taking Promising High School Practices to Scale,\" which included a pretty comprehensive comparison of \u003ca href=\"http://www.beaverton.k12.or.us/home/departments/instruction/proficiency/comparison-of-traditional-and-proficiency-based-education/\" target=\"_blank\">traditional and proficiency-based education\u003c/a>. This concept (self-paced, personalized learning) is also a huge selling point for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-surprising-perspectives-online-schools/\" target=\"_blank\">many online schools\u003c/a>. But it's a rare move for a state legislature to overhaul its public education system with this philosophy in mind.\u003c/p>\n\u003cp>There are brick-and-mortar schools out there that employ this kind of system already. Some high schools in Rhode Island have a \u003ca href=\"http://www.aypf.org/tripreports/2008/tr031208.htm\" target=\"_blank\">proficiency-based diploma system\u003c/a>, and \u003ca href=\"http://www.nwacademy.org/\" target=\"_blank\">Northwest Academy\u003c/a>, a private college-preparatory school in Portland, is designed in the same way that its founder, a former dance teacher, would have organized her dance classes – by placing each student at grade level based on their \"\u003ca href=\"http://www.nwacademy.org/about.html\" target=\"_blank\">accomplishments, current knowledge, and demonstrable skill\u003c/a>,\" not by age.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And in some cases, entire districts have made this their model: in the \u003ca href=\"http://www.chugachschools.com/\" target=\"_blank\">Chugach School District\u003c/a>, an Anchorage-based district serving 22,000 square miles of some of the remotest areas in south central Alaska, has \u003ca href=\"http://www.edutopia.org/chugach-school-district-reform\" target=\"_blank\">done away with grade levels completely\u003c/a> to set up a system of academic mastery that each student can use to navigate his or her own path.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Grade levels will not likely be eliminated across the nation anytime soon, but certainly the concept of individualized, self-paced learning – whether that's within a classroom grouped by age and grade level or by ability, aptitude, and interest – is becoming more the cornerstone of quality education. How will the rise of online and blended learning models further impact these reforms? And what's next for Oregon?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1314831774,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":454},"headData":{"title":"Should Students Advance At Their Own Pace? | KQED","description":"Flickr:Kreative Eye- Dean McKoy What if student learning wasn't based on age, but on proficiency? That might happen soon in Oregon's public schools if Senate Bill 909 unfolds as planned. Oregon governor John Kitzhaber ushered a group of education bills through the legislature in June. One of them, SB 909, created the 15-member Oregon Education","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Should Students Advance At Their Own Pace?","datePublished":"2011-08-31T23:02:54.000Z","dateModified":"2011-08-31T23:02:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"13896 http://blogs.kqed.org/mindshift/?p=13896","disqusUrl":"https://ww2.kqed.org/mindshift/2011/08/31/should-students-advance-at-their-own-pace/","disqusTitle":"Should Students Advance At Their Own Pace?","path":"/mindshift/13896/should-students-advance-at-their-own-pace","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/deanmccoyphotos/5795008697/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14967\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/5795008697_ec1645ff98-300x252.jpg\" alt=\"\" width=\"300\" height=\"252\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Kreative Eye- Dean McKoy\u003c/p>\n\u003c/div>\n\u003cp>What if student learning wasn't based on age, but on proficiency? That might \u003ca href=\"http://www.oregonlive.com/education/index.ssf/2011/07/oregon_education_reform_bills.html\" target=\"_blank\">happen soon\u003c/a> in Oregon's public schools if \u003ca href=\"http://gov.oregonlive.com/bill/2011/SB909/\" target=\"_blank\">Senate Bill 909 \u003c/a>unfolds as planned.\u003c/p>\n\u003cp>Oregon governor \u003ca href=\"http://governor.oregon.gov/\" target=\"_blank\">John Kitzhaber\u003c/a> ushered a group of education bills through the legislature in June. One of them, SB 909, created the 15-member \u003ca href=\"http://www.oregonlive.com/politics/index.ssf/2011/06/governor_signs_bill_establishi.html\" target=\"_blank\">Oregon Education Investment Board\u003c/a> not only to control the finances of all state-run schools, but also to make sure there are ways for Oregon's kids to progress at a rhythm that works with their academic needs. In other words, students matriculate based on the state's revamped academic standards, not time spent in the classroom.\u003c/p>\n\u003cp>According to \u003ca href=\"http://www.oregonlive.com/education/index.ssf/2011/07/oregon_education_reform_bills.html\" target=\"_blank\">an article\u003c/a> in the\u003cem> Oregonian\u003c/em>, Kitzhaber wants the board to \"shift the focus of education from what he calls 'seat time' to learning.\" Students will, the article reports, \"advance based on what they know and can do rather than on how much time they spend in school.\"\u003c/p>\n\u003cp>Suggesting that students should be able to advance at their own pace is not a new idea. In 2008, for instance, the \u003ca href=\"http://www.orbusinesscouncil.org/orround.html\" target=\"_blank\">Oregon Education Roundtable\u003c/a> published \"Taking Promising High School Practices to Scale,\" which included a pretty comprehensive comparison of \u003ca href=\"http://www.beaverton.k12.or.us/home/departments/instruction/proficiency/comparison-of-traditional-and-proficiency-based-education/\" target=\"_blank\">traditional and proficiency-based education\u003c/a>. This concept (self-paced, personalized learning) is also a huge selling point for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-surprising-perspectives-online-schools/\" target=\"_blank\">many online schools\u003c/a>. But it's a rare move for a state legislature to overhaul its public education system with this philosophy in mind.\u003c/p>\n\u003cp>There are brick-and-mortar schools out there that employ this kind of system already. Some high schools in Rhode Island have a \u003ca href=\"http://www.aypf.org/tripreports/2008/tr031208.htm\" target=\"_blank\">proficiency-based diploma system\u003c/a>, and \u003ca href=\"http://www.nwacademy.org/\" target=\"_blank\">Northwest Academy\u003c/a>, a private college-preparatory school in Portland, is designed in the same way that its founder, a former dance teacher, would have organized her dance classes – by placing each student at grade level based on their \"\u003ca href=\"http://www.nwacademy.org/about.html\" target=\"_blank\">accomplishments, current knowledge, and demonstrable skill\u003c/a>,\" not by age.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And in some cases, entire districts have made this their model: in the \u003ca href=\"http://www.chugachschools.com/\" target=\"_blank\">Chugach School District\u003c/a>, an Anchorage-based district serving 22,000 square miles of some of the remotest areas in south central Alaska, has \u003ca href=\"http://www.edutopia.org/chugach-school-district-reform\" target=\"_blank\">done away with grade levels completely\u003c/a> to set up a system of academic mastery that each student can use to navigate his or her own path.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Grade levels will not likely be eliminated across the nation anytime soon, but certainly the concept of individualized, self-paced learning – whether that's within a classroom grouped by age and grade level or by ability, aptitude, and interest – is becoming more the cornerstone of quality education. How will the rise of online and blended learning models further impact these reforms? And what's next for Oregon?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/13896/should-students-advance-at-their-own-pace","authors":["4351"],"categories":["mindshift_193"],"tags":["mindshift_124","mindshift_668","mindshift_666","mindshift_672"],"featImg":"mindshift_14967","label":"mindshift"},"mindshift_11558":{"type":"posts","id":"mindshift_11558","meta":{"index":"posts_1591205157","site":"mindshift","id":"11558","score":null,"sort":[1305651157000]},"guestAuthors":[],"slug":"a-day-in-the-life-of-a-virtual-school-student","title":"A Day in the Life of a Virtual School Student","publishDate":1305651157,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flvs.net\" target=\"_blank\">\u003c/a>\u003c/p>\n\u003cp>\u003ca>\u003cimg class=\"size-medium wp-image-11723\" title=\"5564517738_a1f1fa04bc_z-620x412\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/5564517738_a1f1fa04bc_z-620x4121-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Florida Virtual School (FLVS) students Christianne and Carylanne Joubert are pretty advanced for their age. Christianne, at 13, is already a published novelist; Carylanne, 14, is about to start 11th grade. The Jouberts would probably succeed at any school they attended, but they attribute a large part of their progress to online learning. (And for Carlyanne, who has diabetes, the convenience of doing school work at home is a big advantage.)\u003c/p>\n\u003cp>The Jouberts, whose father is in the military, requiring the family to travel a great deal, were homeschooled by their mother until recently.\u003c/p>\n\u003cp>\"Online classes are easy to understand. You can move onto the next thing much faster,\" Christianne says. \"I have a friend in regular public school who says that they like FLVS courses better because they don't have to wait around for the other students to get it -- or get frustrated when they don't get it themselves. But it's not easier because it's of a lower quality. The better quality makes it easier.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I chatted with both girls and got a good glimpse into their academic life is like -- flexible, varied, and personalized. It's not the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\">best fit for every kid\u003c/a>, of course, but for these students, it works.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Is going to school at FLVS different from being homeschooled?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: The assignments are different. The courses I took when my mom was teaching me were mostly reading the lessons, getting the information, doing worksheets and exams and that kind of stuff. At FLVS, I write essays, I do PowerPoint presentations and brochures. In my Latin course, I had to pretend I lived in 100 B.C. and write up an invitation and a menu. There are different assignments for those who are more creative. The lessons also show the information in different ways; sometimes there's a visual representation, like a diagram or a video, to help remember it.\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What is your typical day like at virtual school?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: Most days, I'll get up and do my chores around the house and then once I get onto the computer I can just start my lessons, read through the lesson and do the assignment. For me, it's easy. I read through the information and then I can move on to the next assignment. I don't have to wait. I can go ahead and do more, so I get done with the course faster. I get to learn more instead of being bored.\u003c/p>\n\u003cp>\u003cem>Christianne\u003c/em>: I can start at 10 a.m. and end at 4 p.m. and have an entire week's worth of work done. Since I can move faster through school, I have time to explore my passion for writing.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Do you interact much with your teachers?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: I can call my teacher, or text her, or go into a special chatroom. I talk with my teachers at least twice a month because I do oral exams and monthly calls. I don't usually have to call them because I haven't needed much help, but they are always there when I need them. They've always responded to me within 24 hours.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Since I can move faster through school, I have time to explore my passion for writing.\"\u003c/aside>\n\u003cp>\u003cem>Christianne\u003c/em>: I email my teachers every day. They're very personable. I just finished my English course and my teacher said, 'If you need anything, you can call me,' even though I'm not her student anymore. If you have an issue, if you're not quite getting something, you can email or text your teacher; there are also help buttons on every page if you need extra help on assignments. I get a call from one of my teachers at least once a week asking if I'm doing okay, if I need help. I think you get a better way to talk to teachers [in virtual school]. You get that one-on-one.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What's the best part about virtual school for you?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: First, of course, I get to travel at whatever pace I want to. If I'm having a bad week, or a bad day with my diabetes, it doesn't matter. I have Monday through Sunday to do my work. The flexibility makes it a lot easier. I just signed up for my first eleventh-grade courses. When I started with the virtual school, it was the summer I turned twelve. I had had a computer for gaming purposes, but I had never really been going on the Internet. [Through FLVS], I learned all different kinds of programs like PowerPoint and \u003ca href=\"http://office.microsoft.com/en-us/publisher/\" target=\"_blank\">Microsoft Publisher\u003c/a> and \u003ca href=\"http://www.glogster.com/\" target=\"_blank\">Glogster\u003c/a>, a software that helps you create special posters. It gave me a way to learn how to use the different tools so that someday I can use all these things in the workplace.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Do you interact much with other students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>\u003cem>Carylanne\u003c/em>: There are at least one or two collaboration assignments per course. I found my chemistry course was the easiest one because I was able to find a partner who was willing to work. We use a special chatroom through FLVS. Once, I had a partner who was supposed to meet me in the chatroom at a certain time and they didn't show up, so it was a little bit harder to work with them. Something we're asked a lot is about the lack of socialization being homeschooled or going to virtual school. But I've found that many public school kids seem like they're more shy and have a harder time talking to adults! And with more time on our hands, it's easier to do other activities like volunteering or Girl Scouts or other clubs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-flexibility-draws-one-family-to-virtual-school/\">Read about Christianne and Carlyanne's mother\u003c/a> and \u003ca href=\"../2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\" target=\"_blank\">one instructor's perspectives \u003c/a>on the virtual school experience.\u003c/aside>\n\u003cp>\u003cem>Christianne\u003c/em>: I'm in the newspaper club at FLVS. I'm able to have my voice heard and get across what I think is important. We have online meetings every Tuesday through \u003ca href=\"http://www.elluminate.com/Products/Elluminate_Learning_Suite/Elluminate_Live!/?id=79\" target=\"_blank\">Eluminate Live\u003c/a>. We log on and we're in a virtual classroom. We can put things up on a whiteboard like slide shows, presentations, and PowerPoints, and then we have these breakout sessions where we can all work together on things. We send all the articles to each other using Google Docs. It's just like every other school newspaper, we're just online.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Would you recommend virtual school to other students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: I've always been homeschooled, so I don't know how public school is, but I like to work at my own pace, just sit in my bedroom and do my homework with no distractions. I've also read statistics that students do better when they are in virtual school -- the grade percentages are higher. Sure, the classrooms are bigger online, but that's helpful when you have to do a collaborative assignment because students could be anywhere in the course. If it does save money [for schools to have online course options], that's good, so you could put more money into the education system. Teachers are still employed, just in a different way.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Christianne\u003c/em>: Whenever I meet another kid my age, I always recommend it as another way to do school. Especially for kids who don't have an easy time with homework or with school. I know one kid in my class from England who said it was easier for him than his public school. Plus, I have more time to write; I was able to write a novel because I had enough time. We went through a self publishing company called \u003ca href=\"http://www2.xlibris.com/index.aspx\" target=\"_blank\">Xlibris\u003c/a>. It's very exciting. I'm working on my second book now. It's already a planned series of four. And after that, I plan on writing another one based on Celtic mythology. I love writing... it's a way to express myself.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1305663777,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1329},"headData":{"title":"A Day in the Life of a Virtual School Student | KQED","description":"Florida Virtual School (FLVS) students Christianne and Carylanne Joubert are pretty advanced for their age. Christianne, at 13, is already a published novelist; Carylanne, 14, is about to start 11th grade. The Jouberts would probably succeed at any school they attended, but they attribute a large part of their progress to online learning. (And for","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Day in the Life of a Virtual School Student","datePublished":"2011-05-17T16:52:37.000Z","dateModified":"2011-05-17T20:22:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"11558 http://blogs.kqed.org/mindshift/?p=11558","disqusUrl":"https://ww2.kqed.org/mindshift/2011/05/17/a-day-in-the-life-of-a-virtual-school-student/","disqusTitle":"A Day in the Life of a Virtual School Student","path":"/mindshift/11558/a-day-in-the-life-of-a-virtual-school-student","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flvs.net\" target=\"_blank\">\u003c/a>\u003c/p>\n\u003cp>\u003ca>\u003cimg class=\"size-medium wp-image-11723\" title=\"5564517738_a1f1fa04bc_z-620x412\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/5564517738_a1f1fa04bc_z-620x4121-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Florida Virtual School (FLVS) students Christianne and Carylanne Joubert are pretty advanced for their age. Christianne, at 13, is already a published novelist; Carylanne, 14, is about to start 11th grade. The Jouberts would probably succeed at any school they attended, but they attribute a large part of their progress to online learning. (And for Carlyanne, who has diabetes, the convenience of doing school work at home is a big advantage.)\u003c/p>\n\u003cp>The Jouberts, whose father is in the military, requiring the family to travel a great deal, were homeschooled by their mother until recently.\u003c/p>\n\u003cp>\"Online classes are easy to understand. You can move onto the next thing much faster,\" Christianne says. \"I have a friend in regular public school who says that they like FLVS courses better because they don't have to wait around for the other students to get it -- or get frustrated when they don't get it themselves. But it's not easier because it's of a lower quality. The better quality makes it easier.\"\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>I chatted with both girls and got a good glimpse into their academic life is like -- flexible, varied, and personalized. It's not the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\">best fit for every kid\u003c/a>, of course, but for these students, it works.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Is going to school at FLVS different from being homeschooled?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: The assignments are different. The courses I took when my mom was teaching me were mostly reading the lessons, getting the information, doing worksheets and exams and that kind of stuff. At FLVS, I write essays, I do PowerPoint presentations and brochures. In my Latin course, I had to pretend I lived in 100 B.C. and write up an invitation and a menu. There are different assignments for those who are more creative. The lessons also show the information in different ways; sometimes there's a visual representation, like a diagram or a video, to help remember it.\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What is your typical day like at virtual school?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: Most days, I'll get up and do my chores around the house and then once I get onto the computer I can just start my lessons, read through the lesson and do the assignment. For me, it's easy. I read through the information and then I can move on to the next assignment. I don't have to wait. I can go ahead and do more, so I get done with the course faster. I get to learn more instead of being bored.\u003c/p>\n\u003cp>\u003cem>Christianne\u003c/em>: I can start at 10 a.m. and end at 4 p.m. and have an entire week's worth of work done. Since I can move faster through school, I have time to explore my passion for writing.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Do you interact much with your teachers?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: I can call my teacher, or text her, or go into a special chatroom. I talk with my teachers at least twice a month because I do oral exams and monthly calls. I don't usually have to call them because I haven't needed much help, but they are always there when I need them. They've always responded to me within 24 hours.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Since I can move faster through school, I have time to explore my passion for writing.\"\u003c/aside>\n\u003cp>\u003cem>Christianne\u003c/em>: I email my teachers every day. They're very personable. I just finished my English course and my teacher said, 'If you need anything, you can call me,' even though I'm not her student anymore. If you have an issue, if you're not quite getting something, you can email or text your teacher; there are also help buttons on every page if you need extra help on assignments. I get a call from one of my teachers at least once a week asking if I'm doing okay, if I need help. I think you get a better way to talk to teachers [in virtual school]. You get that one-on-one.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What's the best part about virtual school for you?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: First, of course, I get to travel at whatever pace I want to. If I'm having a bad week, or a bad day with my diabetes, it doesn't matter. I have Monday through Sunday to do my work. The flexibility makes it a lot easier. I just signed up for my first eleventh-grade courses. When I started with the virtual school, it was the summer I turned twelve. I had had a computer for gaming purposes, but I had never really been going on the Internet. [Through FLVS], I learned all different kinds of programs like PowerPoint and \u003ca href=\"http://office.microsoft.com/en-us/publisher/\" target=\"_blank\">Microsoft Publisher\u003c/a> and \u003ca href=\"http://www.glogster.com/\" target=\"_blank\">Glogster\u003c/a>, a software that helps you create special posters. It gave me a way to learn how to use the different tools so that someday I can use all these things in the workplace.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Do you interact much with other students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>\u003cem>Carylanne\u003c/em>: There are at least one or two collaboration assignments per course. I found my chemistry course was the easiest one because I was able to find a partner who was willing to work. We use a special chatroom through FLVS. Once, I had a partner who was supposed to meet me in the chatroom at a certain time and they didn't show up, so it was a little bit harder to work with them. Something we're asked a lot is about the lack of socialization being homeschooled or going to virtual school. But I've found that many public school kids seem like they're more shy and have a harder time talking to adults! And with more time on our hands, it's easier to do other activities like volunteering or Girl Scouts or other clubs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-flexibility-draws-one-family-to-virtual-school/\">Read about Christianne and Carlyanne's mother\u003c/a> and \u003ca href=\"../2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\" target=\"_blank\">one instructor's perspectives \u003c/a>on the virtual school experience.\u003c/aside>\n\u003cp>\u003cem>Christianne\u003c/em>: I'm in the newspaper club at FLVS. I'm able to have my voice heard and get across what I think is important. We have online meetings every Tuesday through \u003ca href=\"http://www.elluminate.com/Products/Elluminate_Learning_Suite/Elluminate_Live!/?id=79\" target=\"_blank\">Eluminate Live\u003c/a>. We log on and we're in a virtual classroom. We can put things up on a whiteboard like slide shows, presentations, and PowerPoints, and then we have these breakout sessions where we can all work together on things. We send all the articles to each other using Google Docs. It's just like every other school newspaper, we're just online.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Would you recommend virtual school to other students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: I've always been homeschooled, so I don't know how public school is, but I like to work at my own pace, just sit in my bedroom and do my homework with no distractions. I've also read statistics that students do better when they are in virtual school -- the grade percentages are higher. Sure, the classrooms are bigger online, but that's helpful when you have to do a collaborative assignment because students could be anywhere in the course. If it does save money [for schools to have online course options], that's good, so you could put more money into the education system. Teachers are still employed, just in a different way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Christianne\u003c/em>: Whenever I meet another kid my age, I always recommend it as another way to do school. Especially for kids who don't have an easy time with homework or with school. I know one kid in my class from England who said it was easier for him than his public school. Plus, I have more time to write; I was able to write a novel because I had enough time. We went through a self publishing company called \u003ca href=\"http://www2.xlibris.com/index.aspx\" target=\"_blank\">Xlibris\u003c/a>. It's very exciting. I'm working on my second book now. It's already a planned series of four. And after that, I plan on writing another one based on Celtic mythology. I love writing... it's a way to express myself.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11558/a-day-in-the-life-of-a-virtual-school-student","authors":["4351"],"categories":["mindshift_193"],"tags":["mindshift_313","mindshift_289","mindshift_124","mindshift_122","mindshift_496","mindshift_78"],"featImg":"mindshift_11723","label":"mindshift"},"mindshift_11414":{"type":"posts","id":"mindshift_11414","meta":{"index":"posts_1591205157","site":"mindshift","id":"11414","score":null,"sort":[1304963953000]},"guestAuthors":[],"slug":"can-learning-really-be-fun-and-games","title":"Can Learning Really Be Fun and Games?","publishDate":1304963953,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>[youtube http://www.youtube.com/watch?v=OSJ5LwAXxLk]\u003c/p>\n\u003cp>For those wondering what a game-based classroom looks like in a traditional school, take a peek into Ananth Pai's third-grade class in Parkview/Center Point Elementary school in Maplewood, Minnesota.\u003c/p>\n\u003cp>Using his own money and grants that he applied for, Pai has managed to round up seven laptops, two desktops 11 Nintendo DS's, 18 games for math, reading, vocabulary, geography, and 21 digital voice recorders.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The class's reading math scores went from below average for third grade to mid-fourth-grade level.\u003c/aside>\n\u003cp>Students compete in games with other kids across the world, learn about fractions and decimals by \u003ca href=\"http://ma-gb-en-pr.whizz.com.s3.amazonaws.com/flash/ex/MA_GBR_0925CAx0100.swf\">riding a virtual ghost train\u003c/a>, for instance, work on their reading skills on sites like \u003ca href=\"http://www.raz-kids.com/main/Login\">Razkids\u003c/a>, figure out whether they can \u003ca href=\"http://www.mangahigh.com/en_us/games/flowerpowerlite\">make a living by growing flowers\u003c/a>, learn about their constitutional rights with the \u003ca href=\"http://www.icivics.org/\">Go to Court Game\u003c/a>, and so on.\u003c/p>\n\u003cp>If parents are wondering what their kids do with the Nintendo DS in the classroom, Pai's students will tell them about Brain Age 2, the word scramble game, or Math Blaster, which helps students practice their multiplication.\u003cspan style=\"font-size: x-small\">\u003c!--more-->\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>In the video interview above, Pai talks about how he realized that with a 20-1 ratio in a third grade class (a luxury at this point in many American public schools), it would be difficult to help each student progress at his or her own level.\u003c/p>\n\u003cp>So he found websites he thought would work best for his class, and connected them \u003ca href=\"http://sites.google.com/site/teamdrillhead/home\">all to his own site\u003c/a>. Take a look at how he's organized the curriculum: Simple and intuitive.\u003c/p>\n\u003cp>He's divided Literacy into \u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/decoding\">Decoding\u003c/a>\u003c/span>\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/reading\">\u003cspan style=\"font-size: small\">, Reading\u003c/span>\u003c/a>\u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/syllabication\">, Syllabication\u003c/a>\u003c/span>\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/writing\">, Writing\u003c/a> \u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/vocabulary\">, Vocabulary & Spelling\u003c/a>\u003c/span>\u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/grammar\">, Grammar\u003c/a>\u003c/span>\u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/things-that-make-reading-and-writing-interesting\">, Literary Devices, \u003c/a>\u003c/span>\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/genre\">and Genre.\u003c/a>\u003c/p>\n\u003cp>Similarly, Math is divided into \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/math/geometry\">Geometry\u003c/a>, \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/math/number-sense--computation\">Number Sense & Computation\u003c/a>, \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/math/algebra\">Algebra\u003c/a>, \u003ca href=\"http://www.learnalberta.ca/content/mejhm/index.html\" rel=\"nofollow\">Data Analysis, Math Challenge,\u003c/a> \u003ca href=\"http://www.amathsdictionaryforkids.com/dictionary.html\" rel=\"nofollow\">Math Dictionary,\u003c/a> \u003ca href=\"http://www.learnalberta.ca/content/me3usa/flash/index.html?goLesson=14\" rel=\"nofollow\">Easier Math Dictionary\u003c/a>, and other general games.\u003c/p>\n\u003cp>He's also got sites and games for categories like\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/we-can-work-things-out\"> Inquiry, Skills for Life\u003c/a>, \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/health\">Health & Well Being\u003c/a>, and \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/general\">Would You Like Hot Chocolate With That\u003c/a>?\u003c/p>\n\u003cp>Pai says that in a matter of four months, the class's reading and math scores went from below average for third grade to mid-fourth-grade level.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/screen-shot-2011-05-09-at-9-59-34-am/\" rel=\"attachment wp-att-11424\">\u003cimg class=\"alignright size-medium wp-image-11424\" title=\"Screen shot 2011-05-09 at 9.59.34 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Screen-shot-2011-05-09-at-9.59.34-AM-300x176.png\" alt=\"\" width=\"300\" height=\"176\">\u003c/a>When \u003ca href=\"http://rstephens.blogspot.com/\">Robert Stephens\u003c/a>, founder of Geek Squad and CTO of Best Buy visited Pai's class recently, he was struck by not just the fact that technology was being used, but \u003cem>how\u003c/em> Pai organized the class.\u003c/p>\n\u003cp>\"He groups the kids on how their brains learn,\" Stephens said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>From what I can tell, this is what learning should look like.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1363811752,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":427},"headData":{"title":"Can Learning Really Be Fun and Games? | KQED","description":" For those wondering what a game-based classroom looks like in a traditional school, take a peek into Ananth Pai's third-grade class in Parkview/Center Point Elementary school in Maplewood, Minnesota. Using his own money and grants that he applied for, Pai has managed to round up seven laptops, two desktops 11 Nintendo DS's, 18","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Learning Really Be Fun and Games?","datePublished":"2011-05-09T17:59:13.000Z","dateModified":"2013-03-20T20:35:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"11414 http://blogs.kqed.org/mindshift/?p=11414","disqusUrl":"https://ww2.kqed.org/mindshift/2011/05/09/can-learning-really-be-fun-and-games/","disqusTitle":"Can Learning Really Be Fun and Games?","path":"/mindshift/11414/can-learning-really-be-fun-and-games","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/OSJ5LwAXxLk'\n title='//www.youtube.com/embed/OSJ5LwAXxLk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>For those wondering what a game-based classroom looks like in a traditional school, take a peek into Ananth Pai's third-grade class in Parkview/Center Point Elementary school in Maplewood, Minnesota.\u003c/p>\n\u003cp>Using his own money and grants that he applied for, Pai has managed to round up seven laptops, two desktops 11 Nintendo DS's, 18 games for math, reading, vocabulary, geography, and 21 digital voice recorders.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The class's reading math scores went from below average for third grade to mid-fourth-grade level.\u003c/aside>\n\u003cp>Students compete in games with other kids across the world, learn about fractions and decimals by \u003ca href=\"http://ma-gb-en-pr.whizz.com.s3.amazonaws.com/flash/ex/MA_GBR_0925CAx0100.swf\">riding a virtual ghost train\u003c/a>, for instance, work on their reading skills on sites like \u003ca href=\"http://www.raz-kids.com/main/Login\">Razkids\u003c/a>, figure out whether they can \u003ca href=\"http://www.mangahigh.com/en_us/games/flowerpowerlite\">make a living by growing flowers\u003c/a>, learn about their constitutional rights with the \u003ca href=\"http://www.icivics.org/\">Go to Court Game\u003c/a>, and so on.\u003c/p>\n\u003cp>If parents are wondering what their kids do with the Nintendo DS in the classroom, Pai's students will tell them about Brain Age 2, the word scramble game, or Math Blaster, which helps students practice their multiplication.\u003cspan style=\"font-size: x-small\">\u003c!--more-->\u003cbr>\n\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> \u003c/p>\n\u003cp>In the video interview above, Pai talks about how he realized that with a 20-1 ratio in a third grade class (a luxury at this point in many American public schools), it would be difficult to help each student progress at his or her own level.\u003c/p>\n\u003cp>So he found websites he thought would work best for his class, and connected them \u003ca href=\"http://sites.google.com/site/teamdrillhead/home\">all to his own site\u003c/a>. Take a look at how he's organized the curriculum: Simple and intuitive.\u003c/p>\n\u003cp>He's divided Literacy into \u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/decoding\">Decoding\u003c/a>\u003c/span>\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/reading\">\u003cspan style=\"font-size: small\">, Reading\u003c/span>\u003c/a>\u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/syllabication\">, Syllabication\u003c/a>\u003c/span>\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/writing\">, Writing\u003c/a> \u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/vocabulary\">, Vocabulary & Spelling\u003c/a>\u003c/span>\u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/grammar\">, Grammar\u003c/a>\u003c/span>\u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/things-that-make-reading-and-writing-interesting\">, Literary Devices, \u003c/a>\u003c/span>\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/genre\">and Genre.\u003c/a>\u003c/p>\n\u003cp>Similarly, Math is divided into \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/math/geometry\">Geometry\u003c/a>, \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/math/number-sense--computation\">Number Sense & Computation\u003c/a>, \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/math/algebra\">Algebra\u003c/a>, \u003ca href=\"http://www.learnalberta.ca/content/mejhm/index.html\" rel=\"nofollow\">Data Analysis, Math Challenge,\u003c/a> \u003ca href=\"http://www.amathsdictionaryforkids.com/dictionary.html\" rel=\"nofollow\">Math Dictionary,\u003c/a> \u003ca href=\"http://www.learnalberta.ca/content/me3usa/flash/index.html?goLesson=14\" rel=\"nofollow\">Easier Math Dictionary\u003c/a>, and other general games.\u003c/p>\n\u003cp>He's also got sites and games for categories like\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/we-can-work-things-out\"> Inquiry, Skills for Life\u003c/a>, \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/health\">Health & Well Being\u003c/a>, and \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/general\">Would You Like Hot Chocolate With That\u003c/a>?\u003c/p>\n\u003cp>Pai says that in a matter of four months, the class's reading and math scores went from below average for third grade to mid-fourth-grade level.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/screen-shot-2011-05-09-at-9-59-34-am/\" rel=\"attachment wp-att-11424\">\u003cimg class=\"alignright size-medium wp-image-11424\" title=\"Screen shot 2011-05-09 at 9.59.34 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Screen-shot-2011-05-09-at-9.59.34-AM-300x176.png\" alt=\"\" width=\"300\" height=\"176\">\u003c/a>When \u003ca href=\"http://rstephens.blogspot.com/\">Robert Stephens\u003c/a>, founder of Geek Squad and CTO of Best Buy visited Pai's class recently, he was struck by not just the fact that technology was being used, but \u003cem>how\u003c/em> Pai organized the class.\u003c/p>\n\u003cp>\"He groups the kids on how their brains learn,\" Stephens said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>From what I can tell, this is what learning should look like.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11414/can-learning-really-be-fun-and-games","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_399","mindshift_124","mindshift_489"],"featImg":"mindshift_11424","label":"mindshift"},"mindshift_11075":{"type":"posts","id":"mindshift_11075","meta":{"index":"posts_1591205157","site":"mindshift","id":"11075","score":null,"sort":[1304112318000]},"guestAuthors":[],"slug":"how-can-an-advanced-student-move-ahead-in-public-school","title":"How Can an Advanced Student Move Ahead in Public School?","publishDate":1304112318,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>http://youtu.be/NS2uTchaTrg?hd=1\u003c/p>\n\u003cp>\u003cstrong>As her mother saw it, Sintia Marquez\u003c/strong> was too smart for her school.\u003c/p>\n\u003cp>She'd outpaced her school's ability to keep up with her by fourth grade. So her mother moved Sintia to a new school, a charter called \u003ca href=\"http://rsed.org/index.php?page=mateo-sheedy-elementary\">Rocketship Mateo Sheedy Elementary\u003c/a>, which focuses on the concept of individualized learning.\u003c/p>\n\u003cp>What's different about Rocketship is the school's focus on allowing students to progress at their own pace. Teachers introduce new concepts in class, and students practice the material they've learned in a computer lab, a system called hybrid learning. Rocketship also has a longer school day -- from 8 a.m. to 4 p.m. -- and an intense program to motivate kids, even as young as kindergarten, to think seriously about going to college.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-11085\" href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/sintia/\">\u003cimg class=\"size-medium wp-image-11085\" title=\"Sintia\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Sintia-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If state assessment scores determine a school's success -- and in this high-stakes testing environment they certainly do -- Rocketship's flagship school qualifies as a winner. For the past two years, the school has scored 925 on the Academic Performance Index (API) -- the same score earned by \u003ca href=\"http://www.pausd.org/\">Palo Alto School District\u003c/a>, a neighboring community with a much more affluent demographic. It bears noting that, of the 463 students at Rocketship, 91 percent qualify for free or reduced lunch program, and 71 percent are English as Second Language learners.\u003c/p>\n\u003cp>Rocketship Mateo Sheedy is one of three Rocketship charter schools in the area, but the organization has plans to expand across the state and eventually across the country. They offer open enrollment (not lottery, like many charters) and receive funding from local, state, and federal taxes, as well as from venture capital.\u003c!--more-->\u003c/p>\n\u003cp>In the first of a new series on MindShift called \u003cem>My Education\u003c/em>, we focus on how this new technique in education -- hybrid learning -- works with a high-achieving student like Sintia. In the course of the following days and weeks, we'll explore how the hybrid model works, the powerful school culture, the highly engineered block schedule, the specifics of the adaptive software used in the learning labs, the charter organization's plans for growth, their tactics for teacher retention (many of them are young Teach For America recruits and are committed to a two-year contract), and how teachers use data from the learning labs to help them guide their teaching in class.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14194\" href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/myed_square-2/\">\u003cimg class=\"alignleft size-full wp-image-14194\" title=\"myEd_square\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/myEd_square.png\" alt=\"\" width=\"64\" height=\"64\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-75x75.png 75w\" sizes=\"(max-width: 64px) 100vw, 64px\">\u003c/a>With this series, through the perspective of individual kids, we hope to discover how those from underprivileged backgrounds can strive beyond the confines of their circumstances, and to examine what tactics work (or don't work) in boosting them to a place where they might have a chance to learn the best they can.\u003c/p>\n\u003cp>[Produced by Matthew Williams and Tina Barseghian]\u003cbr>\n[module align=\"center\" width=\"half\" type=\"aside\"]\u003c/p>\n\u003ch3>Read more about Rocketship\u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>[/module]\u003cbr>\n[/module]\u003c/p>\n\n","blocks":[],"excerpt":"With a combination of high-tech computer programs, high expectations from teachers, and sheer force of will, Sintia Marquez is propelling ahead.","status":"publish","parent":0,"modified":1311800716,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":532},"headData":{"title":"How Can an Advanced Student Move Ahead in Public School? | KQED","description":"With a combination of high-tech computer programs, high expectations from teachers, and sheer force of will, Sintia Marquez is propelling ahead.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Can an Advanced Student Move Ahead in Public School?","datePublished":"2011-04-29T21:25:18.000Z","dateModified":"2011-07-27T21:05:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"11075 http://blogs.kqed.org/mindshift/?p=11075","disqusUrl":"https://ww2.kqed.org/mindshift/2011/04/29/how-can-an-advanced-student-move-ahead-in-public-school/","disqusTitle":"How Can an Advanced Student Move Ahead in Public School?","path":"/mindshift/11075/how-can-an-advanced-student-move-ahead-in-public-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/NS2uTchaTrg'\n title='//www.youtube.com/embed/NS2uTchaTrg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>As her mother saw it, Sintia Marquez\u003c/strong> was too smart for her school.\u003c/p>\n\u003cp>She'd outpaced her school's ability to keep up with her by fourth grade. So her mother moved Sintia to a new school, a charter called \u003ca href=\"http://rsed.org/index.php?page=mateo-sheedy-elementary\">Rocketship Mateo Sheedy Elementary\u003c/a>, which focuses on the concept of individualized learning.\u003c/p>\n\u003cp>What's different about Rocketship is the school's focus on allowing students to progress at their own pace. Teachers introduce new concepts in class, and students practice the material they've learned in a computer lab, a system called hybrid learning. Rocketship also has a longer school day -- from 8 a.m. to 4 p.m. -- and an intense program to motivate kids, even as young as kindergarten, to think seriously about going to college.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-11085\" href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/sintia/\">\u003cimg class=\"size-medium wp-image-11085\" title=\"Sintia\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Sintia-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\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>If state assessment scores determine a school's success -- and in this high-stakes testing environment they certainly do -- Rocketship's flagship school qualifies as a winner. For the past two years, the school has scored 925 on the Academic Performance Index (API) -- the same score earned by \u003ca href=\"http://www.pausd.org/\">Palo Alto School District\u003c/a>, a neighboring community with a much more affluent demographic. It bears noting that, of the 463 students at Rocketship, 91 percent qualify for free or reduced lunch program, and 71 percent are English as Second Language learners.\u003c/p>\n\u003cp>Rocketship Mateo Sheedy is one of three Rocketship charter schools in the area, but the organization has plans to expand across the state and eventually across the country. They offer open enrollment (not lottery, like many charters) and receive funding from local, state, and federal taxes, as well as from venture capital.\u003c!--more-->\u003c/p>\n\u003cp>In the first of a new series on MindShift called \u003cem>My Education\u003c/em>, we focus on how this new technique in education -- hybrid learning -- works with a high-achieving student like Sintia. In the course of the following days and weeks, we'll explore how the hybrid model works, the powerful school culture, the highly engineered block schedule, the specifics of the adaptive software used in the learning labs, the charter organization's plans for growth, their tactics for teacher retention (many of them are young Teach For America recruits and are committed to a two-year contract), and how teachers use data from the learning labs to help them guide their teaching in class.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14194\" href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/myed_square-2/\">\u003cimg class=\"alignleft size-full wp-image-14194\" title=\"myEd_square\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/myEd_square.png\" alt=\"\" width=\"64\" height=\"64\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-75x75.png 75w\" sizes=\"(max-width: 64px) 100vw, 64px\">\u003c/a>With this series, through the perspective of individual kids, we hope to discover how those from underprivileged backgrounds can strive beyond the confines of their circumstances, and to examine what tactics work (or don't work) in boosting them to a place where they might have a chance to learn the best they can.\u003c/p>\n\u003cp>[Produced by Matthew Williams and Tina Barseghian]\u003cbr>\n[module align=\"center\" width=\"half\" type=\"aside\"]\u003c/p>\n\u003ch3>Read more about Rocketship\u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>[/module]\u003cbr>\n[/module]\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11075/how-can-an-advanced-student-move-ahead-in-public-school","authors":["180"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_480","mindshift_477","mindshift_124","mindshift_481"],"featImg":"mindshift_11085","label":"mindshift"},"mindshift_10625":{"type":"posts","id":"mindshift_10625","meta":{"index":"posts_1591205157","site":"mindshift","id":"10625","score":null,"sort":[1303231020000]},"guestAuthors":[],"slug":"online-learning-its-complicated","title":"Online Learning: It's Complicated","publishDate":1303231020,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/31092106@N02/3749432665/\">\u003cimg class=\"size-medium wp-image-10628\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/3749432665_b02755d5f4_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>Online learning in K-12 classrooms has gotten some \u003ca href=\"http://www.nytimes.com/2011/04/06/education/06online.html?ref=tripgabriel\">bad press\u003c/a> recently. The articles portray low-quality computer programs replacing teachers in a short-sighted effort to cut costs.\u003c/p>\n\u003cp>That simplistic portrayal does not address the whole picture. \"It's a lot more complicated than that,\" says Cheryl Vedoe, CEO of \u003ca href=\"http://www.apexlearning.com/\" target=\"_blank\">Apex Learning\u003c/a>, a digital curriculum provider in both traditional and virtual classrooms.\u003c/p>\n\u003cp>For one thing, saving money is not the priority for more schools.\u003c/p>\n\u003cp>\u003ca href=\"../2011/03/new-york-city-schools-blended-learning-experiment/\" target=\"_blank\">Arthur VanderVeen\u003c/a>, CEO of New York City's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/default.htm\" target=\"_blank\">iZone\u003c/a>, for instance said that \"cost savings are not the first appeal here. They’re not that real. If student-teacher ratios are the same, then [costs are] no different.\" At \u003ca href=\"http://www.ilearnnyc.net/default.htm\" target=\"_blank\">iLearnNYC\u003c/a>, the iZone's online learning program, costs are the same. That may change in the future, though. There may be other cost savings, VanderVeen says, when \"digital resources become cheaper than textbooks and when users and schools can create their own content.\" Also, \"a school that might offer a class to a small number of students can now aggregate students from across schools\" for that class.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I asked Apex Learning's Cheryl Vedoe to talk about the specifics of online learning: the costs, when it works, and what makes it successful.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Q: Do online courses reduce costs for schools?\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>A:\u003c/strong> There are several different aspects to that. In a virtual school environment where students are at a distance from their teacher, it is often the case that an online teacher is engaged with an average of 180 students each semester. That sounds like a huge number, but a typical teacher in a high school teaches six class periods per day with average of 30 students per period. That actually adds up to 180 students. You have to be careful about the data a little bit. It’s true that an online teacher will be working simultaneously with 180 students, but so will a classroom teacher.\u003c/p>\n\u003cp style=\"padding-left: 30px\">The other thing about reducing cost: Nationally, we have a dropout rate of 30 percent, and approximately 50 percent of students who go on to college need remediation. The reality is a teacher in a traditional model is challenged to help every student in the class be successful. A digital curriculum can help teachers more effectively individualize learning. Where do the cost savings come in? You don't need remediation programs, credit recovery programs, after school, or summer programs at the same level of magnitude. So, we do think there’s opportunity for cost savings here, but it's not necessarily by having one teacher teach more students. It's by supporting the teacher in being more effective with a higher percentage of students.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: How does digital learning differ from traditional learning practices?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>A:\u003c/strong> I think the most significant factor is that when students are engaged in a digital curriculum they are having an individualized experience. Teachers have a set of standards they have to cover and they have a set time period in which they must cover it. With a textbook, every student is doing the same thing every day. The teacher, out of necessity, teaches to the middle of the class. The kids who could be accelerating have to be held back, and the kids who need more time to be successful don't have that time. Struggling students in a typical classroom just get lost. They can't keep up. Approximately two-thirds of high school students are below proficient in reading and math. You’re going to have a number of students in your class who need more support. A single teacher doesn’t have bandwidth to do that. And if a student is capable of accelerating and can't, they become bored.\u003c/p>\n\u003cp style=\"padding-left: 30px\">In an online course, you can have individualized pacing. You're able to integrate media to incorporate different learning styles, such as audio, video, and animation -- multiple ways in which to learn and master a concept. For a traditional classroom teacher who's teaching six classes a day at 30 students per class, I really question whether it's a realistic expectation to ensure the success of all students.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Is there an age that works best for online learning? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>A:\u003c/strong> If you look at what's being done in elementary versus middle and high schools, you'll see different uses of online learning. In high school, comprehensive online courses are a good fit. At Apex Learning, our focus is on high school and on supporting middle school students in the transition from middle school to high school.\u003c/p>\n\u003cp style=\"padding-left: 30px\">But 300,000 students enrolled full time in virtual schools last year and 80 or 85 percent of the students in full time virtual charter schools are actually K-8 students. The smaller percentage are in high school.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Are online courses less rigorous than traditional courses, as the recent \u003c/strong>\u003c/em>\u003cstrong>New York Times\u003c/strong>\u003cem>\u003cstrong> article implies, particularly when it comes to credit recovery? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>A: \u003c/strong> Different school districts take different approaches to credit recovery. Credit recovery is not new, but in the past the only option schools had was to have the student repeat the course. This was typically unsuccessful. If they failed it the first time, they might fail it the second time using that model. But they might succeed in a different model. Online courses provide an individualized experience. Students can go quickly through the material and only take time when they need to work on specific skills.\u003c/p>\n\u003cp style=\"padding-left: 30px\">On the question of rigor: Our courses are often viewed as \u003cem>too\u003c/em> rigorous by the schools. One of the things the \u003cem>New York Times\u003c/em> article pointed to was that the student wasn’t required to a read a work of literature. We do require that, but school districts don’t always choose to implement the entire curriculum. So, implementation can make a big difference.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: How would you respond to the assertion that online learning replaces teachers with technology?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>A:\u003c/strong> I would say that it depends on the online courses and the implementation of the online courses. There are models in which that is exactly what happens. Not all online courses are the same and not all implementations are the same. For example, when we design and develop our online courses, we assume that there is a highly qualified certified teacher actively engaged with students. Our courses are in no way a substitute for a teacher. What they do is change the role of the teacher somewhat.\u003c/p>\n\u003cp style=\"padding-left: 30px\">We once thought of the teacher as standing up in front of the class and delivering content and handing out quizzes and grading work. But what a teacher does while teaching an online course is interact one-on-one with every student, making sure each student is successfully moving through the course. And because of the data available in an online environment, a teacher is able to identify when a student needs help and provide that student with tailored support.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1303249667,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1162},"headData":{"title":"Online Learning: It's Complicated | KQED","description":"Online learning in K-12 classrooms has gotten some bad press recently. The articles portray low-quality computer programs replacing teachers in a short-sighted effort to cut costs. That simplistic portrayal does not address the whole picture. "It's a lot more complicated than that," says Cheryl Vedoe, CEO of Apex Learning, a digital curriculum provider in both","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Online Learning: It's Complicated","datePublished":"2011-04-19T16:37:00.000Z","dateModified":"2011-04-19T21:47:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"10625 http://blogs.kqed.org/mindshift/?p=10625","disqusUrl":"https://ww2.kqed.org/mindshift/2011/04/19/online-learning-its-complicated/","disqusTitle":"Online Learning: It's Complicated","path":"/mindshift/10625/online-learning-its-complicated","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/31092106@N02/3749432665/\">\u003cimg class=\"size-medium wp-image-10628\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/3749432665_b02755d5f4_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>Online learning in K-12 classrooms has gotten some \u003ca href=\"http://www.nytimes.com/2011/04/06/education/06online.html?ref=tripgabriel\">bad press\u003c/a> recently. The articles portray low-quality computer programs replacing teachers in a short-sighted effort to cut costs.\u003c/p>\n\u003cp>That simplistic portrayal does not address the whole picture. \"It's a lot more complicated than that,\" says Cheryl Vedoe, CEO of \u003ca href=\"http://www.apexlearning.com/\" target=\"_blank\">Apex Learning\u003c/a>, a digital curriculum provider in both traditional and virtual classrooms.\u003c/p>\n\u003cp>For one thing, saving money is not the priority for more schools.\u003c/p>\n\u003cp>\u003ca href=\"../2011/03/new-york-city-schools-blended-learning-experiment/\" target=\"_blank\">Arthur VanderVeen\u003c/a>, CEO of New York City's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/default.htm\" target=\"_blank\">iZone\u003c/a>, for instance said that \"cost savings are not the first appeal here. They’re not that real. If student-teacher ratios are the same, then [costs are] no different.\" At \u003ca href=\"http://www.ilearnnyc.net/default.htm\" target=\"_blank\">iLearnNYC\u003c/a>, the iZone's online learning program, costs are the same. That may change in the future, though. There may be other cost savings, VanderVeen says, when \"digital resources become cheaper than textbooks and when users and schools can create their own content.\" Also, \"a school that might offer a class to a small number of students can now aggregate students from across schools\" for that class.\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>I asked Apex Learning's Cheryl Vedoe to talk about the specifics of online learning: the costs, when it works, and what makes it successful.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Q: Do online courses reduce costs for schools?\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>A:\u003c/strong> There are several different aspects to that. In a virtual school environment where students are at a distance from their teacher, it is often the case that an online teacher is engaged with an average of 180 students each semester. That sounds like a huge number, but a typical teacher in a high school teaches six class periods per day with average of 30 students per period. That actually adds up to 180 students. You have to be careful about the data a little bit. It’s true that an online teacher will be working simultaneously with 180 students, but so will a classroom teacher.\u003c/p>\n\u003cp style=\"padding-left: 30px\">The other thing about reducing cost: Nationally, we have a dropout rate of 30 percent, and approximately 50 percent of students who go on to college need remediation. The reality is a teacher in a traditional model is challenged to help every student in the class be successful. A digital curriculum can help teachers more effectively individualize learning. Where do the cost savings come in? You don't need remediation programs, credit recovery programs, after school, or summer programs at the same level of magnitude. So, we do think there’s opportunity for cost savings here, but it's not necessarily by having one teacher teach more students. It's by supporting the teacher in being more effective with a higher percentage of students.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: How does digital learning differ from traditional learning practices?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>A:\u003c/strong> I think the most significant factor is that when students are engaged in a digital curriculum they are having an individualized experience. Teachers have a set of standards they have to cover and they have a set time period in which they must cover it. With a textbook, every student is doing the same thing every day. The teacher, out of necessity, teaches to the middle of the class. The kids who could be accelerating have to be held back, and the kids who need more time to be successful don't have that time. Struggling students in a typical classroom just get lost. They can't keep up. Approximately two-thirds of high school students are below proficient in reading and math. You’re going to have a number of students in your class who need more support. A single teacher doesn’t have bandwidth to do that. And if a student is capable of accelerating and can't, they become bored.\u003c/p>\n\u003cp style=\"padding-left: 30px\">In an online course, you can have individualized pacing. You're able to integrate media to incorporate different learning styles, such as audio, video, and animation -- multiple ways in which to learn and master a concept. For a traditional classroom teacher who's teaching six classes a day at 30 students per class, I really question whether it's a realistic expectation to ensure the success of all students.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Is there an age that works best for online learning? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>A:\u003c/strong> If you look at what's being done in elementary versus middle and high schools, you'll see different uses of online learning. In high school, comprehensive online courses are a good fit. At Apex Learning, our focus is on high school and on supporting middle school students in the transition from middle school to high school.\u003c/p>\n\u003cp style=\"padding-left: 30px\">But 300,000 students enrolled full time in virtual schools last year and 80 or 85 percent of the students in full time virtual charter schools are actually K-8 students. The smaller percentage are in high school.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Are online courses less rigorous than traditional courses, as the recent \u003c/strong>\u003c/em>\u003cstrong>New York Times\u003c/strong>\u003cem>\u003cstrong> article implies, particularly when it comes to credit recovery? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>A: \u003c/strong> Different school districts take different approaches to credit recovery. Credit recovery is not new, but in the past the only option schools had was to have the student repeat the course. This was typically unsuccessful. If they failed it the first time, they might fail it the second time using that model. But they might succeed in a different model. Online courses provide an individualized experience. Students can go quickly through the material and only take time when they need to work on specific skills.\u003c/p>\n\u003cp style=\"padding-left: 30px\">On the question of rigor: Our courses are often viewed as \u003cem>too\u003c/em> rigorous by the schools. One of the things the \u003cem>New York Times\u003c/em> article pointed to was that the student wasn’t required to a read a work of literature. We do require that, but school districts don’t always choose to implement the entire curriculum. So, implementation can make a big difference.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: How would you respond to the assertion that online learning replaces teachers with technology?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>A:\u003c/strong> I would say that it depends on the online courses and the implementation of the online courses. There are models in which that is exactly what happens. Not all online courses are the same and not all implementations are the same. For example, when we design and develop our online courses, we assume that there is a highly qualified certified teacher actively engaged with students. Our courses are in no way a substitute for a teacher. What they do is change the role of the teacher somewhat.\u003c/p>\n\u003cp style=\"padding-left: 30px\">We once thought of the teacher as standing up in front of the class and delivering content and handing out quizzes and grading work. But what a teacher does while teaching an online course is interact one-on-one with every student, making sure each student is successfully moving through the course. And because of the data available in an online environment, a teacher is able to identify when a student needs help and provide that student with tailored support.\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>\u003cstrong> \u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/10625/online-learning-its-complicated","authors":["4351"],"categories":["mindshift_193"],"tags":["mindshift_460","mindshift_385","mindshift_461","mindshift_382","mindshift_124","mindshift_326","mindshift_122","mindshift_78"],"featImg":"mindshift_10628","label":"mindshift"},"mindshift_10419":{"type":"posts","id":"mindshift_10419","meta":{"index":"posts_1591205157","site":"mindshift","id":"10419","score":null,"sort":[1303164055000]},"guestAuthors":[],"slug":"linking-analytics-with-learning","title":"Is Instant Assessment an Important Teaching Tool?","publishDate":1303164055,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/benchun/5490370577/\">\u003cimg class=\"size-medium wp-image-10426\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/5490370577_8ff9e947e6_z1-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://conovate.com/\" target=\"_blank\">Conovate\u003c/a>, a Web-based assessment tool for teachers, now in Beta, is the result of its founder's hope to give teachers a crucial missing tool: the ability to instantly see student progress.\u003c/p>\n\u003cp>Sylvain Niles, CEO of \u003ca href=\"http://conovate.com/\" target=\"_blank\">Conovate\u003c/a>, wants to provide a way for teachers to instantly track, analyze, and report on student performance over time by skill and subject. The tool is free (click \u003ca href=\"http://beta.conovate.com/\" target=\"_blank\">here\u003c/a> to sign up for the Beta version and offer feedback).\u003c/p>\n\u003cp>The idea is to give teachers, parents, and students access to instant data, enabling educators to respond quickly to each students' strengths and stumbling blocks. Conovate also provides tools for teachers to build quizzes according to state and federal standards and share resources (such as quiz questions) with other teachers. \"Our idea is to save as much time as we can,\" says Niles. \"If teachers get maybe five minutes per student, they can spend that entire five minutes on the problems that student is having.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"A teacher becomes more of a mentor and a guide, and a classroom becomes more of an environment for solving problems.\"\u003c/p>\n\u003c/aside>\n\u003cp>With some exceptions, he adds, \"the traditional homework and quiz model is a highly manual process. With more training and time, a teacher might have the luxury to do more advanced analysis of how a student is doing,\" but most of the time, there just aren't enough hours in the school day to personalize the education process to this extent.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So how does Conovate help teachers do that? \"Let's say Student One really gets what they're learning this week. If the teacher knows that almost right away from the feedback system, they can know that this student can move on to the next step. A teacher becomes more of a mentor and a guide, and a classroom becomes more of an environment for solving problems.\"\u003c/p>\n\u003cp>This type of platform can be helpful \"especially in the younger grades,\" says Niles, \"where one teacher is covering a ton of different subjects. This would allow students to excel in the subjects that they're really getting. The rest of the time, instead of doing repetitive homework on the stuff they get, they can take that time to focus on the subject they're \u003cem>not \u003c/em> getting.\"\u003c/p>\n\u003cp>A lot of assessment platforms out there, says Niles, are targeted toward high-stakes testing. \"They're not really adaptive and don't show the more meta-cognitive aspects. For instance, when students take one of our quizzes we’re going to pay attention to how long they take on each question\" and will also always ask the student to reflect on his or her performance: \"Now that you're done with the quiz, how did you feel you did? It's important to track self-confidence in different subjects.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Going forward, Conovate also aims to bridge the education and analytics communities by pairing teachers and education leaders with experts in the data and analytics fields, funding their research on best practices, and publishing that research on the site. The match makes sense: Having a digital platform quickly do the things that technology does best (collect data, crunch numbers, produce actionable results) saves time for what teachers do best (teach).\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1303164606,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":540},"headData":{"title":"Is Instant Assessment an Important Teaching Tool? | KQED","description":"Conovate, a Web-based assessment tool for teachers, now in Beta, is the result of its founder's hope to give teachers a crucial missing tool: the ability to instantly see student progress. Sylvain Niles, CEO of Conovate, wants to provide a way for teachers to instantly track, analyze, and report on student performance over time by","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is Instant Assessment an Important Teaching Tool?","datePublished":"2011-04-18T22:00:55.000Z","dateModified":"2011-04-18T22:10:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"10419 http://blogs.kqed.org/mindshift/?p=10419","disqusUrl":"https://ww2.kqed.org/mindshift/2011/04/18/linking-analytics-with-learning/","disqusTitle":"Is Instant Assessment an Important Teaching Tool?","path":"/mindshift/10419/linking-analytics-with-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/benchun/5490370577/\">\u003cimg class=\"size-medium wp-image-10426\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/5490370577_8ff9e947e6_z1-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://conovate.com/\" target=\"_blank\">Conovate\u003c/a>, a Web-based assessment tool for teachers, now in Beta, is the result of its founder's hope to give teachers a crucial missing tool: the ability to instantly see student progress.\u003c/p>\n\u003cp>Sylvain Niles, CEO of \u003ca href=\"http://conovate.com/\" target=\"_blank\">Conovate\u003c/a>, wants to provide a way for teachers to instantly track, analyze, and report on student performance over time by skill and subject. The tool is free (click \u003ca href=\"http://beta.conovate.com/\" target=\"_blank\">here\u003c/a> to sign up for the Beta version and offer feedback).\u003c/p>\n\u003cp>The idea is to give teachers, parents, and students access to instant data, enabling educators to respond quickly to each students' strengths and stumbling blocks. Conovate also provides tools for teachers to build quizzes according to state and federal standards and share resources (such as quiz questions) with other teachers. \"Our idea is to save as much time as we can,\" says Niles. \"If teachers get maybe five minutes per student, they can spend that entire five minutes on the problems that student is having.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"A teacher becomes more of a mentor and a guide, and a classroom becomes more of an environment for solving problems.\"\u003c/p>\n\u003c/aside>\n\u003cp>With some exceptions, he adds, \"the traditional homework and quiz model is a highly manual process. With more training and time, a teacher might have the luxury to do more advanced analysis of how a student is doing,\" but most of the time, there just aren't enough hours in the school day to personalize the education process to this extent.\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>So how does Conovate help teachers do that? \"Let's say Student One really gets what they're learning this week. If the teacher knows that almost right away from the feedback system, they can know that this student can move on to the next step. A teacher becomes more of a mentor and a guide, and a classroom becomes more of an environment for solving problems.\"\u003c/p>\n\u003cp>This type of platform can be helpful \"especially in the younger grades,\" says Niles, \"where one teacher is covering a ton of different subjects. This would allow students to excel in the subjects that they're really getting. The rest of the time, instead of doing repetitive homework on the stuff they get, they can take that time to focus on the subject they're \u003cem>not \u003c/em> getting.\"\u003c/p>\n\u003cp>A lot of assessment platforms out there, says Niles, are targeted toward high-stakes testing. \"They're not really adaptive and don't show the more meta-cognitive aspects. For instance, when students take one of our quizzes we’re going to pay attention to how long they take on each question\" and will also always ask the student to reflect on his or her performance: \"Now that you're done with the quiz, how did you feel you did? It's important to track self-confidence in different subjects.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Going forward, Conovate also aims to bridge the education and analytics communities by pairing teachers and education leaders with experts in the data and analytics fields, funding their research on best practices, and publishing that research on the site. The match makes sense: Having a digital platform quickly do the things that technology does best (collect data, crunch numbers, produce actionable results) saves time for what teachers do best (teach).\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/10419/linking-analytics-with-learning","authors":["4351"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_442","mindshift_108","mindshift_441","mindshift_124"],"featImg":"mindshift_10426","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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