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Learning About Christopher Columbus By Putting Him on Trial
Math Anxiety Is Real. Here's How To Help Your Child Avoid It
6 Classroom Strategies that Work for Generating Student Discussions Online
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One side favors direct instruction, where teachers tell students what they need to know or students read it from textbooks. Some call it explicit or traditional instruction. The other side favors inquiry, where students conduct experiments and figure out the answers themselves like a scientist would. It’s also known as exploration, discovery learning or simply “scientific practices.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The debate reignited among university professors during the pandemic with the 2021 online publication of a commentary in the journal Educational Psychology Review. Combatively titled “\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-021-09646-1#Sec9\">\u003cspan style=\"font-weight: 400\">There is an Evidence Crisis in Science Educational Policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” four experts in science education argued that the evidence for inquiry instruction is weak and that proponents of inquiry “exclude” or “mark as irrelevant” high-quality studies, particularly controlled trials, that “overwhelmingly show minimal support” for inquiry learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the authors is the prominent Australian psychologist \u003c/span>\u003ca href=\"https://www.unsw.edu.au/staff/john-sweller\">\u003cspan style=\"font-weight: 400\">John Sweller\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who formulated cognitive load theory, the widely accepted idea that our working memory can process only so much information at once. Other academics took notice. Traditionalists applauded it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sweller and his co-authors’ complaints date back to an influential \u003c/span>\u003ca href=\"https://www.google.com/books/edition/National_Science_Education_Standards/WprSjvDW0dAC?hl=en&gbpv=1&pg=PA1&printsec=frontcover\">\u003cspan style=\"font-weight: 400\">1996 report of the National Research Council\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an arm of the National Academies of Sciences that shapes science education policy. The report encouraged science teachers to adopt an inquiry-based approach, and it was followed by similar calls from other policymakers. But the authors of the 2021 article said the council’s references for this policy change were “theoretical ideas packaged in conceptual articles rather than empirical evidence.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The critics say that much of the positive evidence for inquiry comes from classroom studies where there are no control or comparison groups, making it impossible to know if inquiry is really better than alternatives. And they say that this research frequently lumps together inquiry instruction with other teaching practices and interventions, making it hard to disentangle how much the use of inquiry is making a difference. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon after, another group of prominent education researchers issued a rebuttal. In March 2023, 13 scholars led by a Dutch researcher, Ton de Jong, took on the debate in the academic journal Educational Research Review. Titled “\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1747938X23000295#bib106\">\u003cspan style=\"font-weight: 400\">Let’s talk evidence – The case for combining inquiry-based and direct instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” their article acknowledged that the research is complicated and doesn’t unequivocally point to the superiority of inquiry-based learning. Some studies show inquiry is better. Some studies show direct instruction is better. Many show that students learn the same amount either way. (As they walked through a series of meta-analyses that summarized hundreds of studies, they pointedly noted that inquiry critics also ignored or mischaracterized some of the research.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Their bottom line: “Inquiry-based instruction produces better overall results for acquiring conceptual knowledge than does direct instruction.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How could two groups of scholars look at the same body of research and come to opposite conclusions?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing to notice is that the two groups of scholars are arguing about two different things. The inquiry critics pointed out that inquiry wasn’t great at helping students learn content and skills. The inquiry defenders emphasize that inquiry is better at helping students develop conceptual understandings. Different teaching methods may be better for different learning goals.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The second takeaway is that even this group of 13 inquiry defenders argue that teachers should use both approaches, inquiry and direct instruction. That’s because students also need to learn content and procedural skills, which are best taught through direct instruction, and in part because it would be boring to learn only one way all the time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Indeed, even the critics of inquiry instruction noted that inquiry lessons and exercises may be better at sparking a love of science. Students often say they enjoy science more or become more interested in the field after an inquiry lesson. Changing students’ attitudes about science is certainly not a compelling reason to teach this way all the time, as students need to learn content too, but even traditionalists admit there’s something to be gained from fun exploration. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My third observation is that the inquiry defenders listed a bunch of caveats about when inquiry learning has proven to be most effective. Unstructured inquiry lessons where students groped in the dark weren’t successful in building any kind of understanding.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cstrong>Caveat 1:\u003c/strong> Students need a strong foundation of knowledge and skills in order for inquiry learning to be successful. In other words, students need some facts and the ability to calculate things in different ways to take advantage of inquiry learning and arrive at deeper conceptual understandings. Complete mastery isn’t a prerequisite, but some familiarity is. The authors suggested, for example, that it can be beneficial to start with some direct instruction before launching into an inquiry lesson. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cstrong>Caveat 2:\u003c/strong> Inquiry learning is far more effective when students receive a lot of guidance and feedback from their teacher during an inquiry lesson. Sometimes the most appropriate guidance is a clear explanation, the authors said, which is the same as direct instruction. (My brain started to hurt, thinking about how direct instruction could be woven into inquiry-based learning. Is it really inquiry learning if you’re also telling students what they need to do or know? At some point, shouldn’t we be labeling it direct instruction with hands-on activities?) \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 13 authors admitted that each student needs different amounts and types of guidance during an inquiry lesson. Low-achieving students appear to benefit more from guidance than middle- or high-achieving students. But low-achieving students also need more of it. And that can be tough, if not impossible for a single teacher to manage. I began to wonder if effective inquiry teaching is humanly possible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only can inquiry include a lot of direct instruction, but sometimes direct instruction can resemble an inquiry classroom. While many people may imagine that direct instruction means that students are passively absorbing information through lectures or books, the inquiry defenders explained that students can and should be engaged in activities even when a teacher is practicing direct instruction. Students still solve problems, practice new things independently, build projects and conduct experiments. The core difference can be a subtle one and hinge upon whether the teacher explains the theory to the students first or shows examples before students try it themselves (direct), or if the teacher asks students to figure out the theories and the procedures themselves, but gives them explicit guidance along the way (inquiry).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like all long-standing academic debates, this one is far from resolved. Some educators prefer inquiry; some prefer direct instruction. Depending upon your biases, you’re likely to see a complicated, mixed body of research as glass half full or glass half empty.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In December 2023, Sweller and the inquiry critics wrote a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1747938X23000775\">\u003cspan style=\"font-weight: 400\">response to the rebuttal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the same Educational Research Review journal. Beyond the academic sniping and nitpicking, the two sides seem to have found some common ground.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our view… is that explicit instruction is essential for novices” but that as students gain knowledge, there should be “an increasing emphasis on independent problem-solving practice,” Sweller and his camp wrote. “To the extent that De Jong et al. (2023) agree that explicit instruction can be important, we appear to have reached some level of agreement.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The real test will be watching to see whether that consensus makes it to the classroom.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-two-groups-of-scholars-revive-the-debate-over-inquiry-vs-direct-instruction/\">\u003ci>\u003cspan style=\"font-weight: 400\">inquiry versus direct instruction\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Inquiry defenders say inquiry is better at helping students develop conceptual understandings. Critics say the approach is bad for learning content and skills.","status":"publish","parent":0,"modified":1705679575,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1327},"headData":{"title":"Two groups of scholars revive the debate over inquiry vs. direct instruction | KQED","description":"Inquiry defenders say inquiry is better at helping students develop conceptual understandings. Critics say the approach is bad for learning content and skills.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Inquiry defenders say inquiry is better at helping students develop conceptual understandings. Critics say the approach is bad for learning content and skills."},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62998/two-groups-of-scholars-revive-the-debate-over-inquiry-vs-direct-instruction","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Educators have long debated the best way to teach, especially the subjects of science and math. One side favors direct instruction, where teachers tell students what they need to know or students read it from textbooks. Some call it explicit or traditional instruction. The other side favors inquiry, where students conduct experiments and figure out the answers themselves like a scientist would. It’s also known as exploration, discovery learning or simply “scientific practices.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The debate reignited among university professors during the pandemic with the 2021 online publication of a commentary in the journal Educational Psychology Review. Combatively titled “\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-021-09646-1#Sec9\">\u003cspan style=\"font-weight: 400\">There is an Evidence Crisis in Science Educational Policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” four experts in science education argued that the evidence for inquiry instruction is weak and that proponents of inquiry “exclude” or “mark as irrelevant” high-quality studies, particularly controlled trials, that “overwhelmingly show minimal support” for inquiry learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the authors is the prominent Australian psychologist \u003c/span>\u003ca href=\"https://www.unsw.edu.au/staff/john-sweller\">\u003cspan style=\"font-weight: 400\">John Sweller\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who formulated cognitive load theory, the widely accepted idea that our working memory can process only so much information at once. Other academics took notice. Traditionalists applauded it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sweller and his co-authors’ complaints date back to an influential \u003c/span>\u003ca href=\"https://www.google.com/books/edition/National_Science_Education_Standards/WprSjvDW0dAC?hl=en&gbpv=1&pg=PA1&printsec=frontcover\">\u003cspan style=\"font-weight: 400\">1996 report of the National Research Council\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an arm of the National Academies of Sciences that shapes science education policy. The report encouraged science teachers to adopt an inquiry-based approach, and it was followed by similar calls from other policymakers. But the authors of the 2021 article said the council’s references for this policy change were “theoretical ideas packaged in conceptual articles rather than empirical evidence.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The critics say that much of the positive evidence for inquiry comes from classroom studies where there are no control or comparison groups, making it impossible to know if inquiry is really better than alternatives. And they say that this research frequently lumps together inquiry instruction with other teaching practices and interventions, making it hard to disentangle how much the use of inquiry is making a difference. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon after, another group of prominent education researchers issued a rebuttal. In March 2023, 13 scholars led by a Dutch researcher, Ton de Jong, took on the debate in the academic journal Educational Research Review. Titled “\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1747938X23000295#bib106\">\u003cspan style=\"font-weight: 400\">Let’s talk evidence – The case for combining inquiry-based and direct instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” their article acknowledged that the research is complicated and doesn’t unequivocally point to the superiority of inquiry-based learning. Some studies show inquiry is better. Some studies show direct instruction is better. Many show that students learn the same amount either way. (As they walked through a series of meta-analyses that summarized hundreds of studies, they pointedly noted that inquiry critics also ignored or mischaracterized some of the research.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Their bottom line: “Inquiry-based instruction produces better overall results for acquiring conceptual knowledge than does direct instruction.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How could two groups of scholars look at the same body of research and come to opposite conclusions?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing to notice is that the two groups of scholars are arguing about two different things. The inquiry critics pointed out that inquiry wasn’t great at helping students learn content and skills. The inquiry defenders emphasize that inquiry is better at helping students develop conceptual understandings. Different teaching methods may be better for different learning goals.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The second takeaway is that even this group of 13 inquiry defenders argue that teachers should use both approaches, inquiry and direct instruction. That’s because students also need to learn content and procedural skills, which are best taught through direct instruction, and in part because it would be boring to learn only one way all the time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Indeed, even the critics of inquiry instruction noted that inquiry lessons and exercises may be better at sparking a love of science. Students often say they enjoy science more or become more interested in the field after an inquiry lesson. Changing students’ attitudes about science is certainly not a compelling reason to teach this way all the time, as students need to learn content too, but even traditionalists admit there’s something to be gained from fun exploration. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My third observation is that the inquiry defenders listed a bunch of caveats about when inquiry learning has proven to be most effective. Unstructured inquiry lessons where students groped in the dark weren’t successful in building any kind of understanding.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cstrong>Caveat 1:\u003c/strong> Students need a strong foundation of knowledge and skills in order for inquiry learning to be successful. In other words, students need some facts and the ability to calculate things in different ways to take advantage of inquiry learning and arrive at deeper conceptual understandings. Complete mastery isn’t a prerequisite, but some familiarity is. The authors suggested, for example, that it can be beneficial to start with some direct instruction before launching into an inquiry lesson. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cstrong>Caveat 2:\u003c/strong> Inquiry learning is far more effective when students receive a lot of guidance and feedback from their teacher during an inquiry lesson. Sometimes the most appropriate guidance is a clear explanation, the authors said, which is the same as direct instruction. (My brain started to hurt, thinking about how direct instruction could be woven into inquiry-based learning. Is it really inquiry learning if you’re also telling students what they need to do or know? At some point, shouldn’t we be labeling it direct instruction with hands-on activities?) \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 13 authors admitted that each student needs different amounts and types of guidance during an inquiry lesson. Low-achieving students appear to benefit more from guidance than middle- or high-achieving students. But low-achieving students also need more of it. And that can be tough, if not impossible for a single teacher to manage. I began to wonder if effective inquiry teaching is humanly possible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only can inquiry include a lot of direct instruction, but sometimes direct instruction can resemble an inquiry classroom. While many people may imagine that direct instruction means that students are passively absorbing information through lectures or books, the inquiry defenders explained that students can and should be engaged in activities even when a teacher is practicing direct instruction. Students still solve problems, practice new things independently, build projects and conduct experiments. The core difference can be a subtle one and hinge upon whether the teacher explains the theory to the students first or shows examples before students try it themselves (direct), or if the teacher asks students to figure out the theories and the procedures themselves, but gives them explicit guidance along the way (inquiry).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like all long-standing academic debates, this one is far from resolved. Some educators prefer inquiry; some prefer direct instruction. Depending upon your biases, you’re likely to see a complicated, mixed body of research as glass half full or glass half empty.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In December 2023, Sweller and the inquiry critics wrote a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1747938X23000775\">\u003cspan style=\"font-weight: 400\">response to the rebuttal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the same Educational Research Review journal. Beyond the academic sniping and nitpicking, the two sides seem to have found some common ground.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our view… is that explicit instruction is essential for novices” but that as students gain knowledge, there should be “an increasing emphasis on independent problem-solving practice,” Sweller and his camp wrote. “To the extent that De Jong et al. (2023) agree that explicit instruction can be important, we appear to have reached some level of agreement.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The real test will be watching to see whether that consensus makes it to the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-two-groups-of-scholars-revive-the-debate-over-inquiry-vs-direct-instruction/\">\u003ci>\u003cspan style=\"font-weight: 400\">inquiry versus direct instruction\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62998/two-groups-of-scholars-revive-the-debate-over-inquiry-vs-direct-instruction","authors":["byline_mindshift_62998"],"categories":["mindshift_21504","mindshift_20524"],"tags":["mindshift_21437","mindshift_797","mindshift_551"],"featImg":"mindshift_62999","label":"mindshift"},"mindshift_62672":{"type":"posts","id":"mindshift_62672","meta":{"index":"posts_1591205157","site":"mindshift","id":"62672","score":null,"sort":[1698886371000]},"guestAuthors":[],"slug":"using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name","title":"Using picture books and classroom dialogue to honor and respect students' names","publishDate":1698886371,"format":"audio","headTitle":"Using picture books and classroom dialogue to honor and respect students’ names | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enunciated syllables, slow speech and spelling — these are the adjustments some students find themselves making as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly\">\u003cspan style=\"font-weight: 400\">they introduce themselves to their teachers each school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For these students, whose names might be misspelled in emails or autocorrected in text messages, this annual ritual carries significance. It often determines what they will be called for the entire school year. “This is a matter children feel strongly about, yet adults aren’t always as attentive to,” said elementary school teacher \u003c/span>\u003ca href=\"https://twitter.com/jenorr?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Jennifer Orr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">According to a \u003c/span>\u003cspan style=\"font-weight: 400\">2011 study\u003c/span>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003cspan style=\"font-weight: 400\"> daily mispronunciations of names are microaggressions that can significantly affect \u003ca href=\"https://www.sjsu.edu/people/marcos.pizarro/courses/185/s1/Names.pdf\">students’ self-perception and sense of belonging\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Names are one of the topics covered in \u003c/span>\u003ca href=\"https://stenhouse.com/products/9781625315755_were-gonna-keep-on-talking\">\u003ci>\u003cspan style=\"font-weight: 400\">We’re Gonna Keep on Talking\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, which Orr co-authored with Philadelphia educator \u003c/span>\u003ca href=\"https://twitter.com/MattRKay?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Matthew R. Kay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The book guides educators through how to foster meaningful conversations about race with elementary school students. The names unit, which Orr has done about five times over the last 15 years, uses books to initiate discussions within the classroom. The authors recommend how to structure partner and class dialogues and how to create a supportive environment for students to share their experiences related to names. The unit also encourages students to delve deeper into their own identities by gathering information about their names from their families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Kay’s previous work, \u003c/span>\u003ca href=\"https://stenhouse.com/products/9781625310989_not-light-but-fire\">\u003ci>\u003cspan style=\"font-weight: 400\">Not Light, But Fire\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, explored how to facilitate discussions about race with high schoolers, this sequel tailors the approach to the needs of younger learners. “You don’t get [elementary school] kids’ attention for 45 minutes, even in the upper grades. That’s a long period of time for a child to stay focused,” said Orr. “These discussions have to happen over months instead of class periods.” Regardless of grade level, Kay and Orr agreed that these are conversations children are eager to have.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploring names through engaging books\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr said it’s important to create a \u003ca href=\"https://www.kqed.org/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish\">supportive and inclusive classroom community\u003c/a> before getting into discussions about names. “I don’t want kids to end up feeling raw or vulnerable because we haven’t built the space for that kind of a conversation,” she said. It’s crucial to establish foundations of trust and effective communication even with students one may have taught in previous years. According to Kay, a \u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">strong teacher-student rapport\u003c/a> should never be taken for granted. As he put it, “You can’t spend last year’s currency.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr’s approach includes practicing active listening and respectful engagement with her students. She often does interactive read-alouds, pausing at planned points while reading picture books to encourage and hone students’ discussion and listening skills. Orr uses books to open the door to the conversation. “There are children’s books coming out all the time on names in a way that is so exciting,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.candlewick.com/cat.asp?mode=book&isbn=0763693553&browse=Title\">\u003ci>\u003cspan style=\"font-weight: 400\">Alma and How She Got Her Name\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Juana Martinez-Neal is one of Orr’s go-to books for kicking off the unit. In this book, Alma Sofia Esperanza José Pura Candela wants to know why she has so many names. Her father explains how she got each one. After the character Alma is introduced, Orr asks students to share their thoughts about her name. “Does it seem too long?” Students will often use this opportunity to relate in with comments like “I’m named after my grandma too!” She also stops for discussion halfway through \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Alma and How She Got Her Name\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> so students have the opportunity to discuss with a partner. “What do you think of Alma’s name now?” Orr asks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another book that Orr uses is \u003c/span>\u003ca href=\"https://www.theinnovationpress.com/your-name-is-a-song\">\u003ci>\u003cspan style=\"font-weight: 400\">Your Name Is a Song\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Jamilah Thompkins-Bigelow and Luisa Uribe. The book follows a young girl who is upset that no one is pronouncing her name correctly. The main character’s mom teaches her about the musicality of names from other cultures. The story resonates with students, bridging the common experience of name mispronunciation. Through these books, students begin to grasp that names can carry rich histories, Orr said. In all, each read-aloud and discussion takes about 25 minutes, so that her young students don’t get bored or restless.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Extending conversations beyond the classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books also serve as a catalyst for taking the conversation beyond the classroom walls. Recognizing the importance of\u003c/span>\u003ca href=\"https://www2.ed.gov/documents/family-community/partners-education.pdf\">\u003cspan style=\"font-weight: 400\"> collaboration between school and home in nurturing a child’s sense of identity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she suggests that students go home and initiate discussions with their families about the significance and stories behind their names. This part of the unit can lead to self exploration for students and open up a window to their parents’ decisions, according to Kay. Orr proactively reaches out to families to inform them about the discussions taking place in class, so they won’t be blindsided by their child’s questions. She emphasizes that participation in these conversations at home is optional, as is sharing in class. “They can make it fit their comfort level,” Orr said.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC1058124335&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class, Orr and Kay recommend starting the next conversation with “Who wants to share what they’ve learned about their name from their family?” This dialogue allows students to share their newfound understanding and feelings about their names. Orr is often surprised by the unique stories and experiences that students bring forward. Some Latino students have told her that other teachers Americanized their names. For example, instead of “David,” where the “i” is pronounced with a long “e” sound, a teacher might use the flat “i” like the sound in zip. She also remembered a fifth grader one year who was a recent immigrant from China. “I swear she spent a week trying to get me to say her name properly,” she admitted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr noted that elementary school students will often just accept the way their name is pronounced until they have this conversation in class. She said that name discussions may not always result in kids being able to advocate for themselves but they become more likely to advocate for other students. “That power between adults and kids is still so strong. And yet, on behalf of someone else, they’ll stand up to that power and they’ll make it clear that actually, no, that’s not how you say it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school teacher, Kay is excited by the prospect of not being the first one to have conversations about identity and culture with students. “I can see the inquiry seeds,” he said. Orr and Kay envision a future where elementary school teachers continue to introduce these conversations, paving the way for students to advocate for the pronunciation of their names as well as for the respect and recognition of others’ identities.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Editor’s note: This story was updated to include the name of the illustrator of \u003c/em>Your Name Is a Song.\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong> Matthew R. Kay is a high school English teacher in Philadelphia. He’s also the author behind the book \u003cem>Not Light, But Fire. \u003c/em>And he knows how to spark meaningful conversations with high schoolers. In the book, he shares a lesson that’s an absolute hit with his students. And it’s all about their names\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay: \u003c/strong> I think every teacher has that one lesson where like, if you’re going to observe me, I’m going to look like a rock star. Like the principal walks through, you’re like, “Say less. I got this”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is your knock it out of the park lesson? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> Oh, easy, easy. This is the one where the kids are lined up afterwards to say they didn’t get a chance to share. This is the one where I have to apologize to my colleagues. I’m like, “What can I do? I’m sorry.” It’s so juicy and it feels so good. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matt teamed up with elementary school teacher Jennifer Orr for their new book, \u003cem>We’re Gonna Keep on Talking.\u003c/em> They’ve taken lessons from his high school teaching experience and tailored them for younger students. Today’s episode features a conversation about how Matt’s lesson about names looks in Jen’s elementary school classroom. We’ll get into that conversation after the break\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matt, you wrote \u003cem>Not Light But Fire\u003c/em> about your experience teaching in high school classrooms a few years ago. Can you tell me about your decision to add \u003cem>We’re Gonna Keep On Talking\u003c/em> to the canon?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> One of the biggest thing that was asked of me, teachers would come up to me and they would say, When are you going to come up with the elementary books? And that was something that I normally kind of brushed aside. Like I respected it, but I was kind of like, well, you know, never because I’m not an elementary teacher. \u003c/span>\u003cspan style=\"font-weight: 400\"> But I feel like what separated \u003cem>Not Light\u003c/em> was my storytelling . \u003c/span>\u003cspan style=\"font-weight: 400\">And I feel like that’s the part that’s hardest for someone who doesn’t teach high school — the actual visualization of what does this conversation look like? \u003c/span>\u003cspan style=\"font-weight: 400\">That’s why I decided to see if I could find an elementary teacher who could who could help with that. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Jen, this book is all about your experience in the classroom with elementary school students. There’s a part where you talk about a lesson on students’ names, and it’s different from the lesson that Matt uses with his students. Can you tell me how you scaffold this conversation for younger kids?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> Sure. \u003c/span>\u003cspan style=\"font-weight: 400\">I’ve taught in several different schools in my school district and in almost all of them. There have been kids who have really struggled with their with name, pronunciation, children whose who they or their families had emigrated to this country. And their names do not fit our kind of Americanized way of saying things. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> And as many things are in my elementary classroom and in many, it’s tied into a lot of literature. So there’s several different books that we read throughout the course of the unit and really talk through things through the lens of the books as a way to kind of open the door to the conversation and then make it much more personal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> It was always designed around discussing kids first names. Where does your name come from? What does your name mean? Knowing that some families may not want to have that conversation. Keeping it open ended for kids they could choose to share or not share. The conversation then grew into last names as well as kids started to notice things about each other’s last names, \u003c/span>\u003cspan style=\"font-weight: 400\"> noticing kind of beginning to really build an understanding of why people are names and what those what weight is carried in names and where that can carry history as well as for your own self. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong> Talking about names can get vulnerable because it can bring up stuff about race and identity. What are some strategies that can teachers use to ensure students feel valued in conversations like these and respected by not only you as the teacher, but also the other kids in the room.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> That’s a huge question because none of this works if we don’t start from that point. A\u003c/span>\u003cspan style=\"font-weight: 400\">t the start of each school year. It’s not only important that we build that community within our classroom, which is huge and crucial, and we talk about some different ways to do that in the book, but also to build that community with our colleagues and with the families of our students because we’re all going to be involved in this. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Even the conversation around names, in my classroom, it doesn’t happen in the first week of school because we haven’t had a chance yet to build that community. I don’t want kids to end up feeling raw or vulnerable because we haven’t built that space for that kind of a conversation before we have it. So we have to be careful that we’re not jumping into it too soon. T\u003c/span>\u003cspan style=\"font-weight: 400\">hat may or may not be true for Matt…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> To be honest, it’s the same in in secondary. I\u003c/span>\u003cspan style=\"font-weight: 400\">n one of my PD sessions to talk about myths about safe spaces and one of them is that it’s permanent. Ou\u003c/span>\u003cspan style=\"font-weight: 400\">r metaphors that we use for safe spaces like building and stuff like that probably need a little bit of work because it like leads to the assumption that you build it and then it’s built right. But it’s really it’s more about building and maintaining and maintaining and maintaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> You can you can’t spend last year’s currency like the kids I’m about to meet in a month, it’s best for me to assume that they don’t know me from a can of paint , even if I work with them last year. Because who knows what happened this summer. They could be a different kid. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir\u003c/strong>: So what I’m hearing is that it takes intentional time and you actually keep spending that time. You don’t get to just bank it.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> I think that’s true of almost anything in a classroom. You spend the start of the school year setting all of these things up and making sure they’re established but that doesn’t mean you’re done with it.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Jen, you mentioned that this unit takes a lot more time at the elementary school level because you’re working with little ones who – let’s be honest, can have a really short attention span. I love the idea of using books to initiate that broad conversation and then slowly getting more and more focused. Can you tell me some of the picture books that you read during this unit?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> \u003cem>My Name Is a Song\u003c/em>, which is a beautiful one of a young girl who is complaining about how no one pronounces her name correctly. \u003c/span>\u003cspan style=\"font-weight: 400\"> And her mom really sort of reassuring her about the way that that names are songs and how beautiful that is. And by the end of the book, I’m not sure if she’s fully convinced of the beauty of it and the fact that she knows her name is still going to be mispronounced, but she definitely has some reassurance\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Another one is Juana Martinez Neal’s book, \u003cem>Alma and How She Got Her Name\u003c/em>. And Alma has I can’t remember it now, you know, maybe six or seven names in her name. And the book is her father explaining to her where each of those names came from, which is our great introduction into then talking about where did your name come from and inviting children and their families into that conversation through that book.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Something I’ve heard you say is that nothing happens at the elementary school level without getting families involved. How do you involve parents and caregivers in this unit?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> At the end of that first day of digging into the book, I will reach out to families and say, We read this book. We had this conversation. Kids may be asking you where their name came from and if you’re willing to share with them and if they want to share with the class we’ll be talking about that in the coming weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> There’s a lot going on with names. There are all these situations that I don’t want kids to feel uncomfortable with. And then sometimes it’s a single parent and it may also come down to this child is living with someone who is not their parent who may not even know their name story. A bit part of it is to make sure that families that this is an option and we’re really interested and that we’re not trying to put anyone on the spot and that kids have that same sense.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> What is really cool about this unit is that it gives students the opportunity to learn more about their teachers because it sounds like you two also talk about your names with your students.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> I just really love the self-exploration and the showing kids the power and also like opening up a window to their parents decisions, I think, which is something that’s really cool. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay: \u003c/strong> I get to open up about myself, you know, like I’m Matt is boring. Oh, there’s no meaning behind it, all that kind of stuff. But that’s because my parents both had unique names and they didn’t like everybody always jacking their name up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> Matt could be a white dude and I until you meet me. So they didn’t want me to have any kind of disadvantages on resumes and stuff. So they were really intentional about Matt. And then I went and turned around, gave my daughters two very unique names that they will always have to correct people. And so it’s just weird about it how that cycle keeps going. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Unique names are very character building. I’m saying that as some one with a unique name.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> You always have to spell it out\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Yeah, yeah my name has an ‘H’ at the end, so I had to learn how to correct people as they were spelling it. How about you, Jen?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> I was one of those kids I probably wouldn’t have wanted had this conversation because I have no story behind my name. Something I still hold against my parents. \u003c/span>\u003cspan style=\"font-weight: 400\"> And like Matt I, my children have names that have stories behind them because I always hated that my parents were like “I don’t know. It was pretty.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> In this name activity were there any surprising moments or stories that emerged during this name unit that stood out to you that were meaningful or impactful.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> There’s a lot of good stories in that chapter. J\u003c/span>\u003cspan style=\"font-weight: 400\">elly was one of them. S\u003c/span>\u003cspan style=\"font-weight: 400\">ome early teacher couldn’t pronounce her name, and so she they gave her the nickname and then she went with it. \u003c/span>\u003cspan style=\"font-weight: 400\">We recognize a teacher probably overstepped their bounds. We recognize all those things. \u003c/span>\u003cspan style=\"font-weight: 400\">I didn’t force her to not go by this nickname. Unfortunately, a lot of well-intentioned teachers can push so hard, and the kid’s like, really fine with the nickname. W\u003c/span>e just examined what happened. I’m not moralizing.\u003cspan style=\"font-weight: 400\"> My job is to help you understand things, right? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Every year there are things that come as a surprise to me. Even when I have spent weeks with these kids or have had conversations with families. The piece that really stands out to me is that I had a couple of students over the years, several students, but with LatinX names who who had regularly had teachers Americanize them. So instead of David, who was David. \u003c/span>\u003cspan style=\"font-weight: 400\">These young ones just accept that their name is being mispronounced until we have this conversation often. And then they will say “But that’s not how we say my name at home. That’s not my name.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> But even when they realize this isn’t okay, they often would not at first grade or kindergarten advocate for themselves, but they advocate for each other. And so I would notice, you know, they would be a substitute teacher who hadn’t yet gotten this, who’s going through the role in P.E. or something, and says David David would just be like, “Yeah,” but others are like “It’s David.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> It was really interesting to see that they felt strongly about their names but that power between adults and kids is still so strong and yet on behalf of someone else they’ll stand up to that power\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And I feel like this unit tells students Oh no, you can advocate for how it is pronounced and what other people call you. And that’s an important lesson, I think at a young age, at the elementary school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> It’s similar at the high school level too. O\u003c/span>\u003cspan style=\"font-weight: 400\">ften it’ll be someone else who tells me something about a name or pronoun. It’ll be a classmate. If they’re speaking up to me, that means that teachers before them have made it okay to speak to them in a critical way. \u003c/span>In ninth grade, I’m like a gateway teacher to high school. It’s kind of like, hey, look, you’re going to have to if you don’t advocate for yourself, that’s going to be a problem. Like, it’s going to be a problem in a way that it might not have been a problem before. It’s going to definitely be a problem now because like things are coming at you a little fast. Things are like you got to be able to say, I need more time, I need an extension, I need this, I need that. I need you to call me by his name, like those things. And so I love it when that work has been done early so that they come in and that’s one less kid you have that initial conversation with.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matthew R. Kay is going into his 18th year teaching in Philadelphia. His other book is called \u003cem>Not Light But Fire.\u003c/em> Jennifer Orr has been teaching elementary school for 25 years. The book she wrote with Matthew is called \u003cem>We’re Gonna Keep on Talking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, , Kara Newhouse, and Marlena Jackson-Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien , Katie Sprenger, Cesar Saldaña and Holly Kernan. MindShift is supported, in part, by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers Jennifer Orr and Matthew R. Kay discuss how teachers can empower students to advocate for correct pronunciation of their names.","status":"publish","parent":0,"modified":1706576757,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":60,"wordCount":4040},"headData":{"title":"Using picture books and classroom dialogue to honor and respect students' names | KQED","description":"Teachers Jennifer Orr and Matthew R. Kay discuss how teachers can empower students to advocate for correct pronunciation of their names.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teachers Jennifer Orr and Matthew R. Kay discuss how teachers can empower students to advocate for correct pronunciation of their names."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC1058124335.mp3?updated=1699923421","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enunciated syllables, slow speech and spelling — these are the adjustments some students find themselves making as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly\">\u003cspan style=\"font-weight: 400\">they introduce themselves to their teachers each school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For these students, whose names might be misspelled in emails or autocorrected in text messages, this annual ritual carries significance. It often determines what they will be called for the entire school year. “This is a matter children feel strongly about, yet adults aren’t always as attentive to,” said elementary school teacher \u003c/span>\u003ca href=\"https://twitter.com/jenorr?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Jennifer Orr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">According to a \u003c/span>\u003cspan style=\"font-weight: 400\">2011 study\u003c/span>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003cspan style=\"font-weight: 400\"> daily mispronunciations of names are microaggressions that can significantly affect \u003ca href=\"https://www.sjsu.edu/people/marcos.pizarro/courses/185/s1/Names.pdf\">students’ self-perception and sense of belonging\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Names are one of the topics covered in \u003c/span>\u003ca href=\"https://stenhouse.com/products/9781625315755_were-gonna-keep-on-talking\">\u003ci>\u003cspan style=\"font-weight: 400\">We’re Gonna Keep on Talking\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, which Orr co-authored with Philadelphia educator \u003c/span>\u003ca href=\"https://twitter.com/MattRKay?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Matthew R. Kay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The book guides educators through how to foster meaningful conversations about race with elementary school students. The names unit, which Orr has done about five times over the last 15 years, uses books to initiate discussions within the classroom. The authors recommend how to structure partner and class dialogues and how to create a supportive environment for students to share their experiences related to names. The unit also encourages students to delve deeper into their own identities by gathering information about their names from their families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Kay’s previous work, \u003c/span>\u003ca href=\"https://stenhouse.com/products/9781625310989_not-light-but-fire\">\u003ci>\u003cspan style=\"font-weight: 400\">Not Light, But Fire\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, explored how to facilitate discussions about race with high schoolers, this sequel tailors the approach to the needs of younger learners. “You don’t get [elementary school] kids’ attention for 45 minutes, even in the upper grades. That’s a long period of time for a child to stay focused,” said Orr. “These discussions have to happen over months instead of class periods.” Regardless of grade level, Kay and Orr agreed that these are conversations children are eager to have.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploring names through engaging books\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr said it’s important to create a \u003ca href=\"https://www.kqed.org/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish\">supportive and inclusive classroom community\u003c/a> before getting into discussions about names. “I don’t want kids to end up feeling raw or vulnerable because we haven’t built the space for that kind of a conversation,” she said. It’s crucial to establish foundations of trust and effective communication even with students one may have taught in previous years. According to Kay, a \u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">strong teacher-student rapport\u003c/a> should never be taken for granted. As he put it, “You can’t spend last year’s currency.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr’s approach includes practicing active listening and respectful engagement with her students. She often does interactive read-alouds, pausing at planned points while reading picture books to encourage and hone students’ discussion and listening skills. Orr uses books to open the door to the conversation. “There are children’s books coming out all the time on names in a way that is so exciting,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.candlewick.com/cat.asp?mode=book&isbn=0763693553&browse=Title\">\u003ci>\u003cspan style=\"font-weight: 400\">Alma and How She Got Her Name\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Juana Martinez-Neal is one of Orr’s go-to books for kicking off the unit. In this book, Alma Sofia Esperanza José Pura Candela wants to know why she has so many names. Her father explains how she got each one. After the character Alma is introduced, Orr asks students to share their thoughts about her name. “Does it seem too long?” Students will often use this opportunity to relate in with comments like “I’m named after my grandma too!” She also stops for discussion halfway through \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Alma and How She Got Her Name\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> so students have the opportunity to discuss with a partner. “What do you think of Alma’s name now?” Orr asks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another book that Orr uses is \u003c/span>\u003ca href=\"https://www.theinnovationpress.com/your-name-is-a-song\">\u003ci>\u003cspan style=\"font-weight: 400\">Your Name Is a Song\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Jamilah Thompkins-Bigelow and Luisa Uribe. The book follows a young girl who is upset that no one is pronouncing her name correctly. The main character’s mom teaches her about the musicality of names from other cultures. The story resonates with students, bridging the common experience of name mispronunciation. Through these books, students begin to grasp that names can carry rich histories, Orr said. In all, each read-aloud and discussion takes about 25 minutes, so that her young students don’t get bored or restless.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Extending conversations beyond the classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books also serve as a catalyst for taking the conversation beyond the classroom walls. Recognizing the importance of\u003c/span>\u003ca href=\"https://www2.ed.gov/documents/family-community/partners-education.pdf\">\u003cspan style=\"font-weight: 400\"> collaboration between school and home in nurturing a child’s sense of identity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she suggests that students go home and initiate discussions with their families about the significance and stories behind their names. This part of the unit can lead to self exploration for students and open up a window to their parents’ decisions, according to Kay. Orr proactively reaches out to families to inform them about the discussions taking place in class, so they won’t be blindsided by their child’s questions. She emphasizes that participation in these conversations at home is optional, as is sharing in class. “They can make it fit their comfort level,” Orr said.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC1058124335&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class, Orr and Kay recommend starting the next conversation with “Who wants to share what they’ve learned about their name from their family?” This dialogue allows students to share their newfound understanding and feelings about their names. Orr is often surprised by the unique stories and experiences that students bring forward. Some Latino students have told her that other teachers Americanized their names. For example, instead of “David,” where the “i” is pronounced with a long “e” sound, a teacher might use the flat “i” like the sound in zip. She also remembered a fifth grader one year who was a recent immigrant from China. “I swear she spent a week trying to get me to say her name properly,” she admitted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr noted that elementary school students will often just accept the way their name is pronounced until they have this conversation in class. She said that name discussions may not always result in kids being able to advocate for themselves but they become more likely to advocate for other students. “That power between adults and kids is still so strong. And yet, on behalf of someone else, they’ll stand up to that power and they’ll make it clear that actually, no, that’s not how you say it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school teacher, Kay is excited by the prospect of not being the first one to have conversations about identity and culture with students. “I can see the inquiry seeds,” he said. Orr and Kay envision a future where elementary school teachers continue to introduce these conversations, paving the way for students to advocate for the pronunciation of their names as well as for the respect and recognition of others’ identities.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Editor’s note: This story was updated to include the name of the illustrator of \u003c/em>Your Name Is a Song.\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong> Matthew R. Kay is a high school English teacher in Philadelphia. He’s also the author behind the book \u003cem>Not Light, But Fire. \u003c/em>And he knows how to spark meaningful conversations with high schoolers. In the book, he shares a lesson that’s an absolute hit with his students. And it’s all about their names\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay: \u003c/strong> I think every teacher has that one lesson where like, if you’re going to observe me, I’m going to look like a rock star. Like the principal walks through, you’re like, “Say less. I got this”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is your knock it out of the park lesson? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> Oh, easy, easy. This is the one where the kids are lined up afterwards to say they didn’t get a chance to share. This is the one where I have to apologize to my colleagues. I’m like, “What can I do? I’m sorry.” It’s so juicy and it feels so good. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matt teamed up with elementary school teacher Jennifer Orr for their new book, \u003cem>We’re Gonna Keep on Talking.\u003c/em> They’ve taken lessons from his high school teaching experience and tailored them for younger students. Today’s episode features a conversation about how Matt’s lesson about names looks in Jen’s elementary school classroom. We’ll get into that conversation after the break\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matt, you wrote \u003cem>Not Light But Fire\u003c/em> about your experience teaching in high school classrooms a few years ago. Can you tell me about your decision to add \u003cem>We’re Gonna Keep On Talking\u003c/em> to the canon?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> One of the biggest thing that was asked of me, teachers would come up to me and they would say, When are you going to come up with the elementary books? And that was something that I normally kind of brushed aside. Like I respected it, but I was kind of like, well, you know, never because I’m not an elementary teacher. \u003c/span>\u003cspan style=\"font-weight: 400\"> But I feel like what separated \u003cem>Not Light\u003c/em> was my storytelling . \u003c/span>\u003cspan style=\"font-weight: 400\">And I feel like that’s the part that’s hardest for someone who doesn’t teach high school — the actual visualization of what does this conversation look like? \u003c/span>\u003cspan style=\"font-weight: 400\">That’s why I decided to see if I could find an elementary teacher who could who could help with that. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Jen, this book is all about your experience in the classroom with elementary school students. There’s a part where you talk about a lesson on students’ names, and it’s different from the lesson that Matt uses with his students. Can you tell me how you scaffold this conversation for younger kids?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> Sure. \u003c/span>\u003cspan style=\"font-weight: 400\">I’ve taught in several different schools in my school district and in almost all of them. There have been kids who have really struggled with their with name, pronunciation, children whose who they or their families had emigrated to this country. And their names do not fit our kind of Americanized way of saying things. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> And as many things are in my elementary classroom and in many, it’s tied into a lot of literature. So there’s several different books that we read throughout the course of the unit and really talk through things through the lens of the books as a way to kind of open the door to the conversation and then make it much more personal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> It was always designed around discussing kids first names. Where does your name come from? What does your name mean? Knowing that some families may not want to have that conversation. Keeping it open ended for kids they could choose to share or not share. The conversation then grew into last names as well as kids started to notice things about each other’s last names, \u003c/span>\u003cspan style=\"font-weight: 400\"> noticing kind of beginning to really build an understanding of why people are names and what those what weight is carried in names and where that can carry history as well as for your own self. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong> Talking about names can get vulnerable because it can bring up stuff about race and identity. What are some strategies that can teachers use to ensure students feel valued in conversations like these and respected by not only you as the teacher, but also the other kids in the room.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> That’s a huge question because none of this works if we don’t start from that point. A\u003c/span>\u003cspan style=\"font-weight: 400\">t the start of each school year. It’s not only important that we build that community within our classroom, which is huge and crucial, and we talk about some different ways to do that in the book, but also to build that community with our colleagues and with the families of our students because we’re all going to be involved in this. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Even the conversation around names, in my classroom, it doesn’t happen in the first week of school because we haven’t had a chance yet to build that community. I don’t want kids to end up feeling raw or vulnerable because we haven’t built that space for that kind of a conversation before we have it. So we have to be careful that we’re not jumping into it too soon. T\u003c/span>\u003cspan style=\"font-weight: 400\">hat may or may not be true for Matt…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> To be honest, it’s the same in in secondary. I\u003c/span>\u003cspan style=\"font-weight: 400\">n one of my PD sessions to talk about myths about safe spaces and one of them is that it’s permanent. Ou\u003c/span>\u003cspan style=\"font-weight: 400\">r metaphors that we use for safe spaces like building and stuff like that probably need a little bit of work because it like leads to the assumption that you build it and then it’s built right. But it’s really it’s more about building and maintaining and maintaining and maintaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> You can you can’t spend last year’s currency like the kids I’m about to meet in a month, it’s best for me to assume that they don’t know me from a can of paint , even if I work with them last year. Because who knows what happened this summer. They could be a different kid. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir\u003c/strong>: So what I’m hearing is that it takes intentional time and you actually keep spending that time. You don’t get to just bank it.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> I think that’s true of almost anything in a classroom. You spend the start of the school year setting all of these things up and making sure they’re established but that doesn’t mean you’re done with it.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Jen, you mentioned that this unit takes a lot more time at the elementary school level because you’re working with little ones who – let’s be honest, can have a really short attention span. I love the idea of using books to initiate that broad conversation and then slowly getting more and more focused. Can you tell me some of the picture books that you read during this unit?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> \u003cem>My Name Is a Song\u003c/em>, which is a beautiful one of a young girl who is complaining about how no one pronounces her name correctly. \u003c/span>\u003cspan style=\"font-weight: 400\"> And her mom really sort of reassuring her about the way that that names are songs and how beautiful that is. And by the end of the book, I’m not sure if she’s fully convinced of the beauty of it and the fact that she knows her name is still going to be mispronounced, but she definitely has some reassurance\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Another one is Juana Martinez Neal’s book, \u003cem>Alma and How She Got Her Name\u003c/em>. And Alma has I can’t remember it now, you know, maybe six or seven names in her name. And the book is her father explaining to her where each of those names came from, which is our great introduction into then talking about where did your name come from and inviting children and their families into that conversation through that book.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Something I’ve heard you say is that nothing happens at the elementary school level without getting families involved. How do you involve parents and caregivers in this unit?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> At the end of that first day of digging into the book, I will reach out to families and say, We read this book. We had this conversation. Kids may be asking you where their name came from and if you’re willing to share with them and if they want to share with the class we’ll be talking about that in the coming weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> There’s a lot going on with names. There are all these situations that I don’t want kids to feel uncomfortable with. And then sometimes it’s a single parent and it may also come down to this child is living with someone who is not their parent who may not even know their name story. A bit part of it is to make sure that families that this is an option and we’re really interested and that we’re not trying to put anyone on the spot and that kids have that same sense.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> What is really cool about this unit is that it gives students the opportunity to learn more about their teachers because it sounds like you two also talk about your names with your students.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> I just really love the self-exploration and the showing kids the power and also like opening up a window to their parents decisions, I think, which is something that’s really cool. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay: \u003c/strong> I get to open up about myself, you know, like I’m Matt is boring. Oh, there’s no meaning behind it, all that kind of stuff. But that’s because my parents both had unique names and they didn’t like everybody always jacking their name up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> Matt could be a white dude and I until you meet me. So they didn’t want me to have any kind of disadvantages on resumes and stuff. So they were really intentional about Matt. And then I went and turned around, gave my daughters two very unique names that they will always have to correct people. And so it’s just weird about it how that cycle keeps going. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Unique names are very character building. I’m saying that as some one with a unique name.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> You always have to spell it out\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Yeah, yeah my name has an ‘H’ at the end, so I had to learn how to correct people as they were spelling it. How about you, Jen?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> I was one of those kids I probably wouldn’t have wanted had this conversation because I have no story behind my name. Something I still hold against my parents. \u003c/span>\u003cspan style=\"font-weight: 400\"> And like Matt I, my children have names that have stories behind them because I always hated that my parents were like “I don’t know. It was pretty.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> In this name activity were there any surprising moments or stories that emerged during this name unit that stood out to you that were meaningful or impactful.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> There’s a lot of good stories in that chapter. J\u003c/span>\u003cspan style=\"font-weight: 400\">elly was one of them. S\u003c/span>\u003cspan style=\"font-weight: 400\">ome early teacher couldn’t pronounce her name, and so she they gave her the nickname and then she went with it. \u003c/span>\u003cspan style=\"font-weight: 400\">We recognize a teacher probably overstepped their bounds. We recognize all those things. \u003c/span>\u003cspan style=\"font-weight: 400\">I didn’t force her to not go by this nickname. Unfortunately, a lot of well-intentioned teachers can push so hard, and the kid’s like, really fine with the nickname. W\u003c/span>e just examined what happened. I’m not moralizing.\u003cspan style=\"font-weight: 400\"> My job is to help you understand things, right? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Every year there are things that come as a surprise to me. Even when I have spent weeks with these kids or have had conversations with families. The piece that really stands out to me is that I had a couple of students over the years, several students, but with LatinX names who who had regularly had teachers Americanize them. So instead of David, who was David. \u003c/span>\u003cspan style=\"font-weight: 400\">These young ones just accept that their name is being mispronounced until we have this conversation often. And then they will say “But that’s not how we say my name at home. That’s not my name.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> But even when they realize this isn’t okay, they often would not at first grade or kindergarten advocate for themselves, but they advocate for each other. And so I would notice, you know, they would be a substitute teacher who hadn’t yet gotten this, who’s going through the role in P.E. or something, and says David David would just be like, “Yeah,” but others are like “It’s David.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> It was really interesting to see that they felt strongly about their names but that power between adults and kids is still so strong and yet on behalf of someone else they’ll stand up to that power\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And I feel like this unit tells students Oh no, you can advocate for how it is pronounced and what other people call you. And that’s an important lesson, I think at a young age, at the elementary school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> It’s similar at the high school level too. O\u003c/span>\u003cspan style=\"font-weight: 400\">ften it’ll be someone else who tells me something about a name or pronoun. It’ll be a classmate. If they’re speaking up to me, that means that teachers before them have made it okay to speak to them in a critical way. \u003c/span>In ninth grade, I’m like a gateway teacher to high school. It’s kind of like, hey, look, you’re going to have to if you don’t advocate for yourself, that’s going to be a problem. Like, it’s going to be a problem in a way that it might not have been a problem before. It’s going to definitely be a problem now because like things are coming at you a little fast. Things are like you got to be able to say, I need more time, I need an extension, I need this, I need that. I need you to call me by his name, like those things. And so I love it when that work has been done early so that they come in and that’s one less kid you have that initial conversation with.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matthew R. Kay is going into his 18th year teaching in Philadelphia. His other book is called \u003cem>Not Light But Fire.\u003c/em> Jennifer Orr has been teaching elementary school for 25 years. The book she wrote with Matthew is called \u003cem>We’re Gonna Keep on Talking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing.\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>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, , Kara Newhouse, and Marlena Jackson-Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien , Katie Sprenger, Cesar Saldaña and Holly Kernan. MindShift is supported, in part, by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name","authors":["11721"],"categories":["mindshift_20729","mindshift_21512","mindshift_194","mindshift_21130","mindshift_20960"],"tags":["mindshift_21101","mindshift_21707","mindshift_21230","mindshift_21015","mindshift_797","mindshift_21222","mindshift_231","mindshift_290","mindshift_21284","mindshift_21742"],"featImg":"mindshift_62674","label":"mindshift"},"mindshift_60505":{"type":"posts","id":"mindshift_60505","meta":{"index":"posts_1591205157","site":"mindshift","id":"60505","score":null,"sort":[1680084030000]},"guestAuthors":[],"slug":"how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","title":"How science class can inspire students to explore inequities in their communities","publishDate":1680084030,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"How do teachers explore race and equity in STEM subjects? “Teaching for Racial Equity” authors highlight a classroom project that focuses on environmental justice and the Flint water crisis.","status":"publish","parent":0,"modified":1680065656,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":2414},"headData":{"title":"How science class can inspire students to explore inequities in their communities | KQED","description":"How do teachers explore race and equity in STEM subjects? A unit exploring the Flint water crisis provides an example.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\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>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","authors":["4354"],"categories":["mindshift_21357","mindshift_21491"],"tags":["mindshift_21322","mindshift_843","mindshift_21059","mindshift_20701","mindshift_146","mindshift_797","mindshift_256","mindshift_551","mindshift_47","mindshift_20616"],"featImg":"mindshift_60506","label":"mindshift"},"mindshift_58668":{"type":"posts","id":"mindshift_58668","meta":{"index":"posts_1591205157","site":"mindshift","id":"58668","score":null,"sort":[1634886575000]},"guestAuthors":[],"slug":"how-arts-practices-can-be-the-foundation-of-teaching-and-learning","title":"How arts practices can be the foundation of teaching and learning","publishDate":1634886575,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Arts education is often an afterthought in schools, but Erica Rosenfeld Halverson, Professor and Chair of the Department of Curriculum & Instruction at the University of Wisconsin-Madison, thinks we’ve got it all wrong. In her new book, \u003c/span>\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cspan style=\"font-weight: 400\">\"How the Arts Can Save Education: Transforming Teaching, Learning and Instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" Halverson argues not only do the arts belong in schools, but the core tenets of arts learning belong in every classroom. Education should use the arts—and especially the process of how artists create their work—as a blueprint to re-make more effective learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Halverson’s arts experience comes from \u003c/span>\u003ca href=\"https://place.education.wisc.edu/youthprograms/uw-community-arts-collaboratory/whoopensocker/\">\u003cspan style=\"font-weight: 400\">Whoopensocker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an arts-based organization she founded that teaches elementary school students the process of writing and performing original plays. Through that work, she came to a realization: using standardized test scores as the measure for learning limits what students have the opportunity to learn, and gives students the impression that test scores are the final destination.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the arts offer a new way of looking at learning. Her thesis resembles project-based learning: if classrooms embraced the cyclic process artists use to create new work—beginning with an idea, finding a way to express that idea (something she refers to as a “representation”), and then presenting the finished product to an audience—more real learning can flourish.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following conversation has been edited for length and clarity. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">When I was a kid, my memory is that the arts were a part of a lot of things we did. We sang songs, put on plays and puppet shows, made drawings in a lot of classes. It was a part of the way that we learned. But now, in my work as a journalist, I go into a lot of classrooms, and I feel like for the most part that’s all gone. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">And it got me thinking about, why did you want to write this book? What were the challenges that you were seeing in education that you wanted to address? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> This goes back to the advent of the accountability system in the late ‘90s and early 2000s, where for very good reasons that have to do with issues of equity and inclusion, policy makers focused on metrics of success such as test scores on fixed, normed reading and math tests, and measurable outcomes like attendance metrics, as the primary way that we as a society could understand whether we were serving all of our kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think that approach was fundamentally misguided—because it eliminated all of those inspiring and arts-based practices that you described that were hallmarks of our childhood teaching and learning experiences. Because all of a sudden, if what counts as good learning looks like performance on a reading test, then all of our educational efforts get laser-focused in service of performing well on those metrics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My experience both as an artist and an arts educator, is that the outcomes of arts practice are themselves the measure of learning. Making art of any kind is an act of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, taking an idea and giving it a form for other people to respond to. That form is anything from a painting, a song, a Tik Tok video, you name it. Art-making is an act of representation. And the ability to create an effective representation is actually the single most important skill for all classroom learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge is, when we fix the outcome of representation as performance on an exam, then we’ve eliminated all the choices for moving around the representational process. Because we’re not really asking the fundamental questions that make learning compelling, like, What’s the idea you have? How do these tools allow you to represent that idea? And how do audiences respond to your representation as a good version of that idea? And that’s true from writing expository essays to using math equations to represent how to communicate a mathematical practice, to a complicated science experiment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a long way of saying: I think we went off the rails when we let the outcome measures of standardized learning drive the design bus. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> The title of the book leads me to believe you think the arts can save education, and you have an interesting and unique perspective. Because I think people say versions of this all the time—but yours is different. It’s not necessarily more time spent in music class playing the violin.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> It is remaking our systems of teaching and learning by using arts practices as the foundation for what good teaching looks like, for what good learning can be, and how our learning environments can function. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cimg class=\"size-thumbnail wp-image-58670 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg\" alt=\"\" width=\"160\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-800x1175.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1020x1498.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-768x1128.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1046x1536.jpg 1046w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1394x2048.jpg 1394w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-scaled.jpg 1743w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>Here’s an example: in the chapter where I talk about remaking curriculum, I describe how the process of art-making is fundamentally the cycle of coming up with an idea, creating representations and then sharing those with an audience. The strong argument I’m making is that cycle, that process is the model for how all learning experiences are designed, regardless of the discipline that you’re in. The foundation of the learning process ought to be coming up with the idea that is the subject of your inquiry, and developing tools for representation that are germane to that discipline. Every discipline has its own tools for representation. I don’t think music ought to be used necessarily for representing math, though there is a place for that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I’m saying is, what are the tools for representation in mathematics? And how do those tools afford you to represent the idea or concept, and then what happens when you share those representations with an audience? What kind of feedback do you get? Does that give you an opportunity to help you think about the connection between the idea that you had and the representation that you’ve chosen? Does it teach something about that idea that they didn’t already know? Either way, how should we understand what you get out of that process beyond simply knowing the facts of a particular discipline or domain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of us grow up with artistic superpowers, artistic ways of knowing and doing. You don’t have to be a tuba player! These artistic superpowers could serve us productively in our inquiries into other disciplines. And that’s another way of saying, it’s not that we all need to learn the tuba, right? It’s the way of engaging in arts practice, which pretty much we all do whether you’re a cook, or you make clothes for your family, or the myriad ways we express ourselves. In education we do everyone a disservice by not acknowledging that we should be drawing on those ways of knowing and doing as an integral part of how we learn to do stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Okay, I have to stop you and ask questions here. What I often see happening in classrooms is that kids don’t even know the facts. Here’s an example: my fourth grader could not learn his multiplication tables. I took him to a tutoring center, and they said, “This is so easy, there’s a scientific way that kids need to learn this stuff, and the reason he doesn’t know his times tables is because he doesn’t know the basic facts of 0-10. Once he knows those, and we will teach it to him, he will be able to multiply with ease.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">What I worry about is that students have to have the basic facts first in order to enjoy this kind of learning—what you’re talking about here is a lot like project-based learning—and what we’re missing, especially most often for the most vulnerable children, is that they don’t have the basics to work with. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignright wp-image-58669 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg\" alt=\"\" width=\"160\" height=\"214\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-800x1069.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1020x1363.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-768x1026.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1149x1536.jpeg 1149w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590.jpeg 1427w\" sizes=\"(max-width: 160px) 100vw, 160px\">Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think two things. There is a place for drill and practice as a tool for acquiring information. And the arts certainly do our versions of drill and practice—if you want to become a trained singer, you spend 20 minutes a day warming up your voice, to set the conditions for being able to sing. So I’m not arguing that there is not a time and place to use those tools. I think what we miss when we say you need to start with the basics, is that cognitively if students are not ready to use those tools to make something they care about, none of it is going to stick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an arts-based example: Video editing is an extremely technical and trying process, with many sets of technical tools, informational processes, etc. If you have no need for audio level adjustment, memorizing where and how audio level adjustment works is a bit of an act of futility. But, once you need to adjust the audio levels of an interview you’ve done—that info and knowledge, whatever you want to call it, is much more likely to become part of what you know and do if you use it than if you are in a video editing class and it was the week to learn about audio level adjustment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The same goes for multiplication tables. We need to drill and practice in order to make that part of your memory, of course, in the same way that a video editor needs to adjust audio levels 40 times, so when it comes to being able to do that seamlessly they can do that with no problem. However, if the impetus of that drill isn’t grounded in some practice of conceiving, representing and sharing, it’s going to be much harder to motivate, much harder to sustain, and it’s going to be harder to convince young people that it matters for them. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b> \u003cspan style=\"font-weight: 400\">It makes me think of Jal Mehta’s and Sarah Fine’s book \u003c/span>\u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674988392\">\u003cspan style=\"font-weight: 400\">\"In Search of Deeper Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\" Some kids seem to gravitate towards this kind of project-based learning. In the book, they talk about how it’s often the after-school activities that kids get so deep into—sports, the arts, marching band—because of exactly what you’re saying. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah, of course, you’re going to find that in your ‘after-school’ time, because those practices are part of what it means to make things. And where are we mostly making things? We are mostly making things now outside of school time. There are often critiques of those after-school learning spaces, “But you’re only talking about the kids who opt in.” And my response has been, “That’s because we don’t give all kids the opportunity to do these things. We treat them as if they’re special. What if there was an all-in system, because this is how we do teaching and learning at scale?”\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> What I find most compelling about the arts when it comes to education is that it’s a different way to be smart. It gives kids who may not be particularly good at math or reading a reason to go to school. Can we talk about that? Because I feel like some of what your book is saying is that we need to recognize the different ways in which people are smart. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yes, and I think an even stronger claim is to stop equating school performance with smartness. The problem is not with the kids, the problem is with the way we’ve set up what these learning experiences are for. What you said—well that person isn’t good at math. I would say, are they not good at math? Or, is the way that school math was designed not reflective of what it means to be smart in math? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And like, you may not like math class, but what I would hope for, is that we give more kids more chances to be smart, and enjoy more school-based disciplines, when we use these arts-based strategies to engage. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Let’s talk about your theatre company, Whoopensocker. What did you learn about traditional education from going into schools and doing these shows, where basically kids invent a show from scratch? How did that inform what you’re doing? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the number one thing that I learned is that good teaching and learning is built on a foundation of risk-taking. That is, learners’ willingness to take a risk, and teachers’ willingness to take a risk. Risk-taking means everything from a willingness to try out an answer and be wrong, to a willingness to take leadership, cognitive leadership or project leadership. There are a lot of ways that it looks. But my mantra is: we can’t teach or learn anything unless we are willing to take a risk. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And a thing that I’ve learned from formal learning systems of all kinds, from tutoring to college classes to K-12 school: we don’t scaffold risk-taking as a normal part of the way we design learning environments. Like, “getting to know you” games have a really bad reputation, and I think the reason is we’ve lost sight of what they’re for. What they’re for is to set the conditions for people to be able to take risks together, to learn and do new stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many classroom teachers who do that as a natural part of their practice. When we go in with Whoopensocker, you can tell right away the classrooms that are set up to do that kind of risk-taking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We always start with warm-up games for everyone. In classroom spaces that are not scaffolded for risk-taking, sometimes that is as far as we get in the first few weeks, just getting learners and teachers to do a call and response game altogether, which is its own form of risk. In classrooms that are set up for risk-taking, they are ready from the jump to contribute new ideas and let those ideas be a dialogue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I have learned from being an arts educator for 25 years in elementary school classrooms, is that scaffolding risk-taking is the single most important feature of an effective learning environment. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is the perfect lead-in to my next question: How are teachers going to incorporate these ideas? What I see when I go into classrooms is teachers who are teaching a mile a minute. They have a stack of standards, of things they have to say and do on specific days. It feels like there is no room for them to incorporate this.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> We can’t afford for there not to be room. The kids who are consistently left out of the system, and this has not changed one iota since No Child Left Behind, are still being left out. Accountability systems have not created universally more successful schooling or equitable schooling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I would argue that we need to ditch the content-forward, content-pressured model of schooling, in service of scaffolding risk-taking as the mechanism into much deeper and more meaningful understanding of concepts and information and how they’re represented in a discipline. I know as an individual classroom teacher, that’s not a super-helpful comment, because that’s a system-level response.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This only happens if we all collectively acknowledge that sticking things in the margins is not the way to systemic change. When you clean out your closet, how often are you shoving tee shirts into a drawer before you finally say, this drawer can’t hold any more tee shirts? And you dump the whole drawer out? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The model of, “how do we shove more pieces into an already packed agenda?” is never going to get us anywhere. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">If there is one thing that you would like teachers to think about when they’re done reading this book, what would it be? What could they do today? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> The one thing is to see their job as scaffolding risk-taking to prepare students for learning. In the book, I give some pretty direct ideas for how to scaffold risk-taking in the classroom. That’s my takeaway for all teachers, that scaffolding risk-taking is the foundation for all teaching and learning, and that nobody can learn unless they’re willing to take a risk.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Applying the creative and iterative processes of art can be applied to more academic subjects to make learning feel more relevant to students. ","status":"publish","parent":0,"modified":1634886575,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":2853},"headData":{"title":"How arts practices can be the foundation of teaching and learning - MindShift","description":"Applying the creative and iterative processes of art can be applied to more academic subjects to make learning feel more relevant to students. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58668 https://ww2.kqed.org/mindshift/?p=58668","disqusUrl":"https://ww2.kqed.org/mindshift/2021/10/22/how-arts-practices-can-be-the-foundation-of-teaching-and-learning/","disqusTitle":"How arts practices can be the foundation of teaching and learning","path":"/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Arts education is often an afterthought in schools, but Erica Rosenfeld Halverson, Professor and Chair of the Department of Curriculum & Instruction at the University of Wisconsin-Madison, thinks we’ve got it all wrong. In her new book, \u003c/span>\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cspan style=\"font-weight: 400\">\"How the Arts Can Save Education: Transforming Teaching, Learning and Instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" Halverson argues not only do the arts belong in schools, but the core tenets of arts learning belong in every classroom. Education should use the arts—and especially the process of how artists create their work—as a blueprint to re-make more effective learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Halverson’s arts experience comes from \u003c/span>\u003ca href=\"https://place.education.wisc.edu/youthprograms/uw-community-arts-collaboratory/whoopensocker/\">\u003cspan style=\"font-weight: 400\">Whoopensocker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an arts-based organization she founded that teaches elementary school students the process of writing and performing original plays. Through that work, she came to a realization: using standardized test scores as the measure for learning limits what students have the opportunity to learn, and gives students the impression that test scores are the final destination.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the arts offer a new way of looking at learning. Her thesis resembles project-based learning: if classrooms embraced the cyclic process artists use to create new work—beginning with an idea, finding a way to express that idea (something she refers to as a “representation”), and then presenting the finished product to an audience—more real learning can flourish.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following conversation has been edited for length and clarity. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">When I was a kid, my memory is that the arts were a part of a lot of things we did. We sang songs, put on plays and puppet shows, made drawings in a lot of classes. It was a part of the way that we learned. But now, in my work as a journalist, I go into a lot of classrooms, and I feel like for the most part that’s all gone. \u003c/span>\u003c/em>\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>\u003cem>\u003cspan style=\"font-weight: 400\">And it got me thinking about, why did you want to write this book? What were the challenges that you were seeing in education that you wanted to address? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> This goes back to the advent of the accountability system in the late ‘90s and early 2000s, where for very good reasons that have to do with issues of equity and inclusion, policy makers focused on metrics of success such as test scores on fixed, normed reading and math tests, and measurable outcomes like attendance metrics, as the primary way that we as a society could understand whether we were serving all of our kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think that approach was fundamentally misguided—because it eliminated all of those inspiring and arts-based practices that you described that were hallmarks of our childhood teaching and learning experiences. Because all of a sudden, if what counts as good learning looks like performance on a reading test, then all of our educational efforts get laser-focused in service of performing well on those metrics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My experience both as an artist and an arts educator, is that the outcomes of arts practice are themselves the measure of learning. Making art of any kind is an act of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, taking an idea and giving it a form for other people to respond to. That form is anything from a painting, a song, a Tik Tok video, you name it. Art-making is an act of representation. And the ability to create an effective representation is actually the single most important skill for all classroom learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge is, when we fix the outcome of representation as performance on an exam, then we’ve eliminated all the choices for moving around the representational process. Because we’re not really asking the fundamental questions that make learning compelling, like, What’s the idea you have? How do these tools allow you to represent that idea? And how do audiences respond to your representation as a good version of that idea? And that’s true from writing expository essays to using math equations to represent how to communicate a mathematical practice, to a complicated science experiment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a long way of saying: I think we went off the rails when we let the outcome measures of standardized learning drive the design bus. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> The title of the book leads me to believe you think the arts can save education, and you have an interesting and unique perspective. Because I think people say versions of this all the time—but yours is different. It’s not necessarily more time spent in music class playing the violin.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> It is remaking our systems of teaching and learning by using arts practices as the foundation for what good teaching looks like, for what good learning can be, and how our learning environments can function. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cimg class=\"size-thumbnail wp-image-58670 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg\" alt=\"\" width=\"160\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-800x1175.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1020x1498.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-768x1128.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1046x1536.jpg 1046w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1394x2048.jpg 1394w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-scaled.jpg 1743w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>Here’s an example: in the chapter where I talk about remaking curriculum, I describe how the process of art-making is fundamentally the cycle of coming up with an idea, creating representations and then sharing those with an audience. The strong argument I’m making is that cycle, that process is the model for how all learning experiences are designed, regardless of the discipline that you’re in. The foundation of the learning process ought to be coming up with the idea that is the subject of your inquiry, and developing tools for representation that are germane to that discipline. Every discipline has its own tools for representation. I don’t think music ought to be used necessarily for representing math, though there is a place for that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I’m saying is, what are the tools for representation in mathematics? And how do those tools afford you to represent the idea or concept, and then what happens when you share those representations with an audience? What kind of feedback do you get? Does that give you an opportunity to help you think about the connection between the idea that you had and the representation that you’ve chosen? Does it teach something about that idea that they didn’t already know? Either way, how should we understand what you get out of that process beyond simply knowing the facts of a particular discipline or domain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of us grow up with artistic superpowers, artistic ways of knowing and doing. You don’t have to be a tuba player! These artistic superpowers could serve us productively in our inquiries into other disciplines. And that’s another way of saying, it’s not that we all need to learn the tuba, right? It’s the way of engaging in arts practice, which pretty much we all do whether you’re a cook, or you make clothes for your family, or the myriad ways we express ourselves. In education we do everyone a disservice by not acknowledging that we should be drawing on those ways of knowing and doing as an integral part of how we learn to do stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Okay, I have to stop you and ask questions here. What I often see happening in classrooms is that kids don’t even know the facts. Here’s an example: my fourth grader could not learn his multiplication tables. I took him to a tutoring center, and they said, “This is so easy, there’s a scientific way that kids need to learn this stuff, and the reason he doesn’t know his times tables is because he doesn’t know the basic facts of 0-10. Once he knows those, and we will teach it to him, he will be able to multiply with ease.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">What I worry about is that students have to have the basic facts first in order to enjoy this kind of learning—what you’re talking about here is a lot like project-based learning—and what we’re missing, especially most often for the most vulnerable children, is that they don’t have the basics to work with. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignright wp-image-58669 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg\" alt=\"\" width=\"160\" height=\"214\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-800x1069.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1020x1363.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-768x1026.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1149x1536.jpeg 1149w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590.jpeg 1427w\" sizes=\"(max-width: 160px) 100vw, 160px\">Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think two things. There is a place for drill and practice as a tool for acquiring information. And the arts certainly do our versions of drill and practice—if you want to become a trained singer, you spend 20 minutes a day warming up your voice, to set the conditions for being able to sing. So I’m not arguing that there is not a time and place to use those tools. I think what we miss when we say you need to start with the basics, is that cognitively if students are not ready to use those tools to make something they care about, none of it is going to stick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an arts-based example: Video editing is an extremely technical and trying process, with many sets of technical tools, informational processes, etc. If you have no need for audio level adjustment, memorizing where and how audio level adjustment works is a bit of an act of futility. But, once you need to adjust the audio levels of an interview you’ve done—that info and knowledge, whatever you want to call it, is much more likely to become part of what you know and do if you use it than if you are in a video editing class and it was the week to learn about audio level adjustment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The same goes for multiplication tables. We need to drill and practice in order to make that part of your memory, of course, in the same way that a video editor needs to adjust audio levels 40 times, so when it comes to being able to do that seamlessly they can do that with no problem. However, if the impetus of that drill isn’t grounded in some practice of conceiving, representing and sharing, it’s going to be much harder to motivate, much harder to sustain, and it’s going to be harder to convince young people that it matters for them. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b> \u003cspan style=\"font-weight: 400\">It makes me think of Jal Mehta’s and Sarah Fine’s book \u003c/span>\u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674988392\">\u003cspan style=\"font-weight: 400\">\"In Search of Deeper Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\" Some kids seem to gravitate towards this kind of project-based learning. In the book, they talk about how it’s often the after-school activities that kids get so deep into—sports, the arts, marching band—because of exactly what you’re saying. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah, of course, you’re going to find that in your ‘after-school’ time, because those practices are part of what it means to make things. And where are we mostly making things? We are mostly making things now outside of school time. There are often critiques of those after-school learning spaces, “But you’re only talking about the kids who opt in.” And my response has been, “That’s because we don’t give all kids the opportunity to do these things. We treat them as if they’re special. What if there was an all-in system, because this is how we do teaching and learning at scale?”\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> What I find most compelling about the arts when it comes to education is that it’s a different way to be smart. It gives kids who may not be particularly good at math or reading a reason to go to school. Can we talk about that? Because I feel like some of what your book is saying is that we need to recognize the different ways in which people are smart. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yes, and I think an even stronger claim is to stop equating school performance with smartness. The problem is not with the kids, the problem is with the way we’ve set up what these learning experiences are for. What you said—well that person isn’t good at math. I would say, are they not good at math? Or, is the way that school math was designed not reflective of what it means to be smart in math? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And like, you may not like math class, but what I would hope for, is that we give more kids more chances to be smart, and enjoy more school-based disciplines, when we use these arts-based strategies to engage. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Let’s talk about your theatre company, Whoopensocker. What did you learn about traditional education from going into schools and doing these shows, where basically kids invent a show from scratch? How did that inform what you’re doing? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the number one thing that I learned is that good teaching and learning is built on a foundation of risk-taking. That is, learners’ willingness to take a risk, and teachers’ willingness to take a risk. Risk-taking means everything from a willingness to try out an answer and be wrong, to a willingness to take leadership, cognitive leadership or project leadership. There are a lot of ways that it looks. But my mantra is: we can’t teach or learn anything unless we are willing to take a risk. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And a thing that I’ve learned from formal learning systems of all kinds, from tutoring to college classes to K-12 school: we don’t scaffold risk-taking as a normal part of the way we design learning environments. Like, “getting to know you” games have a really bad reputation, and I think the reason is we’ve lost sight of what they’re for. What they’re for is to set the conditions for people to be able to take risks together, to learn and do new stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many classroom teachers who do that as a natural part of their practice. When we go in with Whoopensocker, you can tell right away the classrooms that are set up to do that kind of risk-taking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We always start with warm-up games for everyone. In classroom spaces that are not scaffolded for risk-taking, sometimes that is as far as we get in the first few weeks, just getting learners and teachers to do a call and response game altogether, which is its own form of risk. In classrooms that are set up for risk-taking, they are ready from the jump to contribute new ideas and let those ideas be a dialogue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I have learned from being an arts educator for 25 years in elementary school classrooms, is that scaffolding risk-taking is the single most important feature of an effective learning environment. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is the perfect lead-in to my next question: How are teachers going to incorporate these ideas? What I see when I go into classrooms is teachers who are teaching a mile a minute. They have a stack of standards, of things they have to say and do on specific days. It feels like there is no room for them to incorporate this.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> We can’t afford for there not to be room. The kids who are consistently left out of the system, and this has not changed one iota since No Child Left Behind, are still being left out. Accountability systems have not created universally more successful schooling or equitable schooling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I would argue that we need to ditch the content-forward, content-pressured model of schooling, in service of scaffolding risk-taking as the mechanism into much deeper and more meaningful understanding of concepts and information and how they’re represented in a discipline. I know as an individual classroom teacher, that’s not a super-helpful comment, because that’s a system-level response.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This only happens if we all collectively acknowledge that sticking things in the margins is not the way to systemic change. When you clean out your closet, how often are you shoving tee shirts into a drawer before you finally say, this drawer can’t hold any more tee shirts? And you dump the whole drawer out? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The model of, “how do we shove more pieces into an already packed agenda?” is never going to get us anywhere. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">If there is one thing that you would like teachers to think about when they’re done reading this book, what would it be? What could they do today? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> The one thing is to see their job as scaffolding risk-taking to prepare students for learning. In the book, I give some pretty direct ideas for how to scaffold risk-taking in the classroom. That’s my takeaway for all teachers, that scaffolding risk-taking is the foundation for all teaching and learning, and that nobody can learn unless they’re willing to take a risk.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning","authors":["4445"],"categories":["mindshift_1"],"tags":["mindshift_20854","mindshift_797","mindshift_256"],"featImg":"mindshift_58673","label":"mindshift"},"mindshift_57997":{"type":"posts","id":"mindshift_57997","meta":{"index":"posts_1591205157","site":"mindshift","id":"57997","score":null,"sort":[1626676436000]},"guestAuthors":[],"slug":"how-to-build-students-math-confidence-with-culturally-sustaining-teaching-practices","title":"How to Build Students’ Math Confidence With Culturally Sustaining Teaching Practices","publishDate":1626676436,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not a math person.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s something that educators hear from students in classes, children express to caregivers as they start homework and even adults say to each other when it’s time to calculate the tip for lunch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Where did all of these “not math people” come from?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There's a lot of people right now who have been given permission to be innumerate because society has deemed innumeracy as OK,” says New York-based math educator José\u003c/span>\u003cspan style=\"font-weight: 400\"> Vilson. “Because as long as you're not a math person, then it's perfectly fine to fail at math.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dr. Cathery Yeh believes people began distancing themselves from math when they started associating math with memorization. She taught elementary school in Los Angeles and currently teaches graduate education students at Chapman University. “When I ask anybody to close their eyes and think about what math means, they'll often say the timed test that they started taking in third grade,” says Yeh. “It was really around speed and doing a lot of problems repeatedly.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Yeh, these tests and other teaching techniques that rely on memorization give children a very narrow view of what math is. When math seems disconnected from everyday life, it makes it easy for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56637/math-anxiety-is-real-heres-how-to-help-your-child-avoid-it\">\u003cspan style=\"font-weight: 400\">students to claim it’s not their thing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Instead, highlighting math’s connection to concrete examples and \u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">students’ everyday context\u003c/a> communicates that math is all over the place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There's still a lot of work that needs to be done in the way of trying to make sure that people understand how critical math is because math really is everywhere,” says Vilson. “It's just a matter of how we contextualize it in our society.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58017\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-58017\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1536x1152.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1920x1440.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab.jpeg 2048w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Transforming the math classroom into a learning lab \u003ccite>(Cathery Yeh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Learning isn't linear, it's embedded\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math can be intimidating to students because it seems like if they fall behind it’s nearly impossible to catch up. On top of that, Vilson says that many teachers suggest that students drop classes if they are not keeping up with the pace of the curriculum. Instead, he encourages teachers to rethink how students learn. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Learning is not linear,” says Vilson. “So much of how we discuss math assumes that everybody picked up every single standard along the way.” Most schools have students progress through math courses in stages – algebra 1, geometry, algebra 2 and trigonometry. However, Yeh says this means teachers are missing out on opportunities for students to understand how math principles naturally work together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Adding fractions is a fourth grade goal and multiplying fractions is a fifth grade goal. If they're both doing it and you're connecting across the two, that allows everybody access to grade level content. They get to see the integrated connection between these two operations.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yeh also relies on culturally sustaining pedagogy to help students see how math principles work together and are intertwined with their everyday lives. During the first week of school, Yeh encourages Chapman teachers to ask students to interview a member of their family in their native language about how they use math in their daily life. When children bring these answers back to school, Yeh and student teachers create math lessons that align how the parents used math with what students were learning in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were able to broaden their idea of who can be a mathematician and what mathematics can be. Yeh would even invite family and community members to come to co-teach math lessons from their authentic experience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/cAH1ESiy_bU?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Using mini-scaffolds to build confidence\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to meet students where they are at in their learning, Vilson uses a ground up approach to find where learners need support. When he gives an assignment based on a new concept, he’ll walk around the classroom to identify students that need help. Then, he’ll ask students questions starting with “Tell me what you know.” He calls this finding \"mini-scaffolds.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The bottom is 'I don't get it at all,'” says Vilson of when he’s working with a student that isn’t yet able to fully grasp foundational concepts. “If that's the case. Then I build from there. But \u003c/span>\u003cspan style=\"font-weight: 400\">I'm asking questions that continually go down until I get to that point,” he says. He walks away when students no longer need help so that students build confidence as they finish completing the problem on their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Vilson has a favorite activity where students construct a model and calculate scale to figure out how planets are positioned in outer space. Students will start out by making estimates based on what they already know. After introducing some of the principles of scientific notation, Vilson will give students a few numbers to work from. As students rethink what the solar system looks like based on new numbers, he’ll guide students who need extra support with questions like “Are the planets all evenly spaced out?” and “How big are the planets compared to one another?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids can get closer and closer to the actual true right answer if we just keep working with them and allow them to get to that,” says Vilson. “You don’t hear things like ‘I don’t get it.’ You hear things like ‘Oh, we’ll figure it out together’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Vilson is always trying to model how to react to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57413/how-some-mistakes-can-be-generative-for-teachers-and-students-alike\">\u003cspan style=\"font-weight: 400\">wrong answers and mistakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “If a kid tells you something like 'Two thirds is equal to three fourths because I added one above and below.' I say, ‘I see that you’re trying to make a pattern here.’ And then you start interrogating.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He’ll ask the class \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400\">questions about the problem that will lead them towards the right answer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In this case, he may even guide the students through making different representations of two thirds and three fourths, by drawing it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's not like I told them it was wrong. I said, ‘Here's a different path that you may consider.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Pathways for discussing math\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developing confidence in the math classroom helps students apply math principles anywhere they go. “I think those experiences allow for people to say math is wherever you need it to be. And is it exactly the same math? No, not exactly. But it activates the part of your brain that allows you to move around the world pretty quickly,” says Vilson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s easy to dwell on bad experiences, but most people have felt the magical lightbulb moment in their brain when they’ve figured out how to solve a math problem. Vilson wants math educators to identify pathways that help math click for more students so that they no longer feel as if their race, class or gender has any bearing on their math ability. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the subject matter starts to feel abstract, Vilson works with his students to identify models that can be replicated in other contexts. He tells students to take their geometry knowledge into looking at maps or navigating public transportation in new cities and encourages students to think of how many math principles they rely on to calculate a 20 percent tip. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vilson says,“They're able to participate in a whole different way. They're able to articulate their answers in a different way. They feel empowered by the things that they're doing.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58016\" class=\"wp-caption alignnone\" style=\"max-width: 794px\">\u003cimg class=\"size-full wp-image-58016\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Number-String.jpeg\" alt=\"\" width=\"794\" height=\"756\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Number-String.jpeg 794w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Number-String-160x152.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Number-String-768x731.jpeg 768w\" sizes=\"(max-width: 794px) 100vw, 794px\">\u003cfigcaption class=\"wp-caption-text\">Poster of number strings from one of Cathery Yeh's student teachers \u003ccite>(Cathery Yeh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yeh relies on real life examples to engage students. If she’s working on dividing by fractions with students, she won’t just ask, “What is two divided by one half?” Instead she might say something like, “The family has two loaves of bread and they only want to eat half a day. How many days would two loaves last?” Students appreciate this accessible entry point into what is sometimes a tricky math unit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They get to do math and problem solve, then we go and connect it to the equation itself. Those things are ensuring deep learning and also responsive learning,\" says Yeh. \"I’m valuing and honoring students' experiences and also applying mathematics to understanding and investigating meaningful situations in their lives.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Educators José Vilson and Dr. Cathery Yeh invite teachers to reimagine the way math is taught. They provide teaching techniques that focus on using students’ everyday contexts to find pathways for engaging math learning.","status":"publish","parent":0,"modified":1664479912,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1512},"headData":{"title":"How to Build Students’ Math Confidence With Culturally Sustaining Teaching Practices - MindShift","description":"Educators José Vilson and Dr. Cathery Yeh invite teachers to reimagine the way math is taught. They provide teaching techniques that focus on using students’ everyday contexts to find pathways for engaging math learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57997 https://ww2.kqed.org/mindshift/?p=57997","disqusUrl":"https://ww2.kqed.org/mindshift/2021/07/18/how-to-build-students-math-confidence-with-culturally-sustaining-teaching-practices/","disqusTitle":"How to Build Students’ Math Confidence With Culturally Sustaining Teaching Practices","excludeFromSiteSearch":"Include","path":"/mindshift/57997/how-to-build-students-math-confidence-with-culturally-sustaining-teaching-practices","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not a math person.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s something that educators hear from students in classes, children express to caregivers as they start homework and even adults say to each other when it’s time to calculate the tip for lunch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Where did all of these “not math people” come from?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There's a lot of people right now who have been given permission to be innumerate because society has deemed innumeracy as OK,” says New York-based math educator José\u003c/span>\u003cspan style=\"font-weight: 400\"> Vilson. “Because as long as you're not a math person, then it's perfectly fine to fail at math.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dr. Cathery Yeh believes people began distancing themselves from math when they started associating math with memorization. She taught elementary school in Los Angeles and currently teaches graduate education students at Chapman University. “When I ask anybody to close their eyes and think about what math means, they'll often say the timed test that they started taking in third grade,” says Yeh. “It was really around speed and doing a lot of problems repeatedly.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Yeh, these tests and other teaching techniques that rely on memorization give children a very narrow view of what math is. When math seems disconnected from everyday life, it makes it easy for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56637/math-anxiety-is-real-heres-how-to-help-your-child-avoid-it\">\u003cspan style=\"font-weight: 400\">students to claim it’s not their thing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Instead, highlighting math’s connection to concrete examples and \u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">students’ everyday context\u003c/a> communicates that math is all over the place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There's still a lot of work that needs to be done in the way of trying to make sure that people understand how critical math is because math really is everywhere,” says Vilson. “It's just a matter of how we contextualize it in our society.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58017\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-58017\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1536x1152.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1920x1440.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab.jpeg 2048w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Transforming the math classroom into a learning lab \u003ccite>(Cathery Yeh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Learning isn't linear, it's embedded\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math can be intimidating to students because it seems like if they fall behind it’s nearly impossible to catch up. On top of that, Vilson says that many teachers suggest that students drop classes if they are not keeping up with the pace of the curriculum. Instead, he encourages teachers to rethink how students learn. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Learning is not linear,” says Vilson. “So much of how we discuss math assumes that everybody picked up every single standard along the way.” Most schools have students progress through math courses in stages – algebra 1, geometry, algebra 2 and trigonometry. However, Yeh says this means teachers are missing out on opportunities for students to understand how math principles naturally work together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Adding fractions is a fourth grade goal and multiplying fractions is a fifth grade goal. If they're both doing it and you're connecting across the two, that allows everybody access to grade level content. They get to see the integrated connection between these two operations.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yeh also relies on culturally sustaining pedagogy to help students see how math principles work together and are intertwined with their everyday lives. During the first week of school, Yeh encourages Chapman teachers to ask students to interview a member of their family in their native language about how they use math in their daily life. When children bring these answers back to school, Yeh and student teachers create math lessons that align how the parents used math with what students were learning in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were able to broaden their idea of who can be a mathematician and what mathematics can be. Yeh would even invite family and community members to come to co-teach math lessons from their authentic experience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/cAH1ESiy_bU?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Using mini-scaffolds to build confidence\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to meet students where they are at in their learning, Vilson uses a ground up approach to find where learners need support. When he gives an assignment based on a new concept, he’ll walk around the classroom to identify students that need help. Then, he’ll ask students questions starting with “Tell me what you know.” He calls this finding \"mini-scaffolds.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The bottom is 'I don't get it at all,'” says Vilson of when he’s working with a student that isn’t yet able to fully grasp foundational concepts. “If that's the case. Then I build from there. But \u003c/span>\u003cspan style=\"font-weight: 400\">I'm asking questions that continually go down until I get to that point,” he says. He walks away when students no longer need help so that students build confidence as they finish completing the problem on their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Vilson has a favorite activity where students construct a model and calculate scale to figure out how planets are positioned in outer space. Students will start out by making estimates based on what they already know. After introducing some of the principles of scientific notation, Vilson will give students a few numbers to work from. As students rethink what the solar system looks like based on new numbers, he’ll guide students who need extra support with questions like “Are the planets all evenly spaced out?” and “How big are the planets compared to one another?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids can get closer and closer to the actual true right answer if we just keep working with them and allow them to get to that,” says Vilson. “You don’t hear things like ‘I don’t get it.’ You hear things like ‘Oh, we’ll figure it out together’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Vilson is always trying to model how to react to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57413/how-some-mistakes-can-be-generative-for-teachers-and-students-alike\">\u003cspan style=\"font-weight: 400\">wrong answers and mistakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “If a kid tells you something like 'Two thirds is equal to three fourths because I added one above and below.' I say, ‘I see that you’re trying to make a pattern here.’ And then you start interrogating.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He’ll ask the class \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400\">questions about the problem that will lead them towards the right answer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In this case, he may even guide the students through making different representations of two thirds and three fourths, by drawing it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's not like I told them it was wrong. I said, ‘Here's a different path that you may consider.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Pathways for discussing math\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developing confidence in the math classroom helps students apply math principles anywhere they go. “I think those experiences allow for people to say math is wherever you need it to be. And is it exactly the same math? No, not exactly. But it activates the part of your brain that allows you to move around the world pretty quickly,” says Vilson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s easy to dwell on bad experiences, but most people have felt the magical lightbulb moment in their brain when they’ve figured out how to solve a math problem. Vilson wants math educators to identify pathways that help math click for more students so that they no longer feel as if their race, class or gender has any bearing on their math ability. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the subject matter starts to feel abstract, Vilson works with his students to identify models that can be replicated in other contexts. He tells students to take their geometry knowledge into looking at maps or navigating public transportation in new cities and encourages students to think of how many math principles they rely on to calculate a 20 percent tip. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vilson says,“They're able to participate in a whole different way. They're able to articulate their answers in a different way. They feel empowered by the things that they're doing.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58016\" class=\"wp-caption alignnone\" style=\"max-width: 794px\">\u003cimg class=\"size-full wp-image-58016\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Number-String.jpeg\" alt=\"\" width=\"794\" height=\"756\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Number-String.jpeg 794w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Number-String-160x152.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Number-String-768x731.jpeg 768w\" sizes=\"(max-width: 794px) 100vw, 794px\">\u003cfigcaption class=\"wp-caption-text\">Poster of number strings from one of Cathery Yeh's student teachers \u003ccite>(Cathery Yeh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yeh relies on real life examples to engage students. If she’s working on dividing by fractions with students, she won’t just ask, “What is two divided by one half?” Instead she might say something like, “The family has two loaves of bread and they only want to eat half a day. How many days would two loaves last?” Students appreciate this accessible entry point into what is sometimes a tricky math unit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They get to do math and problem solve, then we go and connect it to the equation itself. Those things are ensuring deep learning and also responsive learning,\" says Yeh. \"I’m valuing and honoring students' experiences and also applying mathematics to understanding and investigating meaningful situations in their lives.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57997/how-to-build-students-math-confidence-with-culturally-sustaining-teaching-practices","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_797","mindshift_392","mindshift_20893","mindshift_21053"],"featImg":"mindshift_57999","label":"mindshift"},"mindshift_56946":{"type":"posts","id":"mindshift_56946","meta":{"index":"posts_1591205157","site":"mindshift","id":"56946","score":null,"sort":[1604910918000]},"guestAuthors":[],"slug":"how-can-teachers-nurture-meaningful-student-agency","title":"How Can Teachers Nurture Meaningful Student Agency?","publishDate":1604910918,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp> \u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The term “student agency” continues to be at the forefront of the educational discourse around the world. By encouraging children to have more control over their learning, educators hope students will leave our classrooms and schools with a range of skills that will support them in being lifelong learners, engaged humanitarians and empathetic people.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As of late, this has become increasingly apparent as teachers and students have pivoted to more distance learning experiences. Supporting students in this different educational landscape has proven challenging for many. In the circumstances where student agency had been cultivated and nurtured in the brick-and-mortar classroom setting, I have witnessed that students have transitioned more smoothly into distance learning and have been more successful in a hybrid model. Their ability to manage their time and self-direct; their engagement with their learning and seemingly inherent curiosity; and their critical thinking and collaboration skills all have been at the forefront of what has helped them be successful in several modalities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in my work with schools to create more student-agency-rich environments, I fear we may be missing the mark on what “student agency” truly is. Teachers frequently talk about student agency as a choice over assignments, like a list of items on a menu: essay, PowerPoint presentation, poster project or some form of digital literacy, such as a video, Padlet or Prezi. Although it’s important we ask our students how they would like to demonstrate their learning, student agency is about so much more. It requires educators to hold ourselves accountable to values that we must embody and intentionally work towards. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s have a look at these values in more detail in order to clarify what we mean when we talk about student agency.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Genuine decision making\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student agency is about having students take on some of the heavy lifting of learning. When students can have a genuine role in the decision-making process, this will create a classroom culture that values learning as an action. When I teach, I often ask myself, \"\u003c/span>\u003cspan style=\"font-weight: 400\">Am I doing something my students could be doing themselves?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> If the answer is yes, I de-centre myself so students can take on these responsibilities. The more I do this, the more comfortable and confident they become in taking on this agency over their learning. Learning becomes a partnership between the teacher and the student as we co-design and co-construct the learning experiences together in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowing my strengths and stretches as a learner.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I often ask myself if my students know where they are at in their learning, where they need to go next, and if they can identify the steps they need to take to get there. Teachers can often answer these questions about each of our students, but can our students answer these questions for themselves? To help get these conversations started in class, I ask a series of guiding questions to help students reflect and begin to get to know themselves better as learners. For example, \u003c/span>\u003cspan style=\"font-weight: 400\">\"\u003c/span>\u003cspan style=\"font-weight: 400\">Do you learn best alone, in a small group, or in a large class setting? Do you prefer to write, talk about or draw your learning for others to see? What is your focus threshold, as in, how long can you remain focused on something before you feel you need a change of pace, setting or action?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> These questions all help students begin to take on more ownership over their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploring my wonderings, curiosities and passions in school.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">All students enter their schooling as curious and inquisitive beings. They are full of questions and wonder as they explore and discover the world around them. However, somewhere in their schooling, many become complacent, disengaged and uninterested in their learning and in school. What does our teaching do to support and honour the innate curiosity of all students? How do we lean into student wonderings to make rich connections to our curriculum? How can we make our curriculum come alive so students see it as something we explore rather than something we merely cover? These questions help honour the wonderings, curiosities and passions of all of our students so that they can see themselves as important stakeholders in their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Having my questions shape my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions are an invitation to learning. They call for us to be engaged, to be inquisitive and to research and problem-solve. In order to utilize this opportunity to create student agency, I often pose big, unGoogleable questions to frame our units of study in class that draw students in and will act as our overarching big idea for our learning. I make this question highly visible in class. I compose this question to be compelling, relevant and interesting with a hope that this one big unGoogleable question will spark wonder and curiosity in students to ask their own connected questions. We discuss the questions that students generate and begin to sort them into categories and themes before we post them in class under the larger unGoogleable question. They have a genuine voice in the design of the unit in that we will explore the questions they posed in our research and exploration together. Students begin to see how their questions shape their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Having a genuine voice in assessment of my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If we are talking about student agency in the classroom, we must ensure there is student voice in the assessment of learning as well. Students have a genuine voice in the assessment of their learning when they can confidently give accurate feedback to peers, take and apply feedback without worry of ridicule or embarrassment, and embark into learning through the lens of taking risks in order to grow, rather than for a grade, mark or percentage score. Students need to feel psychologically safe if we are to ask them to take on a more active and meaningful role in their learning, which is why as we nurture student agency in our classrooms, it’s important that we also nurture relationships, trust and risk taking.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Showing and exploring my learning in different ways.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whatever the big idea or content we are learning about, I often begin the school year with a new group of students by providing a choice board through which kids can explore content. A choice board is a digital slide that I have embedded resources into that allows students some options to select information in a means that they feel best supports their learning. I often introduce the exploratory nature of a choice board by asking students, \"D\u003c/span>\u003cspan style=\"font-weight: 400\">o you enjoy taking in information by reading text, looking at images, infographics or charts, watching a short video, exploring a website, or listening to a podcast or someone talking about the information?\" \u003c/span>\u003cspan style=\"font-weight: 400\">Once students have reflected on this prompt, they have a clearer understanding of what best supports their learning. When facing the options on a choice board, they make a decision based on their better understanding of their learning needs and strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Further, I encourage students to document their learning–\"\u003c/span>\u003cspan style=\"font-weight: 400\">evidencing,\"\u003c/span>\u003cspan style=\"font-weight: 400\"> as we refer to it–in a manner that they decide. I always provide a few options in the form of thinking maps, thinking routines or templates to help anchor and organize their learning. After exploring these options and considering if any of them would support their learning, I encourage students to take ownership over this decision and select an evidencing method that works best for them. The power of this choice over showing and exploring their learning in different ways is seen in their success and engagement as well as the greater understanding of how I can best support each individual student that I gain. I observe and document their choices and pathways and then reflect on how I can help them with this agency and have them be continuously successful throughout the process.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Deciding how I want to share my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I often ask my students, \"\u003c/span>\u003cspan style=\"font-weight: 400\">If you could show me your learning in any way, how would you show me what you know?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> My hope is to honour the diverse learners in the room whilst simultaneously leaning into student’s strengths when it comes to agency. Inevitably students tell me the things they’ve always done in school. Similar to the list of items on a menu I referenced at the onset of this piece, I often observe that students don’t reflect on this prompt with the depth, individuality or creativity I would hope the opportunity offers. That’s why it’s so important that I share with students any artifacts I have curated from other classes and previous years to help paint the picture of what is possible in their learning. I have these artifacts posted on my walls, on display on my shelves or saved as digital files so I can do a bit of a \u003c/span>\u003cspan style=\"font-weight: 400\">show-and-share\u003c/span>\u003cspan style=\"font-weight: 400\"> and speak to how other students have shown their learning before them. The result is that students begin to see that in our classroom, they will have some voice and choice in how they show their learning and that they can really lean into their strengths and interests. This creates a start point in learning from a strength-based stance rather than a deficit-based position. Kids will choose things that they’re good at, interested in exploring more meaningfully and are more genuinely engaged in. How cool is that?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Growing into the person I want to be.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What are the enduring skills, lasting values and habits of mind that will be the legacy of our time with children in our classrooms? How are we cultivating the conditions in today’s classrooms that will nurture the empathy and equity we hope students embody as citizens of tomorrow’s world? How do we view each and every one of our students as unique individuals with strengths, talents, characteristics and perspectives that we need to honour and help flourish during their time in school? It is within our active exploration of these questions and our validation of them in our interactions with students that will give space and support for them to grow in our classrooms. Student agency is not about pushing all kids down the same pathway or having all kids choose the same goal. Student agency is about empowering students to know themselves better, determine who they want to be and identifying steps we can take together to have this goal become a reality.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award-winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://trevmackenzie.wordpress.com/\" target=\"_blank\" rel=\"noopener noreferrer\">magical time to be an educator\u003c/a>. He is also the author of \u003ca href=\"https://www.amazon.com/Dive-Into-Inquiry-Trevor-MacKenzie/dp/1945167157/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1517784142&sr=8-7&dpID=41bWKOfZtNL&preST=_SY344_BO1,204,203,200_QL70_&dpSrc=detail\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>, and co-author of \u003ca href=\"https://www.trevormackenzie.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Inquiry Mindsets: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners, \u003c/a>along with \u003ca href=\"https://twitter.com/rbathursthunt\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Student agency is about empowering students to know themselves better, determine who they want to be and identifying steps we can take together to have this goal become a reality.","status":"publish","parent":0,"modified":1604910918,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1842},"headData":{"title":"How Can Teachers Nurture Meaningful Student Agency? - MindShift","description":"Student agency is about empowering students to know themselves better, determine who they want to be and identifying steps we can take together to have this goal become a reality.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56946 https://ww2.kqed.org/mindshift/?p=56946","disqusUrl":"https://ww2.kqed.org/mindshift/2020/11/09/how-can-teachers-nurture-meaningful-student-agency/","disqusTitle":"How Can Teachers Nurture Meaningful Student Agency?","path":"/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp> \u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The term “student agency” continues to be at the forefront of the educational discourse around the world. By encouraging children to have more control over their learning, educators hope students will leave our classrooms and schools with a range of skills that will support them in being lifelong learners, engaged humanitarians and empathetic people.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As of late, this has become increasingly apparent as teachers and students have pivoted to more distance learning experiences. Supporting students in this different educational landscape has proven challenging for many. In the circumstances where student agency had been cultivated and nurtured in the brick-and-mortar classroom setting, I have witnessed that students have transitioned more smoothly into distance learning and have been more successful in a hybrid model. Their ability to manage their time and self-direct; their engagement with their learning and seemingly inherent curiosity; and their critical thinking and collaboration skills all have been at the forefront of what has helped them be successful in several modalities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in my work with schools to create more student-agency-rich environments, I fear we may be missing the mark on what “student agency” truly is. Teachers frequently talk about student agency as a choice over assignments, like a list of items on a menu: essay, PowerPoint presentation, poster project or some form of digital literacy, such as a video, Padlet or Prezi. Although it’s important we ask our students how they would like to demonstrate their learning, student agency is about so much more. It requires educators to hold ourselves accountable to values that we must embody and intentionally work towards. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s have a look at these values in more detail in order to clarify what we mean when we talk about student agency.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Genuine decision making\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student agency is about having students take on some of the heavy lifting of learning. When students can have a genuine role in the decision-making process, this will create a classroom culture that values learning as an action. When I teach, I often ask myself, \"\u003c/span>\u003cspan style=\"font-weight: 400\">Am I doing something my students could be doing themselves?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> If the answer is yes, I de-centre myself so students can take on these responsibilities. The more I do this, the more comfortable and confident they become in taking on this agency over their learning. Learning becomes a partnership between the teacher and the student as we co-design and co-construct the learning experiences together in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowing my strengths and stretches as a learner.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I often ask myself if my students know where they are at in their learning, where they need to go next, and if they can identify the steps they need to take to get there. Teachers can often answer these questions about each of our students, but can our students answer these questions for themselves? To help get these conversations started in class, I ask a series of guiding questions to help students reflect and begin to get to know themselves better as learners. For example, \u003c/span>\u003cspan style=\"font-weight: 400\">\"\u003c/span>\u003cspan style=\"font-weight: 400\">Do you learn best alone, in a small group, or in a large class setting? Do you prefer to write, talk about or draw your learning for others to see? What is your focus threshold, as in, how long can you remain focused on something before you feel you need a change of pace, setting or action?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> These questions all help students begin to take on more ownership over their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploring my wonderings, curiosities and passions in school.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">All students enter their schooling as curious and inquisitive beings. They are full of questions and wonder as they explore and discover the world around them. However, somewhere in their schooling, many become complacent, disengaged and uninterested in their learning and in school. What does our teaching do to support and honour the innate curiosity of all students? How do we lean into student wonderings to make rich connections to our curriculum? How can we make our curriculum come alive so students see it as something we explore rather than something we merely cover? These questions help honour the wonderings, curiosities and passions of all of our students so that they can see themselves as important stakeholders in their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Having my questions shape my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions are an invitation to learning. They call for us to be engaged, to be inquisitive and to research and problem-solve. In order to utilize this opportunity to create student agency, I often pose big, unGoogleable questions to frame our units of study in class that draw students in and will act as our overarching big idea for our learning. I make this question highly visible in class. I compose this question to be compelling, relevant and interesting with a hope that this one big unGoogleable question will spark wonder and curiosity in students to ask their own connected questions. We discuss the questions that students generate and begin to sort them into categories and themes before we post them in class under the larger unGoogleable question. They have a genuine voice in the design of the unit in that we will explore the questions they posed in our research and exploration together. Students begin to see how their questions shape their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Having a genuine voice in assessment of my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If we are talking about student agency in the classroom, we must ensure there is student voice in the assessment of learning as well. Students have a genuine voice in the assessment of their learning when they can confidently give accurate feedback to peers, take and apply feedback without worry of ridicule or embarrassment, and embark into learning through the lens of taking risks in order to grow, rather than for a grade, mark or percentage score. Students need to feel psychologically safe if we are to ask them to take on a more active and meaningful role in their learning, which is why as we nurture student agency in our classrooms, it’s important that we also nurture relationships, trust and risk taking.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Showing and exploring my learning in different ways.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whatever the big idea or content we are learning about, I often begin the school year with a new group of students by providing a choice board through which kids can explore content. A choice board is a digital slide that I have embedded resources into that allows students some options to select information in a means that they feel best supports their learning. I often introduce the exploratory nature of a choice board by asking students, \"D\u003c/span>\u003cspan style=\"font-weight: 400\">o you enjoy taking in information by reading text, looking at images, infographics or charts, watching a short video, exploring a website, or listening to a podcast or someone talking about the information?\" \u003c/span>\u003cspan style=\"font-weight: 400\">Once students have reflected on this prompt, they have a clearer understanding of what best supports their learning. When facing the options on a choice board, they make a decision based on their better understanding of their learning needs and strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Further, I encourage students to document their learning–\"\u003c/span>\u003cspan style=\"font-weight: 400\">evidencing,\"\u003c/span>\u003cspan style=\"font-weight: 400\"> as we refer to it–in a manner that they decide. I always provide a few options in the form of thinking maps, thinking routines or templates to help anchor and organize their learning. After exploring these options and considering if any of them would support their learning, I encourage students to take ownership over this decision and select an evidencing method that works best for them. The power of this choice over showing and exploring their learning in different ways is seen in their success and engagement as well as the greater understanding of how I can best support each individual student that I gain. I observe and document their choices and pathways and then reflect on how I can help them with this agency and have them be continuously successful throughout the process.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Deciding how I want to share my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I often ask my students, \"\u003c/span>\u003cspan style=\"font-weight: 400\">If you could show me your learning in any way, how would you show me what you know?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> My hope is to honour the diverse learners in the room whilst simultaneously leaning into student’s strengths when it comes to agency. Inevitably students tell me the things they’ve always done in school. Similar to the list of items on a menu I referenced at the onset of this piece, I often observe that students don’t reflect on this prompt with the depth, individuality or creativity I would hope the opportunity offers. That’s why it’s so important that I share with students any artifacts I have curated from other classes and previous years to help paint the picture of what is possible in their learning. I have these artifacts posted on my walls, on display on my shelves or saved as digital files so I can do a bit of a \u003c/span>\u003cspan style=\"font-weight: 400\">show-and-share\u003c/span>\u003cspan style=\"font-weight: 400\"> and speak to how other students have shown their learning before them. The result is that students begin to see that in our classroom, they will have some voice and choice in how they show their learning and that they can really lean into their strengths and interests. This creates a start point in learning from a strength-based stance rather than a deficit-based position. Kids will choose things that they’re good at, interested in exploring more meaningfully and are more genuinely engaged in. How cool is that?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Growing into the person I want to be.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What are the enduring skills, lasting values and habits of mind that will be the legacy of our time with children in our classrooms? How are we cultivating the conditions in today’s classrooms that will nurture the empathy and equity we hope students embody as citizens of tomorrow’s world? How do we view each and every one of our students as unique individuals with strengths, talents, characteristics and perspectives that we need to honour and help flourish during their time in school? It is within our active exploration of these questions and our validation of them in our interactions with students that will give space and support for them to grow in our classrooms. Student agency is not about pushing all kids down the same pathway or having all kids choose the same goal. Student agency is about empowering students to know themselves better, determine who they want to be and identifying steps we can take together to have this goal become a reality.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award-winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://trevmackenzie.wordpress.com/\" target=\"_blank\" rel=\"noopener noreferrer\">magical time to be an educator\u003c/a>. He is also the author of \u003ca href=\"https://www.amazon.com/Dive-Into-Inquiry-Trevor-MacKenzie/dp/1945167157/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1517784142&sr=8-7&dpID=41bWKOfZtNL&preST=_SY344_BO1,204,203,200_QL70_&dpSrc=detail\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>, and co-author of \u003ca href=\"https://www.trevormackenzie.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Inquiry Mindsets: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners, \u003c/a>along with \u003ca href=\"https://twitter.com/rbathursthunt\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency","authors":["4354"],"categories":["mindshift_1"],"tags":["mindshift_20984","mindshift_797","mindshift_21395"],"featImg":"mindshift_56947","label":"mindshift"},"mindshift_56762":{"type":"posts","id":"mindshift_56762","meta":{"index":"posts_1591205157","site":"mindshift","id":"56762","score":null,"sort":[1602234265000]},"guestAuthors":[],"slug":"learning-about-christopher-columbus-by-putting-him-on-trial","title":"Learning About Christopher Columbus By Putting Him on Trial","publishDate":1602234265,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Last fall, teacher Michael Palermo called Columbus’s crew to the witness stand. Wilfredo Lopez Murcia, a student at Wakefield High School in Virginia, strolled to the front of the classroom, followed by classmate Jhonnatan Moya Miranda.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Hello, mates,” Wilfredo quipped, giving a short salute to his peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wilfredo and Jhonnatan were about to defend themselves in The \u003ca href=\"https://www.zinnedproject.org/materials/people-vs-columbus/\">People vs. Columbus, et al. trial\u003c/a>, a social studies role play that encourages critical thinking about European colonization of the Americas. During the interactive lesson, which was developed by a teacher in Portland, Oregon, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\">\u003cspan style=\"font-weight: 400\">groups of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> make a case for who was responsible for a major crime: the slaughter of millions of indigenous Taínos following Christopher Columbus’s arrival in Hispaniola in 1492.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Defending himself and the rest of Columbus’s men, Wilfredo argued that, despite capturing slaves, raping women and setting dogs on infants, they did not hold power in the situation. A classmate serving as a juror probed for more information. Was it also true that Columbus’s men cut off the hands of the Taíno people when they didn’t find gold?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s true but that’s because as soldiers we were trained to follow orders,” Wilfredo said. “There’s no choice.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A classmate defending Columbus jumped in: “Do Columbus’s men have minds? Do they know right from wrong?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wilfredo replied: “The ones who didn’t know right from wrong were Columbus and the king and queen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The monarchs in question — Ferdinand and Isabella — would also be called to defend themselves by the end of the period, as would Columbus, Pope Alexander VI and the Catholic Church, the Taínos, and the system of empire. Although the jury would return a verdict, there would be no easy answer to who was most at fault for the atrocities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A basic habit of mind I am hoping to nurture is to urge students to ask the deep ‘why?’ questions,” said Bill Bigelow, the Portland educator who created the Columbus trial. “If it hadn't been Columbus, would a different European explorer have behaved fundamentally different?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the early 1990s, Bigelow has shared the Columbus trial with other teachers through workshops and in the second edition of his book, “\u003c/span>\u003ca href=\"https://www.rethinkingschools.org/books/title/rethinking-columbus-expanded-second-edition\">\u003cspan style=\"font-weight: 400\">Rethinking Columbus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” That book has sold tens of thousands of copies, according to Bigelow, and the \u003c/span>\u003ca href=\"https://www.zinnedproject.org/materials/people-vs-columbus/\">\u003cspan style=\"font-weight: 400\">lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the trial has been downloaded from the Zinn Education Project thousands of times and \u003ca href=\"https://www.facebook.com/ZinnEducationProject/photos/have-you-used-the-lesson-the-people-vs-columbus-et-al-one-of-the-most-popular-te/10153194985769677/\">shared\u003c/a> with \u003ca href=\"https://www.sfgate.com/news/article/Christopher-columbus-day-history-trial-murder-12258599.php\">teachers\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Michael Palermo, who is Wilfredo’s teacher at Wakefield High, has done the trial with his classes for more than 20 years. Even though school has moved online because of COVID-19, he still plans to teach the trial. He said the activity aligns well with two recent trends in education: a move toward more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\">\u003cspan style=\"font-weight: 400\">hands-on\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51580/four-inquiry-qualities-at-the-heart-of-student-centered-teaching\">\u003cspan style=\"font-weight: 400\">inquiry-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and greater interest in showing more than the victors’ viewpoint of history. The latter trend corresponds to a shift outside of schools, too. About a dozen \u003ca href=\"https://www.cnn.com/2019/04/22/us/indigenous-peoples-day-columbus-day-trnd/index.html\">states\u003c/a> and more than 130 U.S. \u003ca href=\"https://wtop.com/alexandria/2019/09/alexandria-to-recognize-indigenous-peoples-day/\">cities\u003c/a> have replaced Columbus Day with Indigenous Peoples Day or stopped observing the holiday.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Outcomes\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In preparing for and doing the Columbus trial, students use a number of key academic skills, such as developing an argument, citing evidence and responding to counter-arguments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Bryan Chu, who conducts the trial with his middle school students in Portland, the fact that they’re practicing those skills in a student-led format makes it more engaging. “Once you give them the materials, they run with it,” he said. “They really like to put their ideas to the test and challenge other people and be able to talk back and forth and formulate arguments on the fly. ... there’s just not enough opportunities like that in schools.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56765\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56765\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/20191009_104852-scaled-e1602230704980.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Students last fall at Harriet Tubman Middle School in Portland, Oregon, plan their defense of the system of empire for a People vs. Columbus, et al trial in social studies class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Palermo said the format can allow different students to shine. He recalled one student last year who usually came to class fatigued from working two jobs to help his family. But \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">\u003cspan style=\"font-weight: 400\">acting the part\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of King Ferdinand in the trial “really got him fired up,” Palermo said. “I felt bad for (the other groups) because he was really gunning for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students draw on historical evidence to argue different perspectives in the role play, they also explore their own \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\">ideas about power, responsibility and morality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s one of those discussions where … we’re not trying to decide what happened, they’re trying to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53123/how-to-teach-students-historical-inquiry-through-media-literacy-and-critical-thinking\">\u003cspan style=\"font-weight: 400\">make some meaning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of it,” said Palermo. “That’s what makes history interesting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In late October, after Wilfredo and his classmates made their defense of each group, the jurors deliberated in the hallway. Then they returned their verdict: Columbus, his crew, Queen Isabella and King Ferdinand were all guilty in the murder of millions of indigenous Taínos. Students from other groups cheered and threw up their arms in victory.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But as the hurrahs subsided, Palermo pointed out that it’s a complicated decision. In each of the three classes he taught that week, the jurors returned a different verdict. In class discussions or essays following the trial, both Palermo and Chu ask students to formulate their own verdicts. Chu also presents data from verdicts over multiple years of the activity to encourage students to analyze patterns.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Challenges\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chu said that the same reasons students love the Columbus trial can make it scary for teachers — it’s unscripted. “It can go in a million different places, right? And you gotta be willing to just let it go there and deal with things as they come up,” he said. “If you’re waiting for yourself to be 100 percent prepared, you’ll never do it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers also may worry whether questioning the dominant Columbus story is too political. But Chu said that framing Columbus only as a hero comes from a specific viewpoint, too, and it leaves out indigenous experiences. “At the end of the day, (students) do have to come to their own conclusions of what they do with the information or not. My job is to make sure, when it comes time, they have a million different starting points.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bigelow, “To teach about history is to teach about injustice,” and the Columbus trial does not present simple conclusions about that. “What has been most gratifying is hearing from teachers about how the activity has prompted students to think more deeply about the roots of violence and injustice,” he said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://youtu.be/12LQsBclMos\u003c/p>\n\n","blocks":[],"excerpt":"More educators are teaching the brutality of Christopher Columbus and colonization by having students role play a trial in which Columbus, his crew, Queen Isabella and King Ferdinand are on trial for the murder of millions of indigenous Taínos.","status":"publish","parent":0,"modified":1602234445,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1178},"headData":{"title":"Learning About Christopher Columbus By Putting Him on Trial - MindShift","description":"More educators are teaching the brutality of Christopher Columbus and colonization by having students role play a trial in which Columbus, his crew, Queen Isabella and King Ferdinand are on trial for the murder of millions of indigenous Taínos.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56762 https://ww2.kqed.org/mindshift/?p=56762","disqusUrl":"https://ww2.kqed.org/mindshift/2020/10/09/learning-about-christopher-columbus-by-putting-him-on-trial/","disqusTitle":"Learning About Christopher Columbus By Putting Him on Trial","path":"/mindshift/56762/learning-about-christopher-columbus-by-putting-him-on-trial","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last fall, teacher Michael Palermo called Columbus’s crew to the witness stand. Wilfredo Lopez Murcia, a student at Wakefield High School in Virginia, strolled to the front of the classroom, followed by classmate Jhonnatan Moya Miranda.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Hello, mates,” Wilfredo quipped, giving a short salute to his peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wilfredo and Jhonnatan were about to defend themselves in The \u003ca href=\"https://www.zinnedproject.org/materials/people-vs-columbus/\">People vs. Columbus, et al. trial\u003c/a>, a social studies role play that encourages critical thinking about European colonization of the Americas. During the interactive lesson, which was developed by a teacher in Portland, Oregon, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\">\u003cspan style=\"font-weight: 400\">groups of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> make a case for who was responsible for a major crime: the slaughter of millions of indigenous Taínos following Christopher Columbus’s arrival in Hispaniola in 1492.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Defending himself and the rest of Columbus’s men, Wilfredo argued that, despite capturing slaves, raping women and setting dogs on infants, they did not hold power in the situation. A classmate serving as a juror probed for more information. Was it also true that Columbus’s men cut off the hands of the Taíno people when they didn’t find gold?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s true but that’s because as soldiers we were trained to follow orders,” Wilfredo said. “There’s no choice.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A classmate defending Columbus jumped in: “Do Columbus’s men have minds? Do they know right from wrong?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wilfredo replied: “The ones who didn’t know right from wrong were Columbus and the king and queen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The monarchs in question — Ferdinand and Isabella — would also be called to defend themselves by the end of the period, as would Columbus, Pope Alexander VI and the Catholic Church, the Taínos, and the system of empire. Although the jury would return a verdict, there would be no easy answer to who was most at fault for the atrocities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A basic habit of mind I am hoping to nurture is to urge students to ask the deep ‘why?’ questions,” said Bill Bigelow, the Portland educator who created the Columbus trial. “If it hadn't been Columbus, would a different European explorer have behaved fundamentally different?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the early 1990s, Bigelow has shared the Columbus trial with other teachers through workshops and in the second edition of his book, “\u003c/span>\u003ca href=\"https://www.rethinkingschools.org/books/title/rethinking-columbus-expanded-second-edition\">\u003cspan style=\"font-weight: 400\">Rethinking Columbus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” That book has sold tens of thousands of copies, according to Bigelow, and the \u003c/span>\u003ca href=\"https://www.zinnedproject.org/materials/people-vs-columbus/\">\u003cspan style=\"font-weight: 400\">lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the trial has been downloaded from the Zinn Education Project thousands of times and \u003ca href=\"https://www.facebook.com/ZinnEducationProject/photos/have-you-used-the-lesson-the-people-vs-columbus-et-al-one-of-the-most-popular-te/10153194985769677/\">shared\u003c/a> with \u003ca href=\"https://www.sfgate.com/news/article/Christopher-columbus-day-history-trial-murder-12258599.php\">teachers\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Michael Palermo, who is Wilfredo’s teacher at Wakefield High, has done the trial with his classes for more than 20 years. Even though school has moved online because of COVID-19, he still plans to teach the trial. He said the activity aligns well with two recent trends in education: a move toward more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\">\u003cspan style=\"font-weight: 400\">hands-on\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51580/four-inquiry-qualities-at-the-heart-of-student-centered-teaching\">\u003cspan style=\"font-weight: 400\">inquiry-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and greater interest in showing more than the victors’ viewpoint of history. The latter trend corresponds to a shift outside of schools, too. About a dozen \u003ca href=\"https://www.cnn.com/2019/04/22/us/indigenous-peoples-day-columbus-day-trnd/index.html\">states\u003c/a> and more than 130 U.S. \u003ca href=\"https://wtop.com/alexandria/2019/09/alexandria-to-recognize-indigenous-peoples-day/\">cities\u003c/a> have replaced Columbus Day with Indigenous Peoples Day or stopped observing the holiday.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Outcomes\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In preparing for and doing the Columbus trial, students use a number of key academic skills, such as developing an argument, citing evidence and responding to counter-arguments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Bryan Chu, who conducts the trial with his middle school students in Portland, the fact that they’re practicing those skills in a student-led format makes it more engaging. “Once you give them the materials, they run with it,” he said. “They really like to put their ideas to the test and challenge other people and be able to talk back and forth and formulate arguments on the fly. ... there’s just not enough opportunities like that in schools.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56765\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56765\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/20191009_104852-scaled-e1602230704980.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Students last fall at Harriet Tubman Middle School in Portland, Oregon, plan their defense of the system of empire for a People vs. Columbus, et al trial in social studies class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Palermo said the format can allow different students to shine. He recalled one student last year who usually came to class fatigued from working two jobs to help his family. But \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">\u003cspan style=\"font-weight: 400\">acting the part\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of King Ferdinand in the trial “really got him fired up,” Palermo said. “I felt bad for (the other groups) because he was really gunning for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students draw on historical evidence to argue different perspectives in the role play, they also explore their own \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\">ideas about power, responsibility and morality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s one of those discussions where … we’re not trying to decide what happened, they’re trying to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53123/how-to-teach-students-historical-inquiry-through-media-literacy-and-critical-thinking\">\u003cspan style=\"font-weight: 400\">make some meaning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of it,” said Palermo. “That’s what makes history interesting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In late October, after Wilfredo and his classmates made their defense of each group, the jurors deliberated in the hallway. Then they returned their verdict: Columbus, his crew, Queen Isabella and King Ferdinand were all guilty in the murder of millions of indigenous Taínos. Students from other groups cheered and threw up their arms in victory.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But as the hurrahs subsided, Palermo pointed out that it’s a complicated decision. In each of the three classes he taught that week, the jurors returned a different verdict. In class discussions or essays following the trial, both Palermo and Chu ask students to formulate their own verdicts. Chu also presents data from verdicts over multiple years of the activity to encourage students to analyze patterns.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Challenges\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chu said that the same reasons students love the Columbus trial can make it scary for teachers — it’s unscripted. “It can go in a million different places, right? And you gotta be willing to just let it go there and deal with things as they come up,” he said. “If you’re waiting for yourself to be 100 percent prepared, you’ll never do it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers also may worry whether questioning the dominant Columbus story is too political. But Chu said that framing Columbus only as a hero comes from a specific viewpoint, too, and it leaves out indigenous experiences. “At the end of the day, (students) do have to come to their own conclusions of what they do with the information or not. My job is to make sure, when it comes time, they have a million different starting points.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bigelow, “To teach about history is to teach about injustice,” and the Columbus trial does not present simple conclusions about that. “What has been most gratifying is hearing from teachers about how the activity has prompted students to think more deeply about the roots of violence and injustice,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\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/12LQsBclMos'\n title='//www.youtube.com/embed/12LQsBclMos'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56762/learning-about-christopher-columbus-by-putting-him-on-trial","authors":["11487"],"categories":["mindshift_21357","mindshift_193"],"tags":["mindshift_21386","mindshift_20711","mindshift_1013","mindshift_797","mindshift_21388","mindshift_20774","mindshift_20615","mindshift_21387"],"featImg":"mindshift_56766","label":"mindshift"},"mindshift_56637":{"type":"posts","id":"mindshift_56637","meta":{"index":"posts_1591205157","site":"mindshift","id":"56637","score":null,"sort":[1599633716000]},"guestAuthors":[],"slug":"math-anxiety-is-real-heres-how-to-help-your-child-avoid-it","title":"Math Anxiety Is Real. Here's How To Help Your Child Avoid It","publishDate":1599633716,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Does math make you a little nervous? You're in the majority.\u003c/p>\n\u003cp>The phrase \"number anxiety\" was first coined by researchers \u003ca href=\"https://psycnet.apa.org/record/1959-02153-001\">back in the 1950s\u003c/a>. By some estimates, as high as \u003ca href=\"https://eric.ed.gov/?id=ED536509\">93 percent\u003c/a> of Americans feel some degree of math anxiety.\u003c/p>\n\u003cp>In 2012, about 30 percent of high school students\u003ca href=\"https://www.oecd.org/pisa/keyfindings/PISA2012-Vol3-Chap4.pdf\"> reported that they felt \"helpless\"\u003c/a> when doing mathematics problems.\u003c/p>\n\u003cp>For many people, math fears can be traced back to elementary school, and specifically, to timed tests and forced memorization, says Stanford University professor Jo Boaler. \"Neuroscientists have shown recently that for people with math anxiety, a fear center lights up in their brain — the same as when they see snakes and spiders — and the problem- solving center of the brain shuts down,\" Boaler says.\u003c/p>\n\u003cp>But what can we do as parents to improve our kids' attitudes towards math?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We sat down with Rosemarie Truglio, the senior vice president of curriculum and content at Sesame Workshop, to learn.\u003c/p>\n\u003cp>She says, \"math is everywhere.\" It's embedded in everything we do. So with a little awareness, she says, by sharing everyday activities, playing and interacting with your child, you can familiarize them with math concepts without undue pressure.\u003c/p>\n\u003cp>But there are nuances to doing this well. First off:\u003c/p>\n\u003ch3>1. Don't let your own math anxiety hold your kids back.\u003c/h3>\n\u003cp>Math anxiety is a real phenomenon all over the world. But it's not equal opportunity. It's tied to stereotypes — to race, and especially to gender. Research shows that mothers are\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/26579000/\"> prone to pass that feeling on to their kids\u003c/a>, especially to girls.\u003c/p>\n\u003cp>That means, says Truglio, \"we have to check ourselves when we're talking about math.\" Boaler and Truglio agree that we must never tell our kids \"I'm bad at math,\" \"I don't like math,\" or \"I didn't do well in math at your age.\"\u003c/p>\n\u003cp>\"When kids get that message, their math achievement goes down immediately,\" Boaler says. \"And that's shown in particular with mothers and daughters.\"\u003c/p>\n\u003cp>She adds: \"You might have to fake it sometimes.\"\u003c/p>\n\u003ch3>2. Talk about math when you're sharing everyday activities.\u003c/h3>\n\u003cp>Sudha Swaminathan is an early childhood education professor at Eastern Connecticut State University. She says children who are successful in math have parents who point out math even in the most ordinary moments. For example, she says, \"You ask them to put their books away. It doesn't fit? Why doesn't it fit? Maybe the book is too tall? Too big?\"\u003c/p>\n\u003cp>Not only are you introducing the concept of measurements, Swaminathan says, but you're also introducing a math process: problem solving.\u003c/p>\n\u003cp>Similarly, Truglio suggests, you can sing a song together, faster and then slower. \"These are relational concepts — math words related to rhythm.\" Or try setting the table: Have them guess the right number of forks and then check.\u003c/p>\n\u003cp>Boaler's tip is to look out for visual patterns. \"Get kids to look and think — we can see patterns in fence posts, in flowers.\"\u003c/p>\n\u003cp>As children get older, the possibilities expand. Calendars, timers, money, maps, drawing, measuring, crafts...these are all chances to talk math.\u003c/p>\n\u003ch3>3. Play math — with board games, card games, puzzles, and more.\u003c/h3>\n\u003cp>\"Research has shown that when parents just play, they're actually really, really good at pulling out these deep concepts from children — much better than even teachers,\" Swaminathan says.\u003c/p>\n\u003cp>Blocks, puzzles, card games and even video games all have some research support. And board games are particular stars in this area. Research has shown that the more kids play any game with dice and numbered squares — \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/01650250444000027\">like Chutes and Ladders\u003c/a> — the better their basic math skills get.\u003c/p>\n\u003ch3>4. Go beyond right and wrong answers.\u003c/h3>\n\u003cp>\"One thing I would tell parents not to do is to become the teacher in the house,\" says Swaminathan.\u003c/p>\n\u003cp>Avoid constantly quizzing your children, she says, or marching them through their homework, and for heaven's sake, put away the flashcards. \"When we play with our friends we're not constantly asking them: 'What's this shape?'\" Instead, she says, ask real, open-ended questions.\u003c/p>\n\u003cp>Say you and your child are sitting at a round table. You could ask, \"What's the shape of this table?\" But, you already know the answer, and your kids know that you know. Two better questions, Swaminathan suggests: \"Why did you choose the circle for our table?\" or \"How do you know this table is round?\"\u003c/p>\n\u003cp>These are good questions for several reasons. First, they are authentic. Parents, says Swaminathan, are naturally interested in both what their children know and how they think. Open-ended questions can start real conversations that bring you and your children closer together.\u003c/p>\n\u003cp>Second, they prompt children to describe their thinking out loud. This gets them thinking \u003cem>about \u003c/em>their own thinking process, a key skill known as \"metacognition.\" It gets them discussing and reflecting on the properties of shapes, for example. \"It's going to make them look at that circle one more time and to say; this feels curvy and the other one feels sharp on the edge.\"\u003c/p>\n\u003cp>The third reason that open-ended questions are a good idea? They don't have right or wrong answers.\u003c/p>\n\u003cp>The reason this is important gets back to the roots of math anxiety. As Boaler describes it, many students can get turned off by math instruction that focuses on high-pressure memorization of facts and formulas. They find it stressful, \"shallow\" or both. She recommends instilling a love of math along with a growth mindset; in other words, the insight that it's possible to improve one's skills by effort and experience.\u003c/p>\n\u003cp>But whether your kids are in preschool stacking blocks or in high school struggling with calculus, home should be a safe place where there's \"no fear in making a mistake,\" says Truglio. \"That's basically how children learn.\"\u003c/p>\n\u003cp>If you want to drive this lesson home, Swaminathan says you can deliberately make a mistake and give your child a chance to correct you.\u003c/p>\n\u003cp>In a bigger sense, for parents with math anxiety, raising kids provides a chance for a do-over. You can try experiencing the world through their eyes: a world that's made of math and full of wonder.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>Thanks to Sudha Swaminathan, Jeffrey Trawick-Smith, Julia DeLapp, and the whole team at the Center for Early Childhood Education. Thanks are due also to the math learning researchers \u003c/em>\u003ca href=\"https://www.youcubed.org/resources/jo-boaler-enquiry-based-learning-mathematics/\">\u003cem>Jo Boaler,\u003c/em>\u003c/a>\u003cem> Manuela Paechter, Ann Dowker, Rosemarie Truglio, Ken Scarborough and all our friends at Sesame Workshop.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This episode originally ran in May 2019. You can listen to the \u003c/em>\u003ca href=\"https://podcasts.apple.com/us/podcast/raising-kids-who-love-math-even-if-you-dont/id1454009140?i=1000438139029\">\u003cem>episode audio here.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cem>The podcast portion of this story was produced by Lauren Migaki.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823 with a greeting, your name, your phone number and a random life tip. Or send us an email at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. It might appear in an upcoming episode.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Math+Anxiety+Is+Real.+Here%27s+How+To+Help+Your+Child+Avoid+It+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Math anxiety is real for kids and adults. But parents can help. The solution goes beyond equations and textbooks. ","status":"publish","parent":0,"modified":1599633743,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1185},"headData":{"title":"Math Anxiety Is Real. Here's How To Help Your Child Avoid It - MindShift","description":"Math anxiety is real for kids and adults. But parents can help. The solution goes beyond equations and textbooks. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56637 https://ww2.kqed.org/mindshift/?p=56637","disqusUrl":"https://ww2.kqed.org/mindshift/2020/09/08/math-anxiety-is-real-heres-how-to-help-your-child-avoid-it/","disqusTitle":"Math Anxiety Is Real. Here's How To Help Your Child Avoid It","nprByline":"Anya Kamenetz and Cory Turner","nprImageAgency":"LA Johnson","nprStoryId":"723182826","nprApiLink":"http://api.npr.org/query?id=723182826&profileTypeId=15&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/05/14/723182826/raising-kids-who-love-math-even-if-you-dont?ft=nprml&f=723182826","nprRetrievedStory":"1","nprPubDate":"Tue, 08 Sep 2020 09:34:00 -0400","nprStoryDate":"Tue, 08 Sep 2020 08:45:52 -0400","nprLastModifiedDate":"Tue, 08 Sep 2020 09:34:49 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-podcasts/podcast/npr/lifekit/2020/09/20200908_lifekit_life_kit_-_math_is_fun__-_corona_repeat-99287491-70db-4394-b74a-1307c0f33b2f.mp3?orgId=1&topicId=1013&aggIds=676529561&d=1393&p=510344&story=723182826&t=podcast&e=723182826&ft=nprml&f=723182826","nprAudioM3u":"http://api.npr.org/m3u/1723345761-22bdb1.m3u?orgId=1&topicId=1013&aggIds=676529561&d=1393&p=510344&story=723182826&t=podcast&e=723182826&ft=nprml&f=723182826","path":"/mindshift/56637/math-anxiety-is-real-heres-how-to-help-your-child-avoid-it","audioUrl":"https://ondemand.npr.org/anon.npr-podcasts/podcast/npr/lifekit/2020/09/20200908_lifekit_life_kit_-_math_is_fun__-_corona_repeat-99287491-70db-4394-b74a-1307c0f33b2f.mp3?orgId=1&topicId=1013&aggIds=676529561&d=1393&p=510344&story=723182826&t=podcast&e=723182826&ft=nprml&f=723182826","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Does math make you a little nervous? You're in the majority.\u003c/p>\n\u003cp>The phrase \"number anxiety\" was first coined by researchers \u003ca href=\"https://psycnet.apa.org/record/1959-02153-001\">back in the 1950s\u003c/a>. By some estimates, as high as \u003ca href=\"https://eric.ed.gov/?id=ED536509\">93 percent\u003c/a> of Americans feel some degree of math anxiety.\u003c/p>\n\u003cp>In 2012, about 30 percent of high school students\u003ca href=\"https://www.oecd.org/pisa/keyfindings/PISA2012-Vol3-Chap4.pdf\"> reported that they felt \"helpless\"\u003c/a> when doing mathematics problems.\u003c/p>\n\u003cp>For many people, math fears can be traced back to elementary school, and specifically, to timed tests and forced memorization, says Stanford University professor Jo Boaler. \"Neuroscientists have shown recently that for people with math anxiety, a fear center lights up in their brain — the same as when they see snakes and spiders — and the problem- solving center of the brain shuts down,\" Boaler says.\u003c/p>\n\u003cp>But what can we do as parents to improve our kids' attitudes towards math?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We sat down with Rosemarie Truglio, the senior vice president of curriculum and content at Sesame Workshop, to learn.\u003c/p>\n\u003cp>She says, \"math is everywhere.\" It's embedded in everything we do. So with a little awareness, she says, by sharing everyday activities, playing and interacting with your child, you can familiarize them with math concepts without undue pressure.\u003c/p>\n\u003cp>But there are nuances to doing this well. First off:\u003c/p>\n\u003ch3>1. Don't let your own math anxiety hold your kids back.\u003c/h3>\n\u003cp>Math anxiety is a real phenomenon all over the world. But it's not equal opportunity. It's tied to stereotypes — to race, and especially to gender. Research shows that mothers are\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/26579000/\"> prone to pass that feeling on to their kids\u003c/a>, especially to girls.\u003c/p>\n\u003cp>That means, says Truglio, \"we have to check ourselves when we're talking about math.\" Boaler and Truglio agree that we must never tell our kids \"I'm bad at math,\" \"I don't like math,\" or \"I didn't do well in math at your age.\"\u003c/p>\n\u003cp>\"When kids get that message, their math achievement goes down immediately,\" Boaler says. \"And that's shown in particular with mothers and daughters.\"\u003c/p>\n\u003cp>She adds: \"You might have to fake it sometimes.\"\u003c/p>\n\u003ch3>2. Talk about math when you're sharing everyday activities.\u003c/h3>\n\u003cp>Sudha Swaminathan is an early childhood education professor at Eastern Connecticut State University. She says children who are successful in math have parents who point out math even in the most ordinary moments. For example, she says, \"You ask them to put their books away. It doesn't fit? Why doesn't it fit? Maybe the book is too tall? Too big?\"\u003c/p>\n\u003cp>Not only are you introducing the concept of measurements, Swaminathan says, but you're also introducing a math process: problem solving.\u003c/p>\n\u003cp>Similarly, Truglio suggests, you can sing a song together, faster and then slower. \"These are relational concepts — math words related to rhythm.\" Or try setting the table: Have them guess the right number of forks and then check.\u003c/p>\n\u003cp>Boaler's tip is to look out for visual patterns. \"Get kids to look and think — we can see patterns in fence posts, in flowers.\"\u003c/p>\n\u003cp>As children get older, the possibilities expand. Calendars, timers, money, maps, drawing, measuring, crafts...these are all chances to talk math.\u003c/p>\n\u003ch3>3. Play math — with board games, card games, puzzles, and more.\u003c/h3>\n\u003cp>\"Research has shown that when parents just play, they're actually really, really good at pulling out these deep concepts from children — much better than even teachers,\" Swaminathan says.\u003c/p>\n\u003cp>Blocks, puzzles, card games and even video games all have some research support. And board games are particular stars in this area. Research has shown that the more kids play any game with dice and numbered squares — \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/01650250444000027\">like Chutes and Ladders\u003c/a> — the better their basic math skills get.\u003c/p>\n\u003ch3>4. Go beyond right and wrong answers.\u003c/h3>\n\u003cp>\"One thing I would tell parents not to do is to become the teacher in the house,\" says Swaminathan.\u003c/p>\n\u003cp>Avoid constantly quizzing your children, she says, or marching them through their homework, and for heaven's sake, put away the flashcards. \"When we play with our friends we're not constantly asking them: 'What's this shape?'\" Instead, she says, ask real, open-ended questions.\u003c/p>\n\u003cp>Say you and your child are sitting at a round table. You could ask, \"What's the shape of this table?\" But, you already know the answer, and your kids know that you know. Two better questions, Swaminathan suggests: \"Why did you choose the circle for our table?\" or \"How do you know this table is round?\"\u003c/p>\n\u003cp>These are good questions for several reasons. First, they are authentic. Parents, says Swaminathan, are naturally interested in both what their children know and how they think. Open-ended questions can start real conversations that bring you and your children closer together.\u003c/p>\n\u003cp>Second, they prompt children to describe their thinking out loud. This gets them thinking \u003cem>about \u003c/em>their own thinking process, a key skill known as \"metacognition.\" It gets them discussing and reflecting on the properties of shapes, for example. \"It's going to make them look at that circle one more time and to say; this feels curvy and the other one feels sharp on the edge.\"\u003c/p>\n\u003cp>The third reason that open-ended questions are a good idea? They don't have right or wrong answers.\u003c/p>\n\u003cp>The reason this is important gets back to the roots of math anxiety. As Boaler describes it, many students can get turned off by math instruction that focuses on high-pressure memorization of facts and formulas. They find it stressful, \"shallow\" or both. She recommends instilling a love of math along with a growth mindset; in other words, the insight that it's possible to improve one's skills by effort and experience.\u003c/p>\n\u003cp>But whether your kids are in preschool stacking blocks or in high school struggling with calculus, home should be a safe place where there's \"no fear in making a mistake,\" says Truglio. \"That's basically how children learn.\"\u003c/p>\n\u003cp>If you want to drive this lesson home, Swaminathan says you can deliberately make a mistake and give your child a chance to correct you.\u003c/p>\n\u003cp>In a bigger sense, for parents with math anxiety, raising kids provides a chance for a do-over. You can try experiencing the world through their eyes: a world that's made of math and full of wonder.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>Thanks to Sudha Swaminathan, Jeffrey Trawick-Smith, Julia DeLapp, and the whole team at the Center for Early Childhood Education. Thanks are due also to the math learning researchers \u003c/em>\u003ca href=\"https://www.youcubed.org/resources/jo-boaler-enquiry-based-learning-mathematics/\">\u003cem>Jo Boaler,\u003c/em>\u003c/a>\u003cem> Manuela Paechter, Ann Dowker, Rosemarie Truglio, Ken Scarborough and all our friends at Sesame Workshop.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This episode originally ran in May 2019. You can listen to the \u003c/em>\u003ca href=\"https://podcasts.apple.com/us/podcast/raising-kids-who-love-math-even-if-you-dont/id1454009140?i=1000438139029\">\u003cem>episode audio here.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cem>The podcast portion of this story was produced by Lauren Migaki.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823 with a greeting, your name, your phone number and a random life tip. Or send us an email at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. It might appear in an upcoming episode.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Math+Anxiety+Is+Real.+Here%27s+How+To+Help+Your+Child+Avoid+It+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56637/math-anxiety-is-real-heres-how-to-help-your-child-avoid-it","authors":["byline_mindshift_56637"],"categories":["mindshift_193"],"tags":["mindshift_797","mindshift_392","mindshift_20893","mindshift_20790"],"featImg":"mindshift_56638","label":"mindshift"},"mindshift_56570":{"type":"posts","id":"mindshift_56570","meta":{"index":"posts_1591205157","site":"mindshift","id":"56570","score":null,"sort":[1598258243000]},"guestAuthors":[],"slug":"6-classroom-strategies-that-work-for-generating-student-discussions-online","title":"6 Classroom Strategies that Work for Generating Student Discussions Online","publishDate":1598258243,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Conversation is a cornerstone of \u003c/span>\u003ca href=\"https://twitter.com/cicely_woodard\">\u003cspan style=\"font-weight: 400\">Cicely Woodard’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> classroom. Every day last spring, her eighth-graders at Freedom Middle School in Franklin, Tennessee \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54378/how-to-create-deeper-student-learning-experiences-through-questions\">\u003cspan style=\"font-weight: 400\">posed questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/05/06/getting-students-to-talk-about-math-helps.html\">\u003cspan style=\"font-weight: 400\">discussed math problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in small and large groups and responded to one another’s ideas. Woodard wanted those experiences to continue when her school switched to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">coronavirus outbreak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but she knew that key elements would be missing. She wouldn’t, for instance, be able to read body language or see students’ work in real time. Like many teachers, those differences made her \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55710/teaching-without-schools-grief-then-a-free-for-all\">\u003cspan style=\"font-weight: 400\">uncertain about what to expect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once virtual classes got rolling, though, she was gratified to see that familiar classroom techniques worked to get kids talking online, too. “I was very intentional about continuing to use (these strategies), because I wanted to keep as much normalcy as possible,” said Woodard, \u003c/span>\u003ca href=\"https://tn.chalkbeat.org/2017/9/28/21105043/tennessee-meet-your-new-teacher-of-the-year\">\u003cspan style=\"font-weight: 400\">a former Tennessee Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In an interview after her final virtual class this year, Woodard shared six strategies to generate student discussions online.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Check in as a class\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woodard’s students attended one live class per week during distance learning. Woodard opened each of these virtual classes with a question unrelated to math, such as “How are you feeling?” “What are you grateful for today?” or “What’s bringing you joy?” The activity mirrored the “circle time” exercise that her classes usually did on the first day of the week in school. “I think this time at the beginning of our virtual sessions helped all of us to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55903/too-much-alone-time-tips-to-connect-and-find-joy-while-social-distancing\">\u003cspan style=\"font-weight: 400\">feel more connected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and helped them to feel more comfortable talking about math in a virtual setting,” Woodard said. She noted that students always had the option to pass, but they rarely did, and at the end of the year, many highlighted circle time as their favorite part of class.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Include private think time\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just as she would during in-person classes, Woodard chose problems for virtual classes carefully, selecting ones that had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens\">\u003cspan style=\"font-weight: 400\">a real-world context\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and could be looked at in multiple ways. “I knew that I had to choose problems that were open to discussion,” she said. Before getting to the discussion, though, Woodard gave students time to think and write down ideas. She would set up the problem with the full group, then set her timer for two minutes. That time allowed students to develop their reasoning and helped eliminate the anxiety caused when speed is prioritized in math. It also gave Woodard insights into student thinking. “I’m often surprised because there are things I think they might say, and they come up with something completely different,” she said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Ask, “What do you notice?”\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing from her training in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\">\u003cspan style=\"font-weight: 400\">inquiry-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Woodard often asks her students, “What do you notice?” in regard to a number, pattern or problem. When raising that question online, she shared her tablet screen and used a stylus to underline, make notes or add drawings as students commented. In one recent class, she showed a graph of two quadratic equations that she created with \u003c/span>\u003ca href=\"https://www.desmos.com/about\">\u003cspan style=\"font-weight: 400\">Desmos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Asked what they noticed, most students talked about the vertices, whether the parabolas opened up or down and other \u003c/span>\u003ca href=\"https://www.youcubed.org/resource/visual-mathematics/\">\u003cspan style=\"font-weight: 400\">visual details\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The last student who spoke pointed out something different, though: the equations used for the graph were written in standard form. Woodard said she didn’t expect anyone to discuss the equations, which were written on the side of the graph. “They’re looking at this entire screen and these pictures, and you don’t know what they’re noticing until you give them an opportunity to talk about it.”\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Validate student thinking\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woodard’s use of her stylus to record student ideas had a purpose beyond note-taking. “When a student gave an idea it was powerful for the entire class to see that idea written...because it allowed the child to feel like their idea was validated,” she said. That goes for ideas that are on the right track and ones that lead to incorrect solutions. Both enabled students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">elucidate their mathematical thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and help each other look at problems differently. And Woodard recommended another way to validate students that is easy to do online: thanking them every time they contribute.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Make use of small groups\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most of Woodard’s classes included paraprofessionals, so she was able to take advantage of Zoom’s breakout room feature to allow students to discuss problems in small groups. In advance of class, she sent her colleagues the problems and a list of questions they could ask to guide discussions. In the small groups, students had more opportunities to agree, disagree and try out ideas. Small groups can be employed without paraprofessionals, too. After his initial experiences with whole group live instruction, New York City math teacher \u003c/span>\u003ca href=\"https://thejosevilson.com/\">\u003cspan style=\"font-weight: 400\">José Vilson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> switched to meeting with subgroups. The change made virtual classes more manageable for him and more engaging for students. “The subgrouping has been very helpful because it’s allowed for specific students to talk to each other about how they can do the work together, and I’ve seen some of them collaborate without me there,” Vilson said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Be OK with awkward silence\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">During discussions, Woodard typically waits ten seconds after a student asks a question to allow other students to contribute. The silence can feel awkward, especially in a virtual session when not all students are using video. “Waiting is hard, period, for teachers, because sometimes we want to rescue them. We don’t want that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/failure\">\u003cspan style=\"font-weight: 400\">uncomfortable struggle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Woodard said. But it’s often at the last second when she is about to speak that a student chimes in. To be OK with wait time, Woodard said, “I have to remind myself that I want my students to think.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Being physically apart can make lively discussions more challenging, but giving students the time, questions and confidence to engage with classmates can help them have meaningful conversations online. ","status":"publish","parent":0,"modified":1598258243,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":1006},"headData":{"title":"6 Classroom Strategies that Work for Generating Student Discussions Online - MindShift","description":"Being physically apart can make lively discussions more challenging, but giving students the time, questions and confidence to engage with classmates can help them have meaningful conversations online. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56570 https://ww2.kqed.org/mindshift/?p=56570","disqusUrl":"https://ww2.kqed.org/mindshift/2020/08/24/6-classroom-strategies-that-work-for-generating-student-discussions-online/","disqusTitle":"6 Classroom Strategies that Work for Generating Student Discussions Online","path":"/mindshift/56570/6-classroom-strategies-that-work-for-generating-student-discussions-online","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Conversation is a cornerstone of \u003c/span>\u003ca href=\"https://twitter.com/cicely_woodard\">\u003cspan style=\"font-weight: 400\">Cicely Woodard’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> classroom. Every day last spring, her eighth-graders at Freedom Middle School in Franklin, Tennessee \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54378/how-to-create-deeper-student-learning-experiences-through-questions\">\u003cspan style=\"font-weight: 400\">posed questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/05/06/getting-students-to-talk-about-math-helps.html\">\u003cspan style=\"font-weight: 400\">discussed math problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in small and large groups and responded to one another’s ideas. Woodard wanted those experiences to continue when her school switched to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">coronavirus outbreak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but she knew that key elements would be missing. She wouldn’t, for instance, be able to read body language or see students’ work in real time. Like many teachers, those differences made her \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55710/teaching-without-schools-grief-then-a-free-for-all\">\u003cspan style=\"font-weight: 400\">uncertain about what to expect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once virtual classes got rolling, though, she was gratified to see that familiar classroom techniques worked to get kids talking online, too. “I was very intentional about continuing to use (these strategies), because I wanted to keep as much normalcy as possible,” said Woodard, \u003c/span>\u003ca href=\"https://tn.chalkbeat.org/2017/9/28/21105043/tennessee-meet-your-new-teacher-of-the-year\">\u003cspan style=\"font-weight: 400\">a former Tennessee Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In an interview after her final virtual class this year, Woodard shared six strategies to generate student discussions online.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Check in as a class\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woodard’s students attended one live class per week during distance learning. Woodard opened each of these virtual classes with a question unrelated to math, such as “How are you feeling?” “What are you grateful for today?” or “What’s bringing you joy?” The activity mirrored the “circle time” exercise that her classes usually did on the first day of the week in school. “I think this time at the beginning of our virtual sessions helped all of us to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55903/too-much-alone-time-tips-to-connect-and-find-joy-while-social-distancing\">\u003cspan style=\"font-weight: 400\">feel more connected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and helped them to feel more comfortable talking about math in a virtual setting,” Woodard said. She noted that students always had the option to pass, but they rarely did, and at the end of the year, many highlighted circle time as their favorite part of class.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Include private think time\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just as she would during in-person classes, Woodard chose problems for virtual classes carefully, selecting ones that had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens\">\u003cspan style=\"font-weight: 400\">a real-world context\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and could be looked at in multiple ways. “I knew that I had to choose problems that were open to discussion,” she said. Before getting to the discussion, though, Woodard gave students time to think and write down ideas. She would set up the problem with the full group, then set her timer for two minutes. That time allowed students to develop their reasoning and helped eliminate the anxiety caused when speed is prioritized in math. It also gave Woodard insights into student thinking. “I’m often surprised because there are things I think they might say, and they come up with something completely different,” she said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Ask, “What do you notice?”\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing from her training in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\">\u003cspan style=\"font-weight: 400\">inquiry-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Woodard often asks her students, “What do you notice?” in regard to a number, pattern or problem. When raising that question online, she shared her tablet screen and used a stylus to underline, make notes or add drawings as students commented. In one recent class, she showed a graph of two quadratic equations that she created with \u003c/span>\u003ca href=\"https://www.desmos.com/about\">\u003cspan style=\"font-weight: 400\">Desmos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Asked what they noticed, most students talked about the vertices, whether the parabolas opened up or down and other \u003c/span>\u003ca href=\"https://www.youcubed.org/resource/visual-mathematics/\">\u003cspan style=\"font-weight: 400\">visual details\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The last student who spoke pointed out something different, though: the equations used for the graph were written in standard form. Woodard said she didn’t expect anyone to discuss the equations, which were written on the side of the graph. “They’re looking at this entire screen and these pictures, and you don’t know what they’re noticing until you give them an opportunity to talk about it.”\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Validate student thinking\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woodard’s use of her stylus to record student ideas had a purpose beyond note-taking. “When a student gave an idea it was powerful for the entire class to see that idea written...because it allowed the child to feel like their idea was validated,” she said. That goes for ideas that are on the right track and ones that lead to incorrect solutions. Both enabled students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">elucidate their mathematical thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and help each other look at problems differently. And Woodard recommended another way to validate students that is easy to do online: thanking them every time they contribute.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Make use of small groups\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most of Woodard’s classes included paraprofessionals, so she was able to take advantage of Zoom’s breakout room feature to allow students to discuss problems in small groups. In advance of class, she sent her colleagues the problems and a list of questions they could ask to guide discussions. In the small groups, students had more opportunities to agree, disagree and try out ideas. Small groups can be employed without paraprofessionals, too. After his initial experiences with whole group live instruction, New York City math teacher \u003c/span>\u003ca href=\"https://thejosevilson.com/\">\u003cspan style=\"font-weight: 400\">José Vilson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> switched to meeting with subgroups. The change made virtual classes more manageable for him and more engaging for students. “The subgrouping has been very helpful because it’s allowed for specific students to talk to each other about how they can do the work together, and I’ve seen some of them collaborate without me there,” Vilson said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Be OK with awkward silence\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">During discussions, Woodard typically waits ten seconds after a student asks a question to allow other students to contribute. The silence can feel awkward, especially in a virtual session when not all students are using video. “Waiting is hard, period, for teachers, because sometimes we want to rescue them. We don’t want that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/failure\">\u003cspan style=\"font-weight: 400\">uncomfortable struggle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Woodard said. But it’s often at the last second when she is about to speak that a student chimes in. To be OK with wait time, Woodard said, “I have to remind myself that I want my students to think.”\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56570/6-classroom-strategies-that-work-for-generating-student-discussions-online","authors":["11487"],"categories":["mindshift_193"],"tags":["mindshift_21344","mindshift_21343","mindshift_570","mindshift_358","mindshift_797","mindshift_21213","mindshift_21347","mindshift_21359"],"featImg":"mindshift_56572","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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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/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","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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