How a Moveable Space Can Ignite Creativity in the Classroom
How Can Students Be Successful in a High Stakes World?
Design Thinking, Deconstructed
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(Courtesy of Earthworm)\" width=\"1280\" height=\"720\" class=\"size-full wp-image-38555\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Scavenged casters. (Courtesy of Earthworm)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Peter Pfau, FAIA\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of the most exciting models of learning is “design thinking.” It combines hands on learning (tinkering) with independent problem solving methodologies. This concept is basically the same as the problem solving-based creative process taught in many design disciplines, like architecture, engineering, and game design. The basic steps of design thinking can be characterized as follows:\u003c/p>\n\u003cp>1.\tIdentify the problem and research to understand the problem better\u003cbr>\n2.\tBrainstorm possible strategies and identify solutions\u003cbr>\n3.\tTest these solutions (welcoming failure as a learning tool)\u003cbr>\n4.\tApply what you learn to evolve best solutions\u003c/p>\n\u003cp>When students practice design-thinking projects in the classroom, they not only master the concepts within the project, they exercise their skills of collaborating with teammates, investigating their topic thoroughly, using empathy to generate ideas for solutions, prototyping, and testing. Most importantly, they learn that failure is not a setback. This activity fosters the lifelong skill and mindset that learning new things to help solve problems is part of day-to-day practice and no longer confined to the classroom. Because this quest for knowledge is self-initiated and involves the direct application of learned skills, the retention of information that kids have as a result of this process is significantly higher. \u003c/p>\n\u003caside class=\"pullquote alignleft\"> Everyone who cares deeply about education wants to find creative ways to engage the next generation of learners. The thinking about these spaces will continue to evolve and change as we try them out and learn from these experiences.\u003c/aside>\n\u003cp>A challenge for many public and cash-strapped schools is that this hands-on, project-based learning approach needs to be directly supported by the spaces where the learning occurs. Design thinking in education requires open spaces with flexible, moveable pieces that can be used in different ways each day depending on the topic being explored. Schools like Brightworks in San Francisco and the Nueva School in Hillsborough have fashioned their learning spaces and laboratories specifically for this type of culture, but similar results can be achieved without renovating your classroom or school. Here are six ideas that any school can implement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>1. Put wheels on classroom furniture.\u003c/strong>\u003cbr>\nSpaces need to be flexible to accommodate a wide variety of student-use scenarios and project-driven set ups. Furniture that can be easily rolled out of the way can go from collaboration lounge to prototype lab with little effort. A variety of casters can be found at IKEA or your local hardware store. Use casters with stems for desks and tables. These have sleeves that can be inserted into the legs. Plate mounted casters can be screwed directly into the base of the furniture. Look for wheels that swivel in all directions so that students can move them easily. Many casters have locks which help to keep them from moving once you’ve got them in place. \u003c/p>\n\u003cp>\u003cstrong>2. Create comfortable and customizable “break-out spaces” with couches or soft chairs where students can work together. \u003c/strong>\u003cbr>\nStanford University's “d.school” (design and engineering school), where the current design thinking trend was jump started, exemplifies the importance of comfortable collaboration spaces. d.school students draw from a mobile “kit of parts” to assemble work environments shaped to their project based activities and then put them all back afterwards. d.school has created a culture of creating the space for the environment you need. Furniture here easily rolls or stacks out of the way to leave an open room after the activity is finished. Working in this space requires presence of mind of how you will interact and how the space should be shaped to accommodate that. \u003c/p>\n\u003cp>\u003cstrong>3. Look for spaces on your campus that can be transformed into a student-driven collaboration classroom. \u003c/strong>\u003cbr>\nThe \u003ca href=\"https://asms.sa.edu.au/\">Australian Science and Mathematics School\u003c/a>, a public high school in Adelaide, repurposed a basement storeroom as their innovation “shed.” The shed supports 17 students in self-organized learning and tinkering on Thursday mornings and was designed to be a “funky” place teenagers would be comfortable perusing what they are interested in. Sivam Krish directs programs at the shed, but does not teach in the traditional sense. He encourages peer-to-peer learning in the space. The shed is furnished with cheap garage equipment and relatively inexpensive technology. Nothing is fixed: monitors, 3-D printers, computer workstations, and other equipment are mounted on wheeled scaffolding carts so that students can frequently adjust their space to suit their projects. \u003c/p>\n\u003cp>\u003cstrong>4. Create a shared design-thinking space for all students to use.\u003c/strong>\u003cbr>\nBy being inclusive of all students, the program can serve as a compliment to the rest of the curriculum. At \u003ca href=\"http://www.mpms.org/\">Marin Primary and Middle School in Northern California\u003c/a>, the kindergarten through 8th grade classroom curriculum links to hands-on projects that kids do in the school’s “Projects Lab.” The lab is a locus where all the equipment that can facilitate student tinkering and prototyping is concentrated, with some inherent flexibility in its layout to accommodate student creativity. \u003c/p>\n\u003cp>[contextly_sidebar id=\"du40aWLme4cEBCytbfwkf4z5TctMcRqG\"]\u003c/p>\n\u003cp>In San Francisco, \u003ca href=\"http://www.lwhs.org/page/Curriculum/Departments/Technical-Arts\">Lick-Wilmerding High School’s Design and Technology Center\u003c/a> takes sharing a step further by bringing together many of the schools communal resources. The center houses teaching workspaces and shops for wood, metal, glass and electronics, as well as a multi-purpose room, computer lab, and two conference rooms. The central, single level, configuration of the spaces allows for a shared work area between disciplines and encourages student interaction and interdisciplinary collaboration. \u003c/p>\n\u003cp>\u003cstrong>5. Create a design-thinking space is a design-thinking exercise.\u003c/strong>\u003cbr>\nAssign students the task of designing the design-thinking environment. Groups of the students enrolled in the one-semester design-thinking course at \u003ca href=\"http://www.flinthill.org/\">Flint Hill School in Oakton, Virginia\u003c/a> came up with blue-sky proposals for redesigning the school library. At the end of the semester, two 11th grade participants, Jack Morrissette and Zane Homsi, used an independent study credit to further consider how design thinking could be expanded at the school. Their study culminated in a more feasible library redesign based on the collective ideas from their classmates—including a proposal to free up space for design-thinking environments by going completely digital. With no more shelves full of hard copy books, there would be room for comfy chairs and moveable white board walls for collaboration spaces, and an innovation lab with 3-D printers, visual design technology and other tools. Their proposal is currently being considered by the school board.\u003c/p>\n\u003cp>\u003cstrong>6. Ask for help.\u003c/strong>\u003cbr>\nAsk students’ families and the community to donate gently used furniture, construction tools, sewing machines, fabric, wood remnants, and other tools and materials they no longer use. Power tools, an integral component of any decent maker-studio space, empower kids with confidence and the independence to prototype and test their ideas. Ask parent volunteers to demonstrate how to use them correctly and with the necessary safety equipment. Ask the PTA or your board to help raise the funds for your program. \u003c/p>\n\u003cp>You can also ask to visit design thinking programs other schools. The \u003ca href=\"http://www.thewillows.org/\">Willows Community School\u003c/a> in Culver City, California visited Castilleja High School's \u003ca href=\"http://www.castilleja.org/page.cfm?p=941600\">Bourn Idea Lab\u003c/a> in Palo Alto where parent and resident tinkerer, Diego Fonstad, showed the space and offered insights into how the school integrates the classroom learning and physical aspects of making into one project. \u003c/p>\n\u003cp>Rethinking learning environments will play an important role in education in the years to come. Are you rehashing old models or covering new ground? Everyone who cares deeply about education wants to find creative ways to engage the next generation of learners. The thinking about these spaces will continue to evolve and change as we try them out and learn from these experiences. This is the design-thinking process for creating the next generation of learning environments. \u003c/p>\n\u003cp>Let’s keep this conversation going. What ideas for bringing design thinking into schools have you tried? \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Peter Pfau, FAIA, is the founding Principal of \u003ca href=\"http://pfaulong.com/\">Pfau Long Architecture\u003c/a> in San Francisco and a member of the AIA’s National Committee on Architecture for Education. Pfau is a modernist who balances conceptual rigor with a love for building.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Break-out spaces and furniture on wheels can do wonders to enhance a person's learning experience. Here are six low-cost ideas for creating those environments in the classroom. ","status":"publish","parent":0,"modified":1417013574,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1377},"headData":{"title":"How a Moveable Space Can Ignite Creativity in the Classroom | KQED","description":"Break-out spaces and furniture on wheels can do wonders to enhance a person's learning experience. Here are six low-cost ideas for creating those environments in the classroom. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How a Moveable Space Can Ignite Creativity in the Classroom","datePublished":"2014-11-26T14:39:48.000Z","dateModified":"2014-11-26T14:52:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38553 http://blogs.kqed.org/mindshift/?p=38553","disqusUrl":"https://ww2.kqed.org/mindshift/2014/11/26/how-a-moveable-space-can-ignite-creativity-in-the-classroom/","disqusTitle":"How a Moveable Space Can Ignite Creativity in the Classroom","path":"/mindshift/38553/how-a-moveable-space-can-ignite-creativity-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38555\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Scavenged-Casters-Earthworm.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Scavenged-Casters-Earthworm.gif\" alt=\"Scavenged casters. (Courtesy of Earthworm)\" width=\"1280\" height=\"720\" class=\"size-full wp-image-38555\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Scavenged casters. (Courtesy of Earthworm)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Peter Pfau, FAIA\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of the most exciting models of learning is “design thinking.” It combines hands on learning (tinkering) with independent problem solving methodologies. This concept is basically the same as the problem solving-based creative process taught in many design disciplines, like architecture, engineering, and game design. The basic steps of design thinking can be characterized as follows:\u003c/p>\n\u003cp>1.\tIdentify the problem and research to understand the problem better\u003cbr>\n2.\tBrainstorm possible strategies and identify solutions\u003cbr>\n3.\tTest these solutions (welcoming failure as a learning tool)\u003cbr>\n4.\tApply what you learn to evolve best solutions\u003c/p>\n\u003cp>When students practice design-thinking projects in the classroom, they not only master the concepts within the project, they exercise their skills of collaborating with teammates, investigating their topic thoroughly, using empathy to generate ideas for solutions, prototyping, and testing. Most importantly, they learn that failure is not a setback. This activity fosters the lifelong skill and mindset that learning new things to help solve problems is part of day-to-day practice and no longer confined to the classroom. Because this quest for knowledge is self-initiated and involves the direct application of learned skills, the retention of information that kids have as a result of this process is significantly higher. \u003c/p>\n\u003caside class=\"pullquote alignleft\"> Everyone who cares deeply about education wants to find creative ways to engage the next generation of learners. The thinking about these spaces will continue to evolve and change as we try them out and learn from these experiences.\u003c/aside>\n\u003cp>A challenge for many public and cash-strapped schools is that this hands-on, project-based learning approach needs to be directly supported by the spaces where the learning occurs. Design thinking in education requires open spaces with flexible, moveable pieces that can be used in different ways each day depending on the topic being explored. Schools like Brightworks in San Francisco and the Nueva School in Hillsborough have fashioned their learning spaces and laboratories specifically for this type of culture, but similar results can be achieved without renovating your classroom or school. Here are six ideas that any school can implement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>1. Put wheels on classroom furniture.\u003c/strong>\u003cbr>\nSpaces need to be flexible to accommodate a wide variety of student-use scenarios and project-driven set ups. Furniture that can be easily rolled out of the way can go from collaboration lounge to prototype lab with little effort. A variety of casters can be found at IKEA or your local hardware store. Use casters with stems for desks and tables. These have sleeves that can be inserted into the legs. Plate mounted casters can be screwed directly into the base of the furniture. Look for wheels that swivel in all directions so that students can move them easily. Many casters have locks which help to keep them from moving once you’ve got them in place. \u003c/p>\n\u003cp>\u003cstrong>2. Create comfortable and customizable “break-out spaces” with couches or soft chairs where students can work together. \u003c/strong>\u003cbr>\nStanford University's “d.school” (design and engineering school), where the current design thinking trend was jump started, exemplifies the importance of comfortable collaboration spaces. d.school students draw from a mobile “kit of parts” to assemble work environments shaped to their project based activities and then put them all back afterwards. d.school has created a culture of creating the space for the environment you need. Furniture here easily rolls or stacks out of the way to leave an open room after the activity is finished. Working in this space requires presence of mind of how you will interact and how the space should be shaped to accommodate that. \u003c/p>\n\u003cp>\u003cstrong>3. Look for spaces on your campus that can be transformed into a student-driven collaboration classroom. \u003c/strong>\u003cbr>\nThe \u003ca href=\"https://asms.sa.edu.au/\">Australian Science and Mathematics School\u003c/a>, a public high school in Adelaide, repurposed a basement storeroom as their innovation “shed.” The shed supports 17 students in self-organized learning and tinkering on Thursday mornings and was designed to be a “funky” place teenagers would be comfortable perusing what they are interested in. Sivam Krish directs programs at the shed, but does not teach in the traditional sense. He encourages peer-to-peer learning in the space. The shed is furnished with cheap garage equipment and relatively inexpensive technology. Nothing is fixed: monitors, 3-D printers, computer workstations, and other equipment are mounted on wheeled scaffolding carts so that students can frequently adjust their space to suit their projects. \u003c/p>\n\u003cp>\u003cstrong>4. Create a shared design-thinking space for all students to use.\u003c/strong>\u003cbr>\nBy being inclusive of all students, the program can serve as a compliment to the rest of the curriculum. At \u003ca href=\"http://www.mpms.org/\">Marin Primary and Middle School in Northern California\u003c/a>, the kindergarten through 8th grade classroom curriculum links to hands-on projects that kids do in the school’s “Projects Lab.” The lab is a locus where all the equipment that can facilitate student tinkering and prototyping is concentrated, with some inherent flexibility in its layout to accommodate student creativity. \u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In San Francisco, \u003ca href=\"http://www.lwhs.org/page/Curriculum/Departments/Technical-Arts\">Lick-Wilmerding High School’s Design and Technology Center\u003c/a> takes sharing a step further by bringing together many of the schools communal resources. The center houses teaching workspaces and shops for wood, metal, glass and electronics, as well as a multi-purpose room, computer lab, and two conference rooms. The central, single level, configuration of the spaces allows for a shared work area between disciplines and encourages student interaction and interdisciplinary collaboration. \u003c/p>\n\u003cp>\u003cstrong>5. Create a design-thinking space is a design-thinking exercise.\u003c/strong>\u003cbr>\nAssign students the task of designing the design-thinking environment. Groups of the students enrolled in the one-semester design-thinking course at \u003ca href=\"http://www.flinthill.org/\">Flint Hill School in Oakton, Virginia\u003c/a> came up with blue-sky proposals for redesigning the school library. At the end of the semester, two 11th grade participants, Jack Morrissette and Zane Homsi, used an independent study credit to further consider how design thinking could be expanded at the school. Their study culminated in a more feasible library redesign based on the collective ideas from their classmates—including a proposal to free up space for design-thinking environments by going completely digital. With no more shelves full of hard copy books, there would be room for comfy chairs and moveable white board walls for collaboration spaces, and an innovation lab with 3-D printers, visual design technology and other tools. Their proposal is currently being considered by the school board.\u003c/p>\n\u003cp>\u003cstrong>6. Ask for help.\u003c/strong>\u003cbr>\nAsk students’ families and the community to donate gently used furniture, construction tools, sewing machines, fabric, wood remnants, and other tools and materials they no longer use. Power tools, an integral component of any decent maker-studio space, empower kids with confidence and the independence to prototype and test their ideas. Ask parent volunteers to demonstrate how to use them correctly and with the necessary safety equipment. Ask the PTA or your board to help raise the funds for your program. \u003c/p>\n\u003cp>You can also ask to visit design thinking programs other schools. The \u003ca href=\"http://www.thewillows.org/\">Willows Community School\u003c/a> in Culver City, California visited Castilleja High School's \u003ca href=\"http://www.castilleja.org/page.cfm?p=941600\">Bourn Idea Lab\u003c/a> in Palo Alto where parent and resident tinkerer, Diego Fonstad, showed the space and offered insights into how the school integrates the classroom learning and physical aspects of making into one project. \u003c/p>\n\u003cp>Rethinking learning environments will play an important role in education in the years to come. Are you rehashing old models or covering new ground? Everyone who cares deeply about education wants to find creative ways to engage the next generation of learners. The thinking about these spaces will continue to evolve and change as we try them out and learn from these experiences. This is the design-thinking process for creating the next generation of learning environments. \u003c/p>\n\u003cp>Let’s keep this conversation going. What ideas for bringing design thinking into schools have you tried? \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>Peter Pfau, FAIA, is the founding Principal of \u003ca href=\"http://pfaulong.com/\">Pfau Long Architecture\u003c/a> in San Francisco and a member of the AIA’s National Committee on Architecture for Education. Pfau is a modernist who balances conceptual rigor with a love for building.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38553/how-a-moveable-space-can-ignite-creativity-in-the-classroom","authors":["4354"],"categories":["mindshift_20579","mindshift_20523"],"tags":["mindshift_564","mindshift_20538","mindshift_167","mindshift_20784","mindshift_1040","mindshift_20569"],"featImg":"mindshift_38555","label":"mindshift"},"mindshift_32562":{"type":"posts","id":"mindshift_32562","meta":{"index":"posts_1591205157","site":"mindshift","id":"32562","score":null,"sort":[1384278804000]},"guestAuthors":[],"slug":"how-can-students-be-successful-in-a-high-stakes-world","title":"How Can Students Be Successful in a High Stakes World?","publishDate":1384278804,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_32567\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/doing-homework360.jpg\">\u003cimg class=\"size-full wp-image-32567\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/doing-homework360.jpg\" alt=\"doing-homework360\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When asking an audience of parents what attributes they value, Stanford educator and author Denise Pope heard things like critical thinking, creativity, and well-being. Most parents indicated they did \u003cem>not\u003c/em> value popularity, acceptance to a prestigious college, or being good at an extracurricular activity. Yet those are the very qualities that the students Pope studied most often listed as the keys to success.\u003c/p>\n\u003cp>“The disconnect that we’re seeing means we’re not necessarily agreeing with the community’s values, but we are part of the community,” said Pope. In researching her book \u003ca href=\"http://yalepress.yale.edu/yupbooks/book.asp?isbn=9780300098334\">\u003cem>Doing School: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students\u003c/em>\u003c/a>, Pope shadowed students at elite schools to try and understand their lives and the pressures they face. She found that students value extrinsic qualities like grades much more highly than their parents. The students perceive the education system as a game to be played. Many said they were “doing school” in order to get to college, not necessarily to learn.\u003c/p>\n\u003cp>Students' anxiety around succeeding has detrimental effects on learning and takes many forms. Pope found that more than 30 percent of high school students and 15 percent of middle school students were doing more than three and a half hours of homework per night, but their \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-can-we-make-homework-worthwhile/\">perception of its usefulness was very low\u003c/a>. Only 20-30 percent of students felt homework was useful.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The disconnect that we’re seeing means we’re not necessarily agreeing with the community’s values, but we are part of the community.” \u003c/aside>\n\u003cp>On top of that homework load, Pope found that 85 percent of students participate in extracurricular activities that take up a large portion of time. On average, middle school students spent almost seven hours a week on extracurricular activities and the average high school student spent ten-and-a-half hours. Between school, homework and extracurricular commitments, high school students on average get less than \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">seven hours of sleep\u003c/a> per night, when they should be getting nine.\u003c/p>\n\u003cp>Even more troubling, many students are cheating. Out of thousands of juniors and seniors that Pope surveyed, only five percent said they did not \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/\">cheat\u003c/a>. “They know it’s wrong, but they feel that they don’t have a choice given the pressure to perform,” Pope said. They become “robo students,” jumping through hoops to reach a list of external goals that they’ve been led to believe will lead to happiness and a successful life.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Kids are getting into Stanford who are coming in already as robo students,” Pope said. “What they had to do to get in was be the overachiever, but in their courses they can’t think outside the box.” Students arrive as good test-takers, but they can’t solve complex problems, think critically, communicate, problem solve or be creative. There has been very little transfer of learning to other areas, and no emphasis on cultivating a love of learning, Pope said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/\">How Do We Prepare Our Children For What's Next?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Many of these issues can be remedied with deeper engagement, which leads to overall student well-being. “What we found is that when students are fully engaged they achieve more and they cheat less,” Pope said. They also exhibit less stress, anxiety and sad or angry behavior. “As an educator I want to try to stimulate the full engagement,” she said.\u003c/p>\n\u003cp>To reach that ideal, Pope has come up with the ABCs of engagement; affective, behavioral and cognitive engagement. Affective engagement is showing interest and enjoyment in the work, behavorial engagement is putting in the effort, completing assignments and showing up. But cognitive engagement is the part that’s often missing from school, when a student finds value and meaning in the work. “Without the affective and the cognitive the behavioral is really just spinning the wheels,” Pope said.\u003c/p>\n\u003cp>\u003cstrong>RESTRUCTURING SCHOOL FOR SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Pope works with more than 100 schools across the country to try and make changes to structures and practices that could help mitigate some of the competition and stress that students often feel. The key elements to examine are students use of time, project and problem based learning, alternative and authentic assessment, whether students feel they belong and that people care about them, and then education.\u003c/p>\n\u003cp>The school schedule and how it affects student time is extremely important. Pope often recommends that schools move away from a school day that includes multiple transitions, a typical model for high schools. “It takes 13 minutes to transition to a new subject,” Pope said. Class is half over before students really settle in. But if the day is structured with far fewer transitions learning can go deeper and be interdisciplinary.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">Why Kids Need School to Change\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>If schools restructured their schedules and departments worked together, educators could do more project or problem-based learning. “We’re talking about the kind of projects that students see are relevant, meaningful, rigorous and where students have a voice and choice over what they work on,” Pope said.\u003c/p>\n\u003cp>Schools also need to reevaluate how and when they give exams. “We tend to take snapshots of students instead of making a whole portfolio,” Pope said. “You want to get student learning over time.” For her, cumulative tests are not effective because retention of the material is very low. Instead, she suggests teachers offer lower stakes and more frequent assessments of various kinds. That way all learners can demonstrate their knowledge and they’ll have to do so in ways that don’t only highlight memorization skills.\u003c/p>\n\u003cp>“These structures absolutely affect the health and well-being of students as well as engagement and achievement,” Pope said. The relationship that teachers cultivate with students is also very important. Even little things like rescheduling a test if students have big assignments due for other classes on the same day, shows them a teacher cares.\u003c/p>\n\u003cp>\u003cstrong>POPE’S STRESS RELIEVERS\u003c/strong>\u003c/p>\n\u003cp>There are a few things Pope would like to see more educators try in order to reduce the stress on students.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/will-more-porminent-colleges-abandon-the-sat/\">Test optional college applications\u003c/a>:\u003c/strong> There are already more than 1,000 colleges and universities that are test optional – students don’t have to take the SAT or ACT to qualify. Pope hopes that trend continues, with more emphasis put on a portfolio of work, recommendations and essays.\u003c/p>\n\u003cp>\u003cstrong>No grades:\u003c/strong> Commenting on a piece of work forces students to internalize changes rather than focusing on exclusively on the grade. “Move away from the grade conversation,” Pope said. The standard argument has been that grades allow colleges to quickly compare students. But Pope said even state schools like the University of California system will soon be able to evaluate applications that don’t have grades and it will go a long way to convince applicants that schools are looking at the whole person, not just a number.\u003c/p>\n\u003cp>\u003cstrong>Reconsider assessment\u003c/strong>. Pope recommends high schools take a hard look at their assessments to determine if they promote cheating. “Have an assessment that allows them to revise and collaborate and cheating will go down,” Pope said. And if teachers remove the expectation that students turn in perfect work then students won’t feel they have to either cheat or be cheated.\u003c/p>\n\u003cp>A simple thing educators can do to understand what their students are going through is to shadow them. Some administrators tried this approach. “They realized how exhausting it is to go from class to class, keep it all straight and then go home and do homework,” Pope said. It promoted the whole school to reevaluate not only the school schedule, but the amount of homework and whether that work tied back to the core goals of each class or not.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Pope's most important suggestion to raise and educate healthy, successful and curious learners is to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/despite-many-benefits-recess-for-many-students-is-restricted/\">focus on the whole body\u003c/a>. “Kids who walk or bike to school do better than kids who drive to school,” Pope said. “That’s because they’re getting their bodies ready to learn.” If the stress and anxiety of school is causing students health problems or to exhibit signs of depression, everyone needs to re-prioritize.\u003c/p>\n\n","blocks":[],"excerpt":"High school students increasingly see school as something to \"do,\" not a place to learn. How can parents and educators reframe success to allow schools to become a place of deep engagement and real learning?","status":"publish","parent":0,"modified":1385141029,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1418},"headData":{"title":"How Can Students Be Successful in a High Stakes World? | KQED","description":"High school students increasingly see school as something to "do," not a place to learn. How can parents and educators reframe success to allow schools to become a place of deep engagement and real learning?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Can Students Be Successful in a High Stakes World?","datePublished":"2013-11-12T17:53:24.000Z","dateModified":"2013-11-22T17:23:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32562 http://blogs.kqed.org/mindshift/?p=32562","disqusUrl":"https://ww2.kqed.org/mindshift/2013/11/12/how-can-students-be-successful-in-a-high-stakes-world/","disqusTitle":"How Can Students Be Successful in a High Stakes World?","path":"/mindshift/32562/how-can-students-be-successful-in-a-high-stakes-world","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32567\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/doing-homework360.jpg\">\u003cimg class=\"size-full wp-image-32567\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/doing-homework360.jpg\" alt=\"doing-homework360\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When asking an audience of parents what attributes they value, Stanford educator and author Denise Pope heard things like critical thinking, creativity, and well-being. Most parents indicated they did \u003cem>not\u003c/em> value popularity, acceptance to a prestigious college, or being good at an extracurricular activity. Yet those are the very qualities that the students Pope studied most often listed as the keys to success.\u003c/p>\n\u003cp>“The disconnect that we’re seeing means we’re not necessarily agreeing with the community’s values, but we are part of the community,” said Pope. In researching her book \u003ca href=\"http://yalepress.yale.edu/yupbooks/book.asp?isbn=9780300098334\">\u003cem>Doing School: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students\u003c/em>\u003c/a>, Pope shadowed students at elite schools to try and understand their lives and the pressures they face. She found that students value extrinsic qualities like grades much more highly than their parents. The students perceive the education system as a game to be played. Many said they were “doing school” in order to get to college, not necessarily to learn.\u003c/p>\n\u003cp>Students' anxiety around succeeding has detrimental effects on learning and takes many forms. Pope found that more than 30 percent of high school students and 15 percent of middle school students were doing more than three and a half hours of homework per night, but their \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-can-we-make-homework-worthwhile/\">perception of its usefulness was very low\u003c/a>. Only 20-30 percent of students felt homework was useful.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The disconnect that we’re seeing means we’re not necessarily agreeing with the community’s values, but we are part of the community.” \u003c/aside>\n\u003cp>On top of that homework load, Pope found that 85 percent of students participate in extracurricular activities that take up a large portion of time. On average, middle school students spent almost seven hours a week on extracurricular activities and the average high school student spent ten-and-a-half hours. Between school, homework and extracurricular commitments, high school students on average get less than \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">seven hours of sleep\u003c/a> per night, when they should be getting nine.\u003c/p>\n\u003cp>Even more troubling, many students are cheating. Out of thousands of juniors and seniors that Pope surveyed, only five percent said they did not \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/\">cheat\u003c/a>. “They know it’s wrong, but they feel that they don’t have a choice given the pressure to perform,” Pope said. They become “robo students,” jumping through hoops to reach a list of external goals that they’ve been led to believe will lead to happiness and a successful life.\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>“Kids are getting into Stanford who are coming in already as robo students,” Pope said. “What they had to do to get in was be the overachiever, but in their courses they can’t think outside the box.” Students arrive as good test-takers, but they can’t solve complex problems, think critically, communicate, problem solve or be creative. There has been very little transfer of learning to other areas, and no emphasis on cultivating a love of learning, Pope said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/\">How Do We Prepare Our Children For What's Next?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Many of these issues can be remedied with deeper engagement, which leads to overall student well-being. “What we found is that when students are fully engaged they achieve more and they cheat less,” Pope said. They also exhibit less stress, anxiety and sad or angry behavior. “As an educator I want to try to stimulate the full engagement,” she said.\u003c/p>\n\u003cp>To reach that ideal, Pope has come up with the ABCs of engagement; affective, behavioral and cognitive engagement. Affective engagement is showing interest and enjoyment in the work, behavorial engagement is putting in the effort, completing assignments and showing up. But cognitive engagement is the part that’s often missing from school, when a student finds value and meaning in the work. “Without the affective and the cognitive the behavioral is really just spinning the wheels,” Pope said.\u003c/p>\n\u003cp>\u003cstrong>RESTRUCTURING SCHOOL FOR SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Pope works with more than 100 schools across the country to try and make changes to structures and practices that could help mitigate some of the competition and stress that students often feel. The key elements to examine are students use of time, project and problem based learning, alternative and authentic assessment, whether students feel they belong and that people care about them, and then education.\u003c/p>\n\u003cp>The school schedule and how it affects student time is extremely important. Pope often recommends that schools move away from a school day that includes multiple transitions, a typical model for high schools. “It takes 13 minutes to transition to a new subject,” Pope said. Class is half over before students really settle in. But if the day is structured with far fewer transitions learning can go deeper and be interdisciplinary.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">Why Kids Need School to Change\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>If schools restructured their schedules and departments worked together, educators could do more project or problem-based learning. “We’re talking about the kind of projects that students see are relevant, meaningful, rigorous and where students have a voice and choice over what they work on,” Pope said.\u003c/p>\n\u003cp>Schools also need to reevaluate how and when they give exams. “We tend to take snapshots of students instead of making a whole portfolio,” Pope said. “You want to get student learning over time.” For her, cumulative tests are not effective because retention of the material is very low. Instead, she suggests teachers offer lower stakes and more frequent assessments of various kinds. That way all learners can demonstrate their knowledge and they’ll have to do so in ways that don’t only highlight memorization skills.\u003c/p>\n\u003cp>“These structures absolutely affect the health and well-being of students as well as engagement and achievement,” Pope said. The relationship that teachers cultivate with students is also very important. Even little things like rescheduling a test if students have big assignments due for other classes on the same day, shows them a teacher cares.\u003c/p>\n\u003cp>\u003cstrong>POPE’S STRESS RELIEVERS\u003c/strong>\u003c/p>\n\u003cp>There are a few things Pope would like to see more educators try in order to reduce the stress on students.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/will-more-porminent-colleges-abandon-the-sat/\">Test optional college applications\u003c/a>:\u003c/strong> There are already more than 1,000 colleges and universities that are test optional – students don’t have to take the SAT or ACT to qualify. Pope hopes that trend continues, with more emphasis put on a portfolio of work, recommendations and essays.\u003c/p>\n\u003cp>\u003cstrong>No grades:\u003c/strong> Commenting on a piece of work forces students to internalize changes rather than focusing on exclusively on the grade. “Move away from the grade conversation,” Pope said. The standard argument has been that grades allow colleges to quickly compare students. But Pope said even state schools like the University of California system will soon be able to evaluate applications that don’t have grades and it will go a long way to convince applicants that schools are looking at the whole person, not just a number.\u003c/p>\n\u003cp>\u003cstrong>Reconsider assessment\u003c/strong>. Pope recommends high schools take a hard look at their assessments to determine if they promote cheating. “Have an assessment that allows them to revise and collaborate and cheating will go down,” Pope said. And if teachers remove the expectation that students turn in perfect work then students won’t feel they have to either cheat or be cheated.\u003c/p>\n\u003cp>A simple thing educators can do to understand what their students are going through is to shadow them. Some administrators tried this approach. “They realized how exhausting it is to go from class to class, keep it all straight and then go home and do homework,” Pope said. It promoted the whole school to reevaluate not only the school schedule, but the amount of homework and whether that work tied back to the core goals of each class or not.\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>Pope's most important suggestion to raise and educate healthy, successful and curious learners is to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/despite-many-benefits-recess-for-many-students-is-restricted/\">focus on the whole body\u003c/a>. “Kids who walk or bike to school do better than kids who drive to school,” Pope said. “That’s because they’re getting their bodies ready to learn.” If the stress and anxiety of school is causing students health problems or to exhibit signs of depression, everyone needs to re-prioritize.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32562/how-can-students-be-successful-in-a-high-stakes-world","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_108","mindshift_20576","mindshift_1040","mindshift_20569","mindshift_20577"],"featImg":"mindshift_32567","label":"mindshift"},"mindshift_32129":{"type":"posts","id":"mindshift_32129","meta":{"index":"posts_1591205157","site":"mindshift","id":"32129","score":null,"sort":[1381940974000]},"guestAuthors":[],"slug":"design-thinking-deconstructed","title":"Design Thinking, Deconstructed","publishDate":1381940974,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/iLab_infographic_11x171.pdf\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/Screen-Shot-2013-10-16-at-9.53.23-AM.png\" alt=\"Screen Shot 2013-10-16 at 9.53.23 AM\" width=\"786\" height=\"596\" class=\"size-full wp-image-32149\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-16-at-9.53.23-AM.png 786w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-16-at-9.53.23-AM-400x303.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-16-at-9.53.23-AM-768x582.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-16-at-9.53.23-AM-320x243.png 320w\" sizes=\"(max-width: 786px) 100vw, 786px\">\u003c/a>\u003c/p>\n\u003cp>At the \u003ca href=\"http://www.nuevaschool.org/\">Nueva School\u003c/a> in Hillsborough, Calif., design thinking is built into students' and teachers' everyday lives. The process, which is an approach to learning that includes considering real-world problems, research, analysis, building by hand, and lots of experimentation, is documented and shared among staff.\u003c/p>\n\u003cp>The infographic (click on the image to see the full \u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/iLab_infographic_11x171.pdf\">PDF\u003c/a>) was created by Kim Saxe, director of Nueva’s iLab, and one of the champions of design thinking. To learn more about the process, read \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/what-does-design-thinking-look-like-in-school/\">What Design Thinking Looks Like In School, \u003c/a> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/how-to-use-design-thinking-in-class-step-by-step/\">How to Apply Design Thinking In Class, Step By Step\u003c/a>, and our entire collection of articles \u003ca href=\"http://ww2.kqed.org/mindshift/tag/design-thinking/\">about design thinking\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"At the Nueva School in Hillsborough, Calif., design thinking is built into students' and teachers' everyday lives. The process, which is an approach to learning that includes considering real-world problems, research, analysis, building by hand, and lots of experimentation, is documented and shared among staff.","status":"publish","parent":0,"modified":1381942628,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":112},"headData":{"title":"Design Thinking, Deconstructed | KQED","description":"At the Nueva School in Hillsborough, Calif., design thinking is built into students' and teachers' everyday lives. The process, which is an approach to learning that includes considering real-world problems, research, analysis, building by hand, and lots of experimentation, is documented and shared among staff.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Design Thinking, Deconstructed","datePublished":"2013-10-16T16:29:34.000Z","dateModified":"2013-10-16T16:57:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32129 http://blogs.kqed.org/mindshift/?p=32129","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/16/design-thinking-deconstructed/","disqusTitle":"Design Thinking, Deconstructed","path":"/mindshift/32129/design-thinking-deconstructed","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/iLab_infographic_11x171.pdf\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/Screen-Shot-2013-10-16-at-9.53.23-AM.png\" alt=\"Screen Shot 2013-10-16 at 9.53.23 AM\" width=\"786\" height=\"596\" class=\"size-full wp-image-32149\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-16-at-9.53.23-AM.png 786w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-16-at-9.53.23-AM-400x303.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-16-at-9.53.23-AM-768x582.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-16-at-9.53.23-AM-320x243.png 320w\" sizes=\"(max-width: 786px) 100vw, 786px\">\u003c/a>\u003c/p>\n\u003cp>At the \u003ca href=\"http://www.nuevaschool.org/\">Nueva School\u003c/a> in Hillsborough, Calif., design thinking is built into students' and teachers' everyday lives. The process, which is an approach to learning that includes considering real-world problems, research, analysis, building by hand, and lots of experimentation, is documented and shared among staff.\u003c/p>\n\u003cp>The infographic (click on the image to see the full \u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/iLab_infographic_11x171.pdf\">PDF\u003c/a>) was created by Kim Saxe, director of Nueva’s iLab, and one of the champions of design thinking. To learn more about the process, read \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/what-does-design-thinking-look-like-in-school/\">What Design Thinking Looks Like In School, \u003c/a> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/how-to-use-design-thinking-in-class-step-by-step/\">How to Apply Design Thinking In Class, Step By Step\u003c/a>, and our entire collection of articles \u003ca href=\"http://ww2.kqed.org/mindshift/tag/design-thinking/\">about design thinking\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32129/design-thinking-deconstructed","authors":["180"],"categories":["mindshift_20523","mindshift_193"],"tags":["mindshift_167","mindshift_1040","mindshift_20569"],"featImg":"mindshift_32148","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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