Learning Plan Travels With Student in the Future School Day
Educators Go From Soloists to Choreographers in the Future School Day
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Students Will Build Their Own Future School
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deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.\u003c/p>\n\u003cp>Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?\u003c/p>\n\u003cp>Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives? It's hard to say, but when it comes to preparing our kids for what's ahead, Cathy Davidson has a few ideas. The author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>\u003c/a> (Viking), who's also a professor at Duke University, believes that, in light of the fact that \"\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>,\" we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change.\"\u003c/aside>\n\u003cp>\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose,\" Davidson said. \"Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool [the Internet] and use it in a way that better serves our lives. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\"\u003c/p>\n\u003cp>Davidson offers three can-do suggestions for parents:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>EXPERIMENT WITH \u003ca href=\"http://scratch.mit.edu/\">SCRATCH\u003c/a>\u003c/strong>. It's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/\">brilliant and fun multimedia programming language\u003c/a> that allows inventive media mixing almost immediately, without any background. It is creative and fun. Even if your child has no interest in being a programmer when they grow up, familiarity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">building blocks of a programming language \u003c/a>will give them some skills and expertise at producing the kind of content they are already consuming. [See \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>.\"]\u003c/li>\n\u003cli>\u003cstrong>EMBARK ON A MEANINGFUL PROJECT.\u003c/strong>Help your child (at any age, really) by being willing to help out—but emphatically not to lead or rescue—in an extended, risky project that has real impact in the child’s community—school, neighborhood, church, synagogue, community center. But stay out of the way. Let the kids shape the project. Kids should find a project that will probably not succeed in all the ways they hope. Dreaming big, taking risks, and scaling back if and when you have to are fantastic skills. These skills are hardly ever taught in the school room which seems to be organized (as is much American society these days) as if some litigious personal injury lawyer is there ready to pounce at any moment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>LEARN HOW TO BE A RESPONSIBLE DIGITAL CITIZEN. \u003c/strong>Learn how to give and take feedback in a public and responsible way. There are different software tools that can help you set up a system where each student has an online identity, for privacy. Give each student 10 stars to award over the course of, let’s say, a 10-week project. Each week, every student is required to award one star to a member of the team whom s/he deems to have done the most to move the project forward. Before students award their stars, they need to put in writing, on the class website, the reasons for the choice. They shouldn’t waste good energy on negative criticism. Critique is the easy way out, as anyone who has read the trollish comments on the Internet knows. Negative comments are a drain on everyone’s energy and negativity is not the same as high standards. If each star is awarded with a well thought out assessment of why merit has been earned, that is a far better way to train judgment than trashing. What special contribution did a classmate make that made you want to give him or her a star? Everyone will learn from the answer (and the accumulating stars). Sound easy? It’s not. But if you can learn \u003cem>judgment\u003c/em>--not silly bubble test grading, not sarcasm or bullying but clear-eyed judgment on the way to the group’s success at attaining its goals—then you are building up a repertoire of successful skills and methods that you can call upon later, in any circumstance.\u003c/li>\n\u003c/ol>\n\u003cp>Davidson believes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">culture of fear \u003c/a>that has dominated the public discussion around the Internet and kids is damaging at best, ruinous at worst.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world,\" she said. \"There is no evidence of an increase in such crime, just an increase in reporting.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14670\" href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/cover_large/\">\u003cimg class=\"alignright size-medium wp-image-14670\" title=\"cover_large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cover_large-300x423.jpg\" alt=\"\" width=\"300\" height=\"423\">\u003c/a>And the notion that the Internet is ruining our brain, our attention and memory is flase, she says. \"Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\" she says.\u003c/p>\n\u003cp>Davidson also believes the archaic education system -- especially when it comes to graded exams -- will inevitably change because it has to. The discrepancy between how kids learn inside the formal school environment -- complete with bell schedules and drills -- and the free-form and social nature of informal learning will invariably have to be addressed.\u003c/p>\n\u003cp>In my interview with Davidson, I ask her to enumerate practical steps schools can take to prepare students for the future, and what she considers to be the ideal school day.\u003c/p>\n\u003cp>Here's the full transcript of my interview with Davidson. I recommend reading it -- and Davidson's book -- in full. It's well worth the time.\u003c/p>\n\u003cp>\u003cstrong>Q. It seems that so much of the apprehension about bringing technology into schools is about fear. Fear of losing control of information, fear of harming children's attention spans, their learning brain. How do you think we can address or overcome these fears?\u003c/strong>\u003c/p>\n\u003cp>A. Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world, especially sexual crimes against children. There is no evidence of an increase in such crime, just an increase in reporting. And an exponential increase, for middle-class American parents, in limiting our children’s mobility. We know from research that a child’s world has shrunk in the last 200 years in the West from being allowed, as preteens, to wander to the next village or to roam over one’s city until now, where even “play” has to be monitored by an adult-arranged and supervised “play date.”\u003c/p>\n\u003cp>We are also fearful about ourselves—the Internet is ruining our brain, our attention, our memory. Well, it isn’t. Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose.\"\u003c/aside>\n\u003cp>Historian Robert Darnton says there have been four great Information Ages in all human history, where a new technology has transformed how we communicate and interact—and he goes back to 4000 BC Mesopotamia for the first of these, the invention of writing. Then comes movable type, then mass steam-powered printing of the Industrial Age that makes books available to the masses for the first time in history, and now, our own Information Age where anyone can “Broadcast Yourself.” We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change. Fifteen years in is when people tend to start thinking about technological change in less fearful and more practical ways. They give up their nostalgia for the “before” and then start to focus on now, on how we can make the tools and resources available to them as productive as possible.\u003c/p>\n\u003cp>In other words, we are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose. Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool and use it in a way that better serves our lives. Being afraid is never useful. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you predict could happen if the education system continues to resist the change?\u003c/strong>\u003c/p>\n\u003cp>A. I predict the education system will change. It has to. There were enormous changes to all forms of education in the last decades of the nineteenth century. In fact, most of what we think of as “school” was developed and institutionalized about 120 years ago to teach kids regulation and efficiency, the bywords of industrialization. Farm kids and immigrant kids were streaming into the cities. To make an industrial labor force required the school bell (in literal and metaphoric terms) and lots of regimentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think we are on the verge of seeing a major change in educational policy and in how we test, how we measure, and how we teach and learn.\"\u003c/aside>\n\u003cp>We have a mismatch between the inventive ways kids learn at home online and in their game play and with their friends on social networks and the industrial age structure, division of subject matter, and ways of assessment in school. It will change—because everyone (parents, teachers, kids, principals, policy makers) know our schools are out of date. I think we are on the verge of seeing a major change in educational policy and in how we test (the first step—get rid of those End of Grade exams!), how we measure, and how we teach and learn. It \u003cem>will\u003c/em> happen because it has to.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you think that \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future\">ideal school day\u003c/a> could look like? \u003c/strong>\u003c/p>\n\u003cp>A. Remember Ichabod Crane, that parody of the tiresome schoolmaster in Washington Irving’s story “The Legend of Sleep Hollow” (published in 1820). If you plunked him down in a contemporary school room, he wouldn’t have a clue what electricity was, he’d be baffled by computers, but he would know exactly where to stand and he’d know exactly where he stood: front of the class, in charge, teaching to the test!\u003c/p>\n\u003cfigure id=\"attachment_14676\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-14676\" title=\"cathy2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cathy21-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Cathy Davidson\u003c/figcaption>\u003c/figure>\n\u003cp>In my ideal school, there would be no one school day because every day would be different. And it wouldn’t be a school of the future: the future is now!\u003cem> \u003c/em>In researching \u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>, I spent time with incredible teachers who, in ways large and small, inspire their students to learn. My future school would bring them together, take lessons from them. They give us heart and will because they already exist. We can learn from these three, one who taught decades ago in a rural one room school house, one senior scholar-teacher in a Manhattan school, one brand-new twenty-four year old teacher in a small urban city (in Durham, N.C.).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In my ideal school, there would be no one school day because every day would be different.\"\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>\u003cem>From Inez Davidson\u003c/em>:\u003c/strong> Mrs. Davidson is a “back to the future” teacher whose Friday “challenge days” can be incorporated into any school today, right now. She taught back in the 1950s to 1980s, in a three-room school house in rural Mountain View, Alberta, Canada. She turned teaching third-, fourth-, and fifth-graders into an asset instead of a deficit, having kids teach one another what they had learned the year before. And every Friday, the third- and fourth-grade kids would be pitted against the fifth graders in a learning challenge that the kids themselves would dream up—spelling bees, math quizzes, geography tests, language tests, grammar tests, poetry and rhyming competitions. Or project challenge: Who can build the highest tower out of Popsicle sticks without glue? And then she set year-long challenges as well. My personal favorite was challenging the kids to find pen pals in as many Mountain Views as they could find anywhere in the world, researching the places where they lived, becoming pen pals, and then interviewing the pen pals for a final research paper on Mountain Views in China or New Zealand. Decades before the Internet, she made learning connect kids around the world, expanding horizons, teaching geography and languages and politics and history in a way that mattered intensely to the kids.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Katie Salen\u003c/em>\u003cem>:\u003c/em>\u003c/strong>\u003cem> \u003c/em>I would take the idea of the Boss Level Challenge, a building block of the game mechanics that power \u003ca href=\"http://q2l.org/\">Quest2Learn\u003c/a>, a public school in Manhattan. Katie Salen is a professor at Parsons School of Design who was part of the \u003ca href=\"http://www.macfound.org/site/c.lkLXJ8MQKrH/b.946881/k.B85/Domestic_Grantmaking__Digital_Media__Learning.htm\">MacArthur Foundation Digital Media and Learning Initiative\u003c/a> that I’ve also been working with for several years, helping to run the annual Digital Media and Learning Competitions. Katie proposed working with the New York city school board, with teachers and parents, to create a revolutionary school within all the existing rules. Q2L works with the teachers’ unions, with the city’s lottery system of accepting pupils, with end-of-great testing, with college prep aspirations, with all of the supposed restrictions that limit teachers everywhere. I couldn’t believe she would succeed, but Katie is a gamer and she met the challenge. Q2L exists and she’s now working in Chicago to start similar schools. The specific assignment that I loved at Q2L took kids who had spent a semester building new levels for the popular digital learning game LittleBigPlanet (LBP) and challenged them to rebuild their video game level in the real world. They switched off the screens and had to calculate and plan, with blueprints and research and scissors and glue, paper and wood and paint. Brilliant! Kids need to understand the relays back and forth between real and virtual worlds and need the skills to navigate both.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Duncan Germain\u003c/em>\u003cem>: \u003c/em>\u003c/strong>Duncan was a 24-year old first-year teacher when I spent time in his sixth grade class at Voyager Academy, a public charter school in Durham, North Carolina, where I live. He taught something called Creative Productions which was intended to take all the things kids were learning in other classes and give them real world application. I was there for the bridge building challenge where students self-organized into groups ranging in size from one (some kids preferred to work alone) to five. I talk about all the really remarkable skills his students were learning on the way to build the best model bridge but what most impressed me was the long sheet about collaboration that each student had to fill out, describing such things as how to “justify” the project they were doing and their methods relative to their other school studies, the habits of mind the project was instilling, and the relationship of the project to the real world. Sounds tough? They were doing it. When I asked Mr. Germain where he got the idea, he said from his father. These sixth graders were using a project-plan form that his father used as a management consultant helping businesses adjust to new global, distributed economies of work and labor.\u003c/li>\n\u003c/ul>\n\u003cp>These are just three examples. I think it's important for all of us to know that future school already exists, it is working. These great teachers and others I profile in \u003cem>Now You See It\u003c/em> inspired me and I hope they inspire other out there too.\u003c/p>\n\u003cp>\u003cstrong>Q. If you could suggest five practical applications to apply to every school in the country, what would they be?\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>End standardized EOG tests--they demotivate learning and good teaching. Instead test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test---not be taught to scam the test!\u003c/li>\n\u003cli>Make all learning real, relevant, tied to communities, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c/li>\n\u003cli>Teach kids to think through, with, about, for--and create--new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the \"two cultures\" binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>Restore arts, music, shop, P.E., dance: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>Eliminate the “college prep” and AP distinctions, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don't need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1313810676,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":3234},"headData":{"title":"How Do We Prepare Our Children for What's Next? | KQED","description":"When most of us were deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Do We Prepare Our Children for What's Next?","datePublished":"2011-08-19T19:29:10.000Z","dateModified":"2011-08-20T03:24:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"14654 http://blogs.kqed.org/mindshift/?p=14654","disqusUrl":"https://ww2.kqed.org/mindshift/2011/08/19/how-do-we-prepare-our-children-for-whats-next/","disqusTitle":"How Do We Prepare Our Children for What's Next?","path":"/mindshift/14654/how-do-we-prepare-our-children-for-whats-next","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14661\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pasfam/180451048/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14661\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/grad-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">What kids learn at a young age will determine whether they're prepared for a future full of unknowns.\u003c/figcaption>\u003c/figure>\n\u003cp>When most of us were deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.\u003c/p>\n\u003cp>Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?\u003c/p>\n\u003cp>Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives? It's hard to say, but when it comes to preparing our kids for what's ahead, Cathy Davidson has a few ideas. The author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>\u003c/a> (Viking), who's also a professor at Duke University, believes that, in light of the fact that \"\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>,\" we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change.\"\u003c/aside>\n\u003cp>\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose,\" Davidson said. \"Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool [the Internet] and use it in a way that better serves our lives. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\"\u003c/p>\n\u003cp>Davidson offers three can-do suggestions for parents:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>EXPERIMENT WITH \u003ca href=\"http://scratch.mit.edu/\">SCRATCH\u003c/a>\u003c/strong>. It's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/\">brilliant and fun multimedia programming language\u003c/a> that allows inventive media mixing almost immediately, without any background. It is creative and fun. Even if your child has no interest in being a programmer when they grow up, familiarity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">building blocks of a programming language \u003c/a>will give them some skills and expertise at producing the kind of content they are already consuming. [See \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>.\"]\u003c/li>\n\u003cli>\u003cstrong>EMBARK ON A MEANINGFUL PROJECT.\u003c/strong>Help your child (at any age, really) by being willing to help out—but emphatically not to lead or rescue—in an extended, risky project that has real impact in the child’s community—school, neighborhood, church, synagogue, community center. But stay out of the way. Let the kids shape the project. Kids should find a project that will probably not succeed in all the ways they hope. Dreaming big, taking risks, and scaling back if and when you have to are fantastic skills. These skills are hardly ever taught in the school room which seems to be organized (as is much American society these days) as if some litigious personal injury lawyer is there ready to pounce at any moment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>LEARN HOW TO BE A RESPONSIBLE DIGITAL CITIZEN. \u003c/strong>Learn how to give and take feedback in a public and responsible way. There are different software tools that can help you set up a system where each student has an online identity, for privacy. Give each student 10 stars to award over the course of, let’s say, a 10-week project. Each week, every student is required to award one star to a member of the team whom s/he deems to have done the most to move the project forward. Before students award their stars, they need to put in writing, on the class website, the reasons for the choice. They shouldn’t waste good energy on negative criticism. Critique is the easy way out, as anyone who has read the trollish comments on the Internet knows. Negative comments are a drain on everyone’s energy and negativity is not the same as high standards. If each star is awarded with a well thought out assessment of why merit has been earned, that is a far better way to train judgment than trashing. What special contribution did a classmate make that made you want to give him or her a star? Everyone will learn from the answer (and the accumulating stars). Sound easy? It’s not. But if you can learn \u003cem>judgment\u003c/em>--not silly bubble test grading, not sarcasm or bullying but clear-eyed judgment on the way to the group’s success at attaining its goals—then you are building up a repertoire of successful skills and methods that you can call upon later, in any circumstance.\u003c/li>\n\u003c/ol>\n\u003cp>Davidson believes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">culture of fear \u003c/a>that has dominated the public discussion around the Internet and kids is damaging at best, ruinous at worst.\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>\"Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world,\" she said. \"There is no evidence of an increase in such crime, just an increase in reporting.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14670\" href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/cover_large/\">\u003cimg class=\"alignright size-medium wp-image-14670\" title=\"cover_large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cover_large-300x423.jpg\" alt=\"\" width=\"300\" height=\"423\">\u003c/a>And the notion that the Internet is ruining our brain, our attention and memory is flase, she says. \"Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\" she says.\u003c/p>\n\u003cp>Davidson also believes the archaic education system -- especially when it comes to graded exams -- will inevitably change because it has to. The discrepancy between how kids learn inside the formal school environment -- complete with bell schedules and drills -- and the free-form and social nature of informal learning will invariably have to be addressed.\u003c/p>\n\u003cp>In my interview with Davidson, I ask her to enumerate practical steps schools can take to prepare students for the future, and what she considers to be the ideal school day.\u003c/p>\n\u003cp>Here's the full transcript of my interview with Davidson. I recommend reading it -- and Davidson's book -- in full. It's well worth the time.\u003c/p>\n\u003cp>\u003cstrong>Q. It seems that so much of the apprehension about bringing technology into schools is about fear. Fear of losing control of information, fear of harming children's attention spans, their learning brain. How do you think we can address or overcome these fears?\u003c/strong>\u003c/p>\n\u003cp>A. Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world, especially sexual crimes against children. There is no evidence of an increase in such crime, just an increase in reporting. And an exponential increase, for middle-class American parents, in limiting our children’s mobility. We know from research that a child’s world has shrunk in the last 200 years in the West from being allowed, as preteens, to wander to the next village or to roam over one’s city until now, where even “play” has to be monitored by an adult-arranged and supervised “play date.”\u003c/p>\n\u003cp>We are also fearful about ourselves—the Internet is ruining our brain, our attention, our memory. Well, it isn’t. Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose.\"\u003c/aside>\n\u003cp>Historian Robert Darnton says there have been four great Information Ages in all human history, where a new technology has transformed how we communicate and interact—and he goes back to 4000 BC Mesopotamia for the first of these, the invention of writing. Then comes movable type, then mass steam-powered printing of the Industrial Age that makes books available to the masses for the first time in history, and now, our own Information Age where anyone can “Broadcast Yourself.” We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change. Fifteen years in is when people tend to start thinking about technological change in less fearful and more practical ways. They give up their nostalgia for the “before” and then start to focus on now, on how we can make the tools and resources available to them as productive as possible.\u003c/p>\n\u003cp>In other words, we are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose. Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool and use it in a way that better serves our lives. Being afraid is never useful. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you predict could happen if the education system continues to resist the change?\u003c/strong>\u003c/p>\n\u003cp>A. I predict the education system will change. It has to. There were enormous changes to all forms of education in the last decades of the nineteenth century. In fact, most of what we think of as “school” was developed and institutionalized about 120 years ago to teach kids regulation and efficiency, the bywords of industrialization. Farm kids and immigrant kids were streaming into the cities. To make an industrial labor force required the school bell (in literal and metaphoric terms) and lots of regimentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think we are on the verge of seeing a major change in educational policy and in how we test, how we measure, and how we teach and learn.\"\u003c/aside>\n\u003cp>We have a mismatch between the inventive ways kids learn at home online and in their game play and with their friends on social networks and the industrial age structure, division of subject matter, and ways of assessment in school. It will change—because everyone (parents, teachers, kids, principals, policy makers) know our schools are out of date. I think we are on the verge of seeing a major change in educational policy and in how we test (the first step—get rid of those End of Grade exams!), how we measure, and how we teach and learn. It \u003cem>will\u003c/em> happen because it has to.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you think that \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future\">ideal school day\u003c/a> could look like? \u003c/strong>\u003c/p>\n\u003cp>A. Remember Ichabod Crane, that parody of the tiresome schoolmaster in Washington Irving’s story “The Legend of Sleep Hollow” (published in 1820). If you plunked him down in a contemporary school room, he wouldn’t have a clue what electricity was, he’d be baffled by computers, but he would know exactly where to stand and he’d know exactly where he stood: front of the class, in charge, teaching to the test!\u003c/p>\n\u003cfigure id=\"attachment_14676\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-14676\" title=\"cathy2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cathy21-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Cathy Davidson\u003c/figcaption>\u003c/figure>\n\u003cp>In my ideal school, there would be no one school day because every day would be different. And it wouldn’t be a school of the future: the future is now!\u003cem> \u003c/em>In researching \u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>, I spent time with incredible teachers who, in ways large and small, inspire their students to learn. My future school would bring them together, take lessons from them. They give us heart and will because they already exist. We can learn from these three, one who taught decades ago in a rural one room school house, one senior scholar-teacher in a Manhattan school, one brand-new twenty-four year old teacher in a small urban city (in Durham, N.C.).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In my ideal school, there would be no one school day because every day would be different.\"\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>\u003cem>From Inez Davidson\u003c/em>:\u003c/strong> Mrs. Davidson is a “back to the future” teacher whose Friday “challenge days” can be incorporated into any school today, right now. She taught back in the 1950s to 1980s, in a three-room school house in rural Mountain View, Alberta, Canada. She turned teaching third-, fourth-, and fifth-graders into an asset instead of a deficit, having kids teach one another what they had learned the year before. And every Friday, the third- and fourth-grade kids would be pitted against the fifth graders in a learning challenge that the kids themselves would dream up—spelling bees, math quizzes, geography tests, language tests, grammar tests, poetry and rhyming competitions. Or project challenge: Who can build the highest tower out of Popsicle sticks without glue? And then she set year-long challenges as well. My personal favorite was challenging the kids to find pen pals in as many Mountain Views as they could find anywhere in the world, researching the places where they lived, becoming pen pals, and then interviewing the pen pals for a final research paper on Mountain Views in China or New Zealand. Decades before the Internet, she made learning connect kids around the world, expanding horizons, teaching geography and languages and politics and history in a way that mattered intensely to the kids.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Katie Salen\u003c/em>\u003cem>:\u003c/em>\u003c/strong>\u003cem> \u003c/em>I would take the idea of the Boss Level Challenge, a building block of the game mechanics that power \u003ca href=\"http://q2l.org/\">Quest2Learn\u003c/a>, a public school in Manhattan. Katie Salen is a professor at Parsons School of Design who was part of the \u003ca href=\"http://www.macfound.org/site/c.lkLXJ8MQKrH/b.946881/k.B85/Domestic_Grantmaking__Digital_Media__Learning.htm\">MacArthur Foundation Digital Media and Learning Initiative\u003c/a> that I’ve also been working with for several years, helping to run the annual Digital Media and Learning Competitions. Katie proposed working with the New York city school board, with teachers and parents, to create a revolutionary school within all the existing rules. Q2L works with the teachers’ unions, with the city’s lottery system of accepting pupils, with end-of-great testing, with college prep aspirations, with all of the supposed restrictions that limit teachers everywhere. I couldn’t believe she would succeed, but Katie is a gamer and she met the challenge. Q2L exists and she’s now working in Chicago to start similar schools. The specific assignment that I loved at Q2L took kids who had spent a semester building new levels for the popular digital learning game LittleBigPlanet (LBP) and challenged them to rebuild their video game level in the real world. They switched off the screens and had to calculate and plan, with blueprints and research and scissors and glue, paper and wood and paint. Brilliant! Kids need to understand the relays back and forth between real and virtual worlds and need the skills to navigate both.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Duncan Germain\u003c/em>\u003cem>: \u003c/em>\u003c/strong>Duncan was a 24-year old first-year teacher when I spent time in his sixth grade class at Voyager Academy, a public charter school in Durham, North Carolina, where I live. He taught something called Creative Productions which was intended to take all the things kids were learning in other classes and give them real world application. I was there for the bridge building challenge where students self-organized into groups ranging in size from one (some kids preferred to work alone) to five. I talk about all the really remarkable skills his students were learning on the way to build the best model bridge but what most impressed me was the long sheet about collaboration that each student had to fill out, describing such things as how to “justify” the project they were doing and their methods relative to their other school studies, the habits of mind the project was instilling, and the relationship of the project to the real world. Sounds tough? They were doing it. When I asked Mr. Germain where he got the idea, he said from his father. These sixth graders were using a project-plan form that his father used as a management consultant helping businesses adjust to new global, distributed economies of work and labor.\u003c/li>\n\u003c/ul>\n\u003cp>These are just three examples. I think it's important for all of us to know that future school already exists, it is working. These great teachers and others I profile in \u003cem>Now You See It\u003c/em> inspired me and I hope they inspire other out there too.\u003c/p>\n\u003cp>\u003cstrong>Q. If you could suggest five practical applications to apply to every school in the country, what would they be?\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>End standardized EOG tests--they demotivate learning and good teaching. Instead test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test---not be taught to scam the test!\u003c/li>\n\u003cli>Make all learning real, relevant, tied to communities, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c/li>\n\u003cli>Teach kids to think through, with, about, for--and create--new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the \"two cultures\" binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>Restore arts, music, shop, P.E., dance: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>Eliminate the “college prep” and AP distinctions, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don't need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/14654/how-do-we-prepare-our-children-for-whats-next","authors":["180"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_684","mindshift_20903","mindshift_500"],"featImg":"mindshift_14661","label":"mindshift"},"mindshift_9501":{"type":"posts","id":"mindshift_9501","meta":{"index":"posts_1591205157","site":"mindshift","id":"9501","score":null,"sort":[1300748444000]},"guestAuthors":[],"slug":"a-glimpse-into-future-schools","title":"A Glimpse into Future Schools","publishDate":1300748444,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp id=\"postSingleSubTitle\">\u003cem>\u003ca href=\"http://educationnext.org/future-schools/\">Education Next's report\u003c/a> on five schools that exemplify the model of the future school includes the Denver School of Science and Technology and Carpe Diem Collegiate High School. Here's an excerpt from the comprehensive article written by\u003cem> \u003ca title=\"Posts by Jonathan Schorr\" href=\"http://educationnext.org/author/jschorr/\">Jonathan Schorr\u003c/a> and \u003ca title=\"Posts by Deborah McGriff\" href=\"http://educationnext.org/author/dmcgriff/\">Deborah McGriff.\u003c/a>\u003c/em>\u003c/em>\u003c/p>\n\u003ch4>Future Schools\u003cem>: Blending face-to-face and online learning\u003c/em>\u003c/h4>\n\u003cp>\u003cstrong>DSST Public Schools\u003c/strong>\u003c/p>\n\u003cp>The constant, real-time stream of student assessment data is a crucial element of the most promising tech-enabled schools, including some high flyers that don’t fit neatly under the blended label. One of the most interesting is charter school network \u003ca href=\"http://dsstpublicschools.org/\">DSST Public Schools\u003c/a>, named for its flagship, the Denver School of Science and Technology. DSST enrolls a mostly-minority, 47 percent low-income student population and has achieved national renown for its extraordinary results, including the second-highest longitudinal growth rate in student test scores statewide. Among graduates, 100 percent have been accepted to four-year colleges, where an astonishing 1 percent require remedial courses, in comparison to 56 percent for the Denver district. Technology is everywhere as one strolls through DSST’s Stapleton campus in northeast Denver, just barely within sight of peaks of the Front Range of the Rocky Mountains. In a 6th-grade social studies class recently, students used collaborative user-made web sites called wikis to access and respond to in-class and homework assignments. The teacher projected a map of Asia and posted prompts on the wiki for students to respond to as they learned about the geography of the region.\u003c!--more-->\u003c/p>\n\u003cp>DSST’s assessment system provides real-time, instant feedback to teachers and students on students’ progress, measured through quick assessments that students take on netbooks. Teachers at DSST have been developing these informal assessments and in the 2010–11 school year are working with a consultant to review the validity of the assessment items and gather feedback that will in turn make teachers better item writers. The data enable teachers to differentiate instruction and connect instructional strategies with student results. As at School of One, both teachers and students at DSST can track mastery on a particular standard. Teachers can quickly adjust groups and/or identify topics for re-teaching. Through these assessments and classroom observations, teachers identify students in need of extra support, who are then assigned to afterschool tutoring the same day. Teachers use the information to plan lessons, deciding whether to spend more class time on a certain area or focus on individual tutoring based on class scores. DSST is also using data to analyze teacher performance. “The technology enables us to collect good data on our school performance, which is used to drive and motivate student achievement,” says founder and CEO Bill Kurtz. “We believe that education innovation will be driven by common data.”\u003c/p>\n\u003cp>\u003cstrong>Carpe Diem Collegiate High School\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Elsewhere in the charter universe, schools are incorporating hybrid and blended structures into already successful school organizations, which increasingly seek efficiency, even as they expand and work to maintain excellent student achievement. The impact has been dramatic, for example, at Carpe Diem Collegiate High School of Yuma, Arizona. Carpe Diem represents what will likely be a crucial chapter in the story of blended schools: a turn to a blended model because of financial or facilities challenges. The charter school, which serves 250 mostly low-income students in 6th through 12th grades, faced a crisis after losing its lease on a church building. Its founders radically transformed it from a traditional structure to one heavily dependent on online instruction. In the reinvented school, small groups take classes directly from teachers, while most students take online classes in a learning center that features 300 low-sided cubicles in one brightly painted room. Student cubicles have a desktop computer and monitor; many have been personalized and decorated with artwork. The learning center is staffed by the principal, two instructional assistants, and a course manager, who also talks with students about their progress.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Students begin their day by logging onto a software system called e2020 and accessing the calendar, selecting a subject area, and looking at their lists of assignments for the week. On any given day, based on the data, teachers may gather an entire grade or a subset of students, sometimes in groups as small as one or two. Some students work through all subjects each day, while others focus on math for the week on one day, science for the week on another day. Carpe Diem has been a state leader in student growth for the past two years.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1300818798,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":766},"headData":{"title":"A Glimpse into Future Schools | KQED","description":"Education Next's report on five schools that exemplify the model of the future school includes the Denver School of Science and Technology and Carpe Diem Collegiate High School. Here's an excerpt from the comprehensive article written by Jonathan Schorr and Deborah McGriff. Future Schools: Blending face-to-face and online learning DSST Public Schools The constant, real-time","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Glimpse into Future Schools","datePublished":"2011-03-21T23:00:44.000Z","dateModified":"2011-03-22T18:33:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"9501 http://blogs.kqed.org/mindshift/?p=9501","disqusUrl":"https://ww2.kqed.org/mindshift/2011/03/21/a-glimpse-into-future-schools/","disqusTitle":"A Glimpse into Future Schools","path":"/mindshift/9501/a-glimpse-into-future-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp id=\"postSingleSubTitle\">\u003cem>\u003ca href=\"http://educationnext.org/future-schools/\">Education Next's report\u003c/a> on five schools that exemplify the model of the future school includes the Denver School of Science and Technology and Carpe Diem Collegiate High School. Here's an excerpt from the comprehensive article written by\u003cem> \u003ca title=\"Posts by Jonathan Schorr\" href=\"http://educationnext.org/author/jschorr/\">Jonathan Schorr\u003c/a> and \u003ca title=\"Posts by Deborah McGriff\" href=\"http://educationnext.org/author/dmcgriff/\">Deborah McGriff.\u003c/a>\u003c/em>\u003c/em>\u003c/p>\n\u003ch4>Future Schools\u003cem>: Blending face-to-face and online learning\u003c/em>\u003c/h4>\n\u003cp>\u003cstrong>DSST Public Schools\u003c/strong>\u003c/p>\n\u003cp>The constant, real-time stream of student assessment data is a crucial element of the most promising tech-enabled schools, including some high flyers that don’t fit neatly under the blended label. One of the most interesting is charter school network \u003ca href=\"http://dsstpublicschools.org/\">DSST Public Schools\u003c/a>, named for its flagship, the Denver School of Science and Technology. DSST enrolls a mostly-minority, 47 percent low-income student population and has achieved national renown for its extraordinary results, including the second-highest longitudinal growth rate in student test scores statewide. Among graduates, 100 percent have been accepted to four-year colleges, where an astonishing 1 percent require remedial courses, in comparison to 56 percent for the Denver district. Technology is everywhere as one strolls through DSST’s Stapleton campus in northeast Denver, just barely within sight of peaks of the Front Range of the Rocky Mountains. In a 6th-grade social studies class recently, students used collaborative user-made web sites called wikis to access and respond to in-class and homework assignments. The teacher projected a map of Asia and posted prompts on the wiki for students to respond to as they learned about the geography of the region.\u003c!--more-->\u003c/p>\n\u003cp>DSST’s assessment system provides real-time, instant feedback to teachers and students on students’ progress, measured through quick assessments that students take on netbooks. Teachers at DSST have been developing these informal assessments and in the 2010–11 school year are working with a consultant to review the validity of the assessment items and gather feedback that will in turn make teachers better item writers. The data enable teachers to differentiate instruction and connect instructional strategies with student results. As at School of One, both teachers and students at DSST can track mastery on a particular standard. Teachers can quickly adjust groups and/or identify topics for re-teaching. Through these assessments and classroom observations, teachers identify students in need of extra support, who are then assigned to afterschool tutoring the same day. Teachers use the information to plan lessons, deciding whether to spend more class time on a certain area or focus on individual tutoring based on class scores. DSST is also using data to analyze teacher performance. “The technology enables us to collect good data on our school performance, which is used to drive and motivate student achievement,” says founder and CEO Bill Kurtz. “We believe that education innovation will be driven by common data.”\u003c/p>\n\u003cp>\u003cstrong>Carpe Diem Collegiate High School\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Elsewhere in the charter universe, schools are incorporating hybrid and blended structures into already successful school organizations, which increasingly seek efficiency, even as they expand and work to maintain excellent student achievement. The impact has been dramatic, for example, at Carpe Diem Collegiate High School of Yuma, Arizona. Carpe Diem represents what will likely be a crucial chapter in the story of blended schools: a turn to a blended model because of financial or facilities challenges. The charter school, which serves 250 mostly low-income students in 6th through 12th grades, faced a crisis after losing its lease on a church building. Its founders radically transformed it from a traditional structure to one heavily dependent on online instruction. In the reinvented school, small groups take classes directly from teachers, while most students take online classes in a learning center that features 300 low-sided cubicles in one brightly painted room. Student cubicles have a desktop computer and monitor; many have been personalized and decorated with artwork. The learning center is staffed by the principal, two instructional assistants, and a course manager, who also talks with students about their progress.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Students begin their day by logging onto a software system called e2020 and accessing the calendar, selecting a subject area, and looking at their lists of assignments for the week. On any given day, based on the data, teachers may gather an entire grade or a subset of students, sometimes in groups as small as one or two. Some students work through all subjects each day, while others focus on math for the week on one day, science for the week on another day. Carpe Diem has been a state leader in student growth for the past two years.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/9501/a-glimpse-into-future-schools","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_20903"],"label":"mindshift"},"mindshift_9216":{"type":"posts","id":"mindshift_9216","meta":{"index":"posts_1591205157","site":"mindshift","id":"9216","score":null,"sort":[1300123655000]},"guestAuthors":[],"slug":"a-challenge-to-doubters-do-something-impossible","title":"A Challenge to Doubters: Do Something Impossible","publishDate":1300123655,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch3>\n\u003c/h3>\u003cp>\u003ca href=\"http://www.flickr.com/photos/purpleslog/3739947268/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9290\" title=\"Purpleslog\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Purpleslog-300x238.jpg\" alt=\"\" width=\"300\" height=\"238\">\u003c/a>\u003c/p>\n\n\u003ch3>Make Your Own List. Make Your Own Future.\u003c/h3>\n\u003cp>\u003cem>The article \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">21 Things That Will be Obsolete in 2020\u003c/a>\" has elicited a range of responses from readers. One describes a school where much of the predictions are already happening, while others convey serious doubt that any of these will come to fruition -- whether it's due to lack of money or dedication to education, fixation on standardized testing, or just plain jadedness about the possibility for change.\u003c/em>\u003c/p>\n\u003cp>\u003cem>I asked the writer, \u003ca href=\"http://teachpaperless.blogspot.com/\">Shelly Blake-Plock\u003c/a>, to respond to the comments. Here's his thoughtful observation.\u003c/em>\u003c/p>\n\u003ch5>By Shelly Blake-Plock\u003c/h5>\n\u003cp>I've heard the criticisms regarding how outlandish these predictions seem for low-income schools. And I think a lot of it has to do with the transition period we find our selves in as a society and I think a lot of it has to do with the seemingly endless failures that have shaped the view of many an educator when it comes to the word \"reform.\"\u003c/p>\n\u003cp>And so when it comes to digital technology, folks say to themselves: \"I've heard all that before. I've heard about how computers are going to change everything. I heard about how our offices were going to be paperless. Right. I've heard about the latest program that's going to help my kids learn and I've seen all the computer games and seen money wasted on computers that are obsolete by the time they are plugged in.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">We're not talking about computers anymore. We're talking about the way that we connect to one another as human beings.\u003c/aside>\n\u003cp>And I think, by-and-large, those folks making those complaints have been right to do so for years. But what they perhaps aren't getting is that we're not talking about computers anymore. We're talking about the way that we connect to one another as human beings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Those connections have changed. We don't need to be broadcasted at anymore. We don't need so many of the hierarchies we used to unwittingly depend upon. Just ask any manager of a CD shop in the mall.\u003c/p>\n\u003cp>We're in the middle of a transition that extends to every conceivable form of human experience.\u003c/p>\n\u003cp>Including education.\u003c/p>\n\u003cp>We're in the middle of a transition period between analog and digital realities in work, school, and life. That isn't to say the analog isn't important -- it's just to recognize that the digital in many ways opens up new opportunities that the analog just can't offer. Anyone who has been able to immediately share pictures and videos of the kids in real-time with family elsewhere in the country can attest to this.\u003c/p>\n\u003cp>In schools, however, we often act as though nothing beyond the classroom walls and the strict curriculum taught within them matters. And we act as though digital technology is somehow only auxiliary to the experience our kids have in learning throughout the course of the day. So we have \"reading time\" and \"math time\" and \"tech time\" (maybe), but we often fail to integrate those things in the way they are already integrated in reality. We fail to integrate them, we fail to personalize them, and we let ourselves believe that doing so would just take too much effort and not show anything quantifiable for it in the end.\u003c/p>\n\u003cp>Many of the folks who've criticized my ideas in terms of tech in the classroom have told me it's not feasible because \"we don't even have books, how are we going to provide computers?\"\u003c/p>\n\u003cp>And I think that's a fair question. But I'd argue that by-and-large you don't have to spend a ton of money on computers. Because your students are often carrying more technological capacity in their pockets in the form of cell and smart phones than you could ever have imagined years ago.\u003c/p>\n\u003cp>Many schools are considering \"BYOD\" (Bring Your Own Device) as a way to fundamentally alter the playing field. The most important thing is being able to connect; it doesn't matter so much exactly on the device. So let kids bring what they have and let them work together and share. Improvise. Experiment. Learn to trust one another and teach one another. Supplement what you actually need rather than spending money on 30 or 60 or 1,000 of the same thing. Manage your class in such a way that some kids can be using the available devices while other kids are doing something else. Not everybody in your class has to be doing the same thing at the same time. Mix it up.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The idea of something like Facebook connecting 600 million people seemed pretty extreme four years ago.\u003c/aside>\n\u003cp>As for books: Think about how much those textbooks cost; and think about how often new editions are printed. Think about how much money you waste on paper, toner, and copy machines. I'd suggest reallocating your funds from perishable forms of information to dynamic and ever-updated forms available online -- and often for free. All you need is to provide the connection.\u003c/p>\n\u003cp>Now, yes, some things on my list of things that will be obsolete in schools by 2020 may seem extreme. But the idea of something like Facebook connecting 600 million people seemed pretty extreme four years ago. The idea of social media becoming a force in journalism, protest, and organizing seemed kinda extreme. The idea of a Fortune 500 company hiring someone in charge of Tweeting probably still seems extreme to a lot of folks; but go take a look at the Twitter feeds of every major corporation and organization today.\u003c!--more-->\u003c/p>\n\u003cp>Yes, crazy stuff happens. And maybe if we deal with the poverty and crushed communities that are realities for our lowest income students and maybe if we allowed them to actually have voices and take part in the digital revolution that is galvanizing the spirit of low-income and oppressed people throughout the world into something empowering and reality-changing, and maybe if we got rid of the red tape and the fear that gives us excuses about why there has to be a digital divide, then maybe we'd actually be amazed at what our kids can do.\u003c/p>\n\u003cp>America doesn't lack money. The money is there. What America seems to be lacking is the will to actually use its strength to empower the folks we've conveniently left behind.\u003c/p>\n\u003cp>I teach pre-service and young teachers in the grad program at Johns Hopkins University. These teachers work in classrooms throughout Baltimore City Public Schools. Some of them are in places with fresh paint on the walls and computers in the labs, while some of them are in classrooms without enough books for the kids. A few months ago, one of my young teachers found himself in a discussion with the principal about what to do with some recently available funding. He actually managed to convince him to let him pilot a 1:1 iPad program for inner city high schoolers. By all accounts, it's worked out great for him. Another of my teachers started a tech and new media program in an unused room in his high school. His kids are engaged in what they are learning and they are applying real-time learning from the Web to the realities of their lives in Baltimore.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Don't let the reality of whatever condition your school might be in right now dictate what reality will look like in the future.\u003c/aside>\n\u003cp>So when I hear people say: \"This is impossible,\" I tend to react by telling them to figure it out and do the impossible. Teachers: you are the most amazing people on the planet. You are gifted with a fine mind and great compassion. You handle adversity and trauma and you inspire the future. You are going to have to be the ones to figure this out. You can't rely on your administrators to do this for you. They are busy. They don't always see what's going on or what's available. So you've got to make it happen. Go to \u003ca href=\"http://www.donorschoose.org/\">Donors Choose\u003c/a> and apply for funding for your classroom. Get a Twitter account and follow \u003ca href=\"http://twitter.com/#!/search?q=%23edchat\">#edchat \u003c/a>to make connections with like-minded educators around the world. Don't let the reality of whatever condition your school might be in right now dictate what reality will look like in the future. Shape the future you want to see. Organize with the families in your school's community. Find energetic young teachers at your local college and put them to work helping us all create something new.\u003c/p>\n\u003cp>And your future doesn't have to look like mine. My list isn't some steadfast rule, it's just a silly list of ideas. But I'm trying to do my part to make my silly list of idealistic ideas come true for the teachers I serve in Baltimore City. I'm trying to make it come true for the kids I serve at the little Catholic high school where you can find me most weekdays. I'm trying to make it come true for my own three kids who go to a public elementary school where classes meet in trailers, but nonetheless kids get to present work online. You've got to make your own list. You've got to make your own future. \u003cstrong>Do something impossible.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca rel=\"attachment wp-att-9293\" href=\"http://ww2.kqed.org/mindshift/2011/03/a-challenge-to-doubters-do-something-impossible/ms_school_future_th1342f08-10/\">\u003cimg class=\"alignleft size-full wp-image-9293\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/MS_school_future_th1342F081.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F081.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F081-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Read more in the\u003c/em> \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future \u003c/a>\u003c/strong>\u003cem>series.\u003c/em>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1300123658,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1594},"headData":{"title":"A Challenge to Doubters: Do Something Impossible | KQED","description":"Make Your Own List. Make Your Own Future. The article "21 Things That Will be Obsolete in 2020" has elicited a range of responses from readers. One describes a school where much of the predictions are already happening, while others convey serious doubt that any of these will come to fruition -- whether it's due","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Challenge to Doubters: Do Something Impossible","datePublished":"2011-03-14T17:27:35.000Z","dateModified":"2011-03-14T17:27:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"9216 http://blogs.kqed.org/mindshift/?p=9216","disqusUrl":"https://ww2.kqed.org/mindshift/2011/03/14/a-challenge-to-doubters-do-something-impossible/","disqusTitle":"A Challenge to Doubters: Do Something Impossible","path":"/mindshift/9216/a-challenge-to-doubters-do-something-impossible","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch3>\n\u003c/h3>\u003cp>\u003ca href=\"http://www.flickr.com/photos/purpleslog/3739947268/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9290\" title=\"Purpleslog\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Purpleslog-300x238.jpg\" alt=\"\" width=\"300\" height=\"238\">\u003c/a>\u003c/p>\n\n\u003ch3>Make Your Own List. Make Your Own Future.\u003c/h3>\n\u003cp>\u003cem>The article \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">21 Things That Will be Obsolete in 2020\u003c/a>\" has elicited a range of responses from readers. One describes a school where much of the predictions are already happening, while others convey serious doubt that any of these will come to fruition -- whether it's due to lack of money or dedication to education, fixation on standardized testing, or just plain jadedness about the possibility for change.\u003c/em>\u003c/p>\n\u003cp>\u003cem>I asked the writer, \u003ca href=\"http://teachpaperless.blogspot.com/\">Shelly Blake-Plock\u003c/a>, to respond to the comments. Here's his thoughtful observation.\u003c/em>\u003c/p>\n\u003ch5>By Shelly Blake-Plock\u003c/h5>\n\u003cp>I've heard the criticisms regarding how outlandish these predictions seem for low-income schools. And I think a lot of it has to do with the transition period we find our selves in as a society and I think a lot of it has to do with the seemingly endless failures that have shaped the view of many an educator when it comes to the word \"reform.\"\u003c/p>\n\u003cp>And so when it comes to digital technology, folks say to themselves: \"I've heard all that before. I've heard about how computers are going to change everything. I heard about how our offices were going to be paperless. Right. I've heard about the latest program that's going to help my kids learn and I've seen all the computer games and seen money wasted on computers that are obsolete by the time they are plugged in.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">We're not talking about computers anymore. We're talking about the way that we connect to one another as human beings.\u003c/aside>\n\u003cp>And I think, by-and-large, those folks making those complaints have been right to do so for years. But what they perhaps aren't getting is that we're not talking about computers anymore. We're talking about the way that we connect to one another as human beings.\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>Those connections have changed. We don't need to be broadcasted at anymore. We don't need so many of the hierarchies we used to unwittingly depend upon. Just ask any manager of a CD shop in the mall.\u003c/p>\n\u003cp>We're in the middle of a transition that extends to every conceivable form of human experience.\u003c/p>\n\u003cp>Including education.\u003c/p>\n\u003cp>We're in the middle of a transition period between analog and digital realities in work, school, and life. That isn't to say the analog isn't important -- it's just to recognize that the digital in many ways opens up new opportunities that the analog just can't offer. Anyone who has been able to immediately share pictures and videos of the kids in real-time with family elsewhere in the country can attest to this.\u003c/p>\n\u003cp>In schools, however, we often act as though nothing beyond the classroom walls and the strict curriculum taught within them matters. And we act as though digital technology is somehow only auxiliary to the experience our kids have in learning throughout the course of the day. So we have \"reading time\" and \"math time\" and \"tech time\" (maybe), but we often fail to integrate those things in the way they are already integrated in reality. We fail to integrate them, we fail to personalize them, and we let ourselves believe that doing so would just take too much effort and not show anything quantifiable for it in the end.\u003c/p>\n\u003cp>Many of the folks who've criticized my ideas in terms of tech in the classroom have told me it's not feasible because \"we don't even have books, how are we going to provide computers?\"\u003c/p>\n\u003cp>And I think that's a fair question. But I'd argue that by-and-large you don't have to spend a ton of money on computers. Because your students are often carrying more technological capacity in their pockets in the form of cell and smart phones than you could ever have imagined years ago.\u003c/p>\n\u003cp>Many schools are considering \"BYOD\" (Bring Your Own Device) as a way to fundamentally alter the playing field. The most important thing is being able to connect; it doesn't matter so much exactly on the device. So let kids bring what they have and let them work together and share. Improvise. Experiment. Learn to trust one another and teach one another. Supplement what you actually need rather than spending money on 30 or 60 or 1,000 of the same thing. Manage your class in such a way that some kids can be using the available devices while other kids are doing something else. Not everybody in your class has to be doing the same thing at the same time. Mix it up.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The idea of something like Facebook connecting 600 million people seemed pretty extreme four years ago.\u003c/aside>\n\u003cp>As for books: Think about how much those textbooks cost; and think about how often new editions are printed. Think about how much money you waste on paper, toner, and copy machines. I'd suggest reallocating your funds from perishable forms of information to dynamic and ever-updated forms available online -- and often for free. All you need is to provide the connection.\u003c/p>\n\u003cp>Now, yes, some things on my list of things that will be obsolete in schools by 2020 may seem extreme. But the idea of something like Facebook connecting 600 million people seemed pretty extreme four years ago. The idea of social media becoming a force in journalism, protest, and organizing seemed kinda extreme. The idea of a Fortune 500 company hiring someone in charge of Tweeting probably still seems extreme to a lot of folks; but go take a look at the Twitter feeds of every major corporation and organization today.\u003c!--more-->\u003c/p>\n\u003cp>Yes, crazy stuff happens. And maybe if we deal with the poverty and crushed communities that are realities for our lowest income students and maybe if we allowed them to actually have voices and take part in the digital revolution that is galvanizing the spirit of low-income and oppressed people throughout the world into something empowering and reality-changing, and maybe if we got rid of the red tape and the fear that gives us excuses about why there has to be a digital divide, then maybe we'd actually be amazed at what our kids can do.\u003c/p>\n\u003cp>America doesn't lack money. The money is there. What America seems to be lacking is the will to actually use its strength to empower the folks we've conveniently left behind.\u003c/p>\n\u003cp>I teach pre-service and young teachers in the grad program at Johns Hopkins University. These teachers work in classrooms throughout Baltimore City Public Schools. Some of them are in places with fresh paint on the walls and computers in the labs, while some of them are in classrooms without enough books for the kids. A few months ago, one of my young teachers found himself in a discussion with the principal about what to do with some recently available funding. He actually managed to convince him to let him pilot a 1:1 iPad program for inner city high schoolers. By all accounts, it's worked out great for him. Another of my teachers started a tech and new media program in an unused room in his high school. His kids are engaged in what they are learning and they are applying real-time learning from the Web to the realities of their lives in Baltimore.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Don't let the reality of whatever condition your school might be in right now dictate what reality will look like in the future.\u003c/aside>\n\u003cp>So when I hear people say: \"This is impossible,\" I tend to react by telling them to figure it out and do the impossible. Teachers: you are the most amazing people on the planet. You are gifted with a fine mind and great compassion. You handle adversity and trauma and you inspire the future. You are going to have to be the ones to figure this out. You can't rely on your administrators to do this for you. They are busy. They don't always see what's going on or what's available. So you've got to make it happen. Go to \u003ca href=\"http://www.donorschoose.org/\">Donors Choose\u003c/a> and apply for funding for your classroom. Get a Twitter account and follow \u003ca href=\"http://twitter.com/#!/search?q=%23edchat\">#edchat \u003c/a>to make connections with like-minded educators around the world. Don't let the reality of whatever condition your school might be in right now dictate what reality will look like in the future. Shape the future you want to see. Organize with the families in your school's community. Find energetic young teachers at your local college and put them to work helping us all create something new.\u003c/p>\n\u003cp>And your future doesn't have to look like mine. My list isn't some steadfast rule, it's just a silly list of ideas. But I'm trying to do my part to make my silly list of idealistic ideas come true for the teachers I serve in Baltimore City. I'm trying to make it come true for the kids I serve at the little Catholic high school where you can find me most weekdays. I'm trying to make it come true for my own three kids who go to a public elementary school where classes meet in trailers, but nonetheless kids get to present work online. You've got to make your own list. You've got to make your own future. \u003cstrong>Do something impossible.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca rel=\"attachment wp-att-9293\" href=\"http://ww2.kqed.org/mindshift/2011/03/a-challenge-to-doubters-do-something-impossible/ms_school_future_th1342f08-10/\">\u003cimg class=\"alignleft size-full wp-image-9293\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/MS_school_future_th1342F081.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F081.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F081-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/em>\u003c/strong>\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>Read more in the\u003c/em> \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future \u003c/a>\u003c/strong>\u003cem>series.\u003c/em>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/9216/a-challenge-to-doubters-do-something-impossible","authors":["180"],"categories":["mindshift_194"],"tags":["mindshift_20903"],"featImg":"mindshift_9290","label":"mindshift"},"mindshift_8868":{"type":"posts","id":"mindshift_8868","meta":{"index":"posts_1591205157","site":"mindshift","id":"8868","score":null,"sort":[1299090353000]},"guestAuthors":[],"slug":"21-things-that-will-be-obsolete-by-2020","title":"21 Things That Will Be Obsolete by 2020","publishDate":1299090353,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_20796\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/cleopold73/2906486794/\">\u003cimg class=\"size-full wp-image-20796\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/2906486794_80400b009e.jpg\" alt=\"\" width=\"500\" height=\"334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/2906486794_80400b009e.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/2906486794_80400b009e-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/2906486794_80400b009e-320x214.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Corey Leopold\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Inspired by Sandy Speicher's vision of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">designed school day of the future\u003c/a>, reader Shelly Blake-Plock shared\u003ca href=\"http://teachpaperless.blogspot.com/2009/12/21-things-that-will-become-obsolete-in.html\"> his own predictions\u003c/a> of that ideal day. How close are we to this? The post was written in December 2009, and Blake-Plock says he's seeing some of these already beginning to come to fruition.\u003c/p>\n\u003cp>[Update: I asked Blake-Plock to respond to comments to this post. Read it \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/a-challenge-to-doubters-do-something-impossible/\">here\u003c/a>.]\u003c/p>\n\u003ch5>By Shelly Blake-Plock\u003c/h5>\n\u003cp>\u003cstrong>1. DESKS\u003c/strong>\u003cbr>\nThe 21st century does not fit neatly into rows. Neither should your students. Allow the network-based concepts of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-back-to-school-reimagine-classroom-design/\">flow, collaboration, and dynamism help you rearrange your room\u003c/a> for authentic 21st century learning.\u003c/p>\n\u003cp>\u003cstrong>2. LANGUAGE LABS\u003c/strong>\u003cbr>\nForeign language acquisition is only a smartphone away. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/out-with-computer-labs-in-with-mobile/\">Get rid of those clunky desktops\u003c/a> and monitors and do something fun with that room.\u003c/p>\n\u003cp>\u003cstrong>3. COMPUTERS\u003c/strong>\u003cbr>\nOk, so this is a trick answer. More precisely this one should read: 'Our concept of what a computer is.' Because computing is going mobile and over the next decade we're going to see the full fury of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">individualized computing via handhelds come to the fore\u003c/a>. Can't wait.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cspan style=\"color: #000000\">\u003cstrong>EXPLORE MORE\u003c/strong>\u003c/span>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #0000ff\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">\u003cspan style=\"color: #0000ff\">Why Kids Need School to Change\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #0000ff\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">\u003cspan style=\"color: #0000ff\">3 Trends That Define the Future of Teaching and Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #0000ff\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">\u003cspan style=\"color: #0000ff\">How to Connect School Life to Real Life\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>4. HOMEWORK\u003c/strong>\u003cbr>\nThe 21st century is a 24/7 environment. And the next decade is going to see the traditional temporal boundaries between home and school disappear. And despite whatever Secretary Duncan might say, we don't need kids to 'go to school' more; we need them to 'learn' more. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/where-does-informal-learning-fit-in/\">And this will be done 24/7 and on the move\u003c/a> (see #3).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>5. THE ROLE OF STANDARDIZED TESTS IN COLLEGE ADMISSIONS\u003c/strong>\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/is-it-time-to-reconsider-ap-classes/\">The AP Exam is on its last legs.\u003c/a> The SAT isn't far behind. Over the next ten years, we will see Digital Portfolios replace test scores as the #1 factor in college admissions.\u003c/p>\n\u003cp>\u003cstrong>6. DIFFERENTIATED INSTRUCTION AS A SIGN OF DISTINGUISHED TEACHER \u003c/strong>\u003cbr>\nThe 21st century is customizable. In ten years, the teacher who hasn't yet figured out how to use tech to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/\">personalize learning \u003c/a>will be the teacher out of a job. Differentiation won't make you 'distinguished'; it'll just be a natural part of your work.\u003c/p>\n\u003cp>\u003cstrong>7. FEAR OF WIKIPEDIA\u003c/strong>\u003cbr>\nWikipedia is the greatest democratizing force in the world right now. If you are afraid of letting your students peruse it, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/students-contribute-to-wikipedia-content-and-credibility/\">it's time you get over yourself\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>8. PAPERBACKS\u003c/strong>\u003cbr>\nBooks were nice. In ten years' time, all reading will be via digital means. And yes, I know, you like the 'feel' of paper. Well, in ten years' time you'll hardly tell the difference as 'paper' itself becomes digitized.\u003c/p>\n\u003cp>\u003cstrong>9. ATTENDANCE OFFICES\u003c/strong>\u003cbr>\nBio scans. 'Nuff said.\u003c/p>\n\u003cp>\u003cstrong>10. LOCKERS\u003c/strong>\u003cbr>\nA coat-check, maybe.\u003c/p>\n\u003cp>\u003cstrong>11. I.T. DEPARTMENTS\u003c/strong>\u003cbr>\nOk, so this is another trick answer. More subtly put: IT Departments as we currently know them. Cloud computing and a decade's worth of increased wifi and satellite access will make some of the traditional roles of IT -- software, security, and connectivity -- a thing of the past. What will IT professionals do with all their free time? \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/finding-ways-to-boost-broadband-for-schools/\">Innovate\u003c/a>. Look to tech departments to instigate real change in the function of schools over the next twenty years.\u003c/p>\n\u003cp>\u003cstrong>12. CENTRALIZED INSTITUTIONS\u003c/strong>\u003cbr>\nSchool buildings are going to become 'homebases' of learning, not the institutions where all learning happens. Buildings will get smaller and greener, student and teacher schedules will change to allow less people on campus at any one time, and more teachers and students will be \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/learning-that-happens-online-and-off-in-and-out-of-school/\">going out into their communities to engage in experiential learning\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>13. ORGANIZATION OF EDUCATIONAL SERVICES BY GRADE \u003c/strong>\u003cbr>\nEducation over the next ten years will become more individualized, leaving the bulk of grade-based learning in the past. Students will form peer groups by interest and these interest groups will petition for specialized learning. The \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\">structure of K-12 will be fundamentally altered\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>14. EDUCATION SCHOOLS THAT FAIL TO INTEGRATE TECHNOLOGY\u003c/strong>\u003cbr>\nThis is actually one that could occur over the next five years. Education Schools have to realize that if they are to remain relevant, they are going to have to demand that\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/teachers-get-trained-with-the-ipad/\"> 21st century tech integration be modeled by the very professors\u003c/a> who are supposed to be preparing our teachers.\u003c/p>\n\u003cp>\u003cstrong>15. PAID/OUTSOURCED PROFESSIONAL DEVELOPMENT\u003c/strong>\u003cbr>\nNo one knows your school as well as you. With the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/\">power of a PLN \u003c/a>(professional learning networks) in their back pockets, teachers will rise up to replace peripatetic professional development gurus as the source of schoolwide professional development programs. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-twitter-replace-traditional-professional-development/\">This is already happening\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>16. CURRENT CURRICULAR NORMS\u003c/strong>\u003cbr>\nThere is no reason why every student needs to take however many credits in the same course of study as every other student. The root of curricular change will be the shift in middle schools to a role as foundational content providers and high schools as places for specialized learning.\u003c/p>\n\u003cp>\u003cstrong>17. PARENT-TEACHER CONFERENCE NIGHT\u003c/strong>\u003cbr>\nOngoing parent-teacher relations in virtual reality will make parent-teacher conference nights seem quaint. Over the next ten years,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/how-should-schools-and-parents-be-involved-in-kids-online-lives/\"> parents and teachers will become closer than ever as a result of virtual communication opportunities\u003c/a>. And parents will drive schools to become ever more tech integrated.\u003c/p>\n\u003cp>\u003cstrong>18. TYPICAL CAFETERIA FOOD\u003c/strong>\u003cbr>\nNutrition information + handhelds + cost comparison = the end of $3.00 bowls of microwaved mac and cheese. At least, I so hope so.\u003c/p>\n\u003cp>\u003cstrong>19. OUTSOURCED GRAPHIC DESIGN AND WEB DESIGN\u003c/strong>\u003cbr>\nYou need a website/brochure/promo/etc.? Well, for goodness sake \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/how-should-we-use-technology-in-schools-ask-students/\">just let your kids do it\u003c/a>. By the end of the decade -- in the best of schools -- they will be.\u003c/p>\n\u003cp>\u003cstrong>20. HIGH SCHOOL ALGEBRA 1\u003c/strong>\u003cbr>\nWithin the decade, it will either become the norm to teach this course in middle school or we'll have finally woken up to the fact that \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/is-math-education-too-abstract/\">there's no reason to give algebra weight over statistics and I.T.\u003c/a> in high school for non-math majors (and they will have all taken it in middle school anyway).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>21. PAPER\u003c/strong>\u003cbr>\nIn ten years' time, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/south-korean-schools-go-paperless-can-others-follow/\">schools will decrease their paper consumption\u003c/a> by no less than 90%. And the printing industry and the copier industry and the paper industry itself will either adjust or perish.\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/ms_school_future_th1342f08-9/\" rel=\"attachment wp-att-8871\">\u003cimg class=\"alignleft size-full wp-image-8871\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/MS_school_future_th1342F08.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F08.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F08-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future\u003c/a> series.\u003c/em>\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1376070228,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1042},"headData":{"title":"21 Things That Will Be Obsolete by 2020 | KQED","description":"Flickr: Corey Leopold Inspired by Sandy Speicher's vision of the designed school day of the future, reader Shelly Blake-Plock shared his own predictions of that ideal day. How close are we to this? The post was written in December 2009, and Blake-Plock says he's seeing some of these already beginning to come to fruition. [Update:","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"21 Things That Will Be Obsolete by 2020","datePublished":"2011-03-02T18:25:53.000Z","dateModified":"2013-08-09T17:43:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"8868 http://blogs.kqed.org/mindshift/?p=8868","disqusUrl":"https://ww2.kqed.org/mindshift/2011/03/02/21-things-that-will-be-obsolete-by-2020/","disqusTitle":"21 Things That Will Be Obsolete by 2020","path":"/mindshift/8868/21-things-that-will-be-obsolete-by-2020","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20796\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/cleopold73/2906486794/\">\u003cimg class=\"size-full wp-image-20796\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/2906486794_80400b009e.jpg\" alt=\"\" width=\"500\" height=\"334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/2906486794_80400b009e.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/2906486794_80400b009e-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/2906486794_80400b009e-320x214.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Corey Leopold\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Inspired by Sandy Speicher's vision of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">designed school day of the future\u003c/a>, reader Shelly Blake-Plock shared\u003ca href=\"http://teachpaperless.blogspot.com/2009/12/21-things-that-will-become-obsolete-in.html\"> his own predictions\u003c/a> of that ideal day. How close are we to this? The post was written in December 2009, and Blake-Plock says he's seeing some of these already beginning to come to fruition.\u003c/p>\n\u003cp>[Update: I asked Blake-Plock to respond to comments to this post. Read it \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/a-challenge-to-doubters-do-something-impossible/\">here\u003c/a>.]\u003c/p>\n\u003ch5>By Shelly Blake-Plock\u003c/h5>\n\u003cp>\u003cstrong>1. DESKS\u003c/strong>\u003cbr>\nThe 21st century does not fit neatly into rows. Neither should your students. Allow the network-based concepts of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-back-to-school-reimagine-classroom-design/\">flow, collaboration, and dynamism help you rearrange your room\u003c/a> for authentic 21st century learning.\u003c/p>\n\u003cp>\u003cstrong>2. LANGUAGE LABS\u003c/strong>\u003cbr>\nForeign language acquisition is only a smartphone away. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/out-with-computer-labs-in-with-mobile/\">Get rid of those clunky desktops\u003c/a> and monitors and do something fun with that room.\u003c/p>\n\u003cp>\u003cstrong>3. COMPUTERS\u003c/strong>\u003cbr>\nOk, so this is a trick answer. More precisely this one should read: 'Our concept of what a computer is.' Because computing is going mobile and over the next decade we're going to see the full fury of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">individualized computing via handhelds come to the fore\u003c/a>. Can't wait.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cspan style=\"color: #000000\">\u003cstrong>EXPLORE MORE\u003c/strong>\u003c/span>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #0000ff\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">\u003cspan style=\"color: #0000ff\">Why Kids Need School to Change\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #0000ff\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">\u003cspan style=\"color: #0000ff\">3 Trends That Define the Future of Teaching and Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #0000ff\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">\u003cspan style=\"color: #0000ff\">How to Connect School Life to Real Life\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>4. HOMEWORK\u003c/strong>\u003cbr>\nThe 21st century is a 24/7 environment. And the next decade is going to see the traditional temporal boundaries between home and school disappear. And despite whatever Secretary Duncan might say, we don't need kids to 'go to school' more; we need them to 'learn' more. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/where-does-informal-learning-fit-in/\">And this will be done 24/7 and on the move\u003c/a> (see #3).\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>5. THE ROLE OF STANDARDIZED TESTS IN COLLEGE ADMISSIONS\u003c/strong>\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/is-it-time-to-reconsider-ap-classes/\">The AP Exam is on its last legs.\u003c/a> The SAT isn't far behind. Over the next ten years, we will see Digital Portfolios replace test scores as the #1 factor in college admissions.\u003c/p>\n\u003cp>\u003cstrong>6. DIFFERENTIATED INSTRUCTION AS A SIGN OF DISTINGUISHED TEACHER \u003c/strong>\u003cbr>\nThe 21st century is customizable. In ten years, the teacher who hasn't yet figured out how to use tech to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/\">personalize learning \u003c/a>will be the teacher out of a job. Differentiation won't make you 'distinguished'; it'll just be a natural part of your work.\u003c/p>\n\u003cp>\u003cstrong>7. FEAR OF WIKIPEDIA\u003c/strong>\u003cbr>\nWikipedia is the greatest democratizing force in the world right now. If you are afraid of letting your students peruse it, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/students-contribute-to-wikipedia-content-and-credibility/\">it's time you get over yourself\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>8. PAPERBACKS\u003c/strong>\u003cbr>\nBooks were nice. In ten years' time, all reading will be via digital means. And yes, I know, you like the 'feel' of paper. Well, in ten years' time you'll hardly tell the difference as 'paper' itself becomes digitized.\u003c/p>\n\u003cp>\u003cstrong>9. ATTENDANCE OFFICES\u003c/strong>\u003cbr>\nBio scans. 'Nuff said.\u003c/p>\n\u003cp>\u003cstrong>10. LOCKERS\u003c/strong>\u003cbr>\nA coat-check, maybe.\u003c/p>\n\u003cp>\u003cstrong>11. I.T. DEPARTMENTS\u003c/strong>\u003cbr>\nOk, so this is another trick answer. More subtly put: IT Departments as we currently know them. Cloud computing and a decade's worth of increased wifi and satellite access will make some of the traditional roles of IT -- software, security, and connectivity -- a thing of the past. What will IT professionals do with all their free time? \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/finding-ways-to-boost-broadband-for-schools/\">Innovate\u003c/a>. Look to tech departments to instigate real change in the function of schools over the next twenty years.\u003c/p>\n\u003cp>\u003cstrong>12. CENTRALIZED INSTITUTIONS\u003c/strong>\u003cbr>\nSchool buildings are going to become 'homebases' of learning, not the institutions where all learning happens. Buildings will get smaller and greener, student and teacher schedules will change to allow less people on campus at any one time, and more teachers and students will be \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/learning-that-happens-online-and-off-in-and-out-of-school/\">going out into their communities to engage in experiential learning\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>13. ORGANIZATION OF EDUCATIONAL SERVICES BY GRADE \u003c/strong>\u003cbr>\nEducation over the next ten years will become more individualized, leaving the bulk of grade-based learning in the past. Students will form peer groups by interest and these interest groups will petition for specialized learning. The \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\">structure of K-12 will be fundamentally altered\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>14. EDUCATION SCHOOLS THAT FAIL TO INTEGRATE TECHNOLOGY\u003c/strong>\u003cbr>\nThis is actually one that could occur over the next five years. Education Schools have to realize that if they are to remain relevant, they are going to have to demand that\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/teachers-get-trained-with-the-ipad/\"> 21st century tech integration be modeled by the very professors\u003c/a> who are supposed to be preparing our teachers.\u003c/p>\n\u003cp>\u003cstrong>15. PAID/OUTSOURCED PROFESSIONAL DEVELOPMENT\u003c/strong>\u003cbr>\nNo one knows your school as well as you. With the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/\">power of a PLN \u003c/a>(professional learning networks) in their back pockets, teachers will rise up to replace peripatetic professional development gurus as the source of schoolwide professional development programs. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-twitter-replace-traditional-professional-development/\">This is already happening\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>16. CURRENT CURRICULAR NORMS\u003c/strong>\u003cbr>\nThere is no reason why every student needs to take however many credits in the same course of study as every other student. The root of curricular change will be the shift in middle schools to a role as foundational content providers and high schools as places for specialized learning.\u003c/p>\n\u003cp>\u003cstrong>17. PARENT-TEACHER CONFERENCE NIGHT\u003c/strong>\u003cbr>\nOngoing parent-teacher relations in virtual reality will make parent-teacher conference nights seem quaint. Over the next ten years,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/how-should-schools-and-parents-be-involved-in-kids-online-lives/\"> parents and teachers will become closer than ever as a result of virtual communication opportunities\u003c/a>. And parents will drive schools to become ever more tech integrated.\u003c/p>\n\u003cp>\u003cstrong>18. TYPICAL CAFETERIA FOOD\u003c/strong>\u003cbr>\nNutrition information + handhelds + cost comparison = the end of $3.00 bowls of microwaved mac and cheese. At least, I so hope so.\u003c/p>\n\u003cp>\u003cstrong>19. OUTSOURCED GRAPHIC DESIGN AND WEB DESIGN\u003c/strong>\u003cbr>\nYou need a website/brochure/promo/etc.? Well, for goodness sake \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/how-should-we-use-technology-in-schools-ask-students/\">just let your kids do it\u003c/a>. By the end of the decade -- in the best of schools -- they will be.\u003c/p>\n\u003cp>\u003cstrong>20. HIGH SCHOOL ALGEBRA 1\u003c/strong>\u003cbr>\nWithin the decade, it will either become the norm to teach this course in middle school or we'll have finally woken up to the fact that \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/is-math-education-too-abstract/\">there's no reason to give algebra weight over statistics and I.T.\u003c/a> in high school for non-math majors (and they will have all taken it in middle school anyway).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>21. PAPER\u003c/strong>\u003cbr>\nIn ten years' time, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/south-korean-schools-go-paperless-can-others-follow/\">schools will decrease their paper consumption\u003c/a> by no less than 90%. And the printing industry and the copier industry and the paper industry itself will either adjust or perish.\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/ms_school_future_th1342f08-9/\" rel=\"attachment wp-att-8871\">\u003cimg class=\"alignleft size-full wp-image-8871\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/MS_school_future_th1342F08.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F08.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F08-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future\u003c/a> series.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/8868/21-things-that-will-be-obsolete-by-2020","authors":["180"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_20903"],"featImg":"mindshift_20796","label":"mindshift"},"mindshift_8610":{"type":"posts","id":"mindshift_8610","meta":{"index":"posts_1591205157","site":"mindshift","id":"8610","score":null,"sort":[1298401911000]},"guestAuthors":[],"slug":"the-school-day-of-the-future-is-designed","title":"The School Day of the Future is DESIGNED","publishDate":1298401911,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_8613\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/medieval-reenactment-orange-sm/\" rel=\"attachment wp-att-8613\">\u003cimg class=\"size-large wp-image-8613\" title=\"medieval-reenactment-orange-sm\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/medieval-reenactment-orange-sm-620x465.jpg\" alt=\"\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Stoking a child's imagination: a 12-year-old's vision of a medieval war.\u003c/figcaption>\u003c/figure>\n\u003ch4>Unpredictable, inconsistent, and designed to be wildly relevant for learners, their engagement, and their development.\u003c/h4>\n\u003cp>\u003cem>Sandy Speicher leads IDEO’s \u003ca href=\"http://www.ideo.com/expertise/education/\">Design for Learning domain\u003c/a>, which brings human-centered thinking to systemic challenges in education. Her work helps educators use design tools and methods to work in new ways, to prepare for future challenges, and to transform their organizations and communities.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Sandy Speicher\u003c/strong>\u003c/p>\n\u003cp>Some children will be reading in comfortable chairs. Some will be digging into a scientific research question by conducting readings on a nearby pond. Some will be working on computers refining their skills in math while others are sequencing DNA. Some will be collaborating around a design challenge with new friends across the globe. One group will reenact a battle from medieval times, while others are learning on site, at jobs. Building, making, imagining, interacting, investigating, reflecting, connecting, shaping, participating. There will be challenge. There will be high expectations. And there will be tons of variation. With all of its possibility, the school day of the future will be one thing: it will be \u003cem>designed\u003c/em>.\u003c/p>\n\u003cp>Elliot Eisner, one of my favorite education professors, often asked the question, “If aliens landed on our planet and walked into our schools, what would they think the school is meant for?” We’d brainstorm: Learning to sit in rows? Learning to get up and move en masse at the sound of a bell? Learning to stay in place for 40-minute increments? Learning to override your bodily functions? Learning to answer the questions that the person standing in front of the room already knows the answer to? It’s hard not to realize that a school, upon pure observation, looks like a training ground for behavioral management.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Designing the day around discovery of information, connections to real world challenges, discussions digging into our experiences with the world.\u003c/aside>\n\u003cp>In the end, it’s not that much different than the design of most of our industrial work environments – time, constraints, structures, tasks, a consistent and organized system. It’s what we adults tend to design without really thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But when you watch children – undeniable natural learners – they create different solutions: play, discovery, interaction. They observe the world, they stick things in their mouth, they touch things. They connect with the world to learn it. They experience it through their senses. And in discussions with the people around them, they create language and meaning and amazing new ideas and interpretations that the rest of us get the benefit of learning from.\u003c/p>\n\u003cp>It’s not too big of a leap to want the school day designed around these notions of how we naturally, and individually, \u003cem>learn\u003c/em>. Designing the day around discovery of information, connections to real world challenges, discussions digging into our experiences with the world.\u003c/p>\n\u003cp>One thing to keep in mind, of course, is that not every child is starting in the same place, and not every child is headed toward the same place. Some need freedom in order to learn. Some need structure. Some need a mix. But all need respect for their individuality, trust in their abilities to succeed, and adults who have the foresight to design experience to bring out individual greatness.\u003c/p>\n\u003cfigure id=\"attachment_8628\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/genetical-engineering-blue-sm/\" rel=\"attachment wp-att-8628\">\u003cimg class=\"size-medium wp-image-8628\" title=\"genetical-engineering-blue-sm\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/genetical-engineering-blue-sm-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A 10-year-old illustrates \"genetical engineering.\"\u003c/figcaption>\u003c/figure>\n\u003cp>The School of One in New York City, for instance, is creating an exciting model of individualized learning that integrates technology and personal attention. Their school day revolves around formative assessments which technology helps capture, so that the teachers can look at the data at the end of the day. The teachers discuss – together – how each student is doing, and develop a strategy for the following day which can include any number of formats for what the student needs – teacher-led instruction, one-on-one tutoring, self-learning, or virtual tutoring. They’ve broken the model of one class with one teacher and created a network of learning toward specific goals.\u003c/p>\n\u003cp>Then there are \u003ca href=\"http://www.leadps.org/\">Leadership Public Schools\u003c/a>, whose students have unique needs of their own. The majority of their students are performing at an elementary level when they enter in the ninth grade. They have created a portfolio of adaptive learning technologies which allow students to access ninth-grade content while learning basic skills. It’s not \"Drill and Kill\" -- they’ve integrated technology into the daily experience by helping students learn to create with it. This is putting them on the track not just for incredible academic gains, but also for immediate relevance in the job market – an important need for their students.\u003c/p>\n\u003cp>Students at schools in the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/\">New Tech Network\u003c/a> are learning in related ways, but with a different design. They use projects to inspire new understandings. They’re also using technology to capture learnings – building videos and slideshow presentations – and they’re most often working in teams, learning different subject-matter content through real world challenges.\u003c/p>\n\u003cp>Teachers at \u003ca href=\"http://www.pvsd.net/22711072172842493/site/default.asp\">Ormondale Elementary School\u003c/a> in California build their curriculum from student passions. They have a range of approaches – inspiring children through teacher-defined projects, allowing them to define the end goals of any given exploration, capturing a student's passion toward a particular topic and using that as the vehicle for exploration through teacher- or student-defined assignments. Their school day allows for this range of experience, and the “investigations” happening throughout the day vary greatly class by class, child by child.\u003c/p>\n\u003cp>All of these innovative models are showing us that incredible results, and experiences are possible when we design the school day with the needs of the student in mind. The historic “one-size-fits-all” model of set periods of time with groups of somewhere between 20-30 kids lined up in rows and one teacher in the front of the room orchestrating the conversation…. well, Sage on Stage, Chalk and Talk, and Spray and Pray might just have met their match.\u003c/p>\n\u003cp>The school day of the future will be unpredictable, inconsistent, and designed to be wildly relevant for the learner, their engagement, and their development.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/ms_school_future_th1342f08-8/\" rel=\"attachment wp-att-8631\">\u003cimg class=\"alignleft size-full wp-image-8631\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/MS_school_future_th1342F082.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F082.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F082-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003ch5>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future series\u003c/a>.\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1349117402,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1054},"headData":{"title":"The School Day of the Future is DESIGNED | KQED","description":"Unpredictable, inconsistent, and designed to be wildly relevant for learners, their engagement, and their development. Sandy Speicher leads IDEO’s Design for Learning domain, which brings human-centered thinking to systemic challenges in education. Her work helps educators use design tools and methods to work in new ways, to prepare for future challenges, and to transform their","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The School Day of the Future is DESIGNED","datePublished":"2011-02-22T19:11:51.000Z","dateModified":"2012-10-01T18:50:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"8610 http://blogs.kqed.org/mindshift/?p=8610","disqusUrl":"https://ww2.kqed.org/mindshift/2011/02/22/the-school-day-of-the-future-is-designed/","disqusTitle":"The School Day of the Future is DESIGNED","path":"/mindshift/8610/the-school-day-of-the-future-is-designed","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_8613\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/medieval-reenactment-orange-sm/\" rel=\"attachment wp-att-8613\">\u003cimg class=\"size-large wp-image-8613\" title=\"medieval-reenactment-orange-sm\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/medieval-reenactment-orange-sm-620x465.jpg\" alt=\"\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Stoking a child's imagination: a 12-year-old's vision of a medieval war.\u003c/figcaption>\u003c/figure>\n\u003ch4>Unpredictable, inconsistent, and designed to be wildly relevant for learners, their engagement, and their development.\u003c/h4>\n\u003cp>\u003cem>Sandy Speicher leads IDEO’s \u003ca href=\"http://www.ideo.com/expertise/education/\">Design for Learning domain\u003c/a>, which brings human-centered thinking to systemic challenges in education. Her work helps educators use design tools and methods to work in new ways, to prepare for future challenges, and to transform their organizations and communities.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Sandy Speicher\u003c/strong>\u003c/p>\n\u003cp>Some children will be reading in comfortable chairs. Some will be digging into a scientific research question by conducting readings on a nearby pond. Some will be working on computers refining their skills in math while others are sequencing DNA. Some will be collaborating around a design challenge with new friends across the globe. One group will reenact a battle from medieval times, while others are learning on site, at jobs. Building, making, imagining, interacting, investigating, reflecting, connecting, shaping, participating. There will be challenge. There will be high expectations. And there will be tons of variation. With all of its possibility, the school day of the future will be one thing: it will be \u003cem>designed\u003c/em>.\u003c/p>\n\u003cp>Elliot Eisner, one of my favorite education professors, often asked the question, “If aliens landed on our planet and walked into our schools, what would they think the school is meant for?” We’d brainstorm: Learning to sit in rows? Learning to get up and move en masse at the sound of a bell? Learning to stay in place for 40-minute increments? Learning to override your bodily functions? Learning to answer the questions that the person standing in front of the room already knows the answer to? It’s hard not to realize that a school, upon pure observation, looks like a training ground for behavioral management.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Designing the day around discovery of information, connections to real world challenges, discussions digging into our experiences with the world.\u003c/aside>\n\u003cp>In the end, it’s not that much different than the design of most of our industrial work environments – time, constraints, structures, tasks, a consistent and organized system. It’s what we adults tend to design without really thinking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But when you watch children – undeniable natural learners – they create different solutions: play, discovery, interaction. They observe the world, they stick things in their mouth, they touch things. They connect with the world to learn it. They experience it through their senses. And in discussions with the people around them, they create language and meaning and amazing new ideas and interpretations that the rest of us get the benefit of learning from.\u003c/p>\n\u003cp>It’s not too big of a leap to want the school day designed around these notions of how we naturally, and individually, \u003cem>learn\u003c/em>. Designing the day around discovery of information, connections to real world challenges, discussions digging into our experiences with the world.\u003c/p>\n\u003cp>One thing to keep in mind, of course, is that not every child is starting in the same place, and not every child is headed toward the same place. Some need freedom in order to learn. Some need structure. Some need a mix. But all need respect for their individuality, trust in their abilities to succeed, and adults who have the foresight to design experience to bring out individual greatness.\u003c/p>\n\u003cfigure id=\"attachment_8628\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/genetical-engineering-blue-sm/\" rel=\"attachment wp-att-8628\">\u003cimg class=\"size-medium wp-image-8628\" title=\"genetical-engineering-blue-sm\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/genetical-engineering-blue-sm-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A 10-year-old illustrates \"genetical engineering.\"\u003c/figcaption>\u003c/figure>\n\u003cp>The School of One in New York City, for instance, is creating an exciting model of individualized learning that integrates technology and personal attention. Their school day revolves around formative assessments which technology helps capture, so that the teachers can look at the data at the end of the day. The teachers discuss – together – how each student is doing, and develop a strategy for the following day which can include any number of formats for what the student needs – teacher-led instruction, one-on-one tutoring, self-learning, or virtual tutoring. They’ve broken the model of one class with one teacher and created a network of learning toward specific goals.\u003c/p>\n\u003cp>Then there are \u003ca href=\"http://www.leadps.org/\">Leadership Public Schools\u003c/a>, whose students have unique needs of their own. The majority of their students are performing at an elementary level when they enter in the ninth grade. They have created a portfolio of adaptive learning technologies which allow students to access ninth-grade content while learning basic skills. It’s not \"Drill and Kill\" -- they’ve integrated technology into the daily experience by helping students learn to create with it. This is putting them on the track not just for incredible academic gains, but also for immediate relevance in the job market – an important need for their students.\u003c/p>\n\u003cp>Students at schools in the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/\">New Tech Network\u003c/a> are learning in related ways, but with a different design. They use projects to inspire new understandings. They’re also using technology to capture learnings – building videos and slideshow presentations – and they’re most often working in teams, learning different subject-matter content through real world challenges.\u003c/p>\n\u003cp>Teachers at \u003ca href=\"http://www.pvsd.net/22711072172842493/site/default.asp\">Ormondale Elementary School\u003c/a> in California build their curriculum from student passions. They have a range of approaches – inspiring children through teacher-defined projects, allowing them to define the end goals of any given exploration, capturing a student's passion toward a particular topic and using that as the vehicle for exploration through teacher- or student-defined assignments. Their school day allows for this range of experience, and the “investigations” happening throughout the day vary greatly class by class, child by child.\u003c/p>\n\u003cp>All of these innovative models are showing us that incredible results, and experiences are possible when we design the school day with the needs of the student in mind. The historic “one-size-fits-all” model of set periods of time with groups of somewhere between 20-30 kids lined up in rows and one teacher in the front of the room orchestrating the conversation…. well, Sage on Stage, Chalk and Talk, and Spray and Pray might just have met their match.\u003c/p>\n\u003cp>The school day of the future will be unpredictable, inconsistent, and designed to be wildly relevant for the learner, their engagement, and their development.\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>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/ms_school_future_th1342f08-8/\" rel=\"attachment wp-att-8631\">\u003cimg class=\"alignleft size-full wp-image-8631\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/MS_school_future_th1342F082.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F082.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F082-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003ch5>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future series\u003c/a>.\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/8610/the-school-day-of-the-future-is-designed","authors":["180"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_167","mindshift_124","mindshift_20903"],"featImg":"mindshift_8613","label":"mindshift"},"mindshift_8308":{"type":"posts","id":"mindshift_8308","meta":{"index":"posts_1591205157","site":"mindshift","id":"8308","score":null,"sort":[1297713706000]},"guestAuthors":[],"slug":"learning-plan-travels-with-student-in-the-future-school-day","title":"Learning Plan Travels With Student in the Future School Day","publishDate":1297713706,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In the ideal future school day, learning will happen wherever the student happens to be. And with the benefit of a device that carries each student's learning plan, that place might not necessarily be school, says Michael Hatcher assistant principal of West Oakland Middle School in Oakland, Calif.\u003c/p>\n\u003cp>Hatcher spoke to me at the \u003ca href=\"http://www.bigideasfest.org/\">Big Ideas Fest\u003c/a> in December, while his co-horts in education collaborated on a design thinking project.\u003c/p>\n\u003cp>\"We can make education a natural right,\" Hatcher says. \"You were born, you get an education. You don't have to come to us, it can come to you.\"\u003c/p>\n\u003cp>He also addresses the need for qualitative rather than quantitative assessments .\u003c/p>\n\u003cp>http://www.vimeo.com/19938362\u003c/p>\n\u003ch5>[Filmed by Ifanyi Bell]\u003c/h5>\n\u003cp>\u003ca rel=\"attachment wp-att-8314\" href=\"http://ww2.kqed.org/mindshift/2011/02/learning-plan-travels-with-student-in-the-future-school-day/ms_school_future_th1342f08-7/\">\u003cimg class=\"alignleft size-full wp-image-8314\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/MS_school_future_th1342F081.jpg\" style=\"border: none;\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F081.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F081-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future series\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1297712721,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":133},"headData":{"title":"Learning Plan Travels With Student in the Future School Day | KQED","description":"In the ideal future school day, learning will happen wherever the student happens to be. And with the benefit of a device that carries each student's learning plan, that place might not necessarily be school, says Michael Hatcher assistant principal of West Oakland Middle School in Oakland, Calif. Hatcher spoke to me at the Big","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Learning Plan Travels With Student in the Future School Day","datePublished":"2011-02-14T20:01:46.000Z","dateModified":"2011-02-14T19:45:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"8308 http://blogs.kqed.org/mindshift/?p=8308","disqusUrl":"https://ww2.kqed.org/mindshift/2011/02/14/learning-plan-travels-with-student-in-the-future-school-day/","disqusTitle":"Learning Plan Travels With Student in the Future School Day","path":"/mindshift/8308/learning-plan-travels-with-student-in-the-future-school-day","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the ideal future school day, learning will happen wherever the student happens to be. And with the benefit of a device that carries each student's learning plan, that place might not necessarily be school, says Michael Hatcher assistant principal of West Oakland Middle School in Oakland, Calif.\u003c/p>\n\u003cp>Hatcher spoke to me at the \u003ca href=\"http://www.bigideasfest.org/\">Big Ideas Fest\u003c/a> in December, while his co-horts in education collaborated on a design thinking project.\u003c/p>\n\u003cp>\"We can make education a natural right,\" Hatcher says. \"You were born, you get an education. You don't have to come to us, it can come to you.\"\u003c/p>\n\u003cp>He also addresses the need for qualitative rather than quantitative assessments .\u003c/p>\n\u003cp>http://www.vimeo.com/19938362\u003c/p>\n\u003ch5>[Filmed by Ifanyi Bell]\u003c/h5>\n\u003cp>\u003ca rel=\"attachment wp-att-8314\" href=\"http://ww2.kqed.org/mindshift/2011/02/learning-plan-travels-with-student-in-the-future-school-day/ms_school_future_th1342f08-7/\">\u003cimg class=\"alignleft size-full wp-image-8314\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/MS_school_future_th1342F081.jpg\" style=\"border: none;\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F081.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F081-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future series\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/8308/learning-plan-travels-with-student-in-the-future-school-day","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_20903"],"featImg":"mindshift_8314","label":"mindshift"},"mindshift_8030":{"type":"posts","id":"mindshift_8030","meta":{"index":"posts_1591205157","site":"mindshift","id":"8030","score":null,"sort":[1297199840000]},"guestAuthors":[],"slug":"educators-go-from-soloists-to-choreographers-in-the-future-school-day","title":"Educators Go From Soloists to Choreographers in the Future School Day","publishDate":1297199840,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch4>\n\u003c/h4>\u003cp>\u003cimg class=\"size-medium wp-image-8040\" title=\"87761112-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/87761112-1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003ch5>\u003cspan style=\"color: #000000;\">Different levels of experience and expertise create a vibrant learning environment.\u003c/span>\u003c/h5>\n\n\u003cp>\u003cem>Joe Ross leads the California region of \u003ca href=\"http://www.citizenschools.org\">Citizen Schools\u003c/a>, a nonprofit that partners with middle schools to expand and re-imagine the learning day for low-income children. The organization draws thousands of volunteers into classrooms every year to teach 10-week “apprenticeship” courses where students learn about a variety of professions and fields firsthand.\u003cbr>\n\u003c/em>\u003c/p>\n\u003ch5>By Joe Ross\u003c/h5>\n\u003cp>My daughter recently broke her finger playing basketball. When we went to the clinic, the waiting room was packed with dozens of patients, and there were only a couple of medical doctors on duty. We spent 20 minutes with a nurse, ten minutes with the X-ray technician, seven minutes with the orthopedic resident, and just two to three minutes with a doctor. Against apparent odds, our visit turned out very well. Thanks to the combination of talents, expertise and communication styles provided by several professionals, my daughter experienced a remarkably effective – and efficient – healing experience.\u003c/p>\n\u003cp>In the school day of the future, imagine a similar scenario playing out in classrooms and schools here in California and across the country. The role of the teacher would evolve from that of a soloist to a choreographer, bringing together people and resources in different combinations to create a vibrant learning environment that efficiently serves a growing, evolving population and provides enrichment through a combination of caring relationships.\u003c/p>\n\u003caside class=\"pullquote alignleft\">What if we used talent to staff the classroom the same way a medical facility is staffed?\u003c/aside>\n\u003cp>\u003ca href=\"http://www.citizenschools.org\">Citizen Schools\u003c/a>, the nonprofit organization that I work for, was founded on the premise that everyone has something to teach. Our founders had their eyes on two assets: time and talent. Sixteen years later, the organization is partnering with schools across the country to lengthen the school day for thousands of students by mobilizing a “second shift” of educators.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The second shift includes a corps of full-time teaching fellows – recent college graduates learning their craft, many AmeriCorps national service volunteers – plus thousands of community volunteers who teach topics ranging from astronomy to video game design to journalism. These hands-on, project-based apprenticeships bring to life math and science and literacy, and draw a connection between school learning and career opportunities. For example, an apprenticeship taught by Hewlett-Packard employees last fall inspired students to imagine careers in law and corporate strategy. (See the video below.)\u003c/p>\n\u003cp>\u003c!--more-->The typical American school day is an artifact of a bygone age. The length of the current school day means kids spend just 20 percent of their waking hours in class. That’s insufficient to meet the needs of today’s students, especially those from low-income backgrounds. Across the country, more and more public schools – both charter and district – are lengthening the learning day from six to eight or nine hours as a necessary (albeit not solely sufficient) part of their strategy to close the achievement gap. But more time for learning is only productive if it is filled with cool stuff – engaging and authentic activities that make learning relevant, rewarding, and fun. That’s one reason why talent is so important.\u003c/p>\n\u003cp>What if we used talent to staff the classroom the same way a medical facility is staffed? Nine to ten hours of organized instruction for a student could look something like this: four hours with a “master teacher” (a highly-trained professional), two to three hours with a “teaching fellow” (a young educator or mid-career switcher), and an additional two hours with a community volunteer (a coach, citizen teacher volunteer or online educator who facilitates distance learning).\u003c/p>\n\u003cp>To provide a longer school day with hands-on learning opportunities, we need to rethink when and how a student learns, what it means to teach, and who can be a teacher. Now, at a moment of urgent need and great potential, it is time to open the schoolhouse doors wide to a second shift of educators.\u003c/p>\n\u003cp>http://vimeo.com/19497443\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-8042\" href=\"http://ww2.kqed.org/mindshift/2011/02/educators-go-from-soloists-to-choreographers-in-the-future-school-day/ms_school_future_th1342f08-6/\">\u003cimg class=\"alignleft size-full wp-image-8042\" style=\"border: none;\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/MS_school_future_th1342F08.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F08.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F08-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">Future School Day series\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1297210059,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":688},"headData":{"title":"Educators Go From Soloists to Choreographers in the Future School Day | KQED","description":"Different levels of experience and expertise create a vibrant learning environment. Joe Ross leads the California region of Citizen Schools, a nonprofit that partners with middle schools to expand and re-imagine the learning day for low-income children. The organization draws thousands of volunteers into classrooms every year to teach 10-week “apprenticeship” courses where students learn","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Educators Go From Soloists to Choreographers in the Future School Day","datePublished":"2011-02-08T21:17:20.000Z","dateModified":"2011-02-09T00:07:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"8030 http://blogs.kqed.org/mindshift/?p=8030","disqusUrl":"https://ww2.kqed.org/mindshift/2011/02/08/educators-go-from-soloists-to-choreographers-in-the-future-school-day/","disqusTitle":"Educators Go From Soloists to Choreographers in the Future School Day","path":"/mindshift/8030/educators-go-from-soloists-to-choreographers-in-the-future-school-day","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch4>\n\u003c/h4>\u003cp>\u003cimg class=\"size-medium wp-image-8040\" title=\"87761112-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/87761112-1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003ch5>\u003cspan style=\"color: #000000;\">Different levels of experience and expertise create a vibrant learning environment.\u003c/span>\u003c/h5>\n\n\u003cp>\u003cem>Joe Ross leads the California region of \u003ca href=\"http://www.citizenschools.org\">Citizen Schools\u003c/a>, a nonprofit that partners with middle schools to expand and re-imagine the learning day for low-income children. The organization draws thousands of volunteers into classrooms every year to teach 10-week “apprenticeship” courses where students learn about a variety of professions and fields firsthand.\u003cbr>\n\u003c/em>\u003c/p>\n\u003ch5>By Joe Ross\u003c/h5>\n\u003cp>My daughter recently broke her finger playing basketball. When we went to the clinic, the waiting room was packed with dozens of patients, and there were only a couple of medical doctors on duty. We spent 20 minutes with a nurse, ten minutes with the X-ray technician, seven minutes with the orthopedic resident, and just two to three minutes with a doctor. Against apparent odds, our visit turned out very well. Thanks to the combination of talents, expertise and communication styles provided by several professionals, my daughter experienced a remarkably effective – and efficient – healing experience.\u003c/p>\n\u003cp>In the school day of the future, imagine a similar scenario playing out in classrooms and schools here in California and across the country. The role of the teacher would evolve from that of a soloist to a choreographer, bringing together people and resources in different combinations to create a vibrant learning environment that efficiently serves a growing, evolving population and provides enrichment through a combination of caring relationships.\u003c/p>\n\u003caside class=\"pullquote alignleft\">What if we used talent to staff the classroom the same way a medical facility is staffed?\u003c/aside>\n\u003cp>\u003ca href=\"http://www.citizenschools.org\">Citizen Schools\u003c/a>, the nonprofit organization that I work for, was founded on the premise that everyone has something to teach. Our founders had their eyes on two assets: time and talent. Sixteen years later, the organization is partnering with schools across the country to lengthen the school day for thousands of students by mobilizing a “second shift” of educators.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The second shift includes a corps of full-time teaching fellows – recent college graduates learning their craft, many AmeriCorps national service volunteers – plus thousands of community volunteers who teach topics ranging from astronomy to video game design to journalism. These hands-on, project-based apprenticeships bring to life math and science and literacy, and draw a connection between school learning and career opportunities. For example, an apprenticeship taught by Hewlett-Packard employees last fall inspired students to imagine careers in law and corporate strategy. (See the video below.)\u003c/p>\n\u003cp>\u003c!--more-->The typical American school day is an artifact of a bygone age. The length of the current school day means kids spend just 20 percent of their waking hours in class. That’s insufficient to meet the needs of today’s students, especially those from low-income backgrounds. Across the country, more and more public schools – both charter and district – are lengthening the learning day from six to eight or nine hours as a necessary (albeit not solely sufficient) part of their strategy to close the achievement gap. But more time for learning is only productive if it is filled with cool stuff – engaging and authentic activities that make learning relevant, rewarding, and fun. That’s one reason why talent is so important.\u003c/p>\n\u003cp>What if we used talent to staff the classroom the same way a medical facility is staffed? Nine to ten hours of organized instruction for a student could look something like this: four hours with a “master teacher” (a highly-trained professional), two to three hours with a “teaching fellow” (a young educator or mid-career switcher), and an additional two hours with a community volunteer (a coach, citizen teacher volunteer or online educator who facilitates distance learning).\u003c/p>\n\u003cp>To provide a longer school day with hands-on learning opportunities, we need to rethink when and how a student learns, what it means to teach, and who can be a teacher. Now, at a moment of urgent need and great potential, it is time to open the schoolhouse doors wide to a second shift of educators.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeoLink","attributes":{"named":{"vimeoId":"19497443"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-8042\" href=\"http://ww2.kqed.org/mindshift/2011/02/educators-go-from-soloists-to-choreographers-in-the-future-school-day/ms_school_future_th1342f08-6/\">\u003cimg class=\"alignleft size-full wp-image-8042\" style=\"border: none;\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/MS_school_future_th1342F08.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F08.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F08-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">Future School Day series\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/8030/educators-go-from-soloists-to-choreographers-in-the-future-school-day","authors":["180"],"categories":["mindshift_194"],"tags":["mindshift_320","mindshift_319","mindshift_20903"],"featImg":"mindshift_8040","label":"mindshift"},"mindshift_7508":{"type":"posts","id":"mindshift_7508","meta":{"index":"posts_1591205157","site":"mindshift","id":"7508","score":null,"sort":[1296675292000]},"guestAuthors":[],"slug":"love-of-reading-sparked-by-love-of-subject-in-the-future-school-day","title":"Love of Reading Sparked by Love of Subject in the Future School Day","publishDate":1296675292,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp style=\"text-align: left;\">\n\u003c/p>\u003cdiv id=\"attachment_7557\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003ca rel=\"attachment wp-att-7557\" href=\"http://ww2.kqed.org/mindshift/2011/02/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day/fontfont-2/\">\u003cimg class=\"size-medium wp-image-7557\" style=\"border: none;\" title=\"FontFont\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/FontFont-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"credit\">Flickr:FontFont\u003c/p>\n\u003c/div>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem>Innovative educator Lisa Nielsen has been working toward the ideal school day of the future for a while now. In her inspirational blog, she pushes the boundaries of traditional ideas about progress, thinking ten steps ahead while being firmly grounded in today's realities. When I asked her about her ideas the future school day, she sent along \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/02/what-might-21st-century-literacy-class.html\">an article\u003c/a> she wrote last year that addresses the topic directly. Here's her take.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> SETTING THE SCENE\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Sam is an eleventh grader \u003c/strong>who has struggled with English Language Arts courses in secondary school. He is accustomed to the cycle of failure after years of low and barely passing grades in elementary school and repeating eighth grade before being allowed to continue on to high school. Although eager to learn and eventually finish high school, Sam has already failed two quarters of English. He is frustrated by the continuing cycle. He often finds himself bored and unmotivated in school, which he thinks might have something to do with his less than stellar performance and motivation. He has friends that feel the same way and they notice there are other students in their classes that seem to have stronger educational drive and performance. He's just not one of them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-7522\" href=\"http://ww2.kqed.org/mindshift/2011/02/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day/ethan_hickerson/\">\u003cimg class=\"size-medium wp-image-7522 alignright\" title=\"Ethan_Hickerson\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Ethan_Hickerson-300x409.jpg\" alt=\"\" width=\"300\" height=\"409\">\u003c/a>An alert English teacher took notice of Sam and recommended that he participate in a unique class of students with similar academic needs. He was given a chance to participate in an online credit recovery program to make up the credits lost by failing the two quarters of English. The Credit Recovery Program is an Internet-based curriculum for high school students. Students work individually and at their own pace using laptops. Each course is organized into units based on each of the seven standards. Each unit has lessons composed of several different activities. The units and lessons are structured to address varying learning styles and include audio, video, animations, interactive segments as well as traditional text.\u003c/p>\n\u003cp>Participating students have a teacher/mentor who has been specifically trained in online instruction and can focus on individualizing instruction for each student. Students receive timely feedback on assessments. Sam knows that he must complete all activities and receive a grade of 70 or better in order to move on to the next lesson or unit.\u003c/p>\n\u003cp>In New York City, there are seven English Language Arts performance standards that high school students must meet. They are: E1) Reading E2) Writing E3) Listening, Speaking, Viewing E4) Conventions, Grammar, and Usage of the English Language E5) Literature E6) Public documents E7) Functional Documents. In our online learning credit recovery model students must demonstrate achieving mastery in each area. One area that Sam failed in ninth grade English Language Arts was Standard E1b: Read and comprehend at least four books on the same subject, or by the same author, or in the same genre. In this case study we will take a look at how Sam was able to demonstrate mastery in the 21\u003csup>st\u003c/sup> century classroom.\u003c/p>\n\u003cp>Sam reports to school at the beginning of the school day and picks up his laptop from the OLC (Online Learning Cafe). Although all 25 students taking a variety of classes report there, they can use their laptops in any of the school's various study spaces connecting to the Internet through high speed wireless connectivity.\u003c/p>\n\u003cp>\u003cstrong>THE JOURNEY BEGINS\u003c/strong>\u003c/p>\n\u003cp>Sam logs on to his laptop where he has his online bookshelf filled with a variety of texts including contemporary literature (both fiction and nonfiction), magazines, newspapers, textbooks, and more. These books were part of the previous unit he completed that addressed Standard E1A. As Sam logs on, he thinks, “Wow, if reading was like this before, I probably wouldn’t be taking this class.” Sam’s bookshelf is made possible through a variety of partnerships with entities such as the Public Library, NetTrekker, Book Glutton, LuLu, Blurb, Blogger, and Google Books. Here Sam has a collection of every book he has read since entering the school and all those he plans to read.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The teacher just showed us bins of raggedy old books and magazines and told us to pick one we liked. I didn't like any of 'em and was left with a bunch of books about Ronald Reagan.\"\u003c/aside>\n\u003cp>Sam is actually excited about demonstrating mastery in this area because as he clicked on the standard in this module, his animated teaching assistant explained that this standard is intended to encourage students to invest themselves thoroughly in an area that interests them. He learned that such an investment will generate reading from an array of resources, giving him more experience of reading as well as increased understanding of a subject.\u003c!--more-->\u003c/p>\n\u003cp>\"Huh,\" he thought to himself. \"I had no idea that this is what we were supposed to be doing when I failed this in ninth grade. The teacher just showed us bins of raggedy old books and magazines and told us to pick one we liked. I didn't like any of 'em and was left with a bunch of books about Ronald Reagan.\"\u003c/p>\n\u003cp>Sam was excited to dive into this work and have a chance to read about things that interest him, but what would he choose? Sam clicked on the interest survey which he was excited to take. The system has his profile for reading level, grade, gender, and first language, and produced a series of questions. Based on the interest survey, he decided he wanted to do deep reading about curling. He came to this conclusion because his interest profile suggested he select something in the area of sports...perhaps something in which he participates or watches. Following the Winter Olympics he and his dad had become fascinated with the topic and in fact even signed up for a curling league. He thought this would be a great way to find some reading that maybe he and his dad could do together.\u003c/p>\n\u003cp>When he entered the virtual reading room and typed the topic into the system he instantly got hits based on his profile: reading level, native language, grade, and gender, from all the partner sites along with options of how mastery could be demonstrated. Of the various choices Sam would have to pick four different readings in which to demonstrate such mastery to meet the standard.\u003c/p>\n\u003cp>Sam selected the following:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.sweepmag.com/\">Sweep Magazine\u003c/a> – (Available digitally)\u003c/li>\n\u003cli>\u003ca href=\"http://skipcottagecurling.blogspot.com/\">Skip Cottage Curling Blog\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://catalog.nypl.org/iii/encore/record/C%7CRb17923813%7CScurling+for+dummies%7COrightresult?lang=eng&suite=pearl\">The Curling for dummies book \u003c/a>(Available from his local branch of the public library)\u003c/li>\n\u003cli>\u003ca href=\"http://en.wikipedia.org/wiki/Curling\">Curling\u003c/a> (from Wikipedia, the free encyclopedia)\u003c/li>\n\u003cli>\u003ca href=\"http://www.bookglutton.com/\">How to Get on a Curling Team\u003c/a> (Available via Book Glutton)\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca rel=\"attachment wp-att-7566\" href=\"http://ww2.kqed.org/mindshift/2011/02/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day/flickr-2/\">\u003cimg class=\"alignright size-medium wp-image-7566\" title=\"Flickr\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Flickr-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Sam realized that he only needed to select four sources, but that didn’t matter. He was really interested in reading all five. Maybe more. He wasn't sure if this was okay though, so he looked to see which of the ELA facilitators was online. He saw Ms. Michelle was online and sent her an IM asking if he could choose five rather than four selections. \"Sure!\" Ms. Michelle replied with a smile emoticon. You can always choose a bit more and then just select your top four picks to be assessed. That is a smart strategy.\"\u003c/p>\n\u003cp>Sam wondered if perhaps he could interest any of the other ELA students around the country to study this topic too. He posted the question on the system message board and hoped someone else might be interested in this topic too as it would be fun to collaborate. He also jumped over to his Twitter account and sent out a tweet: If you're interested in curling, DM me. I have some great materials to read. Sam instantly got five responses to his tweet. He was excited to start building a personal learning network around curling.\u003c/p>\n\u003cp>Sam was excited to start by taking a look at \u003ca href=\"http://www.sweepmag.com/\">Sweep Magazine\u003c/a>. The digital format was fantastic. Sam immediately thought his dad, who’s in the over-40 crowd, would love that he could zoom in on any text or photos in the magazine. Sam also appreciated being able to select the “Listen” option not only because it was helpful for certain difficult-to-read sections of the magazine, but also because he thought it would be interesting to learn about curling as he was getting ready in the morning for school. Even though he couldn't take the laptop home, he realized he could still listen to it because the magazine had an accompanying podcast he could listen to on his personal iPod. Sam DMed those who tweeted him with a link to the magazine.\u003c/p>\n\u003cp>All materials have \"suggested proof of mastery\" which include a student activity as well as a reflection which is what his online teachers reviews and assesses him on using the unit rubric. Students can submit alternate activities for approval and any of the class facilitators in that content area may approve. For \u003ca href=\"http://www.sweepmag.com/\">Sweep Magazine\u003c/a> Sam decided to engage in selecting three articles to share with some friends who might enjoy by posting a link on with an accompanying status update on Facebook. Sam was excited because he knew this would help build his curling-focused personal learning network even more. The post had to indicate something about the article and why he thought those tagged would find it of interest.\u003c/p>\n\u003cp>Sam also had to make at least three comments in response to his friends in each update. These conversations were pasted into Sam's reflection, which is shared with the teacher and make up a part of the reflection assessment. The online facilitators read each reflection with the authentic writing samples and provide feedback as well as a grade to students. In many cases this might include tips, tutorials, or one-on-one sessions with the online facilitator to strengthen a particular skill. Students that do not pass are required to engage in the scaffolding activities and resubmit their work. Students that do pass also have the option of engaging in the scaffolding activities and resubmitting their work for a higher grade but this is optional.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Note: As part of the high school curriculum all students learn how to create a responsible digital footprint and Twitter and Facebook are a part of this. In some cases students have set up both a separate personal and student profile. In other cases students have chosen to have one profile only. Sam fell in the later category.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>Before the end of the class someone responded to Sam's message on the system bulletin board. Another student said he was interested in reading about curling too. Sam messaged him back with a note expressing his excitement and a link to his bookshelf. Next, Sam shared his bookshelf and assignment selections with his adviser who he was looking forward to connecting with tomorrow during their weekly online Elluminate webinar session.\u003c/p>\n\u003cp>\u003cstrong>TAKING INITIATIVE \u003c/strong>\u003c/p>\n\u003cp>Here are the other activities Sam engaged in during the semester.\u003c/p>\n\u003cul>\n\u003cli>Subscribed to the \u003ca href=\"http://skipcottagecurling.blogspot.com/\">Skip Cottage Curling Blog\u003c/a>: Sam selected to comment on at least three entries as part of his activity. He challenged his dad to do the same. They ended up in a virtual debate through their comments on the ethics of one of the players. The online conversations bleed into some interesting dinnertime chats and an interesting reflection for his teacher.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Borrowed \u003ca href=\"http://catalog.nypl.org/iii/encore/record/C%7CRb17923813%7CScurling+for+dummies%7COrightresult?lang=eng&suite=pearl\">The Curling for dummies book\u003c/a> from the public library. His assessment option choice for this book was to write a review that would be submitted on Amazon.com as well as select at least three reviews from others on which he would rate and comment. Of course, this wasn’t as easy as it sounded because Sam kept finding that his Dad had taken the book to work. Eventually they both read the book and commented on one another’s work.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Started his dive into learning about curling with a \u003ca href=\"http://en.wikipedia.org/wiki/Curling\">Curling\u003c/a> article from Wikipedia. His activity for this reading was to use something he found or learned from his curling study to add to the article. Sam started with the resource section and added in the blog he was reading. Sam also wrote about the ethics controversy of the player he had read about in the blog.\u003c/li>\n\u003c/ul>\n\u003cp>The final reading that Sam did on the topic was \u003ca href=\"http://www.bookglutton.com/\">How to Get on a Curling Team\u003c/a> from Book Glutton. Sam was excited to learn that this book had actually been published on Book Glutton from another student who had taken the course across the country. He wrote the book as part of the E2 Writing standard. In the back of Sam’s mind he was thinking about a book he might publish that could be interesting for other students to read. The activity selected for this book was that Sam had to make at least three comments in the book and reach out to another reader to set up a time to read a passage that he particularly liked together with that reader and discuss it on Book Glutton. Sam loved this activity. He contacted the author and his own father and the three of them had a Book Glutton online discussion on several different passages. Sam was online from school, his dad during his lunch break at the office, and the author from her gym which had wireless internet.\u003c/p>\n\u003cp>Sam’s goal was to finish two activities per quarter and figured the first four would be the ones for which he submitted his reflection assessment. Sam ended up finishing all five activities in the two quarters and submitted them all. He appreciated the feedback and insight from his online facilitator and hoped she didn’t mind the extra work he was giving her. He IMed her in the chat box to see if it was okay. She said, \"Sam, I've been really impressed with your work and would love to read an additional submission.\"\u003c/p>\n\u003cp>At the completion of the unit Sam was thrilled. He had developed a terrific community of friends with who he could read, write, and converse about curling. He had started on his curling team and got many of his actual friends involved too. \"Hmmm\"...he thought. \"I wonder when the summer Olympics will begin. I've always been interested in beach volleyball and now I know some smart ideas to get started.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-7297\" href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-self-paced-learning-creating-and-collaborating/ms_school_future_th1342f08-5/\">\u003cimg class=\"alignleft size-full wp-image-7297\" style=\"border: none;\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003ch5>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future series\u003c/a>.\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1296675297,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":2400},"headData":{"title":"Love of Reading Sparked by Love of Subject in the Future School Day | KQED","description":"Flickr:FontFont Innovative educator Lisa Nielsen has been working toward the ideal school day of the future for a while now. In her inspirational blog, she pushes the boundaries of traditional ideas about progress, thinking ten steps ahead while being firmly grounded in today's realities. When I asked her about her ideas the future school day,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Love of Reading Sparked by Love of Subject in the Future School Day","datePublished":"2011-02-02T19:34:52.000Z","dateModified":"2011-02-02T19:34:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"7508 http://blogs.kqed.org/mindshift/?p=7508","disqusUrl":"https://ww2.kqed.org/mindshift/2011/02/02/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day/","disqusTitle":"Love of Reading Sparked by Love of Subject in the Future School Day","path":"/mindshift/7508/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left;\">\n\u003c/p>\u003cdiv id=\"attachment_7557\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003ca rel=\"attachment wp-att-7557\" href=\"http://ww2.kqed.org/mindshift/2011/02/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day/fontfont-2/\">\u003cimg class=\"size-medium wp-image-7557\" style=\"border: none;\" title=\"FontFont\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/FontFont-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"credit\">Flickr:FontFont\u003c/p>\n\u003c/div>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem>Innovative educator Lisa Nielsen has been working toward the ideal school day of the future for a while now. In her inspirational blog, she pushes the boundaries of traditional ideas about progress, thinking ten steps ahead while being firmly grounded in today's realities. When I asked her about her ideas the future school day, she sent along \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/02/what-might-21st-century-literacy-class.html\">an article\u003c/a> she wrote last year that addresses the topic directly. Here's her take.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> SETTING THE SCENE\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Sam is an eleventh grader \u003c/strong>who has struggled with English Language Arts courses in secondary school. He is accustomed to the cycle of failure after years of low and barely passing grades in elementary school and repeating eighth grade before being allowed to continue on to high school. Although eager to learn and eventually finish high school, Sam has already failed two quarters of English. He is frustrated by the continuing cycle. He often finds himself bored and unmotivated in school, which he thinks might have something to do with his less than stellar performance and motivation. He has friends that feel the same way and they notice there are other students in their classes that seem to have stronger educational drive and performance. He's just not one of them.\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>\u003ca rel=\"attachment wp-att-7522\" href=\"http://ww2.kqed.org/mindshift/2011/02/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day/ethan_hickerson/\">\u003cimg class=\"size-medium wp-image-7522 alignright\" title=\"Ethan_Hickerson\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Ethan_Hickerson-300x409.jpg\" alt=\"\" width=\"300\" height=\"409\">\u003c/a>An alert English teacher took notice of Sam and recommended that he participate in a unique class of students with similar academic needs. He was given a chance to participate in an online credit recovery program to make up the credits lost by failing the two quarters of English. The Credit Recovery Program is an Internet-based curriculum for high school students. Students work individually and at their own pace using laptops. Each course is organized into units based on each of the seven standards. Each unit has lessons composed of several different activities. The units and lessons are structured to address varying learning styles and include audio, video, animations, interactive segments as well as traditional text.\u003c/p>\n\u003cp>Participating students have a teacher/mentor who has been specifically trained in online instruction and can focus on individualizing instruction for each student. Students receive timely feedback on assessments. Sam knows that he must complete all activities and receive a grade of 70 or better in order to move on to the next lesson or unit.\u003c/p>\n\u003cp>In New York City, there are seven English Language Arts performance standards that high school students must meet. They are: E1) Reading E2) Writing E3) Listening, Speaking, Viewing E4) Conventions, Grammar, and Usage of the English Language E5) Literature E6) Public documents E7) Functional Documents. In our online learning credit recovery model students must demonstrate achieving mastery in each area. One area that Sam failed in ninth grade English Language Arts was Standard E1b: Read and comprehend at least four books on the same subject, or by the same author, or in the same genre. In this case study we will take a look at how Sam was able to demonstrate mastery in the 21\u003csup>st\u003c/sup> century classroom.\u003c/p>\n\u003cp>Sam reports to school at the beginning of the school day and picks up his laptop from the OLC (Online Learning Cafe). Although all 25 students taking a variety of classes report there, they can use their laptops in any of the school's various study spaces connecting to the Internet through high speed wireless connectivity.\u003c/p>\n\u003cp>\u003cstrong>THE JOURNEY BEGINS\u003c/strong>\u003c/p>\n\u003cp>Sam logs on to his laptop where he has his online bookshelf filled with a variety of texts including contemporary literature (both fiction and nonfiction), magazines, newspapers, textbooks, and more. These books were part of the previous unit he completed that addressed Standard E1A. As Sam logs on, he thinks, “Wow, if reading was like this before, I probably wouldn’t be taking this class.” Sam’s bookshelf is made possible through a variety of partnerships with entities such as the Public Library, NetTrekker, Book Glutton, LuLu, Blurb, Blogger, and Google Books. Here Sam has a collection of every book he has read since entering the school and all those he plans to read.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The teacher just showed us bins of raggedy old books and magazines and told us to pick one we liked. I didn't like any of 'em and was left with a bunch of books about Ronald Reagan.\"\u003c/aside>\n\u003cp>Sam is actually excited about demonstrating mastery in this area because as he clicked on the standard in this module, his animated teaching assistant explained that this standard is intended to encourage students to invest themselves thoroughly in an area that interests them. He learned that such an investment will generate reading from an array of resources, giving him more experience of reading as well as increased understanding of a subject.\u003c!--more-->\u003c/p>\n\u003cp>\"Huh,\" he thought to himself. \"I had no idea that this is what we were supposed to be doing when I failed this in ninth grade. The teacher just showed us bins of raggedy old books and magazines and told us to pick one we liked. I didn't like any of 'em and was left with a bunch of books about Ronald Reagan.\"\u003c/p>\n\u003cp>Sam was excited to dive into this work and have a chance to read about things that interest him, but what would he choose? Sam clicked on the interest survey which he was excited to take. The system has his profile for reading level, grade, gender, and first language, and produced a series of questions. Based on the interest survey, he decided he wanted to do deep reading about curling. He came to this conclusion because his interest profile suggested he select something in the area of sports...perhaps something in which he participates or watches. Following the Winter Olympics he and his dad had become fascinated with the topic and in fact even signed up for a curling league. He thought this would be a great way to find some reading that maybe he and his dad could do together.\u003c/p>\n\u003cp>When he entered the virtual reading room and typed the topic into the system he instantly got hits based on his profile: reading level, native language, grade, and gender, from all the partner sites along with options of how mastery could be demonstrated. Of the various choices Sam would have to pick four different readings in which to demonstrate such mastery to meet the standard.\u003c/p>\n\u003cp>Sam selected the following:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.sweepmag.com/\">Sweep Magazine\u003c/a> – (Available digitally)\u003c/li>\n\u003cli>\u003ca href=\"http://skipcottagecurling.blogspot.com/\">Skip Cottage Curling Blog\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://catalog.nypl.org/iii/encore/record/C%7CRb17923813%7CScurling+for+dummies%7COrightresult?lang=eng&suite=pearl\">The Curling for dummies book \u003c/a>(Available from his local branch of the public library)\u003c/li>\n\u003cli>\u003ca href=\"http://en.wikipedia.org/wiki/Curling\">Curling\u003c/a> (from Wikipedia, the free encyclopedia)\u003c/li>\n\u003cli>\u003ca href=\"http://www.bookglutton.com/\">How to Get on a Curling Team\u003c/a> (Available via Book Glutton)\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca rel=\"attachment wp-att-7566\" href=\"http://ww2.kqed.org/mindshift/2011/02/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day/flickr-2/\">\u003cimg class=\"alignright size-medium wp-image-7566\" title=\"Flickr\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Flickr-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Sam realized that he only needed to select four sources, but that didn’t matter. He was really interested in reading all five. Maybe more. He wasn't sure if this was okay though, so he looked to see which of the ELA facilitators was online. He saw Ms. Michelle was online and sent her an IM asking if he could choose five rather than four selections. \"Sure!\" Ms. Michelle replied with a smile emoticon. You can always choose a bit more and then just select your top four picks to be assessed. That is a smart strategy.\"\u003c/p>\n\u003cp>Sam wondered if perhaps he could interest any of the other ELA students around the country to study this topic too. He posted the question on the system message board and hoped someone else might be interested in this topic too as it would be fun to collaborate. He also jumped over to his Twitter account and sent out a tweet: If you're interested in curling, DM me. I have some great materials to read. Sam instantly got five responses to his tweet. He was excited to start building a personal learning network around curling.\u003c/p>\n\u003cp>Sam was excited to start by taking a look at \u003ca href=\"http://www.sweepmag.com/\">Sweep Magazine\u003c/a>. The digital format was fantastic. Sam immediately thought his dad, who’s in the over-40 crowd, would love that he could zoom in on any text or photos in the magazine. Sam also appreciated being able to select the “Listen” option not only because it was helpful for certain difficult-to-read sections of the magazine, but also because he thought it would be interesting to learn about curling as he was getting ready in the morning for school. Even though he couldn't take the laptop home, he realized he could still listen to it because the magazine had an accompanying podcast he could listen to on his personal iPod. Sam DMed those who tweeted him with a link to the magazine.\u003c/p>\n\u003cp>All materials have \"suggested proof of mastery\" which include a student activity as well as a reflection which is what his online teachers reviews and assesses him on using the unit rubric. Students can submit alternate activities for approval and any of the class facilitators in that content area may approve. For \u003ca href=\"http://www.sweepmag.com/\">Sweep Magazine\u003c/a> Sam decided to engage in selecting three articles to share with some friends who might enjoy by posting a link on with an accompanying status update on Facebook. Sam was excited because he knew this would help build his curling-focused personal learning network even more. The post had to indicate something about the article and why he thought those tagged would find it of interest.\u003c/p>\n\u003cp>Sam also had to make at least three comments in response to his friends in each update. These conversations were pasted into Sam's reflection, which is shared with the teacher and make up a part of the reflection assessment. The online facilitators read each reflection with the authentic writing samples and provide feedback as well as a grade to students. In many cases this might include tips, tutorials, or one-on-one sessions with the online facilitator to strengthen a particular skill. Students that do not pass are required to engage in the scaffolding activities and resubmit their work. Students that do pass also have the option of engaging in the scaffolding activities and resubmitting their work for a higher grade but this is optional.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Note: As part of the high school curriculum all students learn how to create a responsible digital footprint and Twitter and Facebook are a part of this. In some cases students have set up both a separate personal and student profile. In other cases students have chosen to have one profile only. Sam fell in the later category.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>Before the end of the class someone responded to Sam's message on the system bulletin board. Another student said he was interested in reading about curling too. Sam messaged him back with a note expressing his excitement and a link to his bookshelf. Next, Sam shared his bookshelf and assignment selections with his adviser who he was looking forward to connecting with tomorrow during their weekly online Elluminate webinar session.\u003c/p>\n\u003cp>\u003cstrong>TAKING INITIATIVE \u003c/strong>\u003c/p>\n\u003cp>Here are the other activities Sam engaged in during the semester.\u003c/p>\n\u003cul>\n\u003cli>Subscribed to the \u003ca href=\"http://skipcottagecurling.blogspot.com/\">Skip Cottage Curling Blog\u003c/a>: Sam selected to comment on at least three entries as part of his activity. He challenged his dad to do the same. They ended up in a virtual debate through their comments on the ethics of one of the players. The online conversations bleed into some interesting dinnertime chats and an interesting reflection for his teacher.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Borrowed \u003ca href=\"http://catalog.nypl.org/iii/encore/record/C%7CRb17923813%7CScurling+for+dummies%7COrightresult?lang=eng&suite=pearl\">The Curling for dummies book\u003c/a> from the public library. His assessment option choice for this book was to write a review that would be submitted on Amazon.com as well as select at least three reviews from others on which he would rate and comment. Of course, this wasn’t as easy as it sounded because Sam kept finding that his Dad had taken the book to work. Eventually they both read the book and commented on one another’s work.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Started his dive into learning about curling with a \u003ca href=\"http://en.wikipedia.org/wiki/Curling\">Curling\u003c/a> article from Wikipedia. His activity for this reading was to use something he found or learned from his curling study to add to the article. Sam started with the resource section and added in the blog he was reading. Sam also wrote about the ethics controversy of the player he had read about in the blog.\u003c/li>\n\u003c/ul>\n\u003cp>The final reading that Sam did on the topic was \u003ca href=\"http://www.bookglutton.com/\">How to Get on a Curling Team\u003c/a> from Book Glutton. Sam was excited to learn that this book had actually been published on Book Glutton from another student who had taken the course across the country. He wrote the book as part of the E2 Writing standard. In the back of Sam’s mind he was thinking about a book he might publish that could be interesting for other students to read. The activity selected for this book was that Sam had to make at least three comments in the book and reach out to another reader to set up a time to read a passage that he particularly liked together with that reader and discuss it on Book Glutton. Sam loved this activity. He contacted the author and his own father and the three of them had a Book Glutton online discussion on several different passages. Sam was online from school, his dad during his lunch break at the office, and the author from her gym which had wireless internet.\u003c/p>\n\u003cp>Sam’s goal was to finish two activities per quarter and figured the first four would be the ones for which he submitted his reflection assessment. Sam ended up finishing all five activities in the two quarters and submitted them all. He appreciated the feedback and insight from his online facilitator and hoped she didn’t mind the extra work he was giving her. He IMed her in the chat box to see if it was okay. She said, \"Sam, I've been really impressed with your work and would love to read an additional submission.\"\u003c/p>\n\u003cp>At the completion of the unit Sam was thrilled. He had developed a terrific community of friends with who he could read, write, and converse about curling. He had started on his curling team and got many of his actual friends involved too. \"Hmmm\"...he thought. \"I wonder when the summer Olympics will begin. I've always been interested in beach volleyball and now I know some smart ideas to get started.\"\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>\u003ca rel=\"attachment wp-att-7297\" href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-self-paced-learning-creating-and-collaborating/ms_school_future_th1342f08-5/\">\u003cimg class=\"alignleft size-full wp-image-7297\" style=\"border: none;\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003ch5>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future series\u003c/a>.\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/7508/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_22","mindshift_122","mindshift_20903"],"featImg":"mindshift_7557","label":"mindshift"},"mindshift_7406":{"type":"posts","id":"mindshift_7406","meta":{"index":"posts_1591205157","site":"mindshift","id":"7406","score":null,"sort":[1296515699000]},"guestAuthors":[],"slug":"students-will-build-their-own-future-school","title":"Students Will Build Their Own Future School","publishDate":1296515699,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_7410\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/students-will-build-their-own-future-school/screen-shot-2011-01-31-at-3-07-53-pm/\" rel=\"attachment wp-att-7410\">\u003cimg class=\"size-medium wp-image-7410\" title=\"Screen-shot-2011-01-31-at-3.07.53-PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-31-at-3.07.53-PM-300x312.png\" alt=\"\" width=\"300\" height=\"312\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For Dale Dougherty, founder of \u003ca href=\"http://www.makerfaire.com\">Maker Faire\u003c/a> -- the personification of the do-it-yourself movement -- the future school day combines learning with doing.\u003c/p>\n\u003cp>\u003ca href=\"http://bits.blogs.nytimes.com/2010/05/21/one-on-one-dale-dougherty-make-magazine-maker-faire/\">Dougherty\u003c/a> has spent at least the last decade preaching the invaluable benefits of making things by hand. The reason is simple: you'll learn more about it -- whatever it is -- if you make it yourself. Through the \u003ca href=\"http://www.makerfaire.com\">Maker Faire\u003c/a> events, where thousands of people congregate to celebrate the DIY movement, \u003ca href=\"http://www.makezine.com\">Make Magazine\u003c/a> and \u003ca href=\"http://www.craftzine.com\">Craft\u003c/a> website (full disclosure -- I worked as the editor of the print version of Craft Magazine a few years ago), Dougherty is drawing out the natural tinkerers and makers in all of us.\u003c/p>\n\u003cp>His theory applied to education, whether it's formal or informal, is premised on the same ethos.\u003c/p>\n\u003ch4>\"That confidence to learn anything is what education ought to be about,\" he says.\u003c/h4>\n\u003cp>So what's the first step in creating the idea school day of the future?\u003c/p>\n\u003cp>First, build the learning space, of course.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here's the entire interview.\u003c/p>\n\u003cp>\u003ciframe src=\"http://player.vimeo.com/video/19398221\" width=\"500\" height=\"375\" frameborder=\"0\" webkitallowfullscreen mozallowfullscreen allowfullscreen>\u003c/iframe> \u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/19398221\">Dale Dougherty's School of the Future\u003c/a> from \u003ca href=\"http://vimeo.com/user5564203\">MindShift\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-self-paced-learning-creating-and-collaborating/ms_school_future_th1342f08-5/\" rel=\"attachment wp-att-7297\">\u003cimg class=\"alignleft size-full wp-image-7297\" style=\"border: none\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future series\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1377021073,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["http://player.vimeo.com/video/19398221"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":190},"headData":{"title":"Students Will Build Their Own Future School | KQED","description":"For Dale Dougherty, founder of Maker Faire -- the personification of the do-it-yourself movement -- the future school day combines learning with doing. Dougherty has spent at least the last decade preaching the invaluable benefits of making things by hand. The reason is simple: you'll learn more about it -- whatever it is -- if","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Students Will Build Their Own Future School","datePublished":"2011-01-31T23:14:59.000Z","dateModified":"2013-08-20T17:51:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"7406 http://blogs.kqed.org/mindshift/?p=7406","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/31/students-will-build-their-own-future-school/","disqusTitle":"Students Will Build Their Own Future School","path":"/mindshift/7406/students-will-build-their-own-future-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_7410\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/students-will-build-their-own-future-school/screen-shot-2011-01-31-at-3-07-53-pm/\" rel=\"attachment wp-att-7410\">\u003cimg class=\"size-medium wp-image-7410\" title=\"Screen-shot-2011-01-31-at-3.07.53-PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-31-at-3.07.53-PM-300x312.png\" alt=\"\" width=\"300\" height=\"312\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For Dale Dougherty, founder of \u003ca href=\"http://www.makerfaire.com\">Maker Faire\u003c/a> -- the personification of the do-it-yourself movement -- the future school day combines learning with doing.\u003c/p>\n\u003cp>\u003ca href=\"http://bits.blogs.nytimes.com/2010/05/21/one-on-one-dale-dougherty-make-magazine-maker-faire/\">Dougherty\u003c/a> has spent at least the last decade preaching the invaluable benefits of making things by hand. The reason is simple: you'll learn more about it -- whatever it is -- if you make it yourself. Through the \u003ca href=\"http://www.makerfaire.com\">Maker Faire\u003c/a> events, where thousands of people congregate to celebrate the DIY movement, \u003ca href=\"http://www.makezine.com\">Make Magazine\u003c/a> and \u003ca href=\"http://www.craftzine.com\">Craft\u003c/a> website (full disclosure -- I worked as the editor of the print version of Craft Magazine a few years ago), Dougherty is drawing out the natural tinkerers and makers in all of us.\u003c/p>\n\u003cp>His theory applied to education, whether it's formal or informal, is premised on the same ethos.\u003c/p>\n\u003ch4>\"That confidence to learn anything is what education ought to be about,\" he says.\u003c/h4>\n\u003cp>So what's the first step in creating the idea school day of the future?\u003c/p>\n\u003cp>First, build the learning space, of course.\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>Here's the entire interview.\u003c/p>\n\u003cp>\u003ciframe src=\"http://player.vimeo.com/video/19398221\" width=\"500\" height=\"375\" frameborder=\"0\" webkitallowfullscreen mozallowfullscreen allowfullscreen>\u003c/iframe> \u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/19398221\">Dale Dougherty's School of the Future\u003c/a> from \u003ca href=\"http://vimeo.com/user5564203\">MindShift\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-self-paced-learning-creating-and-collaborating/ms_school_future_th1342f08-5/\" rel=\"attachment wp-att-7297\">\u003cimg class=\"alignleft size-full wp-image-7297\" style=\"border: none\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future series\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/7406/students-will-build-their-own-future-school","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_303","mindshift_100","mindshift_20903"],"featImg":"mindshift_7410","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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