Strategies Schools Can Use To Become More Trauma-Informed
What Neuroscience Can Tell Us About Making Fractions Stick
An MIT Learning Program Challenges Many Ed-Tech Assumptions
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It’s an indirect way of teaching reading comprehension. The theory is that what we grasp from what we read depends on whether we can hook it to concepts and topics that we already know. Natalie Wexler’s 2019 best-selling book, \u003c/span>\u003cem>\u003ca href=\"https://nataliewexler.com/the-knowledge-gap/\">\u003cspan style=\"font-weight: 400\">The Knowledge Gap\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">, championed \u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">knowledge-building curricula\u003c/a> and more schools around the country, from \u003c/span>\u003ca href=\"https://www.baltimorecp.org/resources/core-knowledge-lessons/\">\u003cspan style=\"font-weight: 400\">Baltimore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/reading-comprehension-hinges-on-building-knowledge-new-curricula-aim-to-help/2024/01\">\u003cspan style=\"font-weight: 400\">Michigan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.libertycommon.org/about/news-and-events/colorado-core-knowledge-network\">\u003cspan style=\"font-weight: 400\">Colorado\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, are adopting these content-filled lesson plans to teach geography, astronomy and even art history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Makers of knowledge-building curricula say their lessons are based on research, but the truth is that there is scant classroom evidence that building knowledge first increases future reading comprehension. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2023, University of Virginia researchers promoted \u003c/span>\u003ca href=\"https://edworkingpapers.com/index.php/ai23-755\">\u003cspan style=\"font-weight: 400\">a study of Colorado charter schools that had adopted E.D. Hirsch’s Core Knowledge curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children who had won lotteries to attend these charter schools had higher reading scores than students who lost the lotteries. But it was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61475/what-the-latest-reading-study-thats-getting-a-lot-of-buzz-says-and-where-its-evidence-falls-short\">\u003cspan style=\"font-weight: 400\">impossible to tell whether the Core Knowledge curriculum itself made the difference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or if the boost to reading scores could be attributed to other things that these charter schools were doing, such as hiring great teachers and training them well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More importantly, the students at these charter schools were largely from middle and upper middle class families. And what we really want to know is whether knowledge building at school helps poorer children, who are less likely to be exposed to the world through travel, live performances and other experiences that money can buy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new study, published online on Feb. 26, 2024, in the peer-reviewed journal Developmental Psychology, now provides stronger causal evidence that \u003c/span>\u003ca href=\"https://psycnet.apa.org/fulltext/2024-55174-001.html\">\u003cspan style=\"font-weight: 400\">building background knowledge can translate into higher reading achievement for low-income children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The study took place in an unnamed, large urban school district in North Carolina where most of the students are Black and Hispanic and 40% are from low-income families.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, a group of researchers, led by James Kim, a professor at Harvard University’s Graduate School of Education, randomly selected 15 of the district’s 30 elementary schools to teach first graders special \u003c/span>\u003ca href=\"https://scholar.harvard.edu/jameskim/pages/research-summary\">\u003cspan style=\"font-weight: 400\">knowledge-building lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for three years, through third grade. Kim, a reading specialist, and other researchers had developed two sets of multi-year lesson plans, one for science and one for social studies. Students were also given related books to read during the summer. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">This research was funded by the Chan Zuckerberg Initiative, which is among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The remaining 15 elementary schools in the district continued to teach their students as usual, still delivering some social studies and science instruction, but not these special lessons. Regular reading class was untouched in the experiment. All 30 schools were using the same reading curriculum, \u003c/span>\u003ca href=\"https://www.edreports.org/reports/overview/el-education-k-5-language-arts-2017\">\u003cspan style=\"font-weight: 400\">Expeditionary Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which follows science of reading principles and teaches phonics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">COVID-19 hit in the middle of the experiment. When schools shut down in the spring of 2020, the researchers scrapped the planned social studies units for second graders. In 2021, students were still not attending school in person. The researchers revised their science curriculum and decided to give an abridged online version to all 30 schools instead of just half. In the end, children in the original 15 schools received one year of social studies lessons and three years of science lessons compared to only one year of science in the comparison group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, approximately 1,000 students who had received the special science and social studies lessons in first and second grades outperformed the 1,000 students who got only the abbreviated online science in third grade. Their reading and math scores on the North Carolina state tests were higher not only in third grade, but also in fourth grade, more than a year after the knowledge-building experiment ended. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t a huge boost to reading achievement, but it was significant and long-lasting. It cost about $400 per student in instructional materials and teacher training.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Timothy Shanahan, a literacy expert and a professor emeritus at the University of Illinois at Chicago who was not involved in this research or the development of these science lessons, praised the study. “The study makes it very clear (as have a few others recently) that it is possible to combine reading with social studies and science curriculum in powerful ways that can improve both literacy and content knowledge,” he said by email. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting background knowledge to reading comprehension is not a new idea. A \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-0663.80.1.16\">\u003cspan style=\"font-weight: 400\">famous 1987 experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> documented that children who were weaker readers but knowledgeable about baseball understood a reading passage about baseball better than children who were stronger readers but didn’t know much about the sport. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously, it’s not realistic for schools to attempt to familiarize students with every topic they might encounter in a book. And there is disagreement among researchers about how general knowledge of the world translates into higher reading performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim thinks that a knowledge-building curriculum doesn’t need to teach many topics. Random facts, he says, are not important. He argues for depth instead of breadth. He says it’s important to construct a thoughtful sequence of lessons over the years, allowing students to see how the same patterns crop up in different ways. He calls these patterns “schemas.” In this experiment, for example, students learned about animal survival in first grade and dinosaur extinction in second grade. In third grade, that evolved into a more general understanding of how living systems function. By the end of third grade, many students were able to see how the idea of functioning systems can apply to inanimate objects, such as skyscrapers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the patterns that can be analogized to new circumstances, Kim explained. Once a student is familiar with the template, a new text on an unfamiliar topic can be easier to grasp.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim and his team also paired the science lessons with clusters of vocabulary words that were likely to come up again in the future – almost like wine pairings with a meal. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The full benefits of this kind of knowledge building didn’t materialize until after several years of coordinated instruction. In the first years, students were only able to transfer their ability to comprehend text on one topic to another if the topics were very similar. This study indicates that as their content knowledge deepened, their ability to generalize increased as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot going on here: a spiraling curriculum that revisits and builds upon themes year after year; an explicit teaching of underlying patterns; new vocabulary words, and a progression from the simple to the complex. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many versions of knowledge-rich curricula and this one isn’t about exposing students to a classical canon. It remains unclear if all knowledge-building curricula work as well. Other programs sometimes replace the main reading class with knowledge-building lessons. This one didn’t tinker with regular reading class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest challenge with the approach used in the North Carolina experiment is that it requires schools to coordinate lessons across grades. That’s hard. Some teachers may want to keep their favorite units on, say, growing a bean plant, and may bristle at the idea of throwing away their old lesson plans.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also worth noting that students’ math scores improved as much as their reading scores did in this North Carolina experiment. It might seem surprising that a literacy intervention would also boost math. But math also requires a lot of reading; the state’s math tests were full of word problems. Any successful effort to boost reading skills is also likely to have positive spillovers into math, researchers explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders are under great pressure to boost test scores. To do that, they’ve often doubled time spent on reading and cut science and social studies classes. Studies like this one suggest that those cuts may have been costly, further undermining reading achievement instead of improving it. As researchers discover more about the science of reading, it may well turn out to be that more time on science itself is what kids need to become good readers.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-learning-science-might-help-kids-read-better/\">\u003ci>\u003cspan style=\"font-weight: 400\">background knowledge\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"A recent study provides stronger causal evidence that building background knowledge can translate into higher reading achievement for low-income children.","status":"publish","parent":0,"modified":1710165675,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1454},"headData":{"title":"Learning science might help kids read better | KQED","description":"A recent study provides stronger causal evidence that building background knowledge can translate into higher reading achievement for low-income children.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A recent study provides stronger causal evidence that building background knowledge can translate into higher reading achievement for low-income children."},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63315/learning-science-might-help-kids-read-better","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">A growing chorus of education researchers, pundits and “science of reading” advocates are calling for young children to be taught more about \u003ca href=\"https://www.kqed.org/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum\">the world around them\u003c/a>. It’s an indirect way of teaching reading comprehension. The theory is that what we grasp from what we read depends on whether we can hook it to concepts and topics that we already know. Natalie Wexler’s 2019 best-selling book, \u003c/span>\u003cem>\u003ca href=\"https://nataliewexler.com/the-knowledge-gap/\">\u003cspan style=\"font-weight: 400\">The Knowledge Gap\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">, championed \u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">knowledge-building curricula\u003c/a> and more schools around the country, from \u003c/span>\u003ca href=\"https://www.baltimorecp.org/resources/core-knowledge-lessons/\">\u003cspan style=\"font-weight: 400\">Baltimore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/reading-comprehension-hinges-on-building-knowledge-new-curricula-aim-to-help/2024/01\">\u003cspan style=\"font-weight: 400\">Michigan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.libertycommon.org/about/news-and-events/colorado-core-knowledge-network\">\u003cspan style=\"font-weight: 400\">Colorado\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, are adopting these content-filled lesson plans to teach geography, astronomy and even art history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Makers of knowledge-building curricula say their lessons are based on research, but the truth is that there is scant classroom evidence that building knowledge first increases future reading comprehension. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2023, University of Virginia researchers promoted \u003c/span>\u003ca href=\"https://edworkingpapers.com/index.php/ai23-755\">\u003cspan style=\"font-weight: 400\">a study of Colorado charter schools that had adopted E.D. Hirsch’s Core Knowledge curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children who had won lotteries to attend these charter schools had higher reading scores than students who lost the lotteries. But it was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61475/what-the-latest-reading-study-thats-getting-a-lot-of-buzz-says-and-where-its-evidence-falls-short\">\u003cspan style=\"font-weight: 400\">impossible to tell whether the Core Knowledge curriculum itself made the difference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or if the boost to reading scores could be attributed to other things that these charter schools were doing, such as hiring great teachers and training them well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More importantly, the students at these charter schools were largely from middle and upper middle class families. And what we really want to know is whether knowledge building at school helps poorer children, who are less likely to be exposed to the world through travel, live performances and other experiences that money can buy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new study, published online on Feb. 26, 2024, in the peer-reviewed journal Developmental Psychology, now provides stronger causal evidence that \u003c/span>\u003ca href=\"https://psycnet.apa.org/fulltext/2024-55174-001.html\">\u003cspan style=\"font-weight: 400\">building background knowledge can translate into higher reading achievement for low-income children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The study took place in an unnamed, large urban school district in North Carolina where most of the students are Black and Hispanic and 40% are from low-income families.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, a group of researchers, led by James Kim, a professor at Harvard University’s Graduate School of Education, randomly selected 15 of the district’s 30 elementary schools to teach first graders special \u003c/span>\u003ca href=\"https://scholar.harvard.edu/jameskim/pages/research-summary\">\u003cspan style=\"font-weight: 400\">knowledge-building lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for three years, through third grade. Kim, a reading specialist, and other researchers had developed two sets of multi-year lesson plans, one for science and one for social studies. Students were also given related books to read during the summer. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">This research was funded by the Chan Zuckerberg Initiative, which is among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The remaining 15 elementary schools in the district continued to teach their students as usual, still delivering some social studies and science instruction, but not these special lessons. Regular reading class was untouched in the experiment. All 30 schools were using the same reading curriculum, \u003c/span>\u003ca href=\"https://www.edreports.org/reports/overview/el-education-k-5-language-arts-2017\">\u003cspan style=\"font-weight: 400\">Expeditionary Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which follows science of reading principles and teaches phonics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">COVID-19 hit in the middle of the experiment. When schools shut down in the spring of 2020, the researchers scrapped the planned social studies units for second graders. In 2021, students were still not attending school in person. The researchers revised their science curriculum and decided to give an abridged online version to all 30 schools instead of just half. In the end, children in the original 15 schools received one year of social studies lessons and three years of science lessons compared to only one year of science in the comparison group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, approximately 1,000 students who had received the special science and social studies lessons in first and second grades outperformed the 1,000 students who got only the abbreviated online science in third grade. Their reading and math scores on the North Carolina state tests were higher not only in third grade, but also in fourth grade, more than a year after the knowledge-building experiment ended. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t a huge boost to reading achievement, but it was significant and long-lasting. It cost about $400 per student in instructional materials and teacher training.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Timothy Shanahan, a literacy expert and a professor emeritus at the University of Illinois at Chicago who was not involved in this research or the development of these science lessons, praised the study. “The study makes it very clear (as have a few others recently) that it is possible to combine reading with social studies and science curriculum in powerful ways that can improve both literacy and content knowledge,” he said by email. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting background knowledge to reading comprehension is not a new idea. A \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-0663.80.1.16\">\u003cspan style=\"font-weight: 400\">famous 1987 experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> documented that children who were weaker readers but knowledgeable about baseball understood a reading passage about baseball better than children who were stronger readers but didn’t know much about the sport. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously, it’s not realistic for schools to attempt to familiarize students with every topic they might encounter in a book. And there is disagreement among researchers about how general knowledge of the world translates into higher reading performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim thinks that a knowledge-building curriculum doesn’t need to teach many topics. Random facts, he says, are not important. He argues for depth instead of breadth. He says it’s important to construct a thoughtful sequence of lessons over the years, allowing students to see how the same patterns crop up in different ways. He calls these patterns “schemas.” In this experiment, for example, students learned about animal survival in first grade and dinosaur extinction in second grade. In third grade, that evolved into a more general understanding of how living systems function. By the end of third grade, many students were able to see how the idea of functioning systems can apply to inanimate objects, such as skyscrapers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the patterns that can be analogized to new circumstances, Kim explained. Once a student is familiar with the template, a new text on an unfamiliar topic can be easier to grasp.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim and his team also paired the science lessons with clusters of vocabulary words that were likely to come up again in the future – almost like wine pairings with a meal. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The full benefits of this kind of knowledge building didn’t materialize until after several years of coordinated instruction. In the first years, students were only able to transfer their ability to comprehend text on one topic to another if the topics were very similar. This study indicates that as their content knowledge deepened, their ability to generalize increased as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot going on here: a spiraling curriculum that revisits and builds upon themes year after year; an explicit teaching of underlying patterns; new vocabulary words, and a progression from the simple to the complex. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many versions of knowledge-rich curricula and this one isn’t about exposing students to a classical canon. It remains unclear if all knowledge-building curricula work as well. Other programs sometimes replace the main reading class with knowledge-building lessons. This one didn’t tinker with regular reading class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest challenge with the approach used in the North Carolina experiment is that it requires schools to coordinate lessons across grades. That’s hard. Some teachers may want to keep their favorite units on, say, growing a bean plant, and may bristle at the idea of throwing away their old lesson plans.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also worth noting that students’ math scores improved as much as their reading scores did in this North Carolina experiment. It might seem surprising that a literacy intervention would also boost math. But math also requires a lot of reading; the state’s math tests were full of word problems. Any successful effort to boost reading skills is also likely to have positive spillovers into math, researchers explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders are under great pressure to boost test scores. To do that, they’ve often doubled time spent on reading and cut science and social studies classes. Studies like this one suggest that those cuts may have been costly, further undermining reading achievement instead of improving it. As researchers discover more about the science of reading, it may well turn out to be that more time on science itself is what kids need to become good readers.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-learning-science-might-help-kids-read-better/\">\u003ci>\u003cspan style=\"font-weight: 400\">background knowledge\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63315/learning-science-might-help-kids-read-better","authors":["byline_mindshift_63315"],"categories":["mindshift_21504","mindshift_193"],"tags":["mindshift_21292","mindshift_444","mindshift_550","mindshift_20713","mindshift_21616","mindshift_20615","mindshift_47"],"featImg":"mindshift_63317","label":"mindshift"},"mindshift_53092":{"type":"posts","id":"mindshift_53092","meta":{"index":"posts_1591205157","site":"mindshift","id":"53092","score":null,"sort":[1559539865000]},"guestAuthors":[],"slug":"strategies-schools-can-use-to-become-more-trauma-informed","title":"Strategies Schools Can Use To Become More Trauma-Informed","publishDate":1559539865,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Many teachers are \u003ca href=\"https://www.kqed.org/mindshift/52566/how-to-build-a-trauma-sensitive-classroom-where-all-learners-feel-safe\" target=\"_blank\" rel=\"noopener\">working to modify their classrooms and schools\u003c/a> to offer a more supportive environment for students who have experienced trauma in their lives. They're taking heed of \u003ca href=\"https://www.kqed.org/mindshift/49894/how-trauma-abuse-and-neglect-in-childhood-connects-to-serious-diseases-in-adults\" target=\"_blank\" rel=\"noopener\">research showing\u003c/a> that adverse childhood experiences like poverty, neglect, and exposure to violence affect children's brains and may have a negative impact on learning and behavior.\u003c/p>\n\u003cp>\"For me being trauma-informed has so much to do with mindset, accepting that different people come into a school setting with incredibly varied life experiences,\" said Lindsey Minder, a second grade teacher profiled in an \u003ca href=\"https://www.edutopia.org/video/getting-started-trauma-informed-practices\" target=\"_blank\" rel=\"noopener\">Edutopia video \u003c/a>introducing trauma-informed practices. \"Some of those life experiences may be traumatic. And the way in which that plays out in my particular classroom could look a number of ways. And by me having that lens it makes it less about are they doing 'the right thing' or the 'wrong thing' and more about, 'where is that behavior coming from? Why is that happening?'\"\u003c/p>\n\u003cp>While dealing with all the issues kids bring to school can be overwhelming for teachers, the upside is that they are \u003ca href=\"https://www.kqed.org/mindshift/46613/how-to-develop-mindsets-for-compassion-and-caring-in-students\" target=\"_blank\" rel=\"noopener\">well positioned to make a big impact\u003c/a> on students' lives. Positive relationships with caring adults can help buffer students from the effects of trauma and chronic stress, making trauma-informed schools \"healing places.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/eWIV3wWygS4\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\"If you're fearful, if you're anxious, if you're distracted about something that's happened to you, you literally can't learn. Your brain shuts down,\" said Dr. Linda Darling-Hammond, president and CEO of the \u003ca href=\"https://learningpolicyinstitute.org/\" target=\"_blank\" rel=\"noopener\">Learning Policy Institute\u003c/a>. \"So it's essential to give kids social and emotional tools that allow students to recover from the challenges that they have experienced. Take actual classroom time to work on the building blocks of how to perceive your emotions, how to talk about them, how to get along with other people, how to take a moment and become calm when you need to, how to express your needs so that others can meet them.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One strategy to intentionally support students who need a little extra in these areas is \u003ca href=\"https://www.edutopia.org/video/cultivating-trust-one-one-time\" target=\"_blank\" rel=\"noopener\">one-on-one time\u003c/a> with a staff mentor. Providing a regular, relaxed environment for the student to check in with the same adult helps them build trust and opens the door for more learning. The key is for these meetings to be consistent and to happen even if the student hasn't behaved well.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/9kGBdjv8V3k\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/video/knowing-every-child-through-index-card-rosters\" target=\"_blank\" rel=\"noopener\">Another strategy\u003c/a> schools use to make sure students aren't falling through the cracks is to \u003ca href=\"https://www.kqed.org/mindshift/52000/what-makes-the-barr-program-effective-in-helping-ninth-graders-in-virtually-every-type-of-school\" target=\"_blank\" rel=\"noopener\">meet in teams to discuss students\u003c/a>. These meetings offer a picture of students across learning environments and allow teachers to share where a student is struggling as well as where she shines. It's also a chance to recognize positive behavior and growth in students so they are pushed and recognized as well.\u003c/p>\n\u003cp>\"It's great when you can figure out that there's a link between their academics and maybe a behavior,\" said Bobby Shaddox, a social studies teacher at King Middle School in Portland, Maine.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/OzZZewlt4AQ\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\"We don't only want to be talking about the kids that disrupt a class, which is very often the case,\" said Dr. Pamela Cantor, founder and senior science advisor for \u003ca href=\"https://www.turnaroundusa.org/\" target=\"_blank\" rel=\"noopener\">Turnaround For Children\u003c/a>. \"We want to talk about every child and be able to see what every child needs.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A formalized teacher practice like this one, with norms that assume the best in students, help school staff work as a team to support students, no matter their needs. Everyone will experience adversity at some point in their life, so while these strategies may be particularly important for students struggling right now, they're also supporting children who will need these skills later in life.\u003c/p>\n\n","blocks":[],"excerpt":"Becoming a trauma-informed school means recognizing students come to school with a variety of experiences, some of which will negatively affect their learning and behavior. These strategies can help build relationships and trust with all students.","status":"publish","parent":0,"modified":1559539865,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/eWIV3wWygS4","https://www.youtube.com/embed/9kGBdjv8V3k","https://www.youtube.com/embed/OzZZewlt4AQ"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":617},"headData":{"title":"Strategies Schools Can Use To Become More Trauma-Informed | KQED","description":"Becoming a trauma-informed school means recognizing students come to school with a variety of experiences, some of which will negatively affect their learning and behavior. These strategies can help build relationships and trust with all students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53092 https://ww2.kqed.org/mindshift/?p=53092","disqusUrl":"https://ww2.kqed.org/mindshift/2019/06/02/strategies-schools-can-use-to-become-more-trauma-informed/","disqusTitle":"Strategies Schools Can Use To Become More Trauma-Informed","path":"/mindshift/53092/strategies-schools-can-use-to-become-more-trauma-informed","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many teachers are \u003ca href=\"https://www.kqed.org/mindshift/52566/how-to-build-a-trauma-sensitive-classroom-where-all-learners-feel-safe\" target=\"_blank\" rel=\"noopener\">working to modify their classrooms and schools\u003c/a> to offer a more supportive environment for students who have experienced trauma in their lives. They're taking heed of \u003ca href=\"https://www.kqed.org/mindshift/49894/how-trauma-abuse-and-neglect-in-childhood-connects-to-serious-diseases-in-adults\" target=\"_blank\" rel=\"noopener\">research showing\u003c/a> that adverse childhood experiences like poverty, neglect, and exposure to violence affect children's brains and may have a negative impact on learning and behavior.\u003c/p>\n\u003cp>\"For me being trauma-informed has so much to do with mindset, accepting that different people come into a school setting with incredibly varied life experiences,\" said Lindsey Minder, a second grade teacher profiled in an \u003ca href=\"https://www.edutopia.org/video/getting-started-trauma-informed-practices\" target=\"_blank\" rel=\"noopener\">Edutopia video \u003c/a>introducing trauma-informed practices. \"Some of those life experiences may be traumatic. And the way in which that plays out in my particular classroom could look a number of ways. And by me having that lens it makes it less about are they doing 'the right thing' or the 'wrong thing' and more about, 'where is that behavior coming from? Why is that happening?'\"\u003c/p>\n\u003cp>While dealing with all the issues kids bring to school can be overwhelming for teachers, the upside is that they are \u003ca href=\"https://www.kqed.org/mindshift/46613/how-to-develop-mindsets-for-compassion-and-caring-in-students\" target=\"_blank\" rel=\"noopener\">well positioned to make a big impact\u003c/a> on students' lives. Positive relationships with caring adults can help buffer students from the effects of trauma and chronic stress, making trauma-informed schools \"healing places.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/eWIV3wWygS4\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\"If you're fearful, if you're anxious, if you're distracted about something that's happened to you, you literally can't learn. Your brain shuts down,\" said Dr. Linda Darling-Hammond, president and CEO of the \u003ca href=\"https://learningpolicyinstitute.org/\" target=\"_blank\" rel=\"noopener\">Learning Policy Institute\u003c/a>. \"So it's essential to give kids social and emotional tools that allow students to recover from the challenges that they have experienced. Take actual classroom time to work on the building blocks of how to perceive your emotions, how to talk about them, how to get along with other people, how to take a moment and become calm when you need to, how to express your needs so that others can meet 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>One strategy to intentionally support students who need a little extra in these areas is \u003ca href=\"https://www.edutopia.org/video/cultivating-trust-one-one-time\" target=\"_blank\" rel=\"noopener\">one-on-one time\u003c/a> with a staff mentor. Providing a regular, relaxed environment for the student to check in with the same adult helps them build trust and opens the door for more learning. The key is for these meetings to be consistent and to happen even if the student hasn't behaved well.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/9kGBdjv8V3k\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/video/knowing-every-child-through-index-card-rosters\" target=\"_blank\" rel=\"noopener\">Another strategy\u003c/a> schools use to make sure students aren't falling through the cracks is to \u003ca href=\"https://www.kqed.org/mindshift/52000/what-makes-the-barr-program-effective-in-helping-ninth-graders-in-virtually-every-type-of-school\" target=\"_blank\" rel=\"noopener\">meet in teams to discuss students\u003c/a>. These meetings offer a picture of students across learning environments and allow teachers to share where a student is struggling as well as where she shines. It's also a chance to recognize positive behavior and growth in students so they are pushed and recognized as well.\u003c/p>\n\u003cp>\"It's great when you can figure out that there's a link between their academics and maybe a behavior,\" said Bobby Shaddox, a social studies teacher at King Middle School in Portland, Maine.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/OzZZewlt4AQ\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\"We don't only want to be talking about the kids that disrupt a class, which is very often the case,\" said Dr. Pamela Cantor, founder and senior science advisor for \u003ca href=\"https://www.turnaroundusa.org/\" target=\"_blank\" rel=\"noopener\">Turnaround For Children\u003c/a>. \"We want to talk about every child and be able to see what every child needs.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A formalized teacher practice like this one, with norms that assume the best in students, help school staff work as a team to support students, no matter their needs. Everyone will experience adversity at some point in their life, so while these strategies may be particularly important for students struggling right now, they're also supporting children who will need these skills later in life.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53092/strategies-schools-can-use-to-become-more-trauma-informed","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_21143","mindshift_21229","mindshift_20784","mindshift_1040","mindshift_21010","mindshift_21213","mindshift_20713","mindshift_20999"],"featImg":"mindshift_53760","label":"mindshift"},"mindshift_46865":{"type":"posts","id":"mindshift_46865","meta":{"index":"posts_1591205157","site":"mindshift","id":"46865","score":null,"sort":[1479734311000]},"guestAuthors":[],"slug":"what-neuroscience-can-tell-us-about-making-fractions-stick","title":"What Neuroscience Can Tell Us About Making Fractions Stick","publishDate":1479734311,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Fractions are a notoriously tricky part of elementary math education for many children. Too often teachers struggle to ensure students are grasping the conceptual underpinnings of this complicated topic, resorting to “tricks” that will help them learn the procedures of adding or multiplying instead. This is particularly troubling because \u003ca href=\"http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf\" target=\"_blank\">studies have shown\u003c/a> that students’ knowledge of \u003ca href=\"http://www.psy.cmu.edu/~siegler/Siegler-etal-inpressPsySci.pdf\" target=\"_blank\">sixth grade fractions is a good predictor of their math achievement in high school\u003c/a>. This is largely because a deep understanding of fractions plays out in algebra.\u003c/p>\n\u003cp>“If a student has a solid understanding of fractions and precisely what they represent, they’re likely to perform much better with algebra,” said Valorie Salimpoor, a researcher at the Rotman Research Institute in Toronto, during an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> presentation on the neuroscience of fractions. She thinks educators have an opportunity to leverage what researchers know about brain science to ensure students learn fractions well, but also admits that learning math is cognitively taxing.\u003c/p>\n\u003cfigure id=\"attachment_46867\" class=\"wp-caption aligncenter\" style=\"max-width: 957px\">\u003cimg class=\"size-full wp-image-46867\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/brain-on-math.png\" alt=\"The various regions of the brain recruited when learning fractions.\" width=\"957\" height=\"716\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/brain-on-math.png 957w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/brain-on-math-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/brain-on-math-800x599.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/brain-on-math-768x575.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/brain-on-math-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/brain-on-math-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/brain-on-math-520x389.png 520w\" sizes=\"(max-width: 957px) 100vw, 957px\">\u003cfigcaption class=\"wp-caption-text\">The various regions of the brain recruited when learning fractions. \u003ccite>(Valorie Salimpoor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Learning a new math concept takes a toll on the brain not only because of the new math concepts, but also because students must recruit many parts of the brain to solve any problem. For example, students need visuospatial and auditory working memory when solving a fractions problem, and they must focus attention, inhibit distractions, order tasks, recall information from long term memory and integrate new concepts into an old schema. There’s a lot of mental processing going on when learning math, so understanding how careful brain-based instruction can prime the brain for new learning becomes extra important.\u003c/p>\n\u003cp>\u003cstrong>OPTIMIZE INFORMATION PROCESSING\u003c/strong>\u003c/p>\n\u003cp>When a person learns something new she forms a connection between two previously unconnected neurons. If that connection is weak, the new learning can easily be lost through forgetting. But the stronger the pathway and the more ways a person has learned the information, the more likely it will become encoded into long term memory.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To improve a student’s information processing around fractions neuroscience tells us teachers should both present information and give students ways to interact with it, in a variety of ways. For example, explaining how to add fractions only uses an auditory pathway. Showing fractions on a line graph or as a pie chart are two other ways of presenting the same information. Asking students to visualize parts of the whole and show fractions using manipulatives are two more ways.\u003c/p>\n\u003cp>“Every time you are visualizing this in a different way, you are recruiting different neurons and neural connections,” Salimpoor said. And she says active learning through problem solving or manipulation is a whole different ballpark neurally than passively listening, partly because even if a student looks like she is listening she still may not be paying attention.\u003c/p>\n\u003cp>“In one case you are passively absorbing information and in the other case you have to initiate the motor sequences and carrying them through,” Salimpoor said. When students are actively learning they are using the frontal lobe to determine what needs to happen next and to organize the information, as well as the motor regions of the brain to carry it out.\u003c/p>\n\u003cfigure id=\"attachment_46869\" class=\"wp-caption aligncenter\" style=\"max-width: 670px\">\u003cimg class=\"size-full wp-image-46869\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/gray-matter-over-time.png\" alt=\"In the first years of life babies are rapidly forming new connections between neurons, creating a dense network that represents deeply encoded learning.\" width=\"670\" height=\"486\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/gray-matter-over-time.png 670w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/gray-matter-over-time-160x116.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/gray-matter-over-time-240x174.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/gray-matter-over-time-375x272.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/gray-matter-over-time-520x377.png 520w\" sizes=\"(max-width: 670px) 100vw, 670px\">\u003cfigcaption class=\"wp-caption-text\">In the first years of life babies are rapidly forming new connections between neurons, creating a dense network that represents deeply encoded learning. \u003ccite>(Source: Corel, JL. The postnatal development of the human cerebral cortex. Cambridge, MA: Harvard University Press; 1975.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The more areas we recruit, the more elaborate this network becomes,” Salimpoor said. That’s important because later when the student tries to recall the new information and pings one node in the network, the entire system is primed to help retrieve the information. It’s also important for students to continue recalling that information in order to strengthen the network, even if a concept was introduced in many ways initially. Ultimately for something to be learned well it needs to be integrated into the student’s general schema, which happens through practice.\u003c/p>\n\u003cp>\u003cstrong>STRENGTHENING NEURAL NETWORKS\u003c/strong>\u003c/p>\n\u003cp>Practicing a new concept is one way good way to strengthen a neural network, but if students only practice using one problem solving strategy, that practice is leading to memorizing, not deep conceptual knowledge. To strengthen the whole network and by doing so deepening understanding, they must practice using various ways of visualizing and solving the same problem.\u003c/p>\n\u003cp>“It’s most important to create problems where students have to initiate and come up with their own solutions,” Salimpoor said. “This makes a big difference. You can never have too much of that.”\u003c/p>\n\u003cp>Neurochemicals like dopamine can also create shortcuts to encoding information. The brain releases dopamine in response to novelty or when a person is anticipating something and doesn’t know what’s going to happen. When a student is \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/31/why-emotions-are-integral-to-learning/\" target=\"_blank\">emotionally invested\u003c/a> in the learning or finds it intrinsically motivating, dopamine is also present. And dopamine helps strengthen neural networks.\u003c/p>\n\u003cp>Salimpoor uses the dopamine trick whenever she wants her toddler son to learn something new. She knows he loves trains, so if she can fold whatever new information she wants him to learn within a train narrative she knows he will be paying attention, intrinsically motivated and releasing dopamine that will help hardwire the new concepts. Rewards can also be a way to get at dopamine, but Salimpoor warns external rewards are never going to be as powerful as getting students to personally care about the learning.\u003c/p>\n\u003cp>\u003cstrong>GETTING AT CONCEPTUAL UNDERSTANDING\u003c/strong>\u003c/p>\n\u003cp>One of the trickiest things about helping students develop a deep conceptual understanding of a topic like fractions is that each student is coming into the learning experience not only with different levels of math knowledge, but also with different levels of working memory, executive functioning skills, ability to pay attention, and all the other non-content skills related to learning.\u003c/p>\n\u003cp>One way a teacher can use brain science to help students get at the deeper concepts is to relieve the pressure on students working memories as they are learning the new information. Salimpoor says working memory is a big challenge for many children. “If you can’t hold all of this new information in your mind, you can’t really process it,” she said. And if the information isn’t getting processed, it isn’t getting integrated into the large schema a child holds in his head of how things work.\u003c/p>\n\u003cp>“While some students might be very skilled at working memory, the ones who aren’t as good really suffer because they can’t take in all that information and process it, so they just tune out,” Salimpoor said. Teachers can be aware of this and try to break concepts down into the cognitive elements, always being mindful of how many pieces of new information the children need to hold in their minds at the same time to solve a problem.\u003c/p>\n\u003cp>When possible teachers can give students supports, like visuals representing the fractions, to work with as they are introduced to a concept. When the student has the visual, he doesn’t have to hold the symbolic representation of the fraction in his working memory as he figure out how to add the two together. After the concept has been introduced, teachers can slowly remove those scaffolds. Writing information down is another way student can offload some of what would be stored in working memory.\u003c/p>\n\u003cp>Working memory is one challenge, but it is very hard for teachers to identify all the specific ways students differ from one another cognitively. This is where technology can help.\u003c/p>\n\u003cp>Salimpoor has helped design a videogame focused on adding, subtracting, multiplying and dividing fractions -- the skills any student should have mastered by the end of sixth grade -- that puts all her neuroscience expertise for learning into the game mechanics. Called \u003ca href=\"http://fogstoneisle.com/\" target=\"_blank\">Fog Stone Island\u003c/a> and produced by \u003ca href=\"http://www.cignition.com/\" target=\"_blank\">Cignition\u003c/a>, the game is free and available online to teachers and students. Salimpoor said the game tracks the intangible information like working memory ability and executive functioning that a teacher would have a hard time identifying.\u003c/p>\n\u003cfigure id=\"attachment_46870\" class=\"wp-caption aligncenter\" style=\"max-width: 952px\">\u003cimg class=\"size-full wp-image-46870\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/fog-island.png\" alt=\"A screen capture of Fog Stone Island juxtaposed with an image of the brain shows how multiple multiple brain regions are being stimulated while working on multiplying fractions.\" width=\"952\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/fog-island.png 952w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fog-island-160x91.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fog-island-800x454.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fog-island-768x436.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fog-island-240x136.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fog-island-375x213.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fog-island-520x295.png 520w\" sizes=\"(max-width: 952px) 100vw, 952px\">\u003cfigcaption class=\"wp-caption-text\">A screen capture of Fog Stone Island juxtaposed with an image of the brain shows how multiple multiple brain regions are being stimulated while working on multiplying fractions. \u003ccite>(Valorie Salimpoor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Salimpoor and her Cignition colleagues know full well that there are a lot of commercial games promising cognitive training that don’t deliver. There are also a lot of math games that are essentially procedural math disguised in a game form. The Fog Stone Island designers wanted to move away from both these models to develop a game that uses intrinsic and external rewards, offers multiple pathways to understand fractions, gives working memory support at the beginning of a task and slowly takes it away, and is situated within a context in which fractions would actually be used.\u003c/p>\n\u003cp>“We’ve tried to think of real life scenarios when you’d use math,” Salimpoor said. So, for example, in one corner of the immersive Fog Stone Island world, players use raw materials to build structures, a bit like \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/28/for-the-hesitant-teacher-leveraging-the-power-of-minecraft/\" target=\"_blank\">Minecraft\u003c/a>. The bricks have different lengths and the player must add like and unlike denominators to build a wall. Early in the concept the game provides a digital sketchbook -- essentially virtual working memory -- for students to use.\u003c/p>\n\u003cp>“Students can understand what they need to do in the situation without taxing their other cognitive abilities,” Salimpoor said. As they progress through the game they will gradually take over those working memory functions within the greater problem. Salimpoor finds it a little odd that she has ended up working on a videogame, but she wants good brain-based practices to be embedded in teaching and found that videogames were a far easier way to affect the many mental processes recruited when solving math problems.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/SWKyDy78OtI\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Because Fog Stone Island is an immersive game, players can wander between the house building area, a farm plot and other zones that work on different elements of fractions. “The reason we wanted to keep it all in one game is it helps with investment,” Salimpoor said. Success in one area can lead to success in another area, and the different ways of working with fractions are integrated so students can develop a deep understanding of how the concepts are connected.\u003c/p>\n\u003cp>Salimpoor said the great thing about the game is that it adapts to the player’s level not just of math knowledge, but also working memory and executive functioning needs too. But Salimpoor is proud of how hard she and the designers worked to build those support skills into the game in a natural way that makes sense for the game. For example, rather than playing a silly side game that requires a player to repeat a sequence forward and then backwards -- a common working memory exercise -- Fog Stone Island may require a player to remember five items in the service of building part of his world. Now there’s an intrinsic motivation to build up working memory.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“In the video game we can do that so in depth,” Salimpoor said. “And really understand where each child is in each of these areas.” She says the latest iteration of the game is getting good reviews from students, who want to play even when it isn’t required for class. And very preliminary research results indicate that students are deepening their fractions knowledge outside of the game too, although those effects are still being studied.\u003c/p>\n\n","blocks":[],"excerpt":"Students need a deep conceptual understanding of fractions to succeed in high school algebra. Maximizing learning with attention to brain science can help all students get there.","status":"publish","parent":0,"modified":1479734644,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/SWKyDy78OtI"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1948},"headData":{"title":"What Neuroscience Can Tell Us About Making Fractions Stick | KQED","description":"Students need a deep conceptual understanding of fractions to succeed in high school algebra. Maximizing learning with attention to brain science can help all students get there.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"46865 http://ww2.kqed.org/mindshift/?p=46865","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/21/what-neuroscience-can-tell-us-about-making-fractions-stick/","disqusTitle":"What Neuroscience Can Tell Us About Making Fractions Stick","path":"/mindshift/46865/what-neuroscience-can-tell-us-about-making-fractions-stick","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Fractions are a notoriously tricky part of elementary math education for many children. Too often teachers struggle to ensure students are grasping the conceptual underpinnings of this complicated topic, resorting to “tricks” that will help them learn the procedures of adding or multiplying instead. This is particularly troubling because \u003ca href=\"http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf\" target=\"_blank\">studies have shown\u003c/a> that students’ knowledge of \u003ca href=\"http://www.psy.cmu.edu/~siegler/Siegler-etal-inpressPsySci.pdf\" target=\"_blank\">sixth grade fractions is a good predictor of their math achievement in high school\u003c/a>. This is largely because a deep understanding of fractions plays out in algebra.\u003c/p>\n\u003cp>“If a student has a solid understanding of fractions and precisely what they represent, they’re likely to perform much better with algebra,” said Valorie Salimpoor, a researcher at the Rotman Research Institute in Toronto, during an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> presentation on the neuroscience of fractions. She thinks educators have an opportunity to leverage what researchers know about brain science to ensure students learn fractions well, but also admits that learning math is cognitively taxing.\u003c/p>\n\u003cfigure id=\"attachment_46867\" class=\"wp-caption aligncenter\" style=\"max-width: 957px\">\u003cimg class=\"size-full wp-image-46867\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/brain-on-math.png\" alt=\"The various regions of the brain recruited when learning fractions.\" width=\"957\" height=\"716\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/brain-on-math.png 957w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/brain-on-math-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/brain-on-math-800x599.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/brain-on-math-768x575.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/brain-on-math-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/brain-on-math-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/brain-on-math-520x389.png 520w\" sizes=\"(max-width: 957px) 100vw, 957px\">\u003cfigcaption class=\"wp-caption-text\">The various regions of the brain recruited when learning fractions. \u003ccite>(Valorie Salimpoor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Learning a new math concept takes a toll on the brain not only because of the new math concepts, but also because students must recruit many parts of the brain to solve any problem. For example, students need visuospatial and auditory working memory when solving a fractions problem, and they must focus attention, inhibit distractions, order tasks, recall information from long term memory and integrate new concepts into an old schema. There’s a lot of mental processing going on when learning math, so understanding how careful brain-based instruction can prime the brain for new learning becomes extra important.\u003c/p>\n\u003cp>\u003cstrong>OPTIMIZE INFORMATION PROCESSING\u003c/strong>\u003c/p>\n\u003cp>When a person learns something new she forms a connection between two previously unconnected neurons. If that connection is weak, the new learning can easily be lost through forgetting. But the stronger the pathway and the more ways a person has learned the information, the more likely it will become encoded into long term memory.\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>To improve a student’s information processing around fractions neuroscience tells us teachers should both present information and give students ways to interact with it, in a variety of ways. For example, explaining how to add fractions only uses an auditory pathway. Showing fractions on a line graph or as a pie chart are two other ways of presenting the same information. Asking students to visualize parts of the whole and show fractions using manipulatives are two more ways.\u003c/p>\n\u003cp>“Every time you are visualizing this in a different way, you are recruiting different neurons and neural connections,” Salimpoor said. And she says active learning through problem solving or manipulation is a whole different ballpark neurally than passively listening, partly because even if a student looks like she is listening she still may not be paying attention.\u003c/p>\n\u003cp>“In one case you are passively absorbing information and in the other case you have to initiate the motor sequences and carrying them through,” Salimpoor said. When students are actively learning they are using the frontal lobe to determine what needs to happen next and to organize the information, as well as the motor regions of the brain to carry it out.\u003c/p>\n\u003cfigure id=\"attachment_46869\" class=\"wp-caption aligncenter\" style=\"max-width: 670px\">\u003cimg class=\"size-full wp-image-46869\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/gray-matter-over-time.png\" alt=\"In the first years of life babies are rapidly forming new connections between neurons, creating a dense network that represents deeply encoded learning.\" width=\"670\" height=\"486\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/gray-matter-over-time.png 670w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/gray-matter-over-time-160x116.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/gray-matter-over-time-240x174.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/gray-matter-over-time-375x272.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/gray-matter-over-time-520x377.png 520w\" sizes=\"(max-width: 670px) 100vw, 670px\">\u003cfigcaption class=\"wp-caption-text\">In the first years of life babies are rapidly forming new connections between neurons, creating a dense network that represents deeply encoded learning. \u003ccite>(Source: Corel, JL. The postnatal development of the human cerebral cortex. Cambridge, MA: Harvard University Press; 1975.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The more areas we recruit, the more elaborate this network becomes,” Salimpoor said. That’s important because later when the student tries to recall the new information and pings one node in the network, the entire system is primed to help retrieve the information. It’s also important for students to continue recalling that information in order to strengthen the network, even if a concept was introduced in many ways initially. Ultimately for something to be learned well it needs to be integrated into the student’s general schema, which happens through practice.\u003c/p>\n\u003cp>\u003cstrong>STRENGTHENING NEURAL NETWORKS\u003c/strong>\u003c/p>\n\u003cp>Practicing a new concept is one way good way to strengthen a neural network, but if students only practice using one problem solving strategy, that practice is leading to memorizing, not deep conceptual knowledge. To strengthen the whole network and by doing so deepening understanding, they must practice using various ways of visualizing and solving the same problem.\u003c/p>\n\u003cp>“It’s most important to create problems where students have to initiate and come up with their own solutions,” Salimpoor said. “This makes a big difference. You can never have too much of that.”\u003c/p>\n\u003cp>Neurochemicals like dopamine can also create shortcuts to encoding information. The brain releases dopamine in response to novelty or when a person is anticipating something and doesn’t know what’s going to happen. When a student is \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/31/why-emotions-are-integral-to-learning/\" target=\"_blank\">emotionally invested\u003c/a> in the learning or finds it intrinsically motivating, dopamine is also present. And dopamine helps strengthen neural networks.\u003c/p>\n\u003cp>Salimpoor uses the dopamine trick whenever she wants her toddler son to learn something new. She knows he loves trains, so if she can fold whatever new information she wants him to learn within a train narrative she knows he will be paying attention, intrinsically motivated and releasing dopamine that will help hardwire the new concepts. Rewards can also be a way to get at dopamine, but Salimpoor warns external rewards are never going to be as powerful as getting students to personally care about the learning.\u003c/p>\n\u003cp>\u003cstrong>GETTING AT CONCEPTUAL UNDERSTANDING\u003c/strong>\u003c/p>\n\u003cp>One of the trickiest things about helping students develop a deep conceptual understanding of a topic like fractions is that each student is coming into the learning experience not only with different levels of math knowledge, but also with different levels of working memory, executive functioning skills, ability to pay attention, and all the other non-content skills related to learning.\u003c/p>\n\u003cp>One way a teacher can use brain science to help students get at the deeper concepts is to relieve the pressure on students working memories as they are learning the new information. Salimpoor says working memory is a big challenge for many children. “If you can’t hold all of this new information in your mind, you can’t really process it,” she said. And if the information isn’t getting processed, it isn’t getting integrated into the large schema a child holds in his head of how things work.\u003c/p>\n\u003cp>“While some students might be very skilled at working memory, the ones who aren’t as good really suffer because they can’t take in all that information and process it, so they just tune out,” Salimpoor said. Teachers can be aware of this and try to break concepts down into the cognitive elements, always being mindful of how many pieces of new information the children need to hold in their minds at the same time to solve a problem.\u003c/p>\n\u003cp>When possible teachers can give students supports, like visuals representing the fractions, to work with as they are introduced to a concept. When the student has the visual, he doesn’t have to hold the symbolic representation of the fraction in his working memory as he figure out how to add the two together. After the concept has been introduced, teachers can slowly remove those scaffolds. Writing information down is another way student can offload some of what would be stored in working memory.\u003c/p>\n\u003cp>Working memory is one challenge, but it is very hard for teachers to identify all the specific ways students differ from one another cognitively. This is where technology can help.\u003c/p>\n\u003cp>Salimpoor has helped design a videogame focused on adding, subtracting, multiplying and dividing fractions -- the skills any student should have mastered by the end of sixth grade -- that puts all her neuroscience expertise for learning into the game mechanics. Called \u003ca href=\"http://fogstoneisle.com/\" target=\"_blank\">Fog Stone Island\u003c/a> and produced by \u003ca href=\"http://www.cignition.com/\" target=\"_blank\">Cignition\u003c/a>, the game is free and available online to teachers and students. Salimpoor said the game tracks the intangible information like working memory ability and executive functioning that a teacher would have a hard time identifying.\u003c/p>\n\u003cfigure id=\"attachment_46870\" class=\"wp-caption aligncenter\" style=\"max-width: 952px\">\u003cimg class=\"size-full wp-image-46870\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/fog-island.png\" alt=\"A screen capture of Fog Stone Island juxtaposed with an image of the brain shows how multiple multiple brain regions are being stimulated while working on multiplying fractions.\" width=\"952\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/fog-island.png 952w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fog-island-160x91.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fog-island-800x454.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fog-island-768x436.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fog-island-240x136.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fog-island-375x213.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fog-island-520x295.png 520w\" sizes=\"(max-width: 952px) 100vw, 952px\">\u003cfigcaption class=\"wp-caption-text\">A screen capture of Fog Stone Island juxtaposed with an image of the brain shows how multiple multiple brain regions are being stimulated while working on multiplying fractions. \u003ccite>(Valorie Salimpoor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Salimpoor and her Cignition colleagues know full well that there are a lot of commercial games promising cognitive training that don’t deliver. There are also a lot of math games that are essentially procedural math disguised in a game form. The Fog Stone Island designers wanted to move away from both these models to develop a game that uses intrinsic and external rewards, offers multiple pathways to understand fractions, gives working memory support at the beginning of a task and slowly takes it away, and is situated within a context in which fractions would actually be used.\u003c/p>\n\u003cp>“We’ve tried to think of real life scenarios when you’d use math,” Salimpoor said. So, for example, in one corner of the immersive Fog Stone Island world, players use raw materials to build structures, a bit like \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/28/for-the-hesitant-teacher-leveraging-the-power-of-minecraft/\" target=\"_blank\">Minecraft\u003c/a>. The bricks have different lengths and the player must add like and unlike denominators to build a wall. Early in the concept the game provides a digital sketchbook -- essentially virtual working memory -- for students to use.\u003c/p>\n\u003cp>“Students can understand what they need to do in the situation without taxing their other cognitive abilities,” Salimpoor said. As they progress through the game they will gradually take over those working memory functions within the greater problem. Salimpoor finds it a little odd that she has ended up working on a videogame, but she wants good brain-based practices to be embedded in teaching and found that videogames were a far easier way to affect the many mental processes recruited when solving math problems.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/SWKyDy78OtI\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Because Fog Stone Island is an immersive game, players can wander between the house building area, a farm plot and other zones that work on different elements of fractions. “The reason we wanted to keep it all in one game is it helps with investment,” Salimpoor said. Success in one area can lead to success in another area, and the different ways of working with fractions are integrated so students can develop a deep understanding of how the concepts are connected.\u003c/p>\n\u003cp>Salimpoor said the great thing about the game is that it adapts to the player’s level not just of math knowledge, but also working memory and executive functioning needs too. But Salimpoor is proud of how hard she and the designers worked to build those support skills into the game in a natural way that makes sense for the game. For example, rather than playing a silly side game that requires a player to repeat a sequence forward and then backwards -- a common working memory exercise -- Fog Stone Island may require a player to remember five items in the service of building part of his world. Now there’s an intrinsic motivation to build up working memory.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“In the video game we can do that so in depth,” Salimpoor said. “And really understand where each child is in each of these areas.” She says the latest iteration of the game is getting good reviews from students, who want to play even when it isn’t required for class. And very preliminary research results indicate that students are deepening their fractions knowledge outside of the game too, although those effects are still being studied.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46865/what-neuroscience-can-tell-us-about-making-fractions-stick","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_767","mindshift_20784","mindshift_21001","mindshift_1040","mindshift_392","mindshift_46","mindshift_20713"],"featImg":"mindshift_47021","label":"mindshift"},"mindshift_36918":{"type":"posts","id":"mindshift_36918","meta":{"index":"posts_1591205157","site":"mindshift","id":"36918","score":null,"sort":[1405627200000]},"guestAuthors":[],"slug":"an-mit-learning-program-challenges-many-ed-tech-assumptions","title":"An MIT Learning Program Challenges Many Ed-Tech Assumptions","publishDate":1405627200,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>One MIT's teacher's successful experience with a low-tech teaching program that relies on video and lots of student interaction is calling into question many of the maxims about personalization and computer-based learning that have become popular. The model may not be as flashy as many of the education technology products currently on the market, but it is based on strong psychological and cognitive underpinnings, \u003ca href=\"http://hechingerreport.org/content/ed-tech-needs-nothing-tv-vcr_16715/\" target=\"_blank\">writes Annie Murphy Paul\u003c/a> for the Hechinger Report.\u003c/p>\n\u003cp>\"We know that students do not make optimal choices when directing their own learning; especially when they’re new to a subject, they need guidance from an experienced teacher. We \u003ca href=\"http://www.slate.com/articles/health_and_science/science/2013/05/multitasking_while_studying_divided_attention_and_technological_gadgets.html\" target=\"_blank\">know that students do not learn deeply \u003c/a>or lastingly when they have a world of distractions at their fingertips. And we \u003ca href=\"http://www.scn.ucla.edu/pdf/Lieberman(2012)TINE.pdf\" target=\"_blank\">know that students learn best not as isolated units\u003c/a> but as part of a socially connected group. Modest as it is from a technological perspective, MIT BLOSSOMS is ideally designed for learning—a reminder that more and better technology does not always lead to more and better education.\"\u003c/p>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://hechingerreport.org/content/ed-tech-needs-nothing-tv-vcr_16715/\">Ed tech that needs nothing but a TV and VCR? - Hechinger Report\u003c/a>\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"A low-tech teaching technique used by a MIT researcher calls into questions many of the maxims about personalized, student-driven learning upheld by the education technology industry.","status":"publish","parent":0,"modified":1405627577,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":195},"headData":{"title":"An MIT Learning Program Challenges Many Ed-Tech Assumptions | KQED","description":"A low-tech teaching technique used by a MIT researcher calls into questions many of the maxims about personalized, student-driven learning upheld by the education technology industry.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"36918 http://blogs.kqed.org/mindshift/?p=36918","disqusUrl":"https://ww2.kqed.org/mindshift/2014/07/17/an-mit-learning-program-challenges-many-ed-tech-assumptions/","disqusTitle":"An MIT Learning Program Challenges Many Ed-Tech Assumptions","path":"/mindshift/36918/an-mit-learning-program-challenges-many-ed-tech-assumptions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>One MIT's teacher's successful experience with a low-tech teaching program that relies on video and lots of student interaction is calling into question many of the maxims about personalization and computer-based learning that have become popular. The model may not be as flashy as many of the education technology products currently on the market, but it is based on strong psychological and cognitive underpinnings, \u003ca href=\"http://hechingerreport.org/content/ed-tech-needs-nothing-tv-vcr_16715/\" target=\"_blank\">writes Annie Murphy Paul\u003c/a> for the Hechinger Report.\u003c/p>\n\u003cp>\"We know that students do not make optimal choices when directing their own learning; especially when they’re new to a subject, they need guidance from an experienced teacher. We \u003ca href=\"http://www.slate.com/articles/health_and_science/science/2013/05/multitasking_while_studying_divided_attention_and_technological_gadgets.html\" target=\"_blank\">know that students do not learn deeply \u003c/a>or lastingly when they have a world of distractions at their fingertips. And we \u003ca href=\"http://www.scn.ucla.edu/pdf/Lieberman(2012)TINE.pdf\" target=\"_blank\">know that students learn best not as isolated units\u003c/a> but as part of a socially connected group. Modest as it is from a technological perspective, MIT BLOSSOMS is ideally designed for learning—a reminder that more and better technology does not always lead to more and better education.\"\u003c/p>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://hechingerreport.org/content/ed-tech-needs-nothing-tv-vcr_16715/\">Ed tech that needs nothing but a TV and VCR? - Hechinger Report\u003c/a>\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36918/an-mit-learning-program-challenges-many-ed-tech-assumptions","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20678","mindshift_20713"],"featImg":"mindshift_36922","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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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. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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