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7 Questions Principals Should Ask When Hiring Future-Ready Teachers
How Transparency Can Transform School Culture
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FM","link":"/"}},"mindshift_48627":{"type":"posts","id":"mindshift_48627","meta":{"index":"posts_1591205157","site":"mindshift","id":"48627","score":null,"sort":[1499670222000]},"guestAuthors":[],"slug":"7-questions-principals-should-ask-when-hiring-future-ready-teachers","title":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers","publishDate":1499670222,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Every year thousands of educators gather for the \u003ca href=\"https://conference.iste.org/2018/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE) conference\u003c/a> eager to learn about the newest features in favorite apps and to glean ideas from one another about how to effectively teach in new ways. The conference seems to grow every year and there is palpable excitement from educators who finally get to commune with their “tribe” -- techy teachers from around the globe.\u003c/p>\n\u003cp>But many of the products currently being marketed to educators are firmly rooted in the current moment of education. For the most part, they focus on how to help educators do what they already do more efficiently. Or they offer flashy digital tools meant to engage learners presumed to have short attention spans, and entice teachers with the analytics under the hood. But too often the conversations around what educators can do with technology in their classrooms focus on the current moment in a system that almost no one thinks is perfect.\u003c/p>\n\u003cp>“I’m fascinated by trying to look forward rather than looking at what schools look like now,” said \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">Alan November\u003c/a> during a presentation at the conference. November has long been invested in education, first as a teacher and now has a consultant and speaker. He suggests that to fundamentally change, education leaders need to define a new role for learners and then hire teachers who can help nurture those qualities. With that in mind, November proposes seven questions that he thinks should become standard in the interviewing and hiring process.\u003cbr>\n\u003cstrong>\u003cbr>\nQuestion #1: How do you teach students to become problem designers?\u003c/strong>\u003c/p>\n\u003cp>“After 40 years of technology, we are still spoon-feeding students problems to solve,” November said. He finds this ridiculous in an era when hiring managers and business leaders routinely say they are looking for employees who \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\" rel=\"noopener noreferrer\">can define the problems \u003c/a>the company faces and set about attacking them. But students don’t often get to practice defining the problems they will solve. And without exposure to this type of thinking they become dependent, knowing the teacher will do the hard work of devising problems for them.\u003c/p>\n\u003cp>November worked with a teacher, \u003ca href=\"https://twitter.com/mrsjcaviness\" target=\"_blank\" rel=\"noopener noreferrer\">Jessica Caviness\u003c/a>, who resisted the idea that students were capable of designing interesting problems for a long time. Finally she decided to give them a picture -- in this case a cup at a baseball game -- and asked students to come up with a problem for it that wasn’t the most obvious one.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Can u write the warm up question for tomorrow that goes with this cup? Involve volume somehow. \u003ca href=\"http://t.co/DYCXTpwK\">pic.twitter.com/DYCXTpwK\u003c/a>\u003c/p>\n\u003cp>— Jessica Caviness (@mrsjcaviness) \u003ca href=\"https://twitter.com/mrsjcaviness/status/190237541964853248\">April 12, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The first student-generated problem she received was wonderfully complex:\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/mrsjcaviness\">@mrsjcaviness\u003c/a> Is this a good warm up Q?!? 😀 \u003ca href=\"http://t.co/LhdzZhZb\">pic.twitter.com/LhdzZhZb\u003c/a>\u003c/p>\n\u003cp>— ⚡ K-T Fink ⚡ (@We_Shout) \u003ca href=\"https://twitter.com/We_Shout/status/259281800940122112\">October 19, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>To figure out that answer, students needed to know much more than geometry. They needed to figure out the buoyancy of ice, the displacement of water, several things about volume in order to figure out how much is left, and some physics.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This was a spur-of-the-moment challenge, something Caviness devised while at a Rangers game, but students who followed her on Twitter immediately responded. And because students responded directly to Caviness’ original tweet, the whole class could see one another’s creations. And they were motivated to think more creatively about their own submissions because of what they saw. “And you see this cascading, of students inspiring students, and problems getting harder,” November said.\u003c/p>\n\u003cp>Letting students design their own problems can be tremendously motivating and fun for students, but it requires teachers who aren’t afraid to say they don’t know the answers. “I worry sometimes that this loss of control, this fear of a problem they can’t solve, is holding back some teachers,” November said. But when teachers don’t claim to have all the knowledge, it forces students to find answers, discover new pieces of \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\" rel=\"noopener noreferrer\">information they will need\u003c/a>, and to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">effectively use the internet\u003c/a> as a powerful learning tool. The resources to extend their learning this way are at their fingertips.\u003c/p>\n\u003cp>“I am convinced in the age of the web, we need teachers who can teach students to be designers of problems,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #2: How do you manage your own professional growth?\u003c/strong>\u003c/p>\n\u003cp>It has become trendy to call teachers “lead learners,” but how do individual teachers ensure that they are continually learning both content and about their craft? Lack of professional development around technology integration or other new initiatives is a common gripe, but if the adults in schools want students to be lifelong learners they have to model taking that initiative for the children they teach.\u003c/p>\n\u003cp>“I worry a lot of teachers don’t manage their own professional growth,” November said. “They’re told go to this workshop. I’m very worried about that, even though it’s my primary business.”\u003c/p>\n\u003cp>There is a growing network of educators who are self-motivated to grow professionally, often spurred by technology. Increasingly, teachers are earning \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">micro-credentials\u003c/a>, participating in Twitter chats, finding other educators to learn from in \u003ca href=\"https://ww2.kqed.org/mindshift/2011/05/19/5-personal-learning-networks-plns-for-educators/\" target=\"_blank\" rel=\"noopener noreferrer\">personalized learning networks\u003c/a>, attending \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/06/how-playing-with-math-helps-teachers-better-empathize-with-students/\" target=\"_blank\" rel=\"noopener noreferrer\">math circles\u003c/a> and generally widening their network of influencers.\u003c/p>\n\u003cp>Teachers who take that approach to their own careers will not only continue to improve their teaching, but they will inspire students as well.\u003c/p>\n\u003cp>\u003cstrong>Question #3: What are your expectations for student to self-assess their work and publish it for a wider audience?\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://visible-learning.org/glossary/\" target=\"_blank\" rel=\"noopener noreferrer\">John Hattie’s work\u003c/a> indicates that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">self-assessment\u003c/a> can have a significant impact on the quality of learning. It’s also a skill that pops up throughout life. And yet, in traditional school most assessment falls to the teacher and most student work is written for only the teacher to see.\u003c/p>\n\u003cp>November recommends a tool called \u003ca href=\"http://prism.scholarslab.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Prism\u003c/a> for students to self-assess, and for teachers to get a read on how students are doing. The teacher can paste any text into Prism and make a legend for highlights. For example, red might be the most difficult parts of the article, blue could be the key ideas, and yellow could be difficult vocabulary. Students can then go into the same article and highlight the reading using the code the teacher set out. This allows students to reflect on what they’re reading and what they understand, but it also gives the teacher a quick snapshot of concepts that need to be unpacked further.\u003c/p>\n\u003cp>Students can also see aggregated and anonymous data on what their peers highlighted, which can help break through the self-conscious refusal to ask questions. When kids know that others in the class also struggled, they are more likely to ask questions to clarify their own understanding.\u003c/p>\n\u003cp>Self-assessment with Prism could also be even more obvious. When student submit an essay, they could paste it into Prism and highlight the best parts of their writing or where they struggled. Teachers can not only see how students are thinking about their own work, but also give more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">targeted feedback\u003c/a> that may mean more because of what the student has already invested.\u003c/p>\n\u003cp>In addition to helping students self-assess within a closed classroom setting, when students publish their work for a wider audience they receive feedback that feels more authentic and immediate because of its impact. The concept of a wider audience for student work is one that is growing popular among some educators, but how often is that audience global?\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Ss share Geometric Gardens and portfolios in the park for exhibition \u003ca href=\"https://twitter.com/hightechhigh\">@hightechhigh\u003c/a> ! \u003ca href=\"https://twitter.com/hashtag/PBL?src=hash\">#PBL\u003c/a> + \u003ca href=\"https://twitter.com/hashtag/Math?src=hash\">#Math\u003c/a> = beautiful work! \u003ca href=\"https://twitter.com/hashtag/hthmath?src=hash\">#hthmath\u003c/a> \u003ca href=\"https://twitter.com/hashtag/maic?src=hash\">#maic\u003c/a> \u003ca href=\"https://t.co/ON28NATAiv\">pic.twitter.com/ON28NATAiv\u003c/a>\u003c/p>\n\u003cp>— Sarah Strong (@sstrong57) \u003ca href=\"https://twitter.com/sstrong57/status/873167381169713152\">June 9, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Your ability to get feedback from around the world is an important skill that adds to the assessment of your work for your personal growth,” November said. He loves the example of \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/05/world-of-warcraft-finds-its-way-into-class/\" target=\"_blank\" rel=\"noopener noreferrer\">fan fiction\u003c/a>. Kids obsessed with characters from their favorite books write thousands of words in fan fiction and publish to online communities. In a presentation at a middle school, November was demonstrating to students how the sites work, praising the particular work of one writer who had clearly progressed over time, incorporating feedback from the comments on her writing to improve. Unbeknown to him, that girl was in the group and her friends soon let him know it.\u003c/p>\n\u003cp>After his talk was over, the girl’s teacher came up and scolded November for praising the girl. The teacher said she never did her work, never seemed to be fully present, and didn’t deserve praise in front of the other students. When November asked the student why she didn’t do her work, she gave him a revealing answer. She said every day she woke up and had to decide whether to publish for the world or for her teacher. The world was a lot more motivating.\u003c/p>\n\u003cp>\u003cstrong>Question #4: What does your global network look like?\u003c/strong>\u003c/p>\n\u003cp>Technology has made the world smaller and it is no longer impossible to learn alongside children on the other side of the world. That is a tremendous opportunity for \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/10/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy/\" target=\"_blank\" rel=\"noopener noreferrer\">cultural exchange\u003c/a>, new friendships and exciting collaborations. But kids aren’t necessarily going to find those global connections on their own.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\">Kathy Cassidy\u003c/a>, a first-grade teacher in Moose Jaw, Saskatchewan, is one of November’s favorite examples of how a globally connected teacher can open up the world to her students, no matter how young. Cassidy has a \u003ca href=\"https://twitter.com/mscassidysclass\" target=\"_blank\" rel=\"noopener noreferrer\">class Twitter account\u003c/a> where students post their work, discuss their learning, and pose questions they want to pursue. They also follow other first-grade classrooms around the world.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We got comments today from Kenya Eng land and Malaysia. They are far away. By Lemmy\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/724671264690819072\">April 25, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The kids see amazing ideas from all over the world every week,” November said. Cassidy’s students often want to try those projects for themselves, but Cassidy always tells them she doesn’t know how to do it. That never stops them. They just say, “We don’t need you.”\u003c/p>\n\u003cp>For example, these globally connected first-graders set up a Skype conversation with students in Vietnam to ask how they made cameras out of junk. After getting some tips and completing their own versions, they tweeted pictures to their Vietnamese peers, along with thank-you notes. They also regularly tweet to authors and share how books inspire them.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"und\">.\u003ca href=\"https://twitter.com/EliseGravel\">@EliseGravel\u003c/a> \u003ca href=\"https://t.co/GGRMf4BhM5\">pic.twitter.com/GGRMf4BhM5\u003c/a>\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/685547031167827968\">January 8, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I only want teachers who have global networks and know how to use them to inspire students to go beyond what they themselves as teachers may be able to do,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #5: How do you give students an opportunity to contribute purposeful work to others?\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of motivation research pointing to the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">power of purpose to drive learning\u003c/a>. Humans evolved in communities and the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/28/four-meaningful-ways-students-can-contribute/\" target=\"_blank\" rel=\"noopener noreferrer\">desire to make a difference\u003c/a> is a powerful motivator for many people. Unfortunately, academic culture often doesn’t seem to have a lot of purpose to students. The far-off goal of college doesn’t always seem real to many students, even if it has been hammered into them.\u003c/p>\n\u003cp>“We want to know we had value,” November said. “ At the end of the day, we want to know we made a difference.” Luckily, kids can learn a lot from being helpful with the guidance of a creative teacher.\u003c/p>\n\u003cp>Kindergartners in Loudoun County, Virginia, were studying orangutans, so their teacher set up a conference call with the zookeeper in Waco, Texas, where many orangutans live. The zookeeper told the kids that orangutans often acted naughty when they didn’t have anything to do, so over the next few months the kids designed puzzles and games for the orangutans to play. They shipped their games and then set up another video conference to watch the orangutans playing with what they had designed.\u003c/p>\n\u003cp>“There’s lots to do that I don’t think we’ve tapped, starting with very young children and going all the way through to make a difference,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #6: How do you teach students to learn what you don’t know?\u003c/strong>\u003c/p>\n\u003cp>Teachers spend a lot of time delivering content they already know to students for whom that information may be new. Far less often do teachers model how they themselves learn new things, in effect modeling how to learn.\u003c/p>\n\u003cp>This could be the perfect topic for a professional development workshop. That facilitator could give teachers a problem about which they know nothing, and ask them to figure it out. The adults would practice documenting the steps of their learning process so they can show students later. These are things teachers do every day out of curiosity or when planning lessons, but the steps aren’t always transparent to students. How do teachers search online effectively? How do they organize their information? How do they keep track of their sources? What questions do they ask themselves along the way to make sure their sources are valid or to push the research further?\u003c/p>\n\u003cp>\u003ca href=\"http://cs.harvard.edu/malan/bio/\" target=\"_blank\" rel=\"noopener noreferrer\">David Malan\u003c/a>, a Harvard computer science professor, told November that the biggest mistake he has made as a teacher was putting too much of his own work on \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">his website for CS50\u003c/a>, one of the college's most popular classes. He realized that linking only to his own class materials, notes and papers encouraged students to be dependent on him and didn’t reveal enough about how he learned and who inspires him. He wanted students to know about the powerful resources from around the world that have influenced his work, so he started linking to those instead.\u003c/p>\n\u003cp>“He was showing them how he learned, that these were resources that were helpful to him,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #7: How do you teach students to manage their own learning?\u003c/strong>\u003c/p>\n\u003cp>This is a crucial question to develop learner independence. Often students have experience managing their own learning in informal settings. When they play Minecraft (or any other video game), kids don’t wait for an adult to scaffold the learning -- they watch videos, talk to friends, and play around in the world until they \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/22/how-kids-are-learning-to-code-while-playing-minecraft/\" target=\"_blank\" rel=\"noopener noreferrer\">figure it out\u003c/a>. But that same sense of ownership doesn’t often play out in academic spaces, a missed opportunity for deep learning.\u003c/p>\n\u003cp>November has observed kids of all ages managing their own learning when they create \u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/03/the-benefits-of-students-teaching-students-through-online-video/\" target=\"_blank\" rel=\"noopener noreferrer\">video tutorials\u003c/a> for their friends. Even when given a choice between a worksheet that would take 10 minutes to complete, and a tutorial video, kids will often choose hours of work to produce three good tutorial minutes. They do this because they feel their peers need them and the work has value. Students know the teacher already has the answers to the worksheet.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/globalearner\">@globalearner\u003c/a> shares a student of \u003ca href=\"https://twitter.com/mathtrain\">@mathtrain\u003c/a> once told him, \"The world needs me\" to make tutorial videos. How powerful. \u003ca href=\"https://twitter.com/hashtag/edtech?src=hash\">#edtech\u003c/a>\u003c/p>\n\u003cp>— John Massie (@UplandEdTech) \u003ca href=\"https://twitter.com/UplandEdTech/status/778651078883676160\">September 21, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Even more intriguing, students themselves say despite what seems like an altruistic act, making video tutorials benefits the maker the most. One little girl said, “I never really learned anything until I designed tutorials. It’s taught me a whole new way of learning.”\u003c/p>\n\u003cp>At the crux of all these hiring questions is a push to give students more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">messy problems\u003c/a>. Too often students are asked to complete work that thousands of students have done before them, rather than adding, \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/08/remixing-melville-moby-dick-meets-the-digital-generation/\" target=\"_blank\" rel=\"noopener noreferrer\">remixing or extending knowledge\u003c/a> that already exists. For example, rather than asking students to make a PowerPoint presentation on Romeo and Juliet, what if they were asked to find five different existing presentations from five different countries representing different cultural interpretations of the play. They could then pick 10 slides from those decks to build their own argument around a theme like irony. To November, that is a worthwhile messy problem.\u003c/p>\n\u003cp>Many education discussions focus on how to best cover the curriculum. Challenges like time, space and system constraints are usually cited as impediments to getting through the required content in engaging and interesting ways. But, looked at differently, covering a set bucket of content could be seen as a straightforward proposition, although it doesn’t guarantee that students emerge on the other side as curious, connected, critical thinkers.\u003c/p>\n\u003cp>“What we need today, because there’s so much knowledge available to us all, what we need are teachers who are so inspiring that students go beyond the curriculum to seek out their own knowledge, to add value to the curriculum the teacher taught them,” November said. That’s the approach Harvard professor David Malan takes. When asked how he knows he’s a good teacher, he responded the only evidence that would convince him is if students bring outside learning to bear on what he has taught.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That’s a rigorous standard by which to measure effective teaching and requires a mindset switch about what education is for and how it will remain relevant to students growing up in a world that is more connected and less stable than ever before.\u003c/p>\n\n","blocks":[],"excerpt":"Education consultant and speaker Alan November says if we want to move education forward, school leaders must start hiring teachers who are globally connected, embrace messy problems and aren't afraid to make their own learning transparent to students.","status":"publish","parent":0,"modified":1499670222,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":55,"wordCount":2922},"headData":{"title":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers | KQED","description":"Education consultant and speaker Alan November says if we want to move education forward, school leaders must start hiring teachers who are globally connected, embrace messy problems and aren't afraid to make their own learning transparent to students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers","datePublished":"2017-07-10T07:03:42.000Z","dateModified":"2017-07-10T07:03:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48627 https://ww2.kqed.org/mindshift/?p=48627","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/10/7-questions-principals-should-ask-when-hiring-future-ready-teachers/","disqusTitle":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers","path":"/mindshift/48627/7-questions-principals-should-ask-when-hiring-future-ready-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every year thousands of educators gather for the \u003ca href=\"https://conference.iste.org/2018/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE) conference\u003c/a> eager to learn about the newest features in favorite apps and to glean ideas from one another about how to effectively teach in new ways. The conference seems to grow every year and there is palpable excitement from educators who finally get to commune with their “tribe” -- techy teachers from around the globe.\u003c/p>\n\u003cp>But many of the products currently being marketed to educators are firmly rooted in the current moment of education. For the most part, they focus on how to help educators do what they already do more efficiently. Or they offer flashy digital tools meant to engage learners presumed to have short attention spans, and entice teachers with the analytics under the hood. But too often the conversations around what educators can do with technology in their classrooms focus on the current moment in a system that almost no one thinks is perfect.\u003c/p>\n\u003cp>“I’m fascinated by trying to look forward rather than looking at what schools look like now,” said \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">Alan November\u003c/a> during a presentation at the conference. November has long been invested in education, first as a teacher and now has a consultant and speaker. He suggests that to fundamentally change, education leaders need to define a new role for learners and then hire teachers who can help nurture those qualities. With that in mind, November proposes seven questions that he thinks should become standard in the interviewing and hiring process.\u003cbr>\n\u003cstrong>\u003cbr>\nQuestion #1: How do you teach students to become problem designers?\u003c/strong>\u003c/p>\n\u003cp>“After 40 years of technology, we are still spoon-feeding students problems to solve,” November said. He finds this ridiculous in an era when hiring managers and business leaders routinely say they are looking for employees who \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\" rel=\"noopener noreferrer\">can define the problems \u003c/a>the company faces and set about attacking them. But students don’t often get to practice defining the problems they will solve. And without exposure to this type of thinking they become dependent, knowing the teacher will do the hard work of devising problems for them.\u003c/p>\n\u003cp>November worked with a teacher, \u003ca href=\"https://twitter.com/mrsjcaviness\" target=\"_blank\" rel=\"noopener noreferrer\">Jessica Caviness\u003c/a>, who resisted the idea that students were capable of designing interesting problems for a long time. Finally she decided to give them a picture -- in this case a cup at a baseball game -- and asked students to come up with a problem for it that wasn’t the most obvious one.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Can u write the warm up question for tomorrow that goes with this cup? Involve volume somehow. \u003ca href=\"http://t.co/DYCXTpwK\">pic.twitter.com/DYCXTpwK\u003c/a>\u003c/p>\n\u003cp>— Jessica Caviness (@mrsjcaviness) \u003ca href=\"https://twitter.com/mrsjcaviness/status/190237541964853248\">April 12, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The first student-generated problem she received was wonderfully complex:\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/mrsjcaviness\">@mrsjcaviness\u003c/a> Is this a good warm up Q?!? 😀 \u003ca href=\"http://t.co/LhdzZhZb\">pic.twitter.com/LhdzZhZb\u003c/a>\u003c/p>\n\u003cp>— ⚡ K-T Fink ⚡ (@We_Shout) \u003ca href=\"https://twitter.com/We_Shout/status/259281800940122112\">October 19, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>To figure out that answer, students needed to know much more than geometry. They needed to figure out the buoyancy of ice, the displacement of water, several things about volume in order to figure out how much is left, and some physics.\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>This was a spur-of-the-moment challenge, something Caviness devised while at a Rangers game, but students who followed her on Twitter immediately responded. And because students responded directly to Caviness’ original tweet, the whole class could see one another’s creations. And they were motivated to think more creatively about their own submissions because of what they saw. “And you see this cascading, of students inspiring students, and problems getting harder,” November said.\u003c/p>\n\u003cp>Letting students design their own problems can be tremendously motivating and fun for students, but it requires teachers who aren’t afraid to say they don’t know the answers. “I worry sometimes that this loss of control, this fear of a problem they can’t solve, is holding back some teachers,” November said. But when teachers don’t claim to have all the knowledge, it forces students to find answers, discover new pieces of \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\" rel=\"noopener noreferrer\">information they will need\u003c/a>, and to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">effectively use the internet\u003c/a> as a powerful learning tool. The resources to extend their learning this way are at their fingertips.\u003c/p>\n\u003cp>“I am convinced in the age of the web, we need teachers who can teach students to be designers of problems,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #2: How do you manage your own professional growth?\u003c/strong>\u003c/p>\n\u003cp>It has become trendy to call teachers “lead learners,” but how do individual teachers ensure that they are continually learning both content and about their craft? Lack of professional development around technology integration or other new initiatives is a common gripe, but if the adults in schools want students to be lifelong learners they have to model taking that initiative for the children they teach.\u003c/p>\n\u003cp>“I worry a lot of teachers don’t manage their own professional growth,” November said. “They’re told go to this workshop. I’m very worried about that, even though it’s my primary business.”\u003c/p>\n\u003cp>There is a growing network of educators who are self-motivated to grow professionally, often spurred by technology. Increasingly, teachers are earning \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">micro-credentials\u003c/a>, participating in Twitter chats, finding other educators to learn from in \u003ca href=\"https://ww2.kqed.org/mindshift/2011/05/19/5-personal-learning-networks-plns-for-educators/\" target=\"_blank\" rel=\"noopener noreferrer\">personalized learning networks\u003c/a>, attending \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/06/how-playing-with-math-helps-teachers-better-empathize-with-students/\" target=\"_blank\" rel=\"noopener noreferrer\">math circles\u003c/a> and generally widening their network of influencers.\u003c/p>\n\u003cp>Teachers who take that approach to their own careers will not only continue to improve their teaching, but they will inspire students as well.\u003c/p>\n\u003cp>\u003cstrong>Question #3: What are your expectations for student to self-assess their work and publish it for a wider audience?\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://visible-learning.org/glossary/\" target=\"_blank\" rel=\"noopener noreferrer\">John Hattie’s work\u003c/a> indicates that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">self-assessment\u003c/a> can have a significant impact on the quality of learning. It’s also a skill that pops up throughout life. And yet, in traditional school most assessment falls to the teacher and most student work is written for only the teacher to see.\u003c/p>\n\u003cp>November recommends a tool called \u003ca href=\"http://prism.scholarslab.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Prism\u003c/a> for students to self-assess, and for teachers to get a read on how students are doing. The teacher can paste any text into Prism and make a legend for highlights. For example, red might be the most difficult parts of the article, blue could be the key ideas, and yellow could be difficult vocabulary. Students can then go into the same article and highlight the reading using the code the teacher set out. This allows students to reflect on what they’re reading and what they understand, but it also gives the teacher a quick snapshot of concepts that need to be unpacked further.\u003c/p>\n\u003cp>Students can also see aggregated and anonymous data on what their peers highlighted, which can help break through the self-conscious refusal to ask questions. When kids know that others in the class also struggled, they are more likely to ask questions to clarify their own understanding.\u003c/p>\n\u003cp>Self-assessment with Prism could also be even more obvious. When student submit an essay, they could paste it into Prism and highlight the best parts of their writing or where they struggled. Teachers can not only see how students are thinking about their own work, but also give more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">targeted feedback\u003c/a> that may mean more because of what the student has already invested.\u003c/p>\n\u003cp>In addition to helping students self-assess within a closed classroom setting, when students publish their work for a wider audience they receive feedback that feels more authentic and immediate because of its impact. The concept of a wider audience for student work is one that is growing popular among some educators, but how often is that audience global?\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Ss share Geometric Gardens and portfolios in the park for exhibition \u003ca href=\"https://twitter.com/hightechhigh\">@hightechhigh\u003c/a> ! \u003ca href=\"https://twitter.com/hashtag/PBL?src=hash\">#PBL\u003c/a> + \u003ca href=\"https://twitter.com/hashtag/Math?src=hash\">#Math\u003c/a> = beautiful work! \u003ca href=\"https://twitter.com/hashtag/hthmath?src=hash\">#hthmath\u003c/a> \u003ca href=\"https://twitter.com/hashtag/maic?src=hash\">#maic\u003c/a> \u003ca href=\"https://t.co/ON28NATAiv\">pic.twitter.com/ON28NATAiv\u003c/a>\u003c/p>\n\u003cp>— Sarah Strong (@sstrong57) \u003ca href=\"https://twitter.com/sstrong57/status/873167381169713152\">June 9, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Your ability to get feedback from around the world is an important skill that adds to the assessment of your work for your personal growth,” November said. He loves the example of \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/05/world-of-warcraft-finds-its-way-into-class/\" target=\"_blank\" rel=\"noopener noreferrer\">fan fiction\u003c/a>. Kids obsessed with characters from their favorite books write thousands of words in fan fiction and publish to online communities. In a presentation at a middle school, November was demonstrating to students how the sites work, praising the particular work of one writer who had clearly progressed over time, incorporating feedback from the comments on her writing to improve. Unbeknown to him, that girl was in the group and her friends soon let him know it.\u003c/p>\n\u003cp>After his talk was over, the girl’s teacher came up and scolded November for praising the girl. The teacher said she never did her work, never seemed to be fully present, and didn’t deserve praise in front of the other students. When November asked the student why she didn’t do her work, she gave him a revealing answer. She said every day she woke up and had to decide whether to publish for the world or for her teacher. The world was a lot more motivating.\u003c/p>\n\u003cp>\u003cstrong>Question #4: What does your global network look like?\u003c/strong>\u003c/p>\n\u003cp>Technology has made the world smaller and it is no longer impossible to learn alongside children on the other side of the world. That is a tremendous opportunity for \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/10/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy/\" target=\"_blank\" rel=\"noopener noreferrer\">cultural exchange\u003c/a>, new friendships and exciting collaborations. But kids aren’t necessarily going to find those global connections on their own.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\">Kathy Cassidy\u003c/a>, a first-grade teacher in Moose Jaw, Saskatchewan, is one of November’s favorite examples of how a globally connected teacher can open up the world to her students, no matter how young. Cassidy has a \u003ca href=\"https://twitter.com/mscassidysclass\" target=\"_blank\" rel=\"noopener noreferrer\">class Twitter account\u003c/a> where students post their work, discuss their learning, and pose questions they want to pursue. They also follow other first-grade classrooms around the world.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We got comments today from Kenya Eng land and Malaysia. They are far away. By Lemmy\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/724671264690819072\">April 25, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The kids see amazing ideas from all over the world every week,” November said. Cassidy’s students often want to try those projects for themselves, but Cassidy always tells them she doesn’t know how to do it. That never stops them. They just say, “We don’t need you.”\u003c/p>\n\u003cp>For example, these globally connected first-graders set up a Skype conversation with students in Vietnam to ask how they made cameras out of junk. After getting some tips and completing their own versions, they tweeted pictures to their Vietnamese peers, along with thank-you notes. They also regularly tweet to authors and share how books inspire them.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"und\">.\u003ca href=\"https://twitter.com/EliseGravel\">@EliseGravel\u003c/a> \u003ca href=\"https://t.co/GGRMf4BhM5\">pic.twitter.com/GGRMf4BhM5\u003c/a>\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/685547031167827968\">January 8, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I only want teachers who have global networks and know how to use them to inspire students to go beyond what they themselves as teachers may be able to do,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #5: How do you give students an opportunity to contribute purposeful work to others?\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of motivation research pointing to the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">power of purpose to drive learning\u003c/a>. Humans evolved in communities and the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/28/four-meaningful-ways-students-can-contribute/\" target=\"_blank\" rel=\"noopener noreferrer\">desire to make a difference\u003c/a> is a powerful motivator for many people. Unfortunately, academic culture often doesn’t seem to have a lot of purpose to students. The far-off goal of college doesn’t always seem real to many students, even if it has been hammered into them.\u003c/p>\n\u003cp>“We want to know we had value,” November said. “ At the end of the day, we want to know we made a difference.” Luckily, kids can learn a lot from being helpful with the guidance of a creative teacher.\u003c/p>\n\u003cp>Kindergartners in Loudoun County, Virginia, were studying orangutans, so their teacher set up a conference call with the zookeeper in Waco, Texas, where many orangutans live. The zookeeper told the kids that orangutans often acted naughty when they didn’t have anything to do, so over the next few months the kids designed puzzles and games for the orangutans to play. They shipped their games and then set up another video conference to watch the orangutans playing with what they had designed.\u003c/p>\n\u003cp>“There’s lots to do that I don’t think we’ve tapped, starting with very young children and going all the way through to make a difference,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #6: How do you teach students to learn what you don’t know?\u003c/strong>\u003c/p>\n\u003cp>Teachers spend a lot of time delivering content they already know to students for whom that information may be new. Far less often do teachers model how they themselves learn new things, in effect modeling how to learn.\u003c/p>\n\u003cp>This could be the perfect topic for a professional development workshop. That facilitator could give teachers a problem about which they know nothing, and ask them to figure it out. The adults would practice documenting the steps of their learning process so they can show students later. These are things teachers do every day out of curiosity or when planning lessons, but the steps aren’t always transparent to students. How do teachers search online effectively? How do they organize their information? How do they keep track of their sources? What questions do they ask themselves along the way to make sure their sources are valid or to push the research further?\u003c/p>\n\u003cp>\u003ca href=\"http://cs.harvard.edu/malan/bio/\" target=\"_blank\" rel=\"noopener noreferrer\">David Malan\u003c/a>, a Harvard computer science professor, told November that the biggest mistake he has made as a teacher was putting too much of his own work on \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">his website for CS50\u003c/a>, one of the college's most popular classes. He realized that linking only to his own class materials, notes and papers encouraged students to be dependent on him and didn’t reveal enough about how he learned and who inspires him. He wanted students to know about the powerful resources from around the world that have influenced his work, so he started linking to those instead.\u003c/p>\n\u003cp>“He was showing them how he learned, that these were resources that were helpful to him,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #7: How do you teach students to manage their own learning?\u003c/strong>\u003c/p>\n\u003cp>This is a crucial question to develop learner independence. Often students have experience managing their own learning in informal settings. When they play Minecraft (or any other video game), kids don’t wait for an adult to scaffold the learning -- they watch videos, talk to friends, and play around in the world until they \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/22/how-kids-are-learning-to-code-while-playing-minecraft/\" target=\"_blank\" rel=\"noopener noreferrer\">figure it out\u003c/a>. But that same sense of ownership doesn’t often play out in academic spaces, a missed opportunity for deep learning.\u003c/p>\n\u003cp>November has observed kids of all ages managing their own learning when they create \u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/03/the-benefits-of-students-teaching-students-through-online-video/\" target=\"_blank\" rel=\"noopener noreferrer\">video tutorials\u003c/a> for their friends. Even when given a choice between a worksheet that would take 10 minutes to complete, and a tutorial video, kids will often choose hours of work to produce three good tutorial minutes. They do this because they feel their peers need them and the work has value. Students know the teacher already has the answers to the worksheet.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/globalearner\">@globalearner\u003c/a> shares a student of \u003ca href=\"https://twitter.com/mathtrain\">@mathtrain\u003c/a> once told him, \"The world needs me\" to make tutorial videos. How powerful. \u003ca href=\"https://twitter.com/hashtag/edtech?src=hash\">#edtech\u003c/a>\u003c/p>\n\u003cp>— John Massie (@UplandEdTech) \u003ca href=\"https://twitter.com/UplandEdTech/status/778651078883676160\">September 21, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Even more intriguing, students themselves say despite what seems like an altruistic act, making video tutorials benefits the maker the most. One little girl said, “I never really learned anything until I designed tutorials. It’s taught me a whole new way of learning.”\u003c/p>\n\u003cp>At the crux of all these hiring questions is a push to give students more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">messy problems\u003c/a>. Too often students are asked to complete work that thousands of students have done before them, rather than adding, \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/08/remixing-melville-moby-dick-meets-the-digital-generation/\" target=\"_blank\" rel=\"noopener noreferrer\">remixing or extending knowledge\u003c/a> that already exists. For example, rather than asking students to make a PowerPoint presentation on Romeo and Juliet, what if they were asked to find five different existing presentations from five different countries representing different cultural interpretations of the play. They could then pick 10 slides from those decks to build their own argument around a theme like irony. To November, that is a worthwhile messy problem.\u003c/p>\n\u003cp>Many education discussions focus on how to best cover the curriculum. Challenges like time, space and system constraints are usually cited as impediments to getting through the required content in engaging and interesting ways. But, looked at differently, covering a set bucket of content could be seen as a straightforward proposition, although it doesn’t guarantee that students emerge on the other side as curious, connected, critical thinkers.\u003c/p>\n\u003cp>“What we need today, because there’s so much knowledge available to us all, what we need are teachers who are so inspiring that students go beyond the curriculum to seek out their own knowledge, to add value to the curriculum the teacher taught them,” November said. That’s the approach Harvard professor David Malan takes. When asked how he knows he’s a good teacher, he responded the only evidence that would convince him is if students bring outside learning to bear on what he has taught.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That’s a rigorous standard by which to measure effective teaching and requires a mindset switch about what education is for and how it will remain relevant to students growing up in a world that is more connected and less stable than ever before.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48627/7-questions-principals-should-ask-when-hiring-future-ready-teachers","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20707","mindshift_20678","mindshift_20784","mindshift_1040","mindshift_85","mindshift_21114","mindshift_608","mindshift_646"],"featImg":"mindshift_48662","label":"mindshift"},"mindshift_35763":{"type":"posts","id":"mindshift_35763","meta":{"index":"posts_1591205157","site":"mindshift","id":"35763","score":null,"sort":[1400508021000]},"guestAuthors":[],"slug":"how-transparency-can-transform-school-culture","title":"How Transparency Can Transform School Culture","publishDate":1400508021,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_35804\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-35804\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/1843120451-300x300.jpg\" alt=\"Getty\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">To meet the challenges of teaching in an increasingly connected world, school leaders, educators and community members could benefit from building a culture of transparency and connectivity, creating a culture of sharing around the successes and struggles of teaching and learning.\u003c/p>\n\u003cp>Creating a transparent school starts with a school’s leadership. “Leadership has to buy into the value of connectivity,” said Dr. Joe Mazza, director of connected teaching, learning and leadership at \u003ca href=\"http://www.npenn.org/site/default.aspx?PageID=1\" target=\"_blank\">North Penn School District \u003c/a>and a former elementary school principal in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. “The culture offline or online has to say we care about being open minded to the rest of our learning community whether that’s local or global.”\u003c/p>\n\u003cp>Many educators have found connecting through social media and other online platforms is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\" target=\"_blank\">valuable for sharing resources and inspire one another\u003c/a>. But some teachers are still wary of social media after a few high-profile incidents of teachers being accused of wrong-doing on the web, Mazza said. \"Once teachers understand that the leadership is taking a risk, then they feel a lot more comfortable doing so,” he said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"7768960fcbf57e1f4c2b73845932800b\"]\u003c/p>\n\u003cp>Starting with a foundation of openness to learning new ideas and encouraging innovation among teachers is also important because social media often amplifies whatever school culture already exists. “If you don’t have a culture that’s a collaborative one, that’s relationship-based, that’s selfless, that’s constantly taking an inquiry stance, then a lot of the social media stuff isn't going to fit the vision,” Mazza said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>School and district leaders can model transparency by sharing the notes from staff meetings, school board meetings and even in-service teacher learning days with the whole school community. Removing the mystery can help everyone see why the district does what it does. That includes being clear with students about what the goals are and where the district is going so that they can be part of the transparent culture too. Leaders can also share what they’ve learned from conferences and bring that excitement back to the district.\u003c/p>\n\u003cp>“When you are using digital tools and other social media it’s like you’re yelling out the front door of your school because you are so proud of something,” Mazza said. It gives educators a chance to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\" target=\"_blank\">write their own stories\u003c/a> and to connect more easily with parents and other community members. And just as school and district leadership can inspire teachers to connect with their peers, teachers in turn can role model good online behavior for students. “Embrace the fact that everything you do online and off is role-modeling for kids; and they need good role models,” Mazza said.\u003c/p>\n\u003cp>Connecting with other educators puts control in the hands of educators, but it also helps push the field forward. “It’s important for us not to just look at connectivity for ourselves, but for the entire field of education,” Mazza said. He encourages his teachers to pose problems they face to the Twitter-verse, where they can get great ideas from other educators who have faced similar issues almost immediately.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"When you're using digital tools and other social media it’s like you're yelling out the front door of your school because you are so proud of something.\"\u003c/aside>\n\u003cp>“The more we take, the more we give,” said \u003ca href=\"https://twitter.com/Jeff_Zoul\" target=\"_blank\">Jeff Zoul\u003c/a>, a principal in Deerfield, Illinois. “Sometimes a teacher will tweet something out to the hashtag and the next thing we know we’ve got educators all over the country sharing other resources.”\u003c/p>\n\u003cp>\u003cstrong>RELATIONSHIPS AT THE CORE OF CONNECTIVITY\u003c/strong>\u003c/p>\n\u003cp>It’s easy to hear the term “connected educator” and immediately think of technology, but the most important connections are made face-to-face. “Every one of our 18 schools are very different and the teachers expect us to meet them where they are,” Mazza said. “Every teacher and leader and parent are leveraging tools on a different basis.”\u003c/p>\n\u003cp>Mazza will even print out relevant Twitter chats -- yes, print! -- and articles for principals in his district who aren’t comfortable with technology. By first showing the power of connecting in a familiar form he hopes reluctant educators begin to see that the benefits can outweigh the hassle or potential harm. “When you see it not as work, but as inspiring and helping you get the work done, that’s when your mind opens up,” Mazza said. He’ll often sit down and look at a school improvement plan or goals with a principal and as they move down the list together he’ll list various Twitter hashtags that could offer some suggestions for meeting those goals.\u003c/p>\n\u003cp>Focusing on relationships is equally important for engaging parents and community members with what’s happening at school. “You need those families or else the kids aren’t going to meet their full potential,” Mazza said. He tries to offer parents lots of ways to engage and emphasizes that they should pick what works for them, not necessarily engage on all the platforms.\u003c/p>\n\u003cp>“It’s really about listening and getting out there and making relationships with all these stakeholders,” Mazza said. “If they are not on the internet at all then it’s up to us to get out there and know them. We can’t widen the gap just because they aren’t online.” He makes home visits, especially at the beginning of the year, listening to parent concerns, letting them know about various ways to connect with the school and showing that he cares about the individual student’s well being. “The majority are flattered and honored that you would make the extra effort to get to know them,” Mazza said.\u003c/p>\n\u003cp>He’s also had success holding monthly parent-teacher leadership meetings. Student voice is the center of the meeting, and a group of students always present on something they are doing at school first. Then the discussion can range from how to meet school goals to social and emotional well-being or fundraising.\u003c/p>\n\u003cp>In 2008 when he started these meetings, Mazza would have seven or eight white families coming to those meetings. But he’s started moving them around to different community libraries, as well as streaming them online. Participation has spiked to between 50 and 60 families present physically and another 30 participating online. He partnered with the neighborhood gathering places like the mosque and Korean church to put in computer labs that students use for school work, but that also stream the parent-teacher leadership meetings so community members can participate even if they don’t have internet connections.\u003c/p>\n\u003cp>\u003cstrong>GET COMFORTABLE WITH PUSHBACK\u003c/strong>\u003c/p>\n\u003cp>Including everyone in creating a positive, nurturing and transparent school culture will almost certainly raise questions for parents. “All that pushback is rooted in something,” Mazza said. “If your culture is not transparent, you might have pushback automatically because people aren’t used to sharing what they’re doing. They might not feel it’s safe to do that.” Mazza sees pushback as a way to bring more people into the discussion. Connected, transparent school leaders are comfortable with pushback, Mazza said.\u003c/p>\n\u003cp>“You can’t expect everyone to get it the first time you articulate something,” Mazza said. The only thing a transparent leader can do is keep communicating at every step along the way, continually articulating why he is taking that step and answer questions. Community engagement is a huge part of being a good principal, Mazza said. And if done right, those relationships can be leveraged down the road when things might not be going well. During the tough times -- budget cuts, lower test scores -- the community still knows the principal is dedicated, committed and cares about the school’s well-being.\u003c/p>\n\u003cp>\u003cstrong>LEADING FROM A TRANSPARENT PLACE\u003c/strong>\u003c/p>\n\u003cp>“If you are a school leader right now and you think you have all the resources and can do it all, that’s impossible,” Mazza said. “You need the rest of the world with perspectives to constantly expose your faculty to people who are trying things.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As if running the school, engaging with the community, being a role model both online and off, and encouraging teachers to innovate wasn’t enough for one person, some of the most effective principals make time to continue their own professional development with a learning community. In the school environment the principal, or “lead learner” as Mazza calls the role, is supposed to have all the answers. But that’s impossible and it’s why principals can learn so much from one another.\u003c/p>\n\n","blocks":[],"excerpt":"Leaders who demonstrate a continual desire to learn and connect whenever possible help set a precedence of transparency and innovation in a school's culture.","status":"publish","parent":0,"modified":1411761895,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1505},"headData":{"title":"How Transparency Can Transform School Culture | KQED","description":"Leaders who demonstrate a continual desire to learn and connect whenever possible help set a precedence of transparency and innovation in a school's culture.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Transparency Can Transform School Culture","datePublished":"2014-05-19T14:00:21.000Z","dateModified":"2014-09-26T20:04:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"35763 http://blogs.kqed.org/mindshift/?p=35763","disqusUrl":"https://ww2.kqed.org/mindshift/2014/05/19/how-transparency-can-transform-school-culture/","disqusTitle":"How Transparency Can Transform School Culture","path":"/mindshift/35763/how-transparency-can-transform-school-culture","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35804\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-35804\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/1843120451-300x300.jpg\" alt=\"Getty\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">To meet the challenges of teaching in an increasingly connected world, school leaders, educators and community members could benefit from building a culture of transparency and connectivity, creating a culture of sharing around the successes and struggles of teaching and learning.\u003c/p>\n\u003cp>Creating a transparent school starts with a school’s leadership. “Leadership has to buy into the value of connectivity,” said Dr. Joe Mazza, director of connected teaching, learning and leadership at \u003ca href=\"http://www.npenn.org/site/default.aspx?PageID=1\" target=\"_blank\">North Penn School District \u003c/a>and a former elementary school principal in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. “The culture offline or online has to say we care about being open minded to the rest of our learning community whether that’s local or global.”\u003c/p>\n\u003cp>Many educators have found connecting through social media and other online platforms is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\" target=\"_blank\">valuable for sharing resources and inspire one another\u003c/a>. But some teachers are still wary of social media after a few high-profile incidents of teachers being accused of wrong-doing on the web, Mazza said. \"Once teachers understand that the leadership is taking a risk, then they feel a lot more comfortable doing so,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Starting with a foundation of openness to learning new ideas and encouraging innovation among teachers is also important because social media often amplifies whatever school culture already exists. “If you don’t have a culture that’s a collaborative one, that’s relationship-based, that’s selfless, that’s constantly taking an inquiry stance, then a lot of the social media stuff isn't going to fit the vision,” Mazza said.\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>School and district leaders can model transparency by sharing the notes from staff meetings, school board meetings and even in-service teacher learning days with the whole school community. Removing the mystery can help everyone see why the district does what it does. That includes being clear with students about what the goals are and where the district is going so that they can be part of the transparent culture too. Leaders can also share what they’ve learned from conferences and bring that excitement back to the district.\u003c/p>\n\u003cp>“When you are using digital tools and other social media it’s like you’re yelling out the front door of your school because you are so proud of something,” Mazza said. It gives educators a chance to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\" target=\"_blank\">write their own stories\u003c/a> and to connect more easily with parents and other community members. And just as school and district leadership can inspire teachers to connect with their peers, teachers in turn can role model good online behavior for students. “Embrace the fact that everything you do online and off is role-modeling for kids; and they need good role models,” Mazza said.\u003c/p>\n\u003cp>Connecting with other educators puts control in the hands of educators, but it also helps push the field forward. “It’s important for us not to just look at connectivity for ourselves, but for the entire field of education,” Mazza said. He encourages his teachers to pose problems they face to the Twitter-verse, where they can get great ideas from other educators who have faced similar issues almost immediately.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"When you're using digital tools and other social media it’s like you're yelling out the front door of your school because you are so proud of something.\"\u003c/aside>\n\u003cp>“The more we take, the more we give,” said \u003ca href=\"https://twitter.com/Jeff_Zoul\" target=\"_blank\">Jeff Zoul\u003c/a>, a principal in Deerfield, Illinois. “Sometimes a teacher will tweet something out to the hashtag and the next thing we know we’ve got educators all over the country sharing other resources.”\u003c/p>\n\u003cp>\u003cstrong>RELATIONSHIPS AT THE CORE OF CONNECTIVITY\u003c/strong>\u003c/p>\n\u003cp>It’s easy to hear the term “connected educator” and immediately think of technology, but the most important connections are made face-to-face. “Every one of our 18 schools are very different and the teachers expect us to meet them where they are,” Mazza said. “Every teacher and leader and parent are leveraging tools on a different basis.”\u003c/p>\n\u003cp>Mazza will even print out relevant Twitter chats -- yes, print! -- and articles for principals in his district who aren’t comfortable with technology. By first showing the power of connecting in a familiar form he hopes reluctant educators begin to see that the benefits can outweigh the hassle or potential harm. “When you see it not as work, but as inspiring and helping you get the work done, that’s when your mind opens up,” Mazza said. He’ll often sit down and look at a school improvement plan or goals with a principal and as they move down the list together he’ll list various Twitter hashtags that could offer some suggestions for meeting those goals.\u003c/p>\n\u003cp>Focusing on relationships is equally important for engaging parents and community members with what’s happening at school. “You need those families or else the kids aren’t going to meet their full potential,” Mazza said. He tries to offer parents lots of ways to engage and emphasizes that they should pick what works for them, not necessarily engage on all the platforms.\u003c/p>\n\u003cp>“It’s really about listening and getting out there and making relationships with all these stakeholders,” Mazza said. “If they are not on the internet at all then it’s up to us to get out there and know them. We can’t widen the gap just because they aren’t online.” He makes home visits, especially at the beginning of the year, listening to parent concerns, letting them know about various ways to connect with the school and showing that he cares about the individual student’s well being. “The majority are flattered and honored that you would make the extra effort to get to know them,” Mazza said.\u003c/p>\n\u003cp>He’s also had success holding monthly parent-teacher leadership meetings. Student voice is the center of the meeting, and a group of students always present on something they are doing at school first. Then the discussion can range from how to meet school goals to social and emotional well-being or fundraising.\u003c/p>\n\u003cp>In 2008 when he started these meetings, Mazza would have seven or eight white families coming to those meetings. But he’s started moving them around to different community libraries, as well as streaming them online. Participation has spiked to between 50 and 60 families present physically and another 30 participating online. He partnered with the neighborhood gathering places like the mosque and Korean church to put in computer labs that students use for school work, but that also stream the parent-teacher leadership meetings so community members can participate even if they don’t have internet connections.\u003c/p>\n\u003cp>\u003cstrong>GET COMFORTABLE WITH PUSHBACK\u003c/strong>\u003c/p>\n\u003cp>Including everyone in creating a positive, nurturing and transparent school culture will almost certainly raise questions for parents. “All that pushback is rooted in something,” Mazza said. “If your culture is not transparent, you might have pushback automatically because people aren’t used to sharing what they’re doing. They might not feel it’s safe to do that.” Mazza sees pushback as a way to bring more people into the discussion. Connected, transparent school leaders are comfortable with pushback, Mazza said.\u003c/p>\n\u003cp>“You can’t expect everyone to get it the first time you articulate something,” Mazza said. The only thing a transparent leader can do is keep communicating at every step along the way, continually articulating why he is taking that step and answer questions. Community engagement is a huge part of being a good principal, Mazza said. And if done right, those relationships can be leveraged down the road when things might not be going well. During the tough times -- budget cuts, lower test scores -- the community still knows the principal is dedicated, committed and cares about the school’s well-being.\u003c/p>\n\u003cp>\u003cstrong>LEADING FROM A TRANSPARENT PLACE\u003c/strong>\u003c/p>\n\u003cp>“If you are a school leader right now and you think you have all the resources and can do it all, that’s impossible,” Mazza said. “You need the rest of the world with perspectives to constantly expose your faculty to people who are trying things.”\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>As if running the school, engaging with the community, being a role model both online and off, and encouraging teachers to innovate wasn’t enough for one person, some of the most effective principals make time to continue their own professional development with a learning community. In the school environment the principal, or “lead learner” as Mazza calls the role, is supposed to have all the answers. But that’s impossible and it’s why principals can learn so much from one another.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35763/how-transparency-can-transform-school-culture","authors":["234"],"categories":["mindshift_192","mindshift_20746"],"tags":["mindshift_1015","mindshift_1040","mindshift_646"],"featImg":"mindshift_35801","label":"mindshift"},"mindshift_13862":{"type":"posts","id":"mindshift_13862","meta":{"index":"posts_1591205157","site":"mindshift","id":"13862","score":null,"sort":[1312297258000]},"guestAuthors":[],"slug":"retweeting-history-to-bring-life-to-historical-events","title":"Retweeting History Brings Those Stories to Life","publishDate":1312297258,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_14242\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14242\" href=\"http://ww2.kqed.org/mindshift/2011/08/retweeting-history-to-bring-life-to-historical-events/screen-shot-2011-07-27-at-3-02-31-pm/\">\u003cimg class=\"size-medium wp-image-14242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.02.31-PM-300x158.png\" alt=\"\" width=\"300\" height=\"158\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">TwHistory\u003c/figcaption>\u003c/figure>\n\u003cp>From following conferences to collaborative story-writing, there are plenty of exciting ways to use Twitter in school (see \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\" target=\"_blank\">this lengthy list\u003c/a>, for example).\u003c/p>\n\u003cp>But here's one more: \u003ca href=\"http://twhistory.org/\" target=\"_blank\">TwHistory\u003c/a>, a new, free tool that encourages teachers and students to dig deep into history, get inside the heads of historical figures, and reenact historical events in real time.\u003c/p>\n\u003cp>What was the experience of those who fought the \u003ca href=\"http://twhistory.org/projects/battle-of-waterloo\" target=\"_blank\">Battle of Waterloo\u003c/a>? What would they have felt? What would they have feared? What if we could re-experience history as it unfolded?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"This can make you think about history differently.\"\u003c/aside>\n\u003cp>That's what TwHistory attempts to do. Anyone can follow various historical \"\u003ca href=\"http://twhistory.org/projects\" target=\"_blank\">reenactments\u003c/a>\" – from the sinking of the Titanic to the assassination of John F. Kennedy – or sign up for free and create their own. Participants choose a historical event, create Twitter accounts for individual characters, pore over primary source documents and think critically about the times, dates, and durations of events to create hundreds of Tweets as they might have been broadcast had Twitter existed before the 21st century. They then submit all those Tweets to the engineers at TwHistory, specifying a start date for their event, and then watch it unfold – over a day, a week, a month or more – reflecting the event's actual duration.\u003c!--more-->\u003c/p>\n\u003cp>\"When I first got on Twitter, I thought – like a lot of folks did – that this was the biggest waste of time ever,\" says TwHistory co-founder \u003ca href=\"http://twhistory.org/people\" target=\"_blank\">Marion Jensen\u003c/a>. \"I didn't see any value to it. Then I found out about hash tags and followed a conference. I almost felt like I was there.\" He thought, \"You could almost tell a story using this... and then I got to thinking: History is full of stories.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Shortly afterward, Jensen joined a group of researchers to develop the software for TwHistory, and as proof of concept they reenacted the Battle of Gettysburg. Grants from the \u003ca href=\"http://www.talis.com/\" target=\"_blank\">Talis Incubator for Open Education\u003c/a> and the\u003ca href=\"http://www.uen.org/\" target=\"_blank\"> Utah Education Network\u003c/a> helped them continue their work, and now there are about twenty reenactments on the site, with several more in development. Although TwHistory is a recent creation (its current iteration is only about 6 months old), it has a lot of potential for education.\u003c/p>\n\u003cp>Usually when you learn something about history, Jensen says, \"It's outside of real time.\" But when a group of high school students created a reenactment of the \u003ca href=\"http://www.jfklibrary.org/JFK/JFK-in-History/Cuban-Missile-Crisis.aspx\" target=\"_blank\">Cuban missile crisis\u003c/a>, for instance, \"I was following the tweets of John F. Kennedy.\" The student portraying JFK was tweeting things like, \"'We saw missiles in Cuba, we talked with the Russians.'\" Another student was playing the part of the \u003cem>New York Times\u003c/em> and at one point he was Tweeting baseball scores. Jensen was confused for a moment, until he realized, given the time and date of the Tweet, \"Oh, this hasn't hit the press yet! Within four hours the \u003cem>New York Times \u003c/em>was Tweeting about the Cuban missile crisis.\" This can make you think about history differently: \"All this was going on at the time and people were oblivious to it. It was one of those educational moments for the students. This is how it all unfolded.\"\u003c/p>\n\u003cp>\u003cimg class=\"size-medium wp-image-14245\" title=\"Screen shot 2011-07-27 at 3.09.01 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.09.01-PM-300x157.png\" alt=\"\" width=\"300\" height=\"157\">\u003c/p>\n\u003cp>Another example Jensen offers was from a reenactment of a \u003ca href=\"http://twhistory.org/projects/1847-pioneer-trek\" target=\"_blank\">group of pioneers heading west\u003c/a> in the mid-nineteenth century. \"At one point, some Native Americans came into their camp early in the morning. Six Tweets came at the same time, 'The alarm has sounded!'\" But as a viewer of the reenactment, \"You don't know what happens after that; you have to sit there and wait. About twenty minutes later, Tweets came in like, 'We shot off the cannon and they left.' It's a new way to represent history. You want to know what the resolution is, but you might not find out for three days.\"\u003c/p>\n\u003cp>Following historical figures' lives intimately helps bring it home for participants. One Civil War soldier that Jensen Tweeted for as part of the Battle of Gettysburg \"was a guy who wrote letters home every day to his wife. In all of his letters, he was writing, 'Kiss the baby for me, I can't wait till I get home.' But he was killed the very first day. I got to know this guy through his letters and it was hard to know that he died. To really come to know one person brought the point home.\"\u003c/p>\n\u003cp>Although TwHistory's amusing tagline is, \"Those who forget history are doomed to re-Tweet it,\" users are, in fact, encouraged to repeat reenactments indefinitely (\"We've sunk the Titanic about twelve times,\" says Jensen). All material is available through a Creative Commons license, so all of it is wide open for collective editing.\u003c/p>\n\u003cp>\"Our goal someday is to have two or three thousand reenactments up there,\" Jensen says, so that teachers, students, and history buff everywhere can either make them their own or \"press play, sit back, and watch history.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1311804819,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":835},"headData":{"title":"Retweeting History Brings Those Stories to Life | KQED","description":"From following conferences to collaborative story-writing, there are plenty of exciting ways to use Twitter in school (see this lengthy list, for example). But here's one more: TwHistory, a new, free tool that encourages teachers and students to dig deep into history, get inside the heads of historical figures, and reenact historical events in real","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Retweeting History Brings Those Stories to Life","datePublished":"2011-08-02T15:00:58.000Z","dateModified":"2011-07-27T22:13:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"13862 http://blogs.kqed.org/mindshift/?p=13862","disqusUrl":"https://ww2.kqed.org/mindshift/2011/08/02/retweeting-history-to-bring-life-to-historical-events/","disqusTitle":"Retweeting History Brings Those Stories to Life","path":"/mindshift/13862/retweeting-history-to-bring-life-to-historical-events","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14242\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14242\" href=\"http://ww2.kqed.org/mindshift/2011/08/retweeting-history-to-bring-life-to-historical-events/screen-shot-2011-07-27-at-3-02-31-pm/\">\u003cimg class=\"size-medium wp-image-14242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.02.31-PM-300x158.png\" alt=\"\" width=\"300\" height=\"158\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">TwHistory\u003c/figcaption>\u003c/figure>\n\u003cp>From following conferences to collaborative story-writing, there are plenty of exciting ways to use Twitter in school (see \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\" target=\"_blank\">this lengthy list\u003c/a>, for example).\u003c/p>\n\u003cp>But here's one more: \u003ca href=\"http://twhistory.org/\" target=\"_blank\">TwHistory\u003c/a>, a new, free tool that encourages teachers and students to dig deep into history, get inside the heads of historical figures, and reenact historical events in real time.\u003c/p>\n\u003cp>What was the experience of those who fought the \u003ca href=\"http://twhistory.org/projects/battle-of-waterloo\" target=\"_blank\">Battle of Waterloo\u003c/a>? What would they have felt? What would they have feared? What if we could re-experience history as it unfolded?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"This can make you think about history differently.\"\u003c/aside>\n\u003cp>That's what TwHistory attempts to do. Anyone can follow various historical \"\u003ca href=\"http://twhistory.org/projects\" target=\"_blank\">reenactments\u003c/a>\" – from the sinking of the Titanic to the assassination of John F. Kennedy – or sign up for free and create their own. Participants choose a historical event, create Twitter accounts for individual characters, pore over primary source documents and think critically about the times, dates, and durations of events to create hundreds of Tweets as they might have been broadcast had Twitter existed before the 21st century. They then submit all those Tweets to the engineers at TwHistory, specifying a start date for their event, and then watch it unfold – over a day, a week, a month or more – reflecting the event's actual duration.\u003c!--more-->\u003c/p>\n\u003cp>\"When I first got on Twitter, I thought – like a lot of folks did – that this was the biggest waste of time ever,\" says TwHistory co-founder \u003ca href=\"http://twhistory.org/people\" target=\"_blank\">Marion Jensen\u003c/a>. \"I didn't see any value to it. Then I found out about hash tags and followed a conference. I almost felt like I was there.\" He thought, \"You could almost tell a story using this... and then I got to thinking: History is full of stories.\"\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>Shortly afterward, Jensen joined a group of researchers to develop the software for TwHistory, and as proof of concept they reenacted the Battle of Gettysburg. Grants from the \u003ca href=\"http://www.talis.com/\" target=\"_blank\">Talis Incubator for Open Education\u003c/a> and the\u003ca href=\"http://www.uen.org/\" target=\"_blank\"> Utah Education Network\u003c/a> helped them continue their work, and now there are about twenty reenactments on the site, with several more in development. Although TwHistory is a recent creation (its current iteration is only about 6 months old), it has a lot of potential for education.\u003c/p>\n\u003cp>Usually when you learn something about history, Jensen says, \"It's outside of real time.\" But when a group of high school students created a reenactment of the \u003ca href=\"http://www.jfklibrary.org/JFK/JFK-in-History/Cuban-Missile-Crisis.aspx\" target=\"_blank\">Cuban missile crisis\u003c/a>, for instance, \"I was following the tweets of John F. Kennedy.\" The student portraying JFK was tweeting things like, \"'We saw missiles in Cuba, we talked with the Russians.'\" Another student was playing the part of the \u003cem>New York Times\u003c/em> and at one point he was Tweeting baseball scores. Jensen was confused for a moment, until he realized, given the time and date of the Tweet, \"Oh, this hasn't hit the press yet! Within four hours the \u003cem>New York Times \u003c/em>was Tweeting about the Cuban missile crisis.\" This can make you think about history differently: \"All this was going on at the time and people were oblivious to it. It was one of those educational moments for the students. This is how it all unfolded.\"\u003c/p>\n\u003cp>\u003cimg class=\"size-medium wp-image-14245\" title=\"Screen shot 2011-07-27 at 3.09.01 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.09.01-PM-300x157.png\" alt=\"\" width=\"300\" height=\"157\">\u003c/p>\n\u003cp>Another example Jensen offers was from a reenactment of a \u003ca href=\"http://twhistory.org/projects/1847-pioneer-trek\" target=\"_blank\">group of pioneers heading west\u003c/a> in the mid-nineteenth century. \"At one point, some Native Americans came into their camp early in the morning. Six Tweets came at the same time, 'The alarm has sounded!'\" But as a viewer of the reenactment, \"You don't know what happens after that; you have to sit there and wait. About twenty minutes later, Tweets came in like, 'We shot off the cannon and they left.' It's a new way to represent history. You want to know what the resolution is, but you might not find out for three days.\"\u003c/p>\n\u003cp>Following historical figures' lives intimately helps bring it home for participants. One Civil War soldier that Jensen Tweeted for as part of the Battle of Gettysburg \"was a guy who wrote letters home every day to his wife. In all of his letters, he was writing, 'Kiss the baby for me, I can't wait till I get home.' But he was killed the very first day. I got to know this guy through his letters and it was hard to know that he died. To really come to know one person brought the point home.\"\u003c/p>\n\u003cp>Although TwHistory's amusing tagline is, \"Those who forget history are doomed to re-Tweet it,\" users are, in fact, encouraged to repeat reenactments indefinitely (\"We've sunk the Titanic about twelve times,\" says Jensen). All material is available through a Creative Commons license, so all of it is wide open for collective editing.\u003c/p>\n\u003cp>\"Our goal someday is to have two or three thousand reenactments up there,\" Jensen says, so that teachers, students, and history buff everywhere can either make them their own or \"press play, sit back, and watch history.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/13862/retweeting-history-to-bring-life-to-historical-events","authors":["4351"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_645","mindshift_646","mindshift_644","mindshift_32"],"featImg":"mindshift_14242","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png","officialWebsiteLink":"https://www.npr.org/podcasts/510313/how-i-built-this","airtime":"SUN 7:30pm-8pm","meta":{"site":"news","source":"npr"},"link":"/radio/program/how-i-built-this","subscribe":{"npr":"https://rpb3r.app.goo.gl/3zxy","apple":"https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2","tuneIn":"https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/","rss":"https://feeds.npr.org/510313/podcast.xml"}},"inside-europe":{"id":"inside-europe","title":"Inside Europe","info":"Inside Europe, a one-hour weekly news magazine hosted by Helen Seeney and Keith Walker, explores the topical issues shaping the continent. No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. Download Chris’s Song of the Week plus other highlights from the broadcast. Produced by American Public Media.","airtime":"SAT 6pm-8pm, SUN 11am-1pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Live-From-Here-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.livefromhere.org/","meta":{"site":"arts","source":"american public media"},"link":"/radio/program/live-from-here-highlights","subscribe":{"apple":"https://itunes.apple.com/us/podcast/id1167173941","tuneIn":"https://tunein.com/radio/Live-from-Here-Highlights-p921744/","rss":"https://feeds.publicradio.org/public_feeds/a-prairie-home-companion-highlights/rss/rss"}},"marketplace":{"id":"marketplace","title":"Marketplace","info":"Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.","airtime":"MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.marketplace.org/","meta":{"site":"news","source":"American Public Media"},"link":"/radio/program/marketplace","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/APM-Marketplace-p88/","rss":"https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"}},"mindshift":{"id":"mindshift","title":"MindShift","tagline":"A podcast about the future of learning and how we raise our kids","info":"The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. 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. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. 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