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You can follow him on Twitter:\u003ca href=\"https://twitter.com/PaulDarvasi\"> @pauldarvasi\u003c/a>","avatar":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g","twitter":"pauldarvasi","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Paul Darvasi | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/pauldarvasi"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_51781":{"type":"posts","id":"mindshift_51781","meta":{"index":"posts_1591205157","site":"mindshift","id":"51781","score":null,"sort":[1536127745000]},"guestAuthors":[],"slug":"hacking-the-education-narrative-with-dungeons-dragons","title":"Hacking the Education Narrative with Dungeons & Dragons","publishDate":1536127745,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A timid ninth-grade student cautiously approaches the table with downcast eyes, picks up the oddly shaped dice, shakes them awkwardly and rolls. Cheers erupt from her fellow players and she is transported to a distant shore where she becomes a formidable Amazon warrior, shipwrecked with a party of companions. They’re exhausted and about to turn in at their makeshift camp when the night air is pierced by the shrieks of ambushing raiders. The fierce warrior uses her newfound strength to drive them back into the surf while her friends hoot and holler encouragements. In the months that follow, her confidence grows with every setback and triumph until she overcomes her greatest adversary: school.\u003c/p>\n\u003cp>Kade Wells, a Houston-area teacher and occasional wizard, loves to tell this story when describing the remarkable transformations he has witnessed since introducing \u003cem>Dungeons & Dragons\u003c/em> to his students.\u003c/p>\n\u003cp>“She was the sweetest girl,\" said Wells, but had several struggles academically. After warming up to the game, her social and emotional growth \"happened almost instantly, and her reading improved almost overnight. Her teachers came to me shortly after, exulting that she was asking and answering questions and had become a leader in all of her classes.”\u003c/p>\n\u003cp>Wells is one of a growing cadre of teachers, professors and therapists who are using the iconic tabletop role-playing game (RPG) and others like it as tools for teaching, learning and social-emotional development. And many report that the potent alchemical elixir of role-play, learning and storytelling has, in many cases, been transformational.\u003c/p>\n\u003cp>But \u003cem>Dungeons & Dragons\u003c/em>? Really?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Really. In a reversal of fortune that seems lifted from fantasy, the once stigmatized refuge of the antisocial is now the new social, and it has returned from exile with a vengeance. No longer played in the shameful obscurity of closed dorms and basements, \u003cem>Dungeons & Dragons\u003c/em> groups are claiming public spaces, and campaigns are \u003ca href=\"https://www.theverge.com/2017/11/16/16666344/dungeons-and-dragons-twitch-roleplay-rpgs-critical-role-streaming-gaming\">proudly streamed\u003c/a> on Twitch, YouTube and featured in dozens of popular podcasts. And, perhaps most remarkably, the fear that immersive role-play might damage vulnerable adolescents has been replaced with the radical notion that D&D might actually be saving lives and, according to educator and filmmaker Maria Laura Ruggiero, even the world.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=2PEt5RdNHNw\u003c/p>\n\u003cp>\u003cstrong>The Return of the King\u003c/strong>\u003c/p>\n\u003cp>Despite its early commercial success in the late '70s and early '80s, \u003cem>Dungeons & Dragons \u003c/em>occupied a dubious place in the popular imagination. It was widely ridiculed as escapist fantasy for socially awkward adolescents, and sparked a few eruptions of the \u003ca href=\"https://www.nytimes.com/2016/04/18/us/when-dungeons-dragons-set-off-a-moral-panic.html\">moral panic\u003c/a> that seems to greet all new cultural phenomena that captivate our youth. It reached its zenith when it was memorably featured in the opening scene of Steven Spielberg’s beloved \u003cem>E.T. the Extra-Terrestrial\u003c/em>, marking the start of a slow decline until 1997 when, faced with bankruptcy, the original publisher sold the game to the franchise’s current owner, Wizards of the Coast.\u003c/p>\n\u003cp>Meanwhile, in the decades that \u003cem>D&D\u003c/em> receded, the spell it cast on popular culture seemed to spread inversely to its decline. Its influence enchanted every corner of the entertainment industry and, in the process, conjured the conditions for its own resurrection.\u003c/p>\n\u003cp>“RPGs are a very flexible form and, as the popularity of computer games exploded in the last decades, the digital RPG has been right there enjoying the ride,\" said Trent Hergenrader, a professor from the Rochester Institute of Technology who uses role-playing games like \u003cem>Dungeons & Dragons\u003c/em> to teach creative writing. \"Game series like \u003cem>Final Fantasy¸ Mass Effect, Dragon Age\u003c/em>, \u003cem>Fallout \u003c/em>and \u003cem>Elder Scrolls\u003c/em> have enormous followings, and it’s no secret that they grow out of \u003cem>D&D\u003c/em> and other tabletop RPGs.”\u003c/p>\n\u003cp>Besides video games, \u003cem>D&D\u003c/em>’s sword and sorcery ethos pervades hundreds of novels, board games, films and TV shows, including global media behemoths like \u003cem>Game of Thrones\u003c/em> and \u003cem>Harry Potter\u003c/em>. It was also a major plot element in the Netflix nostalgic megahit \u003ca href=\"https://screenrant.com/stranger-things-2-dungeons-dragons-references-explained/\">\u003cem>Stranger Things\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>But its tendrils run much deeper than influencing the fantasy genre.\u003c/p>\n\u003cp>Born in a time where entertainment was largely passive and spectatorial, \u003cem>Dungeons & Dragons\u003c/em> was a bellwether for our current modes of interactive and participatory culture. Many of the geeky kids who played at collaborative and interactive storytelling while earning loot, levels and experience points have gone on to shape the modern world. Its legacy directly or indirectly accounts for social media profiles, video games, interactive theater, loyalty points, the gamification of anything, and the burgeoning array of board game cafes and escape rooms that are cropping up in cities around the world.\u003c/p>\n\u003cp>“The first \u003cem>D&D\u003c/em> generation has grown up,” said Hergenrader. “We’re writers, publishers, professors, artists and journalists now. We’re old enough to be nostalgic for our youth. As a 40-something child of the '80s myself, I can look back at my time playing tabletop RPGs, and understand how important they were for my budding imagination. Far from being an embarrassing hobby, playing RPGs turns out to be one of \u003cem>the\u003c/em> formative experiences for many of my generation.”\u003c/p>\n\u003cp>\u003cem>D&D\u003c/em> may have anticipated the interactivity of the digital age but, in a twist of irony, York University professor and professional \u003ca href=\"http://www.blackdragongames.ca/\">Dungeon Master for hire\u003c/a> Ian Slater partially credits the games resurgence to a growing desire to socialize away from screens.\u003c/p>\n\u003cp>“Between our phones and our computers we do so many things on screen, and although we don’t want to give it up, there is something refreshing and kind of subversive about playing a pen and paper tabletop game,” said Slater.\u003c/p>\n\u003cp>The explosive return of \u003cem>Dungeons & Dragons\u003c/em> speaks to its relevance in a society now willing to embrace what it was once so eager to cast away, which is one of many paradoxes raised by its resurgence: It’s both old and new; it offers digital interactivity in an analog format; it is steeped in fantasy, but has (as will be seen) real-world impact; it was reviled for being antisocial and is now celebrated for its sociability; it was once accused of being immoral, and is now used for moral instruction.\u003c/p>\n\u003cp>\u003cstrong>Hacking the Education Narrative\u003c/strong>\u003c/p>\n\u003cp>Maria Laura Ruggiero is an award-winning filmmaker, narrative designer and self-styled storyhacker who believes that \u003cem>Dungeons & Dragons\u003c/em> can save the world, her topic in a recent \u003ca href=\"https://schedule.sxswedu.com/2018/events/PP76787\">session at SXSW EDU\u003c/a>. It sounds like a stretch, but she backs up her provocative claim with some persuasive logic.\u003c/p>\n\u003cp>Stories and narratives not only shape individual identity, but also set the template for culture and society. “Understanding that the world is made of stories, and we are nothing but the stories we tell ourselves, can be a very powerful experience,” said Ruggiero.\u003c/p>\n\u003cp>She believes that “hacking” social and personal narratives with new and improved stories can imaginatively re-envision reality to produce a better self and, by extension, a better world. As a collaborative, dynamic storytelling system that demands sustained role-play, \u003cem>Dungeons & Dragons\u003c/em> acts as a sort of crucible to deconstruct and recast new identities and new worlds.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> gives us a powerful tool to explore new realities and how those realities are built: through action, choices, community, negotiation, resilience and responsibility,\" said Ruggiero. \"It’s not a novelty that stories change the world, but by exercising all those characteristics in a game, it becomes an obvious lesson: If you want to make any change, change the narrative first. Changing your own narrative as a character affects not only you, but your group. Group narratives affect community narratives and it all becomes an empowering cycle that is key for humanity.”\u003c/p>\n\u003cp>This plays into a theoretical strain in the humanities, known as the “\u003ca href=\"https://www.sunypress.edu/pdf/60665.pdf\">narrative turn,\u003c/a>” which frames most human knowledge production, including science, as an amplification of the fundamental human impulse to make sense of and organize the world with stories. In preliterate societies, stories contained collective histories and memories, defined cultural identity, instructed on social norms and morality, explained where the world originated and how it works and, of course, they entertained. Today, these functions have extended to a variety of institutions and technologies, all of which can still be understood in a narrative context.\u003c/p>\n\u003cp>Consequently, education is a dominant and influential narrative with an often predictable plotline and a broad but familiar cast of characters, including bullies, jocks, dropouts, keeners, inspiring teachers and bad teachers, to name a few. Of course there is much to celebrate but, in too many cases, the education story is about pain, injustice, exclusion, coercion, insecurity and unhealthy competition. And it’s a story that fails many of our youth and ultimately society.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Educators like Kade Wells who have hacked the education narrative with \u003cem>D&D\u003c/em> anecdotally report significant emotional and cognitive transformations in the lives of their students. In a research paper on his experience, Wells echoes Ruggiero when he writes: “My \u003cem>D&D\u003c/em> kids are changed forever and they, in turn, will change others with what they have learned. From what I, and others just like me are witnessing, these strategies need to be a primary focus for the future of teaching.”\u003c/p>\n\n","blocks":[],"excerpt":"Teachers who are using tabletop role-playing game Dungeons & Dragons at school are discovering the social-emotional and academic benefits of this kind of play. ","status":"publish","parent":0,"modified":1536210947,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1564},"headData":{"title":"Hacking the Education Narrative with Dungeons & Dragons | KQED","description":"Teachers who are using tabletop role-playing game Dungeons & Dragons at school are discovering the social-emotional and academic benefits of this kind of play. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51781 https://ww2.kqed.org/mindshift/?p=51781","disqusUrl":"https://ww2.kqed.org/mindshift/2018/09/04/hacking-the-education-narrative-with-dungeons-dragons/","disqusTitle":"Hacking the Education Narrative with Dungeons & Dragons","path":"/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A timid ninth-grade student cautiously approaches the table with downcast eyes, picks up the oddly shaped dice, shakes them awkwardly and rolls. Cheers erupt from her fellow players and she is transported to a distant shore where she becomes a formidable Amazon warrior, shipwrecked with a party of companions. They’re exhausted and about to turn in at their makeshift camp when the night air is pierced by the shrieks of ambushing raiders. The fierce warrior uses her newfound strength to drive them back into the surf while her friends hoot and holler encouragements. In the months that follow, her confidence grows with every setback and triumph until she overcomes her greatest adversary: school.\u003c/p>\n\u003cp>Kade Wells, a Houston-area teacher and occasional wizard, loves to tell this story when describing the remarkable transformations he has witnessed since introducing \u003cem>Dungeons & Dragons\u003c/em> to his students.\u003c/p>\n\u003cp>“She was the sweetest girl,\" said Wells, but had several struggles academically. After warming up to the game, her social and emotional growth \"happened almost instantly, and her reading improved almost overnight. Her teachers came to me shortly after, exulting that she was asking and answering questions and had become a leader in all of her classes.”\u003c/p>\n\u003cp>Wells is one of a growing cadre of teachers, professors and therapists who are using the iconic tabletop role-playing game (RPG) and others like it as tools for teaching, learning and social-emotional development. And many report that the potent alchemical elixir of role-play, learning and storytelling has, in many cases, been transformational.\u003c/p>\n\u003cp>But \u003cem>Dungeons & Dragons\u003c/em>? Really?\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>Really. In a reversal of fortune that seems lifted from fantasy, the once stigmatized refuge of the antisocial is now the new social, and it has returned from exile with a vengeance. No longer played in the shameful obscurity of closed dorms and basements, \u003cem>Dungeons & Dragons\u003c/em> groups are claiming public spaces, and campaigns are \u003ca href=\"https://www.theverge.com/2017/11/16/16666344/dungeons-and-dragons-twitch-roleplay-rpgs-critical-role-streaming-gaming\">proudly streamed\u003c/a> on Twitch, YouTube and featured in dozens of popular podcasts. And, perhaps most remarkably, the fear that immersive role-play might damage vulnerable adolescents has been replaced with the radical notion that D&D might actually be saving lives and, according to educator and filmmaker Maria Laura Ruggiero, even the world.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/2PEt5RdNHNw'\n title='//www.youtube.com/embed/2PEt5RdNHNw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>The Return of the King\u003c/strong>\u003c/p>\n\u003cp>Despite its early commercial success in the late '70s and early '80s, \u003cem>Dungeons & Dragons \u003c/em>occupied a dubious place in the popular imagination. It was widely ridiculed as escapist fantasy for socially awkward adolescents, and sparked a few eruptions of the \u003ca href=\"https://www.nytimes.com/2016/04/18/us/when-dungeons-dragons-set-off-a-moral-panic.html\">moral panic\u003c/a> that seems to greet all new cultural phenomena that captivate our youth. It reached its zenith when it was memorably featured in the opening scene of Steven Spielberg’s beloved \u003cem>E.T. the Extra-Terrestrial\u003c/em>, marking the start of a slow decline until 1997 when, faced with bankruptcy, the original publisher sold the game to the franchise’s current owner, Wizards of the Coast.\u003c/p>\n\u003cp>Meanwhile, in the decades that \u003cem>D&D\u003c/em> receded, the spell it cast on popular culture seemed to spread inversely to its decline. Its influence enchanted every corner of the entertainment industry and, in the process, conjured the conditions for its own resurrection.\u003c/p>\n\u003cp>“RPGs are a very flexible form and, as the popularity of computer games exploded in the last decades, the digital RPG has been right there enjoying the ride,\" said Trent Hergenrader, a professor from the Rochester Institute of Technology who uses role-playing games like \u003cem>Dungeons & Dragons\u003c/em> to teach creative writing. \"Game series like \u003cem>Final Fantasy¸ Mass Effect, Dragon Age\u003c/em>, \u003cem>Fallout \u003c/em>and \u003cem>Elder Scrolls\u003c/em> have enormous followings, and it’s no secret that they grow out of \u003cem>D&D\u003c/em> and other tabletop RPGs.”\u003c/p>\n\u003cp>Besides video games, \u003cem>D&D\u003c/em>’s sword and sorcery ethos pervades hundreds of novels, board games, films and TV shows, including global media behemoths like \u003cem>Game of Thrones\u003c/em> and \u003cem>Harry Potter\u003c/em>. It was also a major plot element in the Netflix nostalgic megahit \u003ca href=\"https://screenrant.com/stranger-things-2-dungeons-dragons-references-explained/\">\u003cem>Stranger Things\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>But its tendrils run much deeper than influencing the fantasy genre.\u003c/p>\n\u003cp>Born in a time where entertainment was largely passive and spectatorial, \u003cem>Dungeons & Dragons\u003c/em> was a bellwether for our current modes of interactive and participatory culture. Many of the geeky kids who played at collaborative and interactive storytelling while earning loot, levels and experience points have gone on to shape the modern world. Its legacy directly or indirectly accounts for social media profiles, video games, interactive theater, loyalty points, the gamification of anything, and the burgeoning array of board game cafes and escape rooms that are cropping up in cities around the world.\u003c/p>\n\u003cp>“The first \u003cem>D&D\u003c/em> generation has grown up,” said Hergenrader. “We’re writers, publishers, professors, artists and journalists now. We’re old enough to be nostalgic for our youth. As a 40-something child of the '80s myself, I can look back at my time playing tabletop RPGs, and understand how important they were for my budding imagination. Far from being an embarrassing hobby, playing RPGs turns out to be one of \u003cem>the\u003c/em> formative experiences for many of my generation.”\u003c/p>\n\u003cp>\u003cem>D&D\u003c/em> may have anticipated the interactivity of the digital age but, in a twist of irony, York University professor and professional \u003ca href=\"http://www.blackdragongames.ca/\">Dungeon Master for hire\u003c/a> Ian Slater partially credits the games resurgence to a growing desire to socialize away from screens.\u003c/p>\n\u003cp>“Between our phones and our computers we do so many things on screen, and although we don’t want to give it up, there is something refreshing and kind of subversive about playing a pen and paper tabletop game,” said Slater.\u003c/p>\n\u003cp>The explosive return of \u003cem>Dungeons & Dragons\u003c/em> speaks to its relevance in a society now willing to embrace what it was once so eager to cast away, which is one of many paradoxes raised by its resurgence: It’s both old and new; it offers digital interactivity in an analog format; it is steeped in fantasy, but has (as will be seen) real-world impact; it was reviled for being antisocial and is now celebrated for its sociability; it was once accused of being immoral, and is now used for moral instruction.\u003c/p>\n\u003cp>\u003cstrong>Hacking the Education Narrative\u003c/strong>\u003c/p>\n\u003cp>Maria Laura Ruggiero is an award-winning filmmaker, narrative designer and self-styled storyhacker who believes that \u003cem>Dungeons & Dragons\u003c/em> can save the world, her topic in a recent \u003ca href=\"https://schedule.sxswedu.com/2018/events/PP76787\">session at SXSW EDU\u003c/a>. It sounds like a stretch, but she backs up her provocative claim with some persuasive logic.\u003c/p>\n\u003cp>Stories and narratives not only shape individual identity, but also set the template for culture and society. “Understanding that the world is made of stories, and we are nothing but the stories we tell ourselves, can be a very powerful experience,” said Ruggiero.\u003c/p>\n\u003cp>She believes that “hacking” social and personal narratives with new and improved stories can imaginatively re-envision reality to produce a better self and, by extension, a better world. As a collaborative, dynamic storytelling system that demands sustained role-play, \u003cem>Dungeons & Dragons\u003c/em> acts as a sort of crucible to deconstruct and recast new identities and new worlds.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> gives us a powerful tool to explore new realities and how those realities are built: through action, choices, community, negotiation, resilience and responsibility,\" said Ruggiero. \"It’s not a novelty that stories change the world, but by exercising all those characteristics in a game, it becomes an obvious lesson: If you want to make any change, change the narrative first. Changing your own narrative as a character affects not only you, but your group. Group narratives affect community narratives and it all becomes an empowering cycle that is key for humanity.”\u003c/p>\n\u003cp>This plays into a theoretical strain in the humanities, known as the “\u003ca href=\"https://www.sunypress.edu/pdf/60665.pdf\">narrative turn,\u003c/a>” which frames most human knowledge production, including science, as an amplification of the fundamental human impulse to make sense of and organize the world with stories. In preliterate societies, stories contained collective histories and memories, defined cultural identity, instructed on social norms and morality, explained where the world originated and how it works and, of course, they entertained. Today, these functions have extended to a variety of institutions and technologies, all of which can still be understood in a narrative context.\u003c/p>\n\u003cp>Consequently, education is a dominant and influential narrative with an often predictable plotline and a broad but familiar cast of characters, including bullies, jocks, dropouts, keeners, inspiring teachers and bad teachers, to name a few. Of course there is much to celebrate but, in too many cases, the education story is about pain, injustice, exclusion, coercion, insecurity and unhealthy competition. And it’s a story that fails many of our youth and ultimately society.\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>Educators like Kade Wells who have hacked the education narrative with \u003cem>D&D\u003c/em> anecdotally report significant emotional and cognitive transformations in the lives of their students. In a research paper on his experience, Wells echoes Ruggiero when he writes: “My \u003cem>D&D\u003c/em> kids are changed forever and they, in turn, will change others with what they have learned. From what I, and others just like me are witnessing, these strategies need to be a primary focus for the future of teaching.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons","authors":["11107"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_21211","mindshift_20784","mindshift_1040","mindshift_498","mindshift_20774","mindshift_1011","mindshift_20931"],"featImg":"mindshift_52090","label":"mindshift"},"mindshift_51308":{"type":"posts","id":"mindshift_51308","meta":{"index":"posts_1591205157","site":"mindshift","id":"51308","score":null,"sort":[1529306808000]},"guestAuthors":[],"slug":"learning-mindfulness-centered-on-kindness-to-oneself-and-others","title":"Learning Mindfulness Centered on Kindness to Oneself and Others","publishDate":1529306808,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Crowded classrooms, hectic teaching schedules and rowdy students have teachers across the country looking for ways to keep their classrooms calm. That may be one reason mindfulness programs have become so popular. Mindfulness can be practiced in many ways, but at its core mindfulness is self-awareness, a way for students to ground themselves in the moment, creating space to better understand and manage their feelings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mindfulness has become a core social and emotional learning strategy in the Austin Independent School District (AISD) in Texas. The district has even created a mindfulness specialist position, filled by James Butler, the district’s 2014 \u003c/span>\u003ca href=\"https://www.austinisd.org/announcements/aisd-names-james-butler-2014-elementary-school-teacher-year\">\u003cspan style=\"font-weight: 400\">Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are various understandings of\u003c/span>\u003ca href=\"https://www.mindful.org/jon-kabat-zinn-defining-mindfulness/\"> \u003cspan style=\"font-weight: 400\">mindfulness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but most focus on being nonjudgmental and present in the moment. Fourteen years of teaching experience has taught Butler that school-based mindfulness also must include kindness — to oneself and to others — in order to quiet the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49190/for-teens-knee-deep-in-negativity-reframing-thoughts-can-help\">\u003cspan style=\"font-weight: 400\">negative thinking \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">that often overwhelms young people.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My basic definition of mindfulness is being aware of the present moment and being kind to yourself,” Butler said. “You’re going to have thoughts and sometimes those thoughts are going to be unkind to you. Those are thoughts. That’s not who you are.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He added, “Mindfulness isn’t to just shut off all the thoughts. It’s just to recognize those are thoughts, and to come back to your breath.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Butler emphasizes kindness because he’s troubled by some of the patterns and mindsets he has observed in students over his career.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve noticed more kids just saying a lot of, ‘I can’t do this,’ ‘I’m not smart enough,’ and just giving up and thinking ‘I can’t do it because I’m not enough.’ That’s where the kindness part comes in.” He added, “If you mess up on a test or if you make a mistake out on the playground, it doesn’t mean you’re a bad person; but you might think you’re a bad person.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As part of a presentation at\u003c/span>\u003ca href=\"https://schedule.sxswedu.com/2018/events/PP72927\">\u003cspan style=\"font-weight: 400\"> SXSW EDU\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Butler and three of his former students shared what mindfulness looks like at multiple grade levels and why it’s helpful in their age group.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“High school is really stressful,” said Xavier Zamarron, a high school junior. “A lot of things can stack up on you, so it’s nice to take a breath once in a while. And also in high school you kind of feel like a crappy person all the time because of just society, and like you wonder if you’re cool or not, but none of that really matters. When we practice mindfulness, we’re only worried about what we think about ourselves.”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=KeVIqgDAP5Y&feature=youtu.be\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fifth-grader Addison Green said she thinks if mindfulness was practiced more broadly, it would help kids better resolve social conflicts. She hopes emphasizing kindness would make some of the difficult social aspects of adolescence less painful. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s helping you make better decisions, I think, and making better decisions would mean people wouldn’t get as mad at each other. And they’d treat each other a lot better. Especially in fifth grade because everybody is separating themselves and you lose a lot of friends.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Academically, Addison said she relies on mindfulness during stressful situations, like when taking high-stakes tests. It helps clarify her thinking. She said that during tests, she ends up thinking about several things at once. Mindfulness exercises help her organize those thoughts so she can focus on one thing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel a lot more calm and my brain is cleared out. And my memory is a lot better because, like I said, when I do it on a STAAR (State of \u003c/span>\u003cspan style=\"font-weight: 400\">Texas\u003c/span>\u003cspan style=\"font-weight: 400\"> Assessments of Academic Readiness) test and I’m stuck on a question, I’ll do mindfulness and then I’ll sort of understand what I learned in class.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First-grader Teo Cardenas, the youngest student in the group, said mindfulness helped when he collided with someone at school and had to go to the hospital. He said he was scared and crying, so he took deep breaths to calm himself down.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=biynm5sqEI4&feature=youtu.be\u003c/p>\n\u003cp>\u003cb>MINDFULNESS IN THE CLASSROOM\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Butler advises educators interested in practicing mindfulness in their classrooms to develop a regular mindfulness habit for themselves first. That way they’ll feel confident in the practice before teaching it to students. He makes sure to squeeze in five minutes of mindfulness during the time it takes his coffee to steep in the morning. Previously, he used that time to check work email, but has found mindfulness to be a much better way to start the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have that five minutes and I can just sit down and breathe while the coffee is getting ready,” said Butler. “It doesn’t have to be a one- day silent retreat. Just having a simple tiny teeny practice, every day, that’s awesome just so you know what it’s like. So when you share with your kids, you can empathize, and that makes all the difference in the world.”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=BQsnJfLFd5I&feature=youtu.be\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As for practicing mindfulness with students, Butler says the exercises are similar across the different age groups, but there are unique challenges to scheduling time at different school levels. Taking five minutes might be easier in elementary school when kids are with the same teacher for the whole day, while the increased number of transitions in middle and high school makes exercises harder to schedule. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools with advisory or homeroom are well equipped to practice mindfulness, but Butler said it can also be effective as a transition tool. One middle school science teacher he knows started the school year by introducing a new mindfulness exercise each week, such as breathing, journaling or coloring. Once students were acquainted with a range of mindfulness strategies, the teacher let them pick the one that best fit their needs each week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having students lead mindfulness exercises also helped with buy-in, in part because adolescents were given the chance to be in charge.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The kids who are like, ‘this is dumb,’ when they had a chance to lead or when their friends led, they were into it,” said Butler. “A lot of times kids just want to be heard, even if it’s as simple as pushing play on a mindfulness app.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>STUDENT RECOMMENDATIONS\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student presenters at SXSW EDU shared their recommended tools for practicing mindfulness in the form of books, sites and apps.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teo, the first-grader, recommends the books\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/10237568-your-fantastic-elastic-brain-stretch-it-shape-it\"> \"\u003cspan style=\"font-weight: 400\">Your Fantastic Elastic Brain\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/31915556-listening-to-my-body\">\u003cspan style=\"font-weight: 400\"> \"Listening to My Body\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; the website\u003c/span>\u003ca href=\"https://www.gonoodle.com/\"> \u003cspan style=\"font-weight: 400\">GoNoodle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"http://www.destressmonday.org/\"> \u003cspan style=\"font-weight: 400\">Destress Monday\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially the\u003c/span>\u003ca href=\"http://www.destressmonday.org/6-gifs-help-relax/\"> \u003cspan style=\"font-weight: 400\">gifs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; the apps\u003c/span>\u003ca href=\"https://www.stopbreathethink.com/kids/\"> \u003cspan style=\"font-weight: 400\">Stop Breathe & Think Kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://adventuresofsuperstretch.com/\"> \u003cspan style=\"font-weight: 400\">Super Stretch Yoga\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cimg src=\"http://www.destressmonday.org/wp-content/uploads/2016/03/DestressBreathing2_Final.gif\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addison, in fifth grade, recommends the books\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/9089876-what-does-it-mean-to-be-present\"> \"\u003cspan style=\"font-weight: 400\">What Does It Mean to Be Present?\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/31915556-listening-to-my-body\"> \"\u003cspan style=\"font-weight: 400\">Listening To My Body\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; the website\u003c/span>\u003ca href=\"https://www.gonoodle.com/\"> \u003cspan style=\"font-weight: 400\">GoNoodle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://mindyeti.com/\"> \u003cspan style=\"font-weight: 400\">Mind Yeti\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; the apps\u003c/span>\u003ca href=\"https://www.calm.com/\"> \u003cspan style=\"font-weight: 400\">Calm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://www.smilingmind.com.au/\"> \u003cspan style=\"font-weight: 400\">Smiling Mind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Xavier, the 11th-grader, recommends the books\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/25430578-cure\"> \"\u003cspan style=\"font-weight: 400\">Cure: A Journey Into Science of Mind Over Body\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/25817140-the-happiness-track?from_search=true\"> \"\u003cspan style=\"font-weight: 400\">The Happiness Track: How to Apply the Science of Happiness to Accelerate Your Success\"; \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">the websites\u003c/span>\u003ca href=\"https://www.pocketmindfulness.com/\"> \u003cspan style=\"font-weight: 400\">Pocket Mindfulness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"http://marc.ucla.edu/mindful-meditations\"> \u003cspan style=\"font-weight: 400\">UCLA Mindful Awareness Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; the apps\u003c/span>\u003ca href=\"https://www.calm.com/\"> \u003cspan style=\"font-weight: 400\">Calm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://www.smilingmind.com.au/\"> \u003cspan style=\"font-weight: 400\">Smiling Mind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For educators seeking to start a mindfulness practice, Butler has a\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1jD_wKrbPDflgOcAusAob7kohY4PwWFRg2hibN1WwdcA/edit\"> \u003cspan style=\"font-weight: 400\">list of recommendations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> he hands out to educators and a \u003ca href=\"https://www.youtube.com/playlist?list=PLk8vStkqPsIPKQv5a7w_dkyy86e4PfF7K\">#mindfulAISD\u003c/a> \u003ca href=\"https://www.youtube.com/watch?v=HB4nEckPgWA&feature=youtu.be&list=PLk8vStkqPsIPKQv5a7w_dkyy86e4PfF7K\">YouTube channel\u003c/a>.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Students in the Austin Independent School District demonstrate how they practice mindfulness as part of a daily routine and in times of stress. ","status":"publish","parent":0,"modified":1529364745,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1317},"headData":{"title":"Learning Mindfulness Centered on Kindness to Oneself and Others | KQED","description":"Students in the Austin Independent School District demonstrate how they practice mindfulness as part of a daily routine and in times of stress. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51308 https://ww2.kqed.org/mindshift/?p=51308","disqusUrl":"https://ww2.kqed.org/mindshift/2018/06/18/learning-mindfulness-centered-on-kindness-to-oneself-and-others/","disqusTitle":"Learning Mindfulness Centered on Kindness to Oneself and Others","path":"/mindshift/51308/learning-mindfulness-centered-on-kindness-to-oneself-and-others","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Crowded classrooms, hectic teaching schedules and rowdy students have teachers across the country looking for ways to keep their classrooms calm. That may be one reason mindfulness programs have become so popular. Mindfulness can be practiced in many ways, but at its core mindfulness is self-awareness, a way for students to ground themselves in the moment, creating space to better understand and manage their feelings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mindfulness has become a core social and emotional learning strategy in the Austin Independent School District (AISD) in Texas. The district has even created a mindfulness specialist position, filled by James Butler, the district’s 2014 \u003c/span>\u003ca href=\"https://www.austinisd.org/announcements/aisd-names-james-butler-2014-elementary-school-teacher-year\">\u003cspan style=\"font-weight: 400\">Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are various understandings of\u003c/span>\u003ca href=\"https://www.mindful.org/jon-kabat-zinn-defining-mindfulness/\"> \u003cspan style=\"font-weight: 400\">mindfulness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but most focus on being nonjudgmental and present in the moment. Fourteen years of teaching experience has taught Butler that school-based mindfulness also must include kindness — to oneself and to others — in order to quiet the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49190/for-teens-knee-deep-in-negativity-reframing-thoughts-can-help\">\u003cspan style=\"font-weight: 400\">negative thinking \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">that often overwhelms young people.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My basic definition of mindfulness is being aware of the present moment and being kind to yourself,” Butler said. “You’re going to have thoughts and sometimes those thoughts are going to be unkind to you. Those are thoughts. That’s not who you are.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He added, “Mindfulness isn’t to just shut off all the thoughts. It’s just to recognize those are thoughts, and to come back to your breath.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Butler emphasizes kindness because he’s troubled by some of the patterns and mindsets he has observed in students over his career.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve noticed more kids just saying a lot of, ‘I can’t do this,’ ‘I’m not smart enough,’ and just giving up and thinking ‘I can’t do it because I’m not enough.’ That’s where the kindness part comes in.” He added, “If you mess up on a test or if you make a mistake out on the playground, it doesn’t mean you’re a bad person; but you might think you’re a bad person.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As part of a presentation at\u003c/span>\u003ca href=\"https://schedule.sxswedu.com/2018/events/PP72927\">\u003cspan style=\"font-weight: 400\"> SXSW EDU\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Butler and three of his former students shared what mindfulness looks like at multiple grade levels and why it’s helpful in their age group.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“High school is really stressful,” said Xavier Zamarron, a high school junior. “A lot of things can stack up on you, so it’s nice to take a breath once in a while. And also in high school you kind of feel like a crappy person all the time because of just society, and like you wonder if you’re cool or not, but none of that really matters. When we practice mindfulness, we’re only worried about what we think about ourselves.”\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/KeVIqgDAP5Y'\n title='//www.youtube.com/embed/KeVIqgDAP5Y'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Fifth-grader Addison Green said she thinks if mindfulness was practiced more broadly, it would help kids better resolve social conflicts. She hopes emphasizing kindness would make some of the difficult social aspects of adolescence less painful. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s helping you make better decisions, I think, and making better decisions would mean people wouldn’t get as mad at each other. And they’d treat each other a lot better. Especially in fifth grade because everybody is separating themselves and you lose a lot of friends.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Academically, Addison said she relies on mindfulness during stressful situations, like when taking high-stakes tests. It helps clarify her thinking. She said that during tests, she ends up thinking about several things at once. Mindfulness exercises help her organize those thoughts so she can focus on one thing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel a lot more calm and my brain is cleared out. And my memory is a lot better because, like I said, when I do it on a STAAR (State of \u003c/span>\u003cspan style=\"font-weight: 400\">Texas\u003c/span>\u003cspan style=\"font-weight: 400\"> Assessments of Academic Readiness) test and I’m stuck on a question, I’ll do mindfulness and then I’ll sort of understand what I learned in class.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First-grader Teo Cardenas, the youngest student in the group, said mindfulness helped when he collided with someone at school and had to go to the hospital. He said he was scared and crying, so he took deep breaths to calm himself down.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/biynm5sqEI4'\n title='//www.youtube.com/embed/biynm5sqEI4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cb>MINDFULNESS IN THE CLASSROOM\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Butler advises educators interested in practicing mindfulness in their classrooms to develop a regular mindfulness habit for themselves first. That way they’ll feel confident in the practice before teaching it to students. He makes sure to squeeze in five minutes of mindfulness during the time it takes his coffee to steep in the morning. Previously, he used that time to check work email, but has found mindfulness to be a much better way to start the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have that five minutes and I can just sit down and breathe while the coffee is getting ready,” said Butler. “It doesn’t have to be a one- day silent retreat. Just having a simple tiny teeny practice, every day, that’s awesome just so you know what it’s like. So when you share with your kids, you can empathize, and that makes all the difference in the world.”\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/BQsnJfLFd5I'\n title='//www.youtube.com/embed/BQsnJfLFd5I'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As for practicing mindfulness with students, Butler says the exercises are similar across the different age groups, but there are unique challenges to scheduling time at different school levels. Taking five minutes might be easier in elementary school when kids are with the same teacher for the whole day, while the increased number of transitions in middle and high school makes exercises harder to schedule. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools with advisory or homeroom are well equipped to practice mindfulness, but Butler said it can also be effective as a transition tool. One middle school science teacher he knows started the school year by introducing a new mindfulness exercise each week, such as breathing, journaling or coloring. Once students were acquainted with a range of mindfulness strategies, the teacher let them pick the one that best fit their needs each week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having students lead mindfulness exercises also helped with buy-in, in part because adolescents were given the chance to be in charge.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The kids who are like, ‘this is dumb,’ when they had a chance to lead or when their friends led, they were into it,” said Butler. “A lot of times kids just want to be heard, even if it’s as simple as pushing play on a mindfulness app.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>STUDENT RECOMMENDATIONS\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student presenters at SXSW EDU shared their recommended tools for practicing mindfulness in the form of books, sites and apps.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teo, the first-grader, recommends the books\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/10237568-your-fantastic-elastic-brain-stretch-it-shape-it\"> \"\u003cspan style=\"font-weight: 400\">Your Fantastic Elastic Brain\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/31915556-listening-to-my-body\">\u003cspan style=\"font-weight: 400\"> \"Listening to My Body\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; the website\u003c/span>\u003ca href=\"https://www.gonoodle.com/\"> \u003cspan style=\"font-weight: 400\">GoNoodle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"http://www.destressmonday.org/\"> \u003cspan style=\"font-weight: 400\">Destress Monday\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially the\u003c/span>\u003ca href=\"http://www.destressmonday.org/6-gifs-help-relax/\"> \u003cspan style=\"font-weight: 400\">gifs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; the apps\u003c/span>\u003ca href=\"https://www.stopbreathethink.com/kids/\"> \u003cspan style=\"font-weight: 400\">Stop Breathe & Think Kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://adventuresofsuperstretch.com/\"> \u003cspan style=\"font-weight: 400\">Super Stretch Yoga\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cimg src=\"http://www.destressmonday.org/wp-content/uploads/2016/03/DestressBreathing2_Final.gif\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addison, in fifth grade, recommends the books\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/9089876-what-does-it-mean-to-be-present\"> \"\u003cspan style=\"font-weight: 400\">What Does It Mean to Be Present?\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/31915556-listening-to-my-body\"> \"\u003cspan style=\"font-weight: 400\">Listening To My Body\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; the website\u003c/span>\u003ca href=\"https://www.gonoodle.com/\"> \u003cspan style=\"font-weight: 400\">GoNoodle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://mindyeti.com/\"> \u003cspan style=\"font-weight: 400\">Mind Yeti\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; the apps\u003c/span>\u003ca href=\"https://www.calm.com/\"> \u003cspan style=\"font-weight: 400\">Calm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://www.smilingmind.com.au/\"> \u003cspan style=\"font-weight: 400\">Smiling Mind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Xavier, the 11th-grader, recommends the books\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/25430578-cure\"> \"\u003cspan style=\"font-weight: 400\">Cure: A Journey Into Science of Mind Over Body\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/25817140-the-happiness-track?from_search=true\"> \"\u003cspan style=\"font-weight: 400\">The Happiness Track: How to Apply the Science of Happiness to Accelerate Your Success\"; \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">the websites\u003c/span>\u003ca href=\"https://www.pocketmindfulness.com/\"> \u003cspan style=\"font-weight: 400\">Pocket Mindfulness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"http://marc.ucla.edu/mindful-meditations\"> \u003cspan style=\"font-weight: 400\">UCLA Mindful Awareness Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; the apps\u003c/span>\u003ca href=\"https://www.calm.com/\"> \u003cspan style=\"font-weight: 400\">Calm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://www.smilingmind.com.au/\"> \u003cspan style=\"font-weight: 400\">Smiling Mind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For educators seeking to start a mindfulness practice, Butler has a\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1jD_wKrbPDflgOcAusAob7kohY4PwWFRg2hibN1WwdcA/edit\"> \u003cspan style=\"font-weight: 400\">list of recommendations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> he hands out to educators and a \u003ca href=\"https://www.youtube.com/playlist?list=PLk8vStkqPsIPKQv5a7w_dkyy86e4PfF7K\">#mindfulAISD\u003c/a> \u003ca href=\"https://www.youtube.com/watch?v=HB4nEckPgWA&feature=youtu.be&list=PLk8vStkqPsIPKQv5a7w_dkyy86e4PfF7K\">YouTube channel\u003c/a>.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51308/learning-mindfulness-centered-on-kindness-to-oneself-and-others","authors":["4596"],"categories":["mindshift_192"],"tags":["mindshift_20589","mindshift_20784","mindshift_1040","mindshift_21106","mindshift_20865","mindshift_841","mindshift_943","mindshift_1011"],"featImg":"mindshift_51430","label":"mindshift"},"mindshift_27589":{"type":"posts","id":"mindshift_27589","meta":{"index":"posts_1591205157","site":"mindshift","id":"27589","score":null,"sort":[1363196105000]},"guestAuthors":[],"slug":"for-low-income-kids-access-to-devices-could-be-the-equalizer","title":"For Low-Income Kids, Access to Devices Could Be the Equalizer","publishDate":1363196105,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_27699\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27699\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/dv1992005-620x305.jpg\" alt=\"dv1992005\" width=\"620\" height=\"305\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">No device should ever be hailed as the silver bullet in \"saving\" education -- nor should it be completely shunned -- but when it comes to the possibility of bridging the digital divide between low-income and high-income students, devices may play a pivotal role.\u003c/p>\n\u003cp>Access to the Internet connects kids to all kinds of information -- and for low-income students especially, that access has the power to change their social structure by allowing them to become empowered and engaged, said Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas during a \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP7149\">SXSWEdu session last week\u003c/a>.\u003c/p>\n\u003cp>\"For minorities and for low-income students who have these devices, it might be their only way to access the Internet, to get information about their own health, access to social media,\" he said. \"And they're using that as the agent to change their social structure.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/strong>\u003c/aside>\n\u003cp>Yet it's those very students who are deprived of the right to use their own devices in schools, according to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">a recent Pew report\u003c/a> showing that access to devices is noticeably different between higher and lower income schools: 52% of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students. And when it comes to blocking sites, 49% of teachers of students living in low-income households say their school’s use of Internet filters has a major impact on their teaching, compared with 24% of those who teach better off students who say that. In the same vein, 33% of teachers of lower income students say their school’s rules about classroom cell phone use by students have a major impact on their teaching, compared with 15% of those who teach students from the highest income households.\u003c/p>\n\u003cp>Why is this the case? It all comes down to expectations, Mills said, that could also be related to blatant racism.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We have some significant issues with race relations, and the core of what it comes down to is that \u003c!--more-->we have to redefine what we expect,\" Mills said. \"Just because a student is Tweeting or using another back-channel, or whatever doesn't mean he's not being productive. And it takes away from trusting that student to do what's right for himself in his community. We need to be more trusting, more open and flexible.\"\u003c/p>\n\u003cp>Schools don't allow students of color to use their mobile devices because they think those students will not use them in what they consider appropriate ways, he said. \"But the very fact that we're saying they're not being productive is to say that our values are more valuable than their values.\"\u003c/p>\n\u003cp>And therein lies the divide.\u003c/p>\n\u003cp>\"Access is a basic right. It's the same as roads or clean water or electricity,\" Mills said. \"Those are [accessible] here in this country because we expect it. The same thing should apply to the Internet. The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand to Use Technology in Schools\u003c/a>]\u003c/p>\n\u003cp>The numbers line up: A \u003ca href=\"http://mashable.com/2012/10/15/wireless-reach-students/\">recent study by QualComm\u003c/a> showed that low-income students' test scores increased by 30 percent after they were given smartphones to access more information and instruction and to collaborate with their peers.\u003c/p>\n\u003cp>And discipline issues actually diminished in some schools that have \u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">Bring Your Own Device programs\u003c/a>. For example, in the Katy Independent School District in Texas, one of the pioneers of the BYOD effort that participated in a \u003ca href=\"http://www.cisco.com/web/strategy/docs/education/ciscoedukaty_sd_cs.pdf\">pilot program with Cisco\u003c/a>, director of technology Lonnie Owens said their results were surprising. “Discipline issues went down and test scores went up, so we viewed it as a success,\" Owens said.\u003c/p>\n\u003cp>Mills believes that the simple act of students using their coveted devices for study purposes makes learning more acceptable to them and to their peers. In neighborhoods where caring about school is most certainly not cool, Mills said \"it's becoming more socially acceptable to talk about school stuff outside school \u003cem>because\u003c/em> of that device. When they text or tweet about it, somehow it crosses the boundary of becoming okay. It's not exactly cool yet, but all of a sudden it's becoming okay.\"\u003c/p>\n\u003ch4>\u003cstrong>HOW TO NARROW THE DIVIDE\u003c/strong>\u003c/h4>\n\u003cp>For educators who want to start chipping away at the divide, Mills listed a number of ways.\u003c/p>\n\u003cp>\u003cstrong>1. GIVE STUDENTS ACCESS.\u003c/strong>\u003cbr>\nMany Title 1 schools -- those in low-income communities -- receive funds and grants, but don't always buy what they need. If they have enough funds, Mills said schools should invest in a 1-1 program -- a device for every student.\u003c/p>\n\u003cp>\u003cstrong>2. GIVE STUDENTS PROMPTS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Whether it's the school that provides the device, or whether students are allowed to use their own, it's important to give them guidance on \u003cem>how\u003c/em> to use those devices for learning. \"Students do not generally use their personal technology for learning activities unprompted,\" he said. \"We have to provide them with prompts.\"\u003c/p>\n\u003cp>Educators should also be instrumental in guiding student etiquette with devices. For students who use text-speak and shorthand when handing in assignments, teachers can ask them to proofread and resend until the assignments are up to par. \"We can teach them to use mobile literacy to help themselves,\" he said.\u003c/p>\n\u003cp>\u003cstrong>3. PROVIDE INSTRUCTIONAL OBJECTIVES.\u003c/strong>\u003cbr>\n\"We need to think about what we are teaching,\" Mills said. \"This is not technology -- this is Pedagogy 101.\" Educators must understand the dotted line between an assigned activity and the instructional objective, which should be tied to learning skills.\u003c/p>\n\u003cp>\u003cstrong>4. MAKE YOURSELF AVAILABLE.\u003c/strong>\u003cbr>\nJust giving kids a number where they can reach you has \"exponential impact,\" Mills said. \"Just that small gesture tells kids you're available.\" For those who don't feel comfortable giving students their phone numbers, Mills suggests using a Google voice account, which students can call and leave messages.\u003c/p>\n\u003cp>\u003cstrong>5. INVITE OBSERVERS TO YOUR MOBILE ENHANCED CLASS.\u003c/strong>\u003cbr>\nParents, other teachers, and administrators will learn a lot from watching how kids can plug into learning by using their devices. During their visits, talk about the upward trajectory of kids you've noticed who have benefited from the change.\u003c/p>\n\u003cp>\u003cstrong>6. INVENTORY THE DEVICES.\u003c/strong>\u003cbr>\nKeep track of who owns what kind of device (especially after the holidays when kids receive new ones). This way, you can create flexible, shifting groups to make sure there's a good variety of devices in every group. Don't place all the iPhone 5 users in one group -- mix them up to promote equity.\u003c/p>\n\u003cp>\u003cstrong>7. USE DISCRETION.\u003c/strong>\u003cbr>\nBe careful not to publicly call out kids who don't have a device when organizing groups. Use common sense and compassion.\u003c/p>\n\u003cp>\u003cstrong>8. USE EVERYTHING YOU HAVE.\u003c/strong>\u003cbr>\nIf the school has 10 Kindles, find ways to use them in your class. If it has six iPods or 30 computers, don't let them collect dust. Even the oldest computers can be fired up for basic research.\u003c/p>\n\u003cp>\u003cstrong>9. REFRAME PRODUCTIVITY.\u003c/strong>\u003cbr>\nSitting quietly doesn't exemplify productivity, Mills said. If you have flexible processes, you can give students different ways of understanding.\u003c/p>\n\u003cp>\u003cstrong>10. TEACH PROCESS NOT CONTENT.\u003c/strong>\u003cbr>\nAll educators, but especially those who teach low-income students, need to be open to students' ideas of showing what they've learned. If they don't want to write a blog, but want to create a video, be open to it.\u003c/p>\n\u003cp>\u003cstrong>11. VALUE COLLABORATION.\u003c/strong>\u003cbr>\nPromote group work and project based learning.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>You can find many more resources, ideas, and links on \u003ca href=\"http://bit.ly/BYODResources\">Mills' website here\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1539647353,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1345},"headData":{"title":"For Low-Income Kids, Access to Devices Could Be the Equalizer | KQED","description":"No device should ever be hailed as the silver bullet in "saving" education -- nor should it be completely shunned -- but when it comes to the possibility of bridging the digital divide between low-income and high-income students, devices may play a pivotal role. Access to the Internet connects kids to all kinds of information","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"27589 http://blogs.kqed.org/mindshift/?p=27589","disqusUrl":"https://ww2.kqed.org/mindshift/2013/03/13/for-low-income-kids-access-to-devices-could-be-the-equalizer/","disqusTitle":"For Low-Income Kids, Access to Devices Could Be the Equalizer","path":"/mindshift/27589/for-low-income-kids-access-to-devices-could-be-the-equalizer","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27699\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27699\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/dv1992005-620x305.jpg\" alt=\"dv1992005\" width=\"620\" height=\"305\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">No device should ever be hailed as the silver bullet in \"saving\" education -- nor should it be completely shunned -- but when it comes to the possibility of bridging the digital divide between low-income and high-income students, devices may play a pivotal role.\u003c/p>\n\u003cp>Access to the Internet connects kids to all kinds of information -- and for low-income students especially, that access has the power to change their social structure by allowing them to become empowered and engaged, said Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas during a \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP7149\">SXSWEdu session last week\u003c/a>.\u003c/p>\n\u003cp>\"For minorities and for low-income students who have these devices, it might be their only way to access the Internet, to get information about their own health, access to social media,\" he said. \"And they're using that as the agent to change their social structure.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/strong>\u003c/aside>\n\u003cp>Yet it's those very students who are deprived of the right to use their own devices in schools, according to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">a recent Pew report\u003c/a> showing that access to devices is noticeably different between higher and lower income schools: 52% of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students. And when it comes to blocking sites, 49% of teachers of students living in low-income households say their school’s use of Internet filters has a major impact on their teaching, compared with 24% of those who teach better off students who say that. In the same vein, 33% of teachers of lower income students say their school’s rules about classroom cell phone use by students have a major impact on their teaching, compared with 15% of those who teach students from the highest income households.\u003c/p>\n\u003cp>Why is this the case? It all comes down to expectations, Mills said, that could also be related to blatant racism.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We have some significant issues with race relations, and the core of what it comes down to is that \u003c!--more-->we have to redefine what we expect,\" Mills said. \"Just because a student is Tweeting or using another back-channel, or whatever doesn't mean he's not being productive. And it takes away from trusting that student to do what's right for himself in his community. We need to be more trusting, more open and flexible.\"\u003c/p>\n\u003cp>Schools don't allow students of color to use their mobile devices because they think those students will not use them in what they consider appropriate ways, he said. \"But the very fact that we're saying they're not being productive is to say that our values are more valuable than their values.\"\u003c/p>\n\u003cp>And therein lies the divide.\u003c/p>\n\u003cp>\"Access is a basic right. It's the same as roads or clean water or electricity,\" Mills said. \"Those are [accessible] here in this country because we expect it. The same thing should apply to the Internet. The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand to Use Technology in Schools\u003c/a>]\u003c/p>\n\u003cp>The numbers line up: A \u003ca href=\"http://mashable.com/2012/10/15/wireless-reach-students/\">recent study by QualComm\u003c/a> showed that low-income students' test scores increased by 30 percent after they were given smartphones to access more information and instruction and to collaborate with their peers.\u003c/p>\n\u003cp>And discipline issues actually diminished in some schools that have \u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">Bring Your Own Device programs\u003c/a>. For example, in the Katy Independent School District in Texas, one of the pioneers of the BYOD effort that participated in a \u003ca href=\"http://www.cisco.com/web/strategy/docs/education/ciscoedukaty_sd_cs.pdf\">pilot program with Cisco\u003c/a>, director of technology Lonnie Owens said their results were surprising. “Discipline issues went down and test scores went up, so we viewed it as a success,\" Owens said.\u003c/p>\n\u003cp>Mills believes that the simple act of students using their coveted devices for study purposes makes learning more acceptable to them and to their peers. In neighborhoods where caring about school is most certainly not cool, Mills said \"it's becoming more socially acceptable to talk about school stuff outside school \u003cem>because\u003c/em> of that device. When they text or tweet about it, somehow it crosses the boundary of becoming okay. It's not exactly cool yet, but all of a sudden it's becoming okay.\"\u003c/p>\n\u003ch4>\u003cstrong>HOW TO NARROW THE DIVIDE\u003c/strong>\u003c/h4>\n\u003cp>For educators who want to start chipping away at the divide, Mills listed a number of ways.\u003c/p>\n\u003cp>\u003cstrong>1. GIVE STUDENTS ACCESS.\u003c/strong>\u003cbr>\nMany Title 1 schools -- those in low-income communities -- receive funds and grants, but don't always buy what they need. If they have enough funds, Mills said schools should invest in a 1-1 program -- a device for every student.\u003c/p>\n\u003cp>\u003cstrong>2. GIVE STUDENTS PROMPTS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Whether it's the school that provides the device, or whether students are allowed to use their own, it's important to give them guidance on \u003cem>how\u003c/em> to use those devices for learning. \"Students do not generally use their personal technology for learning activities unprompted,\" he said. \"We have to provide them with prompts.\"\u003c/p>\n\u003cp>Educators should also be instrumental in guiding student etiquette with devices. For students who use text-speak and shorthand when handing in assignments, teachers can ask them to proofread and resend until the assignments are up to par. \"We can teach them to use mobile literacy to help themselves,\" he said.\u003c/p>\n\u003cp>\u003cstrong>3. PROVIDE INSTRUCTIONAL OBJECTIVES.\u003c/strong>\u003cbr>\n\"We need to think about what we are teaching,\" Mills said. \"This is not technology -- this is Pedagogy 101.\" Educators must understand the dotted line between an assigned activity and the instructional objective, which should be tied to learning skills.\u003c/p>\n\u003cp>\u003cstrong>4. MAKE YOURSELF AVAILABLE.\u003c/strong>\u003cbr>\nJust giving kids a number where they can reach you has \"exponential impact,\" Mills said. \"Just that small gesture tells kids you're available.\" For those who don't feel comfortable giving students their phone numbers, Mills suggests using a Google voice account, which students can call and leave messages.\u003c/p>\n\u003cp>\u003cstrong>5. INVITE OBSERVERS TO YOUR MOBILE ENHANCED CLASS.\u003c/strong>\u003cbr>\nParents, other teachers, and administrators will learn a lot from watching how kids can plug into learning by using their devices. During their visits, talk about the upward trajectory of kids you've noticed who have benefited from the change.\u003c/p>\n\u003cp>\u003cstrong>6. INVENTORY THE DEVICES.\u003c/strong>\u003cbr>\nKeep track of who owns what kind of device (especially after the holidays when kids receive new ones). This way, you can create flexible, shifting groups to make sure there's a good variety of devices in every group. Don't place all the iPhone 5 users in one group -- mix them up to promote equity.\u003c/p>\n\u003cp>\u003cstrong>7. USE DISCRETION.\u003c/strong>\u003cbr>\nBe careful not to publicly call out kids who don't have a device when organizing groups. Use common sense and compassion.\u003c/p>\n\u003cp>\u003cstrong>8. USE EVERYTHING YOU HAVE.\u003c/strong>\u003cbr>\nIf the school has 10 Kindles, find ways to use them in your class. If it has six iPods or 30 computers, don't let them collect dust. Even the oldest computers can be fired up for basic research.\u003c/p>\n\u003cp>\u003cstrong>9. REFRAME PRODUCTIVITY.\u003c/strong>\u003cbr>\nSitting quietly doesn't exemplify productivity, Mills said. If you have flexible processes, you can give students different ways of understanding.\u003c/p>\n\u003cp>\u003cstrong>10. TEACH PROCESS NOT CONTENT.\u003c/strong>\u003cbr>\nAll educators, but especially those who teach low-income students, need to be open to students' ideas of showing what they've learned. If they don't want to write a blog, but want to create a video, be open to it.\u003c/p>\n\u003cp>\u003cstrong>11. VALUE COLLABORATION.\u003c/strong>\u003cbr>\nPromote group work and project based learning.\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>You can find many more resources, ideas, and links on \u003ca href=\"http://bit.ly/BYODResources\">Mills' website here\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/27589/for-low-income-kids-access-to-devices-could-be-the-equalizer","authors":["180"],"categories":["mindshift_192","mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_20906","mindshift_252","mindshift_1011"],"featImg":"mindshift_27699","label":"mindshift"},"mindshift_27529":{"type":"posts","id":"mindshift_27529","meta":{"index":"posts_1591205157","site":"mindshift","id":"27529","score":null,"sort":[1363024485000]},"guestAuthors":[],"slug":"creating-classrooms-we-need-8-ways-into-inquiry-learning","title":"Creating Classrooms We Need: 8 Ways Into Inquiry Learning","publishDate":1363024485,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_27623\" class=\"wp-caption center\" style=\"max-width: 616px\">\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27623\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg\" alt=\"7171535345_65369bbb0b_z\" width=\"616\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg 616w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-400x205.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-320x164.jpg 320w\" sizes=\"(max-width: 616px) 100vw, 616px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution?\u003c/p>\n\u003cp>\"Our whole reason for showing up for school has changed, but infrastructure has stayed behind,\" said Diana Laufenberg, who taught history at the progressive public school \u003ca href=\"http://www.scienceleadership.org/http://\">Science Leadership Academy\u003c/a> for many years. Laufenberg provided some insight into how she guided students to find their own learning paths at school, and enumerated some of these ideas at \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP14151\">SXSWEdu\u003c/a> last week.\u003c/p>\n\u003cp>\u003cstrong>1. BE FLEXIBLE.\u003c/strong>\u003cbr>\nThe less educators try to control what kids learn, the more students' voices will be heard and, eventually, their ability to drive their own learning. But that requires a flexible mindset on the part of the teacher. \"That's a scary proposition for teachers,\" Laufenberg said. \"'What do you mean I'm going to have 60 kids doing 60 different projects,' teachers might say. But that's exactly the way for kids to do interesting, high-end work that they're invested in.\"\u003c/p>\n\u003cp>Laufenberg recalled a group of tenacious students who continued to ask permission to focus their video project on the subject of drugs, despite her repeated objections. She finally relented -- with the caveat that they not resort to cliches. In turn, the students turned in one of the best video projects she'd ever seen: a \u003ca href=\"http://www.schooltube.com/video/31acc2c8a0044660b2b9/There%27s%20A%20Pill%20For%20That:%20A%20Nation%20Of%20Pill-Poppers\">well-produced, polished video \u003c/a>about Americans' dependence on pharmaceutical drugs that was dense with facts backed up by students' research. \"And I almost killed this project,\" she said. \"There are vastly creative minds that are \u003c!--more-->capable of doing intensely wonderful things with their learning but often we don't let that live and breathe. Thankfully I got out of their way and let them do the work they were capable of.\"\u003c/p>\n\u003cp>\u003cstrong>2. FOSTER INQUIRY BY SCAFFOLDING CURIOSITY.\u003c/strong>\u003cbr>\nTeachers always come up to Laufenberg wanting to learn more about her progressive pedagogy -- and they invariably ask, \"But when do you just tell them things? Don't you have to just tell them sometimes?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Laufenberg's answer: Get them curious enough in the subject to do research on their own.\u003cbr>\n\"Kids don't come to class just burning to know about the War of 1812,\" she said. \"And you just saying they have to know the facts is not good enough. But here's your chance to bring them along as a person and get them to learn about it.\"\u003c/p>\n\u003cp>For example, in exploring the subject of American identity with her history students, Laufenberg asked them to come up with words that convey to them the abstract idea of America, or what it means to be American. Many of her students came up with the words \"greedy\" and \"ignorant\" -- a trend she saw echoed throughout many of her classes during her years teaching at SLA. \"I got a clear vision of where my students were,\" she said.\u003c/p>\n\u003cp>She asked her students to find images that epitomized America, then asked them to talk about their ideas with their peers, studying data about immigration, taking the American citizenship test themselves (most received an average score of 3, across the board regardless of age), so they could understand the processes and become personally invested in the subject.\u003c/p>\n\u003cp>\"Rather than saying, 'We're going to study immigration,' I took them through a process where they become interested in it themselves,\" she said.\u003c/p>\n\u003cp>\u003cstrong>3. DESIGN ARCHITECTURE FOR PARTICIPATION.\u003c/strong>\u003cbr>\n\"There are so many ways that kids can be active in their learning, beyond the standard call-and-respond business,\" Laufenberg said. It may be hard to do with 140 students, but if you consider all the available tools at your disposal, ideas can start to take shape.\u003c/p>\n\u003cp>Example: Laufenberg asked her students to watch President Obama's State of the Union address and respond to what they watched and heard. She gave her students the option to either post comments on Twitter (fully public), Facebook (semi-public), Moodle (walled garden) or for low-tech participants, play Bingo with key words the students anticipated they might hear.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">Why Inquiry Learning is Worth the Trouble\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Though some goofed around a bit with comments (\"Our school is so cool, we're tweeting the State of the Union\"), at the end of the speech, students had posted a total of 438 tweets and 18 pages of Moodle chat. (Interestingly, no one went on Facebook, though she had set up a separate conversation on the school's Facebook page.)\u003c/p>\n\u003cp>Laufenberg was not surprised with the high quality of responses she saw from her students. \"Does Obama have the power to reform and adjust how the other branches work?\" one student tweeted. \"He's not touching on Iran issue… not a good sign,\" another posted. \"High school dropout laws, rebuilding jobs in our country, and more equipment in schools… me gusta,\" wrote yet another.\u003c/p>\n\u003cp>\"I could have them face off against any pundit the next day,\" she said. \"They understood it. None of it went over their head -- they were making meaning of it. They were offering their own opinions, participating in the conversation.\"\u003c/p>\n\u003cp>Laufenberg used every tool she had at her disposal as a framework for her students to build their learning around.\u003c/p>\n\u003cp>\u003cstrong>4. TEACHERS TEACH KIDS, NOT SUBJECTS.\u003c/strong>\u003cbr>\nAs most teachers know, when students recognize that teachers are personally invested in their success, they do better, and that affirmation of students' disposition can help students achieve more. \"You can't ask kids to take risks if they don't trust that you care about them,\" Laufenberg said.\u003c/p>\n\u003cp>\u003cstrong>5. PROVIDE OPPORTUNITIES FOR EXPERIENTIAL LEARNING.\u003c/strong>\u003cbr>\nDuring the weeks and months that led up to the election, Laufenberg's students got into the neighborhoods and brought back stories from voters at the polls. Though they didn't always feel comfortable asking strangers questions, they went ahead with their assignments anyway. \"If none of it is ever real to them, if it's only in books, it lacks interest,\" she said. \"They \u003cem>want\u003c/em> to do real stuff, but we are perpetually underestimating what kids can do.\"\u003c/p>\n\u003cp>\u003cstrong>6. EMBRACE FAILURE.\u003c/strong>\u003cbr>\nLaufenberg made a point of defining the difference between \"blameworthy\" and \"praiseworthy\" failure. Blameworthy failure is when the student just decided not to participate in a project. But praiseworthy failure is quite different: kids take risks and experiments knowing that they might not get it right the first time.\u003c/p>\n\u003cp>\"No one talks about cancer research as blameworthy failure,\" she said. \"We don't expect a five-year-old to be able to shoot free-throws immediately. It's a process, and we value it in other things, but not when it comes to school. Kids are not coming in as perfect little products or machines -- they're human beings in the process of becoming.\"\u003c/p>\n\u003cp>In the engineering industry, for example, there are \"failure festivals\" and \"failure reports\" during which engineers discuss the processes they've tried that didn't work. \"We need to have kids do that with their own learning,\" she said. \"Be self-aware enough to do something with that information.\"\u003c/p>\n\u003cp>\u003cstrong>7. DON'T BE BORING.\u003c/strong>\u003cbr>\n\"I always told my kids, if I got boring, they should let me know, and if they got boring, I'd let them know,\" Laufenberg said. But here's the twist: kids may actually choose boring because it's easier, it's known, it's quantifiable. \"They know what they need to do to get a good score,\" she said. When it's not boring, when the answer is not predictable, that's when kids are actually challenged more.\u003c/p>\n\u003cp>\u003cstrong>8. FOSTER JOY.\u003c/strong>\u003cbr>\nFor a government history teacher, this last directive has been a tall order. But Laufenberg made a point of trying to create a space where her students were valued, where creativity was paramount, and their voices were allowed to shine through.\u003c/p>\n\u003cp>\"It's incredibly taxing work, but one of the most exciting and meaningful ways to create transformative spaces,\" she said.\u003c/p>\n\u003cp>Above all, what she wants to instill in her students is a sense of self-sufficiency.\u003c/p>\n\u003cp>\"If by the end of the year, they still need me, I haven't done my job,\" she said. \"I'm not coming with them to college. They have to be self-driven, independent thinkers.\"\u003c/p>\n\u003cp>Watch Laufenberg's fascinating TED Talk \u003ca href=\"http://www.ted.com/talks/lang/en/diana_laufenberg_3_ways_to_teach.html\">\"How to Learn? From Mistakes.\"\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ciframe src=\"http://embed.ted.com/talks/diana_laufenberg_3_ways_to_teach.html\" frameborder=\"0\" scrolling=\"no\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1372302707,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["http://embed.ted.com/talks/diana_laufenberg_3_ways_to_teach.html"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1417},"headData":{"title":"Creating Classrooms We Need: 8 Ways Into Inquiry Learning | KQED","description":"If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution? "Our whole reason for showing up for school has changed, but infrastructure has stayed behind," said Diana Laufenberg, who taught history at the progressive","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"27529 http://blogs.kqed.org/mindshift/?p=27529","disqusUrl":"https://ww2.kqed.org/mindshift/2013/03/11/creating-classrooms-we-need-8-ways-into-inquiry-learning/","disqusTitle":"Creating Classrooms We Need: 8 Ways Into Inquiry Learning","path":"/mindshift/27529/creating-classrooms-we-need-8-ways-into-inquiry-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27623\" class=\"wp-caption center\" style=\"max-width: 616px\">\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27623\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg\" alt=\"7171535345_65369bbb0b_z\" width=\"616\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg 616w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-400x205.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-320x164.jpg 320w\" sizes=\"(max-width: 616px) 100vw, 616px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution?\u003c/p>\n\u003cp>\"Our whole reason for showing up for school has changed, but infrastructure has stayed behind,\" said Diana Laufenberg, who taught history at the progressive public school \u003ca href=\"http://www.scienceleadership.org/http://\">Science Leadership Academy\u003c/a> for many years. Laufenberg provided some insight into how she guided students to find their own learning paths at school, and enumerated some of these ideas at \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP14151\">SXSWEdu\u003c/a> last week.\u003c/p>\n\u003cp>\u003cstrong>1. BE FLEXIBLE.\u003c/strong>\u003cbr>\nThe less educators try to control what kids learn, the more students' voices will be heard and, eventually, their ability to drive their own learning. But that requires a flexible mindset on the part of the teacher. \"That's a scary proposition for teachers,\" Laufenberg said. \"'What do you mean I'm going to have 60 kids doing 60 different projects,' teachers might say. But that's exactly the way for kids to do interesting, high-end work that they're invested in.\"\u003c/p>\n\u003cp>Laufenberg recalled a group of tenacious students who continued to ask permission to focus their video project on the subject of drugs, despite her repeated objections. She finally relented -- with the caveat that they not resort to cliches. In turn, the students turned in one of the best video projects she'd ever seen: a \u003ca href=\"http://www.schooltube.com/video/31acc2c8a0044660b2b9/There%27s%20A%20Pill%20For%20That:%20A%20Nation%20Of%20Pill-Poppers\">well-produced, polished video \u003c/a>about Americans' dependence on pharmaceutical drugs that was dense with facts backed up by students' research. \"And I almost killed this project,\" she said. \"There are vastly creative minds that are \u003c!--more-->capable of doing intensely wonderful things with their learning but often we don't let that live and breathe. Thankfully I got out of their way and let them do the work they were capable of.\"\u003c/p>\n\u003cp>\u003cstrong>2. FOSTER INQUIRY BY SCAFFOLDING CURIOSITY.\u003c/strong>\u003cbr>\nTeachers always come up to Laufenberg wanting to learn more about her progressive pedagogy -- and they invariably ask, \"But when do you just tell them things? Don't you have to just tell them sometimes?\"\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>Laufenberg's answer: Get them curious enough in the subject to do research on their own.\u003cbr>\n\"Kids don't come to class just burning to know about the War of 1812,\" she said. \"And you just saying they have to know the facts is not good enough. But here's your chance to bring them along as a person and get them to learn about it.\"\u003c/p>\n\u003cp>For example, in exploring the subject of American identity with her history students, Laufenberg asked them to come up with words that convey to them the abstract idea of America, or what it means to be American. Many of her students came up with the words \"greedy\" and \"ignorant\" -- a trend she saw echoed throughout many of her classes during her years teaching at SLA. \"I got a clear vision of where my students were,\" she said.\u003c/p>\n\u003cp>She asked her students to find images that epitomized America, then asked them to talk about their ideas with their peers, studying data about immigration, taking the American citizenship test themselves (most received an average score of 3, across the board regardless of age), so they could understand the processes and become personally invested in the subject.\u003c/p>\n\u003cp>\"Rather than saying, 'We're going to study immigration,' I took them through a process where they become interested in it themselves,\" she said.\u003c/p>\n\u003cp>\u003cstrong>3. DESIGN ARCHITECTURE FOR PARTICIPATION.\u003c/strong>\u003cbr>\n\"There are so many ways that kids can be active in their learning, beyond the standard call-and-respond business,\" Laufenberg said. It may be hard to do with 140 students, but if you consider all the available tools at your disposal, ideas can start to take shape.\u003c/p>\n\u003cp>Example: Laufenberg asked her students to watch President Obama's State of the Union address and respond to what they watched and heard. She gave her students the option to either post comments on Twitter (fully public), Facebook (semi-public), Moodle (walled garden) or for low-tech participants, play Bingo with key words the students anticipated they might hear.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">Why Inquiry Learning is Worth the Trouble\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Though some goofed around a bit with comments (\"Our school is so cool, we're tweeting the State of the Union\"), at the end of the speech, students had posted a total of 438 tweets and 18 pages of Moodle chat. (Interestingly, no one went on Facebook, though she had set up a separate conversation on the school's Facebook page.)\u003c/p>\n\u003cp>Laufenberg was not surprised with the high quality of responses she saw from her students. \"Does Obama have the power to reform and adjust how the other branches work?\" one student tweeted. \"He's not touching on Iran issue… not a good sign,\" another posted. \"High school dropout laws, rebuilding jobs in our country, and more equipment in schools… me gusta,\" wrote yet another.\u003c/p>\n\u003cp>\"I could have them face off against any pundit the next day,\" she said. \"They understood it. None of it went over their head -- they were making meaning of it. They were offering their own opinions, participating in the conversation.\"\u003c/p>\n\u003cp>Laufenberg used every tool she had at her disposal as a framework for her students to build their learning around.\u003c/p>\n\u003cp>\u003cstrong>4. TEACHERS TEACH KIDS, NOT SUBJECTS.\u003c/strong>\u003cbr>\nAs most teachers know, when students recognize that teachers are personally invested in their success, they do better, and that affirmation of students' disposition can help students achieve more. \"You can't ask kids to take risks if they don't trust that you care about them,\" Laufenberg said.\u003c/p>\n\u003cp>\u003cstrong>5. PROVIDE OPPORTUNITIES FOR EXPERIENTIAL LEARNING.\u003c/strong>\u003cbr>\nDuring the weeks and months that led up to the election, Laufenberg's students got into the neighborhoods and brought back stories from voters at the polls. Though they didn't always feel comfortable asking strangers questions, they went ahead with their assignments anyway. \"If none of it is ever real to them, if it's only in books, it lacks interest,\" she said. \"They \u003cem>want\u003c/em> to do real stuff, but we are perpetually underestimating what kids can do.\"\u003c/p>\n\u003cp>\u003cstrong>6. EMBRACE FAILURE.\u003c/strong>\u003cbr>\nLaufenberg made a point of defining the difference between \"blameworthy\" and \"praiseworthy\" failure. Blameworthy failure is when the student just decided not to participate in a project. But praiseworthy failure is quite different: kids take risks and experiments knowing that they might not get it right the first time.\u003c/p>\n\u003cp>\"No one talks about cancer research as blameworthy failure,\" she said. \"We don't expect a five-year-old to be able to shoot free-throws immediately. It's a process, and we value it in other things, but not when it comes to school. Kids are not coming in as perfect little products or machines -- they're human beings in the process of becoming.\"\u003c/p>\n\u003cp>In the engineering industry, for example, there are \"failure festivals\" and \"failure reports\" during which engineers discuss the processes they've tried that didn't work. \"We need to have kids do that with their own learning,\" she said. \"Be self-aware enough to do something with that information.\"\u003c/p>\n\u003cp>\u003cstrong>7. DON'T BE BORING.\u003c/strong>\u003cbr>\n\"I always told my kids, if I got boring, they should let me know, and if they got boring, I'd let them know,\" Laufenberg said. But here's the twist: kids may actually choose boring because it's easier, it's known, it's quantifiable. \"They know what they need to do to get a good score,\" she said. When it's not boring, when the answer is not predictable, that's when kids are actually challenged more.\u003c/p>\n\u003cp>\u003cstrong>8. FOSTER JOY.\u003c/strong>\u003cbr>\nFor a government history teacher, this last directive has been a tall order. But Laufenberg made a point of trying to create a space where her students were valued, where creativity was paramount, and their voices were allowed to shine through.\u003c/p>\n\u003cp>\"It's incredibly taxing work, but one of the most exciting and meaningful ways to create transformative spaces,\" she said.\u003c/p>\n\u003cp>Above all, what she wants to instill in her students is a sense of self-sufficiency.\u003c/p>\n\u003cp>\"If by the end of the year, they still need me, I haven't done my job,\" she said. \"I'm not coming with them to college. They have to be self-driven, independent thinkers.\"\u003c/p>\n\u003cp>Watch Laufenberg's fascinating TED Talk \u003ca href=\"http://www.ted.com/talks/lang/en/diana_laufenberg_3_ways_to_teach.html\">\"How to Learn? From Mistakes.\"\u003c/a>\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>\u003ciframe src=\"http://embed.ted.com/talks/diana_laufenberg_3_ways_to_teach.html\" frameborder=\"0\" scrolling=\"no\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/27529/creating-classrooms-we-need-8-ways-into-inquiry-learning","authors":["180"],"categories":["mindshift_20524","mindshift_193"],"tags":["mindshift_862","mindshift_797","mindshift_623","mindshift_992","mindshift_956","mindshift_1011"],"featImg":"mindshift_27623","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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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. 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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. 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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. 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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. 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