Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.
Young Children Need Help Identifying Emotions. “Little Safe Place” Boxes Give Them Tools.
Growing Up, He Struggled to Read. Then a Young Teacher Saw His Potential
Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships.
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10 Hacks to Boost Teens' Executive Function Skills and Manage Screen Time
How a Second-Grade Teacher is Using the Solar Eclipse to Inspire Her Students
Teaching Media Literacy with Escape Rooms and AI Photos
Should schools teach climate activism?
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Made to be a portable version of a calming physical space in Kist’s early childhood education classroom, these small plastic pencil boxes hold everything Kist’s students need throughout the day to practice \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists\">\u003cspan style=\"font-weight: 400\">self-regulation and emotional identification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developed when Kist’s classroom went virtual after the onset of covid, “little safe place” boxes are now a mainstay for Kist’s three to five year-old students. Each student is provided with their own box and practices self-regulating breathing techniques, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">\u003cspan style=\"font-weight: 400\">providing compassion and empathy towards others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and labeling and expressing their emotions throughout the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist, an early childhood educator with 27 years of experience, works at a school that follows the \u003c/span>\u003ca href=\"https://consciousdiscipline.com/\">\u003cspan style=\"font-weight: 400\">Conscious Discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework, which is rooted in social-emotional learning and trauma-informed practices, and \u003c/span>\u003ca href=\"https://teachingstrategies.com/product/the-creative-curriculum-for-preschool/\">\u003cspan style=\"font-weight: 400\">Creative Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a project-based early learning framework. Her school also encourages building a “school family” in order to foster safety and connection among the students, faculty and staff. For Kist, a big part of providing safety and connection in her classroom comes from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent\">\u003cspan style=\"font-weight: 400\">helping young learners identify and process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and “little safe place” boxes are a tool for that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being aware of your emotions is the first step in learning how to regulate them,” said \u003c/span>\u003ca href=\"https://parentingtranslator.substack.com/\">\u003cspan style=\"font-weight: 400\">Cara Goodwin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a child psychologist and author of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/parenting-translator\">\u003cspan style=\"font-weight: 400\">Parenting Translator newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Identifying and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">\u003cspan style=\"font-weight: 400\">expressing emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are “essential for the development of empathy and for maintaining healthy social relationships,” Goodwin continued.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Little safe place” boxes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist starts the school year by introducing her young students to the four basic emotions: happy, sad, angry and scared. She spends a week on each one, starting with happiness, and uses books, songs, and other classroom visuals as learning aids. Kist continues like this until students are well acquainted with the concepts inside of the “little safe place” boxes. Then she distributes a box to each child.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63571\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63571\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jenny Kist created a “My Little Safe Place” box for every student in her early childhood classroom. It contains tools for emotional identification and regulation. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">After that, each morning Kist guides students through using the different tools in their boxes. They take out a card that has faces for the four basic feelings and mark which feeling they identify with that morning. Then, the children take out their breathing strategy card, which has four different icons that indicate different breathing strategies that they have learned. The boxes also have a card in them that remind the students of what Kist calls “I love you” rituals – nursery rhymes with the lyrics changed and designed to help students with attachment and connection. Students practice an “I love you” ritual one-on-one with a classroom adult each morning.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist’s “little safe place” boxes are modeled from the self-regulation and emotional identification tools in the “safe place” corner of her classroom, an area that also contains a rug and pillows to comfort students. In a moment of dysregulation, whether the student is using the box or the safe place corner, a classroom adult can guide them to use these tools to recognize and move through their emotions. Each student also has a family photo in their box. “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400\">Connections to home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are just so helpful if they’re upset about anything,” said Kist.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to identify emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Identifying emotions is a complex process. For young children the first steps in this process are learning to recognize facial expressions, tone of voice and body language, according to Goodwin, the child psychologist. They also need to learn to label those context clues with language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Goodwin, children should be able to identify emotions by around three or four years old. Although most children will learn how to identify emotions naturally through social interaction, parents and educators can facilitate that learning. “The biggest thing you can do is just talk about emotions,” she said. Taking opportunities to talk about and label your own emotions or the emotions expressed in a children’s TV show or book can be helpful. It is also helpful for parents and educators to label emotions that a child is expressing for them so that “in the future they can then learn to label it themselves,” Goodwin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">\u003cspan style=\"font-weight: 400\">build empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Goodwin recommends parents and educators ask young children what a character in a book or tv show might be feeling, and why they might be feeling that way. One activity that Goodwin has found useful in her personal and professional life is “\u003c/span>\u003ca href=\"https://rainbowdays.org/wp-content/uploads/2020/04/Rainbow-Days-SEL-Resource-Feelings-Charades-on-website.pdf\">\u003cspan style=\"font-weight: 400\">feeling charades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” In this game, both children and adults act out a feeling, while the other participants guess what feeling they are expressing. Feeling charades can also be played with puppets or toys.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to regulate emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Kist’s classroom, students practice emotional regulation strategies throughout the day, not just when there’s a peer conflict or an individual child is distressed. “You can’t teach it when they’re in the middle of it,” Kist said. When a child is upset, she takes time to acknowledge the student’s feelings, reflect back to them what their face is expressing and suggest an emotion that they might be feeling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist’s students also practice different breathing techniques throughout the day. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker\">\u003cspan style=\"font-weight: 400\">Breathing exercises can be helpful for self-regulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but young children need concrete explanations, so the techniques Kist uses have a symbol, such as a star or a balloon. The visual reminders are printed on a small laminated page in their “little safe place” box. When a student needs to access deep breathing, they can pull out their breathing card and choose an exercise. Kist and her students also make up their own breathing exercises, always involving a physical aspect like deep breathing while swinging their leg to kick an imaginary ball.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63512\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63512 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The “safe place” corner of Jenny Kist’s classroom contains a rug and pillows to comfort students, as well as tools to help them identify and process their feelings. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goodwin suggested encouraging children to breathe in through their nose and out through their mouth by pretending to smell a flower and blow out a candle. This can be given as a verbal explanation, but can also be helped by using fake flowers and candles, or even drawings for children to reference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goodwin also uses \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=RiMb2Bw4Ae8\">\u003cspan style=\"font-weight: 400\">belly breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where young children put their hands on their bellies as they breathe to feel how their abdomen expands and contracts with each breath, as well as \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=FKdApTxsDP0\">\u003cspan style=\"font-weight: 400\">five-finger breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where children trace their fingers on one hand with the index finger on their other hand as they take slow breaths, one per finger. Teaching these techniques can be frustrating because kids at this age are easily distracted and learning these skills for the first time. It “just takes like a lot of modeling,” and “a lot of reminding,” said Goodwin.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 origins and ongoing impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist originally created the “my little safe place” boxes when the early learning center went virtual in spring 2020 because of the COVID-19 pandemic. During the unfamiliar experience of virtual learning, she wanted to find a way to provide a portable and accessible version of the safe space corner for each student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Initially, not every student was given a “little safe place” box. But as she saw how helpful they were to the students that she had given them to during at home learning, Kist decided that every student in her classroom should have one. Since incorporating the boxes in her in-person classroom, she has seen students bring other students their boxes in moments of dysregulation. She has also seen some of her young learners singing their “I love you” nursery rhymes with each other unprompted.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Goodwin, we don’t yet have enough data to determine if distance learning had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61310/are-the-pandemic-babies-and-kids-ok\">\u003cspan style=\"font-weight: 400\">any long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on young children’s ability to identify and process emotions, but she is encouraged by the knowledge that children’s brains are very plastic. There is a sensitive period for developing the skills to process emotions, but that “doesn’t mean that’s the only time you can learn those skills,” Goodwin said. At the same time, she added, it doesn’t hurt for parents and educators to focus on educating young children on emotional and social emotional skills that they may have missed out on during the early years of the pandemic.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","status":"publish","parent":0,"modified":1713272775,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1500},"headData":{"title":"Young Children Need Help Identifying Emotions. “Little Safe Place” Boxes Give Them Tools. | KQED","description":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Jenny Kist’s students walk through the classroom door every morning, they take out their “little safe place” boxes. Made to be a portable version of a calming physical space in Kist’s early childhood education classroom, these small plastic pencil boxes hold everything Kist’s students need throughout the day to practice \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists\">\u003cspan style=\"font-weight: 400\">self-regulation and emotional identification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developed when Kist’s classroom went virtual after the onset of covid, “little safe place” boxes are now a mainstay for Kist’s three to five year-old students. Each student is provided with their own box and practices self-regulating breathing techniques, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">\u003cspan style=\"font-weight: 400\">providing compassion and empathy towards others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and labeling and expressing their emotions throughout the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist, an early childhood educator with 27 years of experience, works at a school that follows the \u003c/span>\u003ca href=\"https://consciousdiscipline.com/\">\u003cspan style=\"font-weight: 400\">Conscious Discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework, which is rooted in social-emotional learning and trauma-informed practices, and \u003c/span>\u003ca href=\"https://teachingstrategies.com/product/the-creative-curriculum-for-preschool/\">\u003cspan style=\"font-weight: 400\">Creative Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a project-based early learning framework. Her school also encourages building a “school family” in order to foster safety and connection among the students, faculty and staff. For Kist, a big part of providing safety and connection in her classroom comes from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent\">\u003cspan style=\"font-weight: 400\">helping young learners identify and process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and “little safe place” boxes are a tool for that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being aware of your emotions is the first step in learning how to regulate them,” said \u003c/span>\u003ca href=\"https://parentingtranslator.substack.com/\">\u003cspan style=\"font-weight: 400\">Cara Goodwin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a child psychologist and author of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/parenting-translator\">\u003cspan style=\"font-weight: 400\">Parenting Translator newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Identifying and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">\u003cspan style=\"font-weight: 400\">expressing emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are “essential for the development of empathy and for maintaining healthy social relationships,” Goodwin continued.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Little safe place” boxes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist starts the school year by introducing her young students to the four basic emotions: happy, sad, angry and scared. She spends a week on each one, starting with happiness, and uses books, songs, and other classroom visuals as learning aids. Kist continues like this until students are well acquainted with the concepts inside of the “little safe place” boxes. Then she distributes a box to each child.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63571\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63571\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jenny Kist created a “My Little Safe Place” box for every student in her early childhood classroom. It contains tools for emotional identification and regulation. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">After that, each morning Kist guides students through using the different tools in their boxes. They take out a card that has faces for the four basic feelings and mark which feeling they identify with that morning. Then, the children take out their breathing strategy card, which has four different icons that indicate different breathing strategies that they have learned. The boxes also have a card in them that remind the students of what Kist calls “I love you” rituals – nursery rhymes with the lyrics changed and designed to help students with attachment and connection. Students practice an “I love you” ritual one-on-one with a classroom adult each morning.\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\">Kist’s “little safe place” boxes are modeled from the self-regulation and emotional identification tools in the “safe place” corner of her classroom, an area that also contains a rug and pillows to comfort students. In a moment of dysregulation, whether the student is using the box or the safe place corner, a classroom adult can guide them to use these tools to recognize and move through their emotions. Each student also has a family photo in their box. “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400\">Connections to home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are just so helpful if they’re upset about anything,” said Kist.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to identify emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Identifying emotions is a complex process. For young children the first steps in this process are learning to recognize facial expressions, tone of voice and body language, according to Goodwin, the child psychologist. They also need to learn to label those context clues with language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Goodwin, children should be able to identify emotions by around three or four years old. Although most children will learn how to identify emotions naturally through social interaction, parents and educators can facilitate that learning. “The biggest thing you can do is just talk about emotions,” she said. Taking opportunities to talk about and label your own emotions or the emotions expressed in a children’s TV show or book can be helpful. It is also helpful for parents and educators to label emotions that a child is expressing for them so that “in the future they can then learn to label it themselves,” Goodwin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">\u003cspan style=\"font-weight: 400\">build empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Goodwin recommends parents and educators ask young children what a character in a book or tv show might be feeling, and why they might be feeling that way. One activity that Goodwin has found useful in her personal and professional life is “\u003c/span>\u003ca href=\"https://rainbowdays.org/wp-content/uploads/2020/04/Rainbow-Days-SEL-Resource-Feelings-Charades-on-website.pdf\">\u003cspan style=\"font-weight: 400\">feeling charades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” In this game, both children and adults act out a feeling, while the other participants guess what feeling they are expressing. Feeling charades can also be played with puppets or toys.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to regulate emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Kist’s classroom, students practice emotional regulation strategies throughout the day, not just when there’s a peer conflict or an individual child is distressed. “You can’t teach it when they’re in the middle of it,” Kist said. When a child is upset, she takes time to acknowledge the student’s feelings, reflect back to them what their face is expressing and suggest an emotion that they might be feeling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist’s students also practice different breathing techniques throughout the day. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker\">\u003cspan style=\"font-weight: 400\">Breathing exercises can be helpful for self-regulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but young children need concrete explanations, so the techniques Kist uses have a symbol, such as a star or a balloon. The visual reminders are printed on a small laminated page in their “little safe place” box. When a student needs to access deep breathing, they can pull out their breathing card and choose an exercise. Kist and her students also make up their own breathing exercises, always involving a physical aspect like deep breathing while swinging their leg to kick an imaginary ball.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63512\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63512 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The “safe place” corner of Jenny Kist’s classroom contains a rug and pillows to comfort students, as well as tools to help them identify and process their feelings. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goodwin suggested encouraging children to breathe in through their nose and out through their mouth by pretending to smell a flower and blow out a candle. This can be given as a verbal explanation, but can also be helped by using fake flowers and candles, or even drawings for children to reference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goodwin also uses \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=RiMb2Bw4Ae8\">\u003cspan style=\"font-weight: 400\">belly breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where young children put their hands on their bellies as they breathe to feel how their abdomen expands and contracts with each breath, as well as \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=FKdApTxsDP0\">\u003cspan style=\"font-weight: 400\">five-finger breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where children trace their fingers on one hand with the index finger on their other hand as they take slow breaths, one per finger. Teaching these techniques can be frustrating because kids at this age are easily distracted and learning these skills for the first time. It “just takes like a lot of modeling,” and “a lot of reminding,” said Goodwin.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 origins and ongoing impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist originally created the “my little safe place” boxes when the early learning center went virtual in spring 2020 because of the COVID-19 pandemic. During the unfamiliar experience of virtual learning, she wanted to find a way to provide a portable and accessible version of the safe space corner for each student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Initially, not every student was given a “little safe place” box. But as she saw how helpful they were to the students that she had given them to during at home learning, Kist decided that every student in her classroom should have one. Since incorporating the boxes in her in-person classroom, she has seen students bring other students their boxes in moments of dysregulation. She has also seen some of her young learners singing their “I love you” nursery rhymes with each other unprompted.\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\">According to Goodwin, we don’t yet have enough data to determine if distance learning had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61310/are-the-pandemic-babies-and-kids-ok\">\u003cspan style=\"font-weight: 400\">any long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on young children’s ability to identify and process emotions, but she is encouraged by the knowledge that children’s brains are very plastic. There is a sensitive period for developing the skills to process emotions, but that “doesn’t mean that’s the only time you can learn those skills,” Goodwin said. At the same time, she added, it doesn’t hurt for parents and educators to focus on educating young children on emotional and social emotional skills that they may have missed out on during the early years of the pandemic.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","authors":["11759"],"categories":["mindshift_194","mindshift_21280","mindshift_21385","mindshift_193"],"tags":["mindshift_20720","mindshift_21157","mindshift_20699","mindshift_841","mindshift_152","mindshift_943"],"featImg":"mindshift_63511","label":"mindshift"},"mindshift_63596":{"type":"posts","id":"mindshift_63596","meta":{"index":"posts_1591205157","site":"mindshift","id":"63596","score":null,"sort":[1713200422000]},"guestAuthors":[],"slug":"growing-up-he-struggled-to-read-then-a-young-teacher-saw-his-potential","title":"Growing Up, He Struggled to Read. Then a Young Teacher Saw His Potential","publishDate":1713200422,"format":"standard","headTitle":"Growing Up, He Struggled to Read. Then a Young Teacher Saw His Potential | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story is part of the My Unsung Hero series, from the Hidden Brain team. It features stories of people whose kindness left a lasting impression on someone else.\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>Juleus Ghunta is a published children’s author and award-winning poet. But growing up, he could barely read.\u003c/p>\n\u003cp>Ghunta and his three siblings lived in a rural part of Western Jamaica. They were raised by a single mother, and she often had to make tough choices about how to use their limited resources — including a decision to send his oldest sister to school, and to keep Ghunta at home.\u003c/p>\n\u003cp>“Life was very difficult for us,” he recalled.\u003c/p>\n\u003cp>When Ghunta finally went to school, he couldn’t catch up on his reading skills. Not only had he been kept home from school as a child, he had not been exposed to books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>By the time he entered six grade, he could spell his name, but he still couldn’t make out words, spell, or read with understanding. The situation was made worse by a series of teachers who made him feel worthless.\u003c/p>\n\u003cp>“Many of the teachers were not very patient, not very kind,” he said.\u003c/p>\n\u003cp>“I struggled in school with a deep sense of loss and shame and humiliation.”\u003c/p>\n\u003cfigure id=\"attachment_63598\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-63598\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-160x120.jpe\" alt=\"\" width=\"160\" height=\"120\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-160x120.jpe 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-800x600.jpe 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-1020x765.jpe 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-768x576.jpe 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-1536x1152.jpe 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f.jpe 1830w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Juleus Ghunta \u003ccite>(Courtesy of Juleus Ghunta)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When Ghunta was about 12, a young teacher-in-training decided to start a special reading program for struggling students. Ghunta was the first student to sign up. That teacher, whose name he does not recall, would become Ghunta’s unsung hero — the person who changed his life.\u003c/p>\n\u003cp>“The teacher was incredibly kind to me,” he sad. “She was patient. She was creative. She did not ask anything of me, except that I work hard and believe in myself.”\u003c/p>\n\u003cp>Under her guidance, Ghunta’s reading skills finally started to improve. And his sense of inadequacy began to lift.\u003c/p>\n\u003cp>“She had left me with the gift of literacy,” he said. “And with a deeper appreciation of my personhood, and value as a human being.”\u003c/p>\n\u003cp>After Ghunta’s experience with the teacher, his life took a new direction. He graduated from elementary school with a number of academic awards, including one for “most improved in reading.”\u003c/p>\n\u003cp>He went on to college, and later, graduate school. Today, he is the author of two children’s books, including \u003cem>Rohan Bullkin and the Shadows: A Story about ACEs and Hope, \u003c/em>about overcoming difficult experiences in childhood. He’s now working on his first full-length collection of poetry.\u003c/p>\n\u003cp>In 2010, Ghunta went back to his old school, to ask the principal and teachers if they knew his old teacher’s name. But no one did. He still hopes to find her one day, so that he can tell her thank you for seeing his potential.\u003c/p>\n\u003cp>“I would love for her to see the significant impact that she has made on my life, and the ways in which I have carried this memory of her — the hope, the light, with me — and how it continues to be a source of joy.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://hiddenbrain.org/myunsunghero/\">\u003cem>My Unsung Hero is also a podcast\u003c/em>\u003c/a>\u003cem> — new episodes are released every Tuesday. To share the story of your unsung hero with the Hidden Brain team, record a voice memo on your phone and send it to myunsunghero@hiddenbrain.org.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Growing+up%2C+he+struggled+to+read.+Then+a+young+teacher+saw+his+potential&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Juleus Ghunta is a published children's author and award-winning poet. Growing up, he could barely read — until a teacher saw his potential.","status":"publish","parent":0,"modified":1713322066,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":594},"headData":{"title":"Growing Up, He Struggled to Read. Then a Young Teacher Saw His Potential | KQED","description":"Juleus Ghunta is a published children's author and award-winning poet. Growing up, he could barely read — until a teacher saw his potential.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63597","twTitle":"","twDescription":"","twImgId":"mindshift_63597","socialDescription":"Juleus Ghunta is a published children's author and award-winning poet. Growing up, he could barely read — until a teacher saw his potential."},"sticky":false,"nprByline":"Laura Kwerel and Brigid McCarthy","nprImageAgency":"Juleus Ghunta","nprStoryId":"1244275790","nprApiLink":"http://api.npr.org/query?id=1244275790&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/04/15/1244275790/reading-literacy-books-school-teacher?ft=nprml&f=1244275790","nprRetrievedStory":"1","nprPubDate":"Mon, 15 Apr 2024 12:22:00 -0400","nprStoryDate":"Mon, 15 Apr 2024 05:00:56 -0400","nprLastModifiedDate":"Mon, 15 Apr 2024 12:22:00 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63596/growing-up-he-struggled-to-read-then-a-young-teacher-saw-his-potential","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story is part of the My Unsung Hero series, from the Hidden Brain team. It features stories of people whose kindness left a lasting impression on someone else.\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>Juleus Ghunta is a published children’s author and award-winning poet. But growing up, he could barely read.\u003c/p>\n\u003cp>Ghunta and his three siblings lived in a rural part of Western Jamaica. They were raised by a single mother, and she often had to make tough choices about how to use their limited resources — including a decision to send his oldest sister to school, and to keep Ghunta at home.\u003c/p>\n\u003cp>“Life was very difficult for us,” he recalled.\u003c/p>\n\u003cp>When Ghunta finally went to school, he couldn’t catch up on his reading skills. Not only had he been kept home from school as a child, he had not been exposed to books.\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>By the time he entered six grade, he could spell his name, but he still couldn’t make out words, spell, or read with understanding. The situation was made worse by a series of teachers who made him feel worthless.\u003c/p>\n\u003cp>“Many of the teachers were not very patient, not very kind,” he said.\u003c/p>\n\u003cp>“I struggled in school with a deep sense of loss and shame and humiliation.”\u003c/p>\n\u003cfigure id=\"attachment_63598\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-63598\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-160x120.jpe\" alt=\"\" width=\"160\" height=\"120\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-160x120.jpe 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-800x600.jpe 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-1020x765.jpe 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-768x576.jpe 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-1536x1152.jpe 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f.jpe 1830w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Juleus Ghunta \u003ccite>(Courtesy of Juleus Ghunta)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When Ghunta was about 12, a young teacher-in-training decided to start a special reading program for struggling students. Ghunta was the first student to sign up. That teacher, whose name he does not recall, would become Ghunta’s unsung hero — the person who changed his life.\u003c/p>\n\u003cp>“The teacher was incredibly kind to me,” he sad. “She was patient. She was creative. She did not ask anything of me, except that I work hard and believe in myself.”\u003c/p>\n\u003cp>Under her guidance, Ghunta’s reading skills finally started to improve. And his sense of inadequacy began to lift.\u003c/p>\n\u003cp>“She had left me with the gift of literacy,” he said. “And with a deeper appreciation of my personhood, and value as a human being.”\u003c/p>\n\u003cp>After Ghunta’s experience with the teacher, his life took a new direction. He graduated from elementary school with a number of academic awards, including one for “most improved in reading.”\u003c/p>\n\u003cp>He went on to college, and later, graduate school. Today, he is the author of two children’s books, including \u003cem>Rohan Bullkin and the Shadows: A Story about ACEs and Hope, \u003c/em>about overcoming difficult experiences in childhood. He’s now working on his first full-length collection of poetry.\u003c/p>\n\u003cp>In 2010, Ghunta went back to his old school, to ask the principal and teachers if they knew his old teacher’s name. But no one did. He still hopes to find her one day, so that he can tell her thank you for seeing his potential.\u003c/p>\n\u003cp>“I would love for her to see the significant impact that she has made on my life, and the ways in which I have carried this memory of her — the hope, the light, with me — and how it continues to be a source of joy.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://hiddenbrain.org/myunsunghero/\">\u003cem>My Unsung Hero is also a podcast\u003c/em>\u003c/a>\u003cem> — new episodes are released every Tuesday. To share the story of your unsung hero with the Hidden Brain team, record a voice memo on your phone and send it to myunsunghero@hiddenbrain.org.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Growing+up%2C+he+struggled+to+read.+Then+a+young+teacher+saw+his+potential&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63596/growing-up-he-struggled-to-read-then-a-young-teacher-saw-his-potential","authors":["byline_mindshift_63596"],"categories":["mindshift_21512","mindshift_193"],"tags":["mindshift_444","mindshift_550"],"featImg":"mindshift_63597","label":"mindshift"},"mindshift_63448":{"type":"posts","id":"mindshift_63448","meta":{"index":"posts_1591205157","site":"mindshift","id":"63448","score":null,"sort":[1712710833000]},"guestAuthors":[],"slug":"interested-in-teaching-social-justice-art-education-dont-overlook-the-power-of-relationships","title":"Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships.","publishDate":1712710833,"format":"standard","headTitle":"Interested in Teaching Social Justice Art Education? Don’t Overlook the Power of Relationships. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Adapted with permission from Dewhurst, M. (2023). \u003ca href=\"https://hep.gse.harvard.edu/9781682538494/social-justice-art-education-second-edition/\">Social Justice Art Education: A Framework for Activist Art Pedagogy\u003c/a>, 2nd Ed., (pp. 37 – 39). \u003ca href=\"https://hep.gse.harvard.edu/\">Harvard Education Press.\u003c/a> \u003c/em>\u003c/p>\n\u003cp>Listen to any group of artist-educators talking about their work and you’ll notice the slip to\u003cem> we\u003c/em> in conversations about social justice education. It’s a very active \u003cem>we\u003c/em>, an invitation to collective work. We engage in social justice art education (SJAE) when we come with the understanding that we will be working \u003cem>with\u003c/em> other people to create activist artwork together; it is not a solitary practice, it requires the \u003cem>we\u003c/em>. We cannot dismantle deep legacies of oppression alone — we need each of our \u003ca href=\"https://www.kqed.org/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives\">perspectives, skills, dreams, vantage points, lenses, imaginations and strategies\u003c/a>. We need the specific powers that we each bring based on our social identities, lineages and lived \u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63453 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg\" alt=\"\" width=\"191\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg 667w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_-160x240.jpg 160w\" sizes=\"(max-width: 191px) 100vw, 191px\">experiences. As \u003ca href=\"https://mariamekaba.com/\">Mariame Kaba\u003c/a> reminds us, “None of us has all of the answers, or we would have ended oppression already. But if we keep building the world we want, trying new things and learning from our mistakes, new possibilities emerge.” \u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">To make artwork\u003c/a> that has a chance at transforming the world toward justice, we need each other.\u003c/p>\n\u003cp>Writing about the \u003ca href=\"https://www.nal.usda.gov/collections/stories/three-sisters#:~:text=To%20the%20Iroquois%20people%2C%20corn,and%20spiritual%20sustainers%20of%20life.\">Three Sisters — corn, beans and squash\u003c/a> — within many Native American approaches to agriculture, educator and scholar \u003ca href=\"https://www.robinwallkimmerer.com/\">Robin Wall Kimmerer\u003c/a> describes the interdependent nature of these three different plants: “In ripe ears and swelling fruit, they counsel us that all gifts are multiplied in relationship. This is how the world keeps going.” Kimmerer describes how each plant provides a necessary element that allows all three to thrive in abundance: the beans bring needed nitrogen as they climb the corn and the squash offers shade and stability. Planted together, these three plants thrive based on their specific contributions. This emphasis on relationships is echoed in nearly every discussion of social moments that prioritize justice, community and collective action. Social change happens when people work, imagine and create together, depending on collective strengths and shared visions of the world. Writing about our need for collectivity, \u003ca href=\"https://marsal.umich.edu/directory/faculty-staff/carla-shalaby\">Carla Shalaby\u003c/a> notes that “No single one of us has the creativity, the courage or the skill enough to \u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">teach love and learn freedom alone\u003c/a>. This work that requires an imagination developed together, the courage of a community and the combined skills of each member of that community.”\u003c/p>\n\u003cp>This kind of intentional commitment to community is not simple, easy or tidy. At its best it is messy, slow, complicated, challenging, hard and sometimes painful. It requires a deep and abiding form of trust between people — a trust that we can sustain our connections through conflict, disagreement and inevitable change. Tending to relationships takes time and intentionality. Kimmerer points to the challenge that we are socialized for a transactional economy. Even in education settings where we rely on relationships to teach and learn together, we are submerged in a social system that still assumes the teacher as the provider of learning, the student as the recipient and the end result as a passing grade. SJAE’s reliance on collaboration means that we must attend specifically to building and nurturing relationships rooted in mutual trust. We must, in the words of activist \u003ca href=\"https://adriennemareebrown.net/\">adrienne maree brown\u003c/a>, “move at the speed of trust.” For educators \u003ca href=\"https://www.kqed.org/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores\">working within the constraints of bell schedules and funder requests\u003c/a>, this is often a very hard shift in pedagogy. To move at the speed of trust, to truly allow time and breathing room to tend to the complexity of building and sustaining relationships means we may need to readjust the\u003ca href=\"https://www.kqed.org/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine\"> scale of our artworks\u003c/a>. While it may be controversial to state, the priority in SJAE lies with people, not artworks; we must uphold commitments to the people with whom we work above any final artwork.\u003c/p>\n\u003cp>To focus so intentionally on the relationships we have with others requires us to be both vulnerable and open to change—to allow ourselves to be challenged and transformed by different perspectives and ideas. As Kaba writes, “Being intentionally in relation to one another, a part of a collective, helps to not only imagine new worlds but also to imagine ourselves differently.” \u003ca href=\"https://www.kqed.org/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school\">Relationship-building\u003c/a> asks us each to \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">confront the powers and positionalities we embody\u003c/a> and to be wide open to the ways in which they intersect with, bounce off of or collide with our colleagues in art-making. This form of vigilant self-reflection can be exhausting as we hold our hearts open to the constant bumping into other people. It also requires us to know ourselves well and to be gentle to our own growth as we deepen our understanding of how we are shaped by those internalized, interpersonal and systemic forms surrounding us. In her discussion of the Three Sisters, Kimmerer reminds us that, like the plants, we must embrace “our unique gift and how to use it in the world.” She continues, highlighting how we must hold both our individual gifts and our collective work simultaneously, “Individuality is cherished and nurtured, because, in order for the whole to flourish, each of us has to be strong in who we are and carry our gifts with conviction, so they can be shared with others.” This kind of “both-and” thinking is at the crux of SJAE. Everything is both-and: we are both individuals and part of communities; we live in a world where there is both painful injustice and liberating possibility; we have both expertise to share and much to learn; we are in need of both urgent solutions and patient community consensus. These generative tensions constantly shape how we relate to each other as we shift and grow in connection to the people around us.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To effectively facilitate social justice art education, we must commit to the same kind of attention to our relationships as we might to a garden. Following Kimmerer’s description of the Three Sisters, it serves us well to imagine the task of relationship-building as akin to gardening. We must plan for how we will tend to our relationships, how we will continuously cultivate, how we will pay attention to what is thriving and what is wilting, how we will ensure that nothing is taking more space than needed or that outside forces are not infesting our work and how we will support each other throughout the seasons. Such metaphorical thinking can help us plan for our collective art-making. And, like any garden, nothing is guaranteed. We must be nimble, flexible and improvisational in how we tend our relationships, never forgetting that with patience and care unpredictable growth emerges. To practice this both in advance of and throughout our facilitation, we must develop our capacity to\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63452 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg\" alt=\"\" width=\"233\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-160x164.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-768x789.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2.jpg 973w\" sizes=\"(max-width: 233px) 100vw, 233px\"> focus on relationships by creating opportunities to connect with, listen to and learn from our communities.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://maritdewhurst.com/\">Marit Dewhurst\u003c/a> is professor of art and museum education at City College of New York. She writes and teaches about how the arts can help us collectively imagine and create more just and caring worlds.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teaching social justice art education requires teachers to \"move at the speed of trust\" and embrace the messy beauty of collective action.","status":"publish","parent":0,"modified":1712629918,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":1197},"headData":{"title":"Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships. | KQED","description":"Discover the transformative power of social justice art education, where collective action thrives through nurturing relationships and collaboration.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Discover the transformative power of social justice art education, where collective action thrives through nurturing relationships and collaboration."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63448/interested-in-teaching-social-justice-art-education-dont-overlook-the-power-of-relationships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Adapted with permission from Dewhurst, M. (2023). \u003ca href=\"https://hep.gse.harvard.edu/9781682538494/social-justice-art-education-second-edition/\">Social Justice Art Education: A Framework for Activist Art Pedagogy\u003c/a>, 2nd Ed., (pp. 37 – 39). \u003ca href=\"https://hep.gse.harvard.edu/\">Harvard Education Press.\u003c/a> \u003c/em>\u003c/p>\n\u003cp>Listen to any group of artist-educators talking about their work and you’ll notice the slip to\u003cem> we\u003c/em> in conversations about social justice education. It’s a very active \u003cem>we\u003c/em>, an invitation to collective work. We engage in social justice art education (SJAE) when we come with the understanding that we will be working \u003cem>with\u003c/em> other people to create activist artwork together; it is not a solitary practice, it requires the \u003cem>we\u003c/em>. We cannot dismantle deep legacies of oppression alone — we need each of our \u003ca href=\"https://www.kqed.org/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives\">perspectives, skills, dreams, vantage points, lenses, imaginations and strategies\u003c/a>. We need the specific powers that we each bring based on our social identities, lineages and lived \u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63453 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg\" alt=\"\" width=\"191\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg 667w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_-160x240.jpg 160w\" sizes=\"(max-width: 191px) 100vw, 191px\">experiences. As \u003ca href=\"https://mariamekaba.com/\">Mariame Kaba\u003c/a> reminds us, “None of us has all of the answers, or we would have ended oppression already. But if we keep building the world we want, trying new things and learning from our mistakes, new possibilities emerge.” \u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">To make artwork\u003c/a> that has a chance at transforming the world toward justice, we need each other.\u003c/p>\n\u003cp>Writing about the \u003ca href=\"https://www.nal.usda.gov/collections/stories/three-sisters#:~:text=To%20the%20Iroquois%20people%2C%20corn,and%20spiritual%20sustainers%20of%20life.\">Three Sisters — corn, beans and squash\u003c/a> — within many Native American approaches to agriculture, educator and scholar \u003ca href=\"https://www.robinwallkimmerer.com/\">Robin Wall Kimmerer\u003c/a> describes the interdependent nature of these three different plants: “In ripe ears and swelling fruit, they counsel us that all gifts are multiplied in relationship. This is how the world keeps going.” Kimmerer describes how each plant provides a necessary element that allows all three to thrive in abundance: the beans bring needed nitrogen as they climb the corn and the squash offers shade and stability. Planted together, these three plants thrive based on their specific contributions. This emphasis on relationships is echoed in nearly every discussion of social moments that prioritize justice, community and collective action. Social change happens when people work, imagine and create together, depending on collective strengths and shared visions of the world. Writing about our need for collectivity, \u003ca href=\"https://marsal.umich.edu/directory/faculty-staff/carla-shalaby\">Carla Shalaby\u003c/a> notes that “No single one of us has the creativity, the courage or the skill enough to \u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">teach love and learn freedom alone\u003c/a>. This work that requires an imagination developed together, the courage of a community and the combined skills of each member of that community.”\u003c/p>\n\u003cp>This kind of intentional commitment to community is not simple, easy or tidy. At its best it is messy, slow, complicated, challenging, hard and sometimes painful. It requires a deep and abiding form of trust between people — a trust that we can sustain our connections through conflict, disagreement and inevitable change. Tending to relationships takes time and intentionality. Kimmerer points to the challenge that we are socialized for a transactional economy. Even in education settings where we rely on relationships to teach and learn together, we are submerged in a social system that still assumes the teacher as the provider of learning, the student as the recipient and the end result as a passing grade. SJAE’s reliance on collaboration means that we must attend specifically to building and nurturing relationships rooted in mutual trust. We must, in the words of activist \u003ca href=\"https://adriennemareebrown.net/\">adrienne maree brown\u003c/a>, “move at the speed of trust.” For educators \u003ca href=\"https://www.kqed.org/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores\">working within the constraints of bell schedules and funder requests\u003c/a>, this is often a very hard shift in pedagogy. To move at the speed of trust, to truly allow time and breathing room to tend to the complexity of building and sustaining relationships means we may need to readjust the\u003ca href=\"https://www.kqed.org/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine\"> scale of our artworks\u003c/a>. While it may be controversial to state, the priority in SJAE lies with people, not artworks; we must uphold commitments to the people with whom we work above any final artwork.\u003c/p>\n\u003cp>To focus so intentionally on the relationships we have with others requires us to be both vulnerable and open to change—to allow ourselves to be challenged and transformed by different perspectives and ideas. As Kaba writes, “Being intentionally in relation to one another, a part of a collective, helps to not only imagine new worlds but also to imagine ourselves differently.” \u003ca href=\"https://www.kqed.org/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school\">Relationship-building\u003c/a> asks us each to \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">confront the powers and positionalities we embody\u003c/a> and to be wide open to the ways in which they intersect with, bounce off of or collide with our colleagues in art-making. This form of vigilant self-reflection can be exhausting as we hold our hearts open to the constant bumping into other people. It also requires us to know ourselves well and to be gentle to our own growth as we deepen our understanding of how we are shaped by those internalized, interpersonal and systemic forms surrounding us. In her discussion of the Three Sisters, Kimmerer reminds us that, like the plants, we must embrace “our unique gift and how to use it in the world.” She continues, highlighting how we must hold both our individual gifts and our collective work simultaneously, “Individuality is cherished and nurtured, because, in order for the whole to flourish, each of us has to be strong in who we are and carry our gifts with conviction, so they can be shared with others.” This kind of “both-and” thinking is at the crux of SJAE. Everything is both-and: we are both individuals and part of communities; we live in a world where there is both painful injustice and liberating possibility; we have both expertise to share and much to learn; we are in need of both urgent solutions and patient community consensus. These generative tensions constantly shape how we relate to each other as we shift and grow in connection to the people around us.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To effectively facilitate social justice art education, we must commit to the same kind of attention to our relationships as we might to a garden. Following Kimmerer’s description of the Three Sisters, it serves us well to imagine the task of relationship-building as akin to gardening. We must plan for how we will tend to our relationships, how we will continuously cultivate, how we will pay attention to what is thriving and what is wilting, how we will ensure that nothing is taking more space than needed or that outside forces are not infesting our work and how we will support each other throughout the seasons. Such metaphorical thinking can help us plan for our collective art-making. And, like any garden, nothing is guaranteed. We must be nimble, flexible and improvisational in how we tend our relationships, never forgetting that with patience and care unpredictable growth emerges. To practice this both in advance of and throughout our facilitation, we must develop our capacity to\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63452 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg\" alt=\"\" width=\"233\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-160x164.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-768x789.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2.jpg 973w\" sizes=\"(max-width: 233px) 100vw, 233px\"> focus on relationships by creating opportunities to connect with, listen to and learn from our communities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://maritdewhurst.com/\">Marit Dewhurst\u003c/a> is professor of art and museum education at City College of New York. She writes and teaches about how the arts can help us collectively imagine and create more just and caring worlds.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63448/interested-in-teaching-social-justice-art-education-dont-overlook-the-power-of-relationships","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_1036","mindshift_20854","mindshift_950","mindshift_21018","mindshift_21250","mindshift_21213","mindshift_20839"],"featImg":"mindshift_63450","label":"mindshift"},"mindshift_63456":{"type":"posts","id":"mindshift_63456","meta":{"index":"posts_1591205157","site":"mindshift","id":"63456","score":null,"sort":[1712106598000]},"guestAuthors":[],"slug":"6-ways-educators-can-bolster-boys-social-skills","title":"6 Ways Educators Can Bolster Boys’ Social Skills","publishDate":1712106598,"format":"standard","headTitle":"6 Ways Educators Can Bolster Boys’ Social Skills | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">On a Thursday evening in January, parents sat at cafeteria tables with sixth-graders, eating pasta and discussing scripted questions, including “How does someone earn your trust?” and “What makes a good friend?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So many boys describe feelings of loneliness, of having friends but longing for someone they can confide in about hard feelings,” said Adam Diaz, a school counselor and my colleague at Landon School, an independent boys school in Bethesda, Maryland. We designed this activity at the school’s annual spaghetti dinner to encourage conversation among caregivers and students about \u003ca href=\"https://www.kqed.org/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily\">healthy friendships\u003c/a>. “This was an opportunity for the boys to practice social skills and for parents to model being honest and vulnerable,” Diaz continued.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a time when \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/34898234/\">\u003cspan style=\"font-weight: 400\">rates of loneliness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are rising among young adults and researchers report that 15- to 24-year-olds spend nearly \u003c/span>\u003ca href=\"https://www.hhs.gov/sites/default/files/surgeon-general-social-connection-advisory.pdf\">\u003cspan style=\"font-weight: 400\">70% less time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> socializing in-person with friends than they did two decades ago, boys face some distinct challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, in their 2021 report, “\u003c/span>\u003ca href=\"https://www.boyhoodinitiative.org/sites/default/files/2023-06/State-of-American-Boys-Report.pdf\">\u003cspan style=\"font-weight: 400\">The State of America’s Boys: An Urgent Case for a More Connected Boyhood\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” researchers Michael Reichert and Joseph Derrick Nelson note that boys feel \u003ca href=\"https://www.kqed.org/mindshift/57024/for-adolescent-boys-maintaining-masculinity-can-stymie-genuine-connections\">pressure to conform to societal expectations about masculinity\u003c/a>, such as being stoic, dominant and competitive. That may help explain why boys are more likely to experience physical and verbal bullying and why they’re less academically engaged than girls.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are six ways \u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">educators can help boys\u003c/a> acquire the skills and traits they need to strengthen their relationships and \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">thrive at school\u003c/a>.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Connect the dots between self-regulation and reputation \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys can turn off peers by calling out in class or elbowing a classmate. To \u003ca href=\"https://www.kqed.org/mindshift/53132/concrete-ways-to-help-students-self-regulate-and-prioritize-work\">help them self-regulate\u003c/a>, Diaz prompts boys to consider questions such as, “Can I sit next to someone whose presence calms me down?” and “Can I write down any questions I have before raising my hand?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://news.fullerton.edu/press-release/child-development-expert-why-boys-are-falling-behind-in-education/\">\u003cspan style=\"font-weight: 400\">Ioakim Boutakidis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, professor of child and adolescent studies at California State University, Fullerton, notes that t\u003c/span>\u003cspan style=\"font-weight: 400\">he self-regulatory components of the brain aren’t integrated as quickly in boys as in girls\u003c/span>\u003cspan style=\"font-weight: 400\">, and “boys \u003c/span>\u003cspan style=\"font-weight: 400\">that have a harder time picking up on social cues are often the most aggressive because they misinterpret accidental gestures as malicious intent.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Scripts are created,” Boutakidis said, and students pick up on teachers’ attitudes toward students, too. To help repair a struggling student’s reputation, try to set them up for success and praise them publicly.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Distinguish between “funny, mean and in-between” comments\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys are more likely to make a comment like, “‘You’re such an idiot; I can’t believe I hang out with you’ – said while smiling and patting them on the back,” said \u003ca href=\"https://twitter.com/mitchprinstein\">Mitch Prinstein\u003c/a>, chief s\u003c/span>\u003cspan style=\"font-weight: 400\">cience officer for the American Psychological Association\u003c/span>\u003cspan style=\"font-weight: 400\">. “It’s a way to express vulnerability but also be dominant.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Joking can be misinterpreted and lead to fights,” added \u003c/span>\u003ca href=\"https://www.mrhealthteacher.com/\">\u003cspan style=\"font-weight: 400\">Christopher Pepper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher who coordinates boys’ groups in San Francisco Public Schools. \u003c/span>\u003cspan style=\"font-weight: 400\">He encourages boys to “lean into sincerity rather than hide behind ‘can’t you take a joke?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/ryanwexelblatt\">Ryan Wexelblatt\u003c/a>, the director of ADHD Dude, which offers in-person \u003c/span>\u003ca href=\"https://www.adhddude.com/social-programs\">\u003cspan style=\"font-weight: 400\">social skills programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for boys in Tucson, Arizona, teaches boys that there are some things you shouldn’t joke about, such as\u003c/span>\u003cspan style=\"font-weight: 400\"> physical appearance and race.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I teach health and wellness in schools, I have students act out comments like “Oh, you got a haircut” or “We already have enough players on our team,” then determine whether it’s “nice, mean or in-between.” They quickly realize that the same comment can be perceived as mean or inoffensive depending on someone’s word choice, tone and past interactions with you.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">3. Provide structured social opportunities \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Adults have to take responsibility for creating structured engagement with young folks,” said \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/darylhowardphd\">Daryl Howard\u003c/a>, director of the \u003c/span>\u003ca href=\"https://bondeducators.org/\">\u003cspan style=\"font-weight: 400\">Building Our Network of Diversity (BOND) Project\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and chair of the Maryland department of education’s \u003c/span>\u003ca href=\"https://marylandpublicschools.org/programs/Pages/AAEEBB/index.aspx\">\u003cspan style=\"font-weight: 400\">Advisory Council on Achieving Academic Equity and Excellence for Black Boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Howard facilitates BOND boys groups, he starts each session with a community circle “so no one can sit by themselves or play on devices.” The boys introduce themselves and share a personal update, with the goal of helping them find connection points so they can interact more comfortably on their own, he explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sterling Hall, a boys school in Toronto, Ontario, students can join a group tailored to their needs or sign up to eat lunch with a “mystery teacher,” said Catriona Gallienne, the school’s director of student success. All students start the day with a 30-minute period designated for social-emotional learning, such as an assembly, health class or community circles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During circle time, boys might talk about a challenge at home or express frustration over how teams are picked at recess, said Rick Parsons, principal of Sterling Hall. “Inevitably, someone will validate their experience or share, ‘This is what happened to me.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The circles normalize boys’ experiences and combat harmful stereotypes about needing to “go it alone,” said Andrew Reiner, \u003c/span>\u003cspan style=\"font-weight: 400\">author of \u003c/span>\u003ca href=\"https://www.harpercollins.com/products/better-boys-better-men-andrew-reiner\">\u003ci>\u003cspan style=\"font-weight: 400\">Better Boys, Better Men: The New Masculinity That Creates Greater Courage and Emotional Resiliency\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They see that they not only have permission to open up, but it’s going to be met with support.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Help boys socialize informally\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys who feel awkward might opt out of recess, lunch and other unstructured social time. To ease their discomfort, schools can add Spikeball games or extra balls to outdoor areas, designate a board game table in the cafeteria, or hold chess club meetings during lunch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I tell elementary schools, ‘have a Lego cart outside,’ but some \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">teenagers like that too\u003c/a>,” said \u003ca href=\"https://twitter.com/katiefhurley\">Katie Hurley\u003c/a>, \u003c/span>\u003cspan style=\"font-weight: 400\">a child and adolescent psychotherapist and \u003c/span>\u003ca href=\"https://jedfoundation.org/\">\u003cspan style=\"font-weight: 400\">The Jed Foundation’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> senior clinical adviser for external affairs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">View spaces with an eye to optimizing interaction. For instance, Hurley visited a school where students gather on couches in the hallway.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Recognize that some boys need more help\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students may need more help understanding the unwritten rules of socializing, \u003ca href=\"https://www.kqed.org/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships\">including boys with ADHD\u003c/a>. “Some kids with an inattentive profile are what I call the stick collectors,” Wexelblatt said. “They get caught up in their own world and walk around the perimeter collecting sticks.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys with an impulsive profile can be more emotionally reactive, he said. “They might think they’re being bullied, but other kids find them controlling or just don’t want to do what they’re doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Praise boys for being flexible or showing interest in peers’ ideas. Diaz prompts students to ponder questions such as\u003c/span>\u003cspan style=\"font-weight: 400\">, “How close do you stand to someone? How do you ask a question? What’s okay to ask?” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Make caring for others a shared responsibility\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sterling Hall, Parsons said, educators have a saying: “Big boys look out for themselves; bigger boys look out for others.” To that end, older students mentor younger students, and eighth-grade boys partner with younger students to paint a buddy bench on the playground. If a student has no one to play with, they sit on the buddy bench.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every boy is responsible for making sure no one is sitting on the buddy bench,” Parsons explained, adding that no one sits there for more than 60 seconds. As he noted, “boys want to be leaders, to be good, to look out for others and to get affirmation for that. Belonging is everything.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://phyllisfagell.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Phyllis L. Fagell\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a licensed clinical professional counselor and professional school counselor, is the author of \u003c/span>\u003c/i>\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-matters/9780738235080/\">\u003ci>\u003cspan style=\"font-weight: 400\">Middle School Matters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003c/i>\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-superpowers/9780306829758/\">\u003ci>\u003cspan style=\"font-weight: 400\">Middle School Superpowers: Raising Resilient Tweens in Turbulent Times\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Young adults spend nearly 70% less time socializing in-person with friends than they did two decades ago, and boys face some distinct challenges.","status":"publish","parent":0,"modified":1712151777,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1360},"headData":{"title":"6 Ways Educators Can Bolster Boys’ Social Skills | KQED","description":"Young adults spend nearly 70% less time socializing in-person with friends than they did two decades ago, and boys face some distinct challenges.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Young adults spend nearly 70% less time socializing in-person with friends than they did two decades ago, and boys face some distinct challenges."},"sticky":false,"nprByline":"Phyllis L. Fagell","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On a Thursday evening in January, parents sat at cafeteria tables with sixth-graders, eating pasta and discussing scripted questions, including “How does someone earn your trust?” and “What makes a good friend?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So many boys describe feelings of loneliness, of having friends but longing for someone they can confide in about hard feelings,” said Adam Diaz, a school counselor and my colleague at Landon School, an independent boys school in Bethesda, Maryland. We designed this activity at the school’s annual spaghetti dinner to encourage conversation among caregivers and students about \u003ca href=\"https://www.kqed.org/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily\">healthy friendships\u003c/a>. “This was an opportunity for the boys to practice social skills and for parents to model being honest and vulnerable,” Diaz continued.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a time when \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/34898234/\">\u003cspan style=\"font-weight: 400\">rates of loneliness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are rising among young adults and researchers report that 15- to 24-year-olds spend nearly \u003c/span>\u003ca href=\"https://www.hhs.gov/sites/default/files/surgeon-general-social-connection-advisory.pdf\">\u003cspan style=\"font-weight: 400\">70% less time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> socializing in-person with friends than they did two decades ago, boys face some distinct challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, in their 2021 report, “\u003c/span>\u003ca href=\"https://www.boyhoodinitiative.org/sites/default/files/2023-06/State-of-American-Boys-Report.pdf\">\u003cspan style=\"font-weight: 400\">The State of America’s Boys: An Urgent Case for a More Connected Boyhood\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” researchers Michael Reichert and Joseph Derrick Nelson note that boys feel \u003ca href=\"https://www.kqed.org/mindshift/57024/for-adolescent-boys-maintaining-masculinity-can-stymie-genuine-connections\">pressure to conform to societal expectations about masculinity\u003c/a>, such as being stoic, dominant and competitive. That may help explain why boys are more likely to experience physical and verbal bullying and why they’re less academically engaged than girls.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are six ways \u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">educators can help boys\u003c/a> acquire the skills and traits they need to strengthen their relationships and \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">thrive at school\u003c/a>.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Connect the dots between self-regulation and reputation \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys can turn off peers by calling out in class or elbowing a classmate. To \u003ca href=\"https://www.kqed.org/mindshift/53132/concrete-ways-to-help-students-self-regulate-and-prioritize-work\">help them self-regulate\u003c/a>, Diaz prompts boys to consider questions such as, “Can I sit next to someone whose presence calms me down?” and “Can I write down any questions I have before raising my hand?”\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>\u003ca href=\"https://news.fullerton.edu/press-release/child-development-expert-why-boys-are-falling-behind-in-education/\">\u003cspan style=\"font-weight: 400\">Ioakim Boutakidis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, professor of child and adolescent studies at California State University, Fullerton, notes that t\u003c/span>\u003cspan style=\"font-weight: 400\">he self-regulatory components of the brain aren’t integrated as quickly in boys as in girls\u003c/span>\u003cspan style=\"font-weight: 400\">, and “boys \u003c/span>\u003cspan style=\"font-weight: 400\">that have a harder time picking up on social cues are often the most aggressive because they misinterpret accidental gestures as malicious intent.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Scripts are created,” Boutakidis said, and students pick up on teachers’ attitudes toward students, too. To help repair a struggling student’s reputation, try to set them up for success and praise them publicly.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Distinguish between “funny, mean and in-between” comments\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys are more likely to make a comment like, “‘You’re such an idiot; I can’t believe I hang out with you’ – said while smiling and patting them on the back,” said \u003ca href=\"https://twitter.com/mitchprinstein\">Mitch Prinstein\u003c/a>, chief s\u003c/span>\u003cspan style=\"font-weight: 400\">cience officer for the American Psychological Association\u003c/span>\u003cspan style=\"font-weight: 400\">. “It’s a way to express vulnerability but also be dominant.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Joking can be misinterpreted and lead to fights,” added \u003c/span>\u003ca href=\"https://www.mrhealthteacher.com/\">\u003cspan style=\"font-weight: 400\">Christopher Pepper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher who coordinates boys’ groups in San Francisco Public Schools. \u003c/span>\u003cspan style=\"font-weight: 400\">He encourages boys to “lean into sincerity rather than hide behind ‘can’t you take a joke?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/ryanwexelblatt\">Ryan Wexelblatt\u003c/a>, the director of ADHD Dude, which offers in-person \u003c/span>\u003ca href=\"https://www.adhddude.com/social-programs\">\u003cspan style=\"font-weight: 400\">social skills programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for boys in Tucson, Arizona, teaches boys that there are some things you shouldn’t joke about, such as\u003c/span>\u003cspan style=\"font-weight: 400\"> physical appearance and race.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I teach health and wellness in schools, I have students act out comments like “Oh, you got a haircut” or “We already have enough players on our team,” then determine whether it’s “nice, mean or in-between.” They quickly realize that the same comment can be perceived as mean or inoffensive depending on someone’s word choice, tone and past interactions with you.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">3. Provide structured social opportunities \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Adults have to take responsibility for creating structured engagement with young folks,” said \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/darylhowardphd\">Daryl Howard\u003c/a>, director of the \u003c/span>\u003ca href=\"https://bondeducators.org/\">\u003cspan style=\"font-weight: 400\">Building Our Network of Diversity (BOND) Project\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and chair of the Maryland department of education’s \u003c/span>\u003ca href=\"https://marylandpublicschools.org/programs/Pages/AAEEBB/index.aspx\">\u003cspan style=\"font-weight: 400\">Advisory Council on Achieving Academic Equity and Excellence for Black Boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Howard facilitates BOND boys groups, he starts each session with a community circle “so no one can sit by themselves or play on devices.” The boys introduce themselves and share a personal update, with the goal of helping them find connection points so they can interact more comfortably on their own, he explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sterling Hall, a boys school in Toronto, Ontario, students can join a group tailored to their needs or sign up to eat lunch with a “mystery teacher,” said Catriona Gallienne, the school’s director of student success. All students start the day with a 30-minute period designated for social-emotional learning, such as an assembly, health class or community circles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During circle time, boys might talk about a challenge at home or express frustration over how teams are picked at recess, said Rick Parsons, principal of Sterling Hall. “Inevitably, someone will validate their experience or share, ‘This is what happened to me.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The circles normalize boys’ experiences and combat harmful stereotypes about needing to “go it alone,” said Andrew Reiner, \u003c/span>\u003cspan style=\"font-weight: 400\">author of \u003c/span>\u003ca href=\"https://www.harpercollins.com/products/better-boys-better-men-andrew-reiner\">\u003ci>\u003cspan style=\"font-weight: 400\">Better Boys, Better Men: The New Masculinity That Creates Greater Courage and Emotional Resiliency\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They see that they not only have permission to open up, but it’s going to be met with support.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Help boys socialize informally\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys who feel awkward might opt out of recess, lunch and other unstructured social time. To ease their discomfort, schools can add Spikeball games or extra balls to outdoor areas, designate a board game table in the cafeteria, or hold chess club meetings during lunch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I tell elementary schools, ‘have a Lego cart outside,’ but some \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">teenagers like that too\u003c/a>,” said \u003ca href=\"https://twitter.com/katiefhurley\">Katie Hurley\u003c/a>, \u003c/span>\u003cspan style=\"font-weight: 400\">a child and adolescent psychotherapist and \u003c/span>\u003ca href=\"https://jedfoundation.org/\">\u003cspan style=\"font-weight: 400\">The Jed Foundation’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> senior clinical adviser for external affairs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">View spaces with an eye to optimizing interaction. For instance, Hurley visited a school where students gather on couches in the hallway.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Recognize that some boys need more help\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students may need more help understanding the unwritten rules of socializing, \u003ca href=\"https://www.kqed.org/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships\">including boys with ADHD\u003c/a>. “Some kids with an inattentive profile are what I call the stick collectors,” Wexelblatt said. “They get caught up in their own world and walk around the perimeter collecting sticks.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys with an impulsive profile can be more emotionally reactive, he said. “They might think they’re being bullied, but other kids find them controlling or just don’t want to do what they’re doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Praise boys for being flexible or showing interest in peers’ ideas. Diaz prompts students to ponder questions such as\u003c/span>\u003cspan style=\"font-weight: 400\">, “How close do you stand to someone? How do you ask a question? What’s okay to ask?” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Make caring for others a shared responsibility\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sterling Hall, Parsons said, educators have a saying: “Big boys look out for themselves; bigger boys look out for others.” To that end, older students mentor younger students, and eighth-grade boys partner with younger students to paint a buddy bench on the playground. If a student has no one to play with, they sit on the buddy bench.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every boy is responsible for making sure no one is sitting on the buddy bench,” Parsons explained, adding that no one sits there for more than 60 seconds. As he noted, “boys want to be leaders, to be good, to look out for others and to get affirmation for that. Belonging is everything.” \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>\u003ca href=\"https://phyllisfagell.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Phyllis L. Fagell\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a licensed clinical professional counselor and professional school counselor, is the author of \u003c/span>\u003c/i>\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-matters/9780738235080/\">\u003ci>\u003cspan style=\"font-weight: 400\">Middle School Matters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003c/i>\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-superpowers/9780306829758/\">\u003ci>\u003cspan style=\"font-weight: 400\">Middle School Superpowers: Raising Resilient Tweens in Turbulent Times\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills","authors":["byline_mindshift_63456"],"categories":["mindshift_21445","mindshift_194","mindshift_21385","mindshift_193"],"tags":["mindshift_20698","mindshift_21336","mindshift_20568","mindshift_21252","mindshift_943"],"featImg":"mindshift_63458","label":"mindshift"},"mindshift_63441":{"type":"posts","id":"mindshift_63441","meta":{"index":"posts_1591205157","site":"mindshift","id":"63441","score":null,"sort":[1712019657000]},"guestAuthors":[],"slug":"10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time","title":"10 Hacks to Boost Teens' Executive Function Skills and Manage Screen Time","publishDate":1712019657,"format":"standard","headTitle":"10 Hacks to Boost Teens’ Executive Function Skills and Manage Screen Time | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Teens’ focus is interrupted, on average, every 90 seconds. Something as simple as an audible notification can draw focus away from a task. And when humans are distracted, it takes 23 minutes to get back to that previous level of focus. In schools, that means that in a 55-minute class period, multiple distractions across the classroom create an almost impossible task of staying on topic and focused. “When you toggle between two things, you lose cognitive energy and it takes a lot longer to get into deep focus,” said school psychologist \u003c/span>\u003ca href=\"https://www.tiktok.com/@thrivingstudents\">\u003cspan style=\"font-weight: 400\">Rebecca Branstetter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teens “don’t realize that multitasking is neurologically impossible.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter recently spoke at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference in San Francisco, where she cited the above statistics from the book \u003c/span>\u003ca href=\"https://stolenfocusbook.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Stolen Focus\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Johann Hari. When Branstetter asked about challenges with screens in the classroom, the audience of teachers shouted out familiar student behaviors, including: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">playing games during a lesson,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">denying their phone was out when it was visible and\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">showing up tired from scrolling all night long.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These distractions aren’t only frustrating for educators, research shows they reduce cognitive efficiency. Because social media is designed to keep users engaged for long periods of time, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48315/why-executive-function-skills-take-so-long-to-fully-develop\">\u003cspan style=\"font-weight: 400\">kids and teens are still learning executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s important for parents and teachers to set boundaries and serve as tech mentors, she said. “Willpower alone is not enough. You have to require that environment to set the stage for how to help kids prioritize and focus.” In her talk and a follow-up interview with MindShift, Branstetter offered 10 tips and hacks to help boost teen’s executive function skills and manage screen time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. See tech as a tool\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology is like a hammer, said Branstetter. “It’s a tool, and you can use it to create beautiful things and you can create to destroy things. It depends on how you use it.” Adults can help to empower kids to see tech as a tool by encouraging them to find an app or tech tool that will address a specific challenge they are facing. If a teen is dealing with anxiety, for example, they can test out a few meditation apps and report back to the adult.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter also pointed out that there are apps that block the most searched websites on a device for a period of time, which can be useful for a student having a hard time focusing on tasks for extended periods of time.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Coach through task initiation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Task initiation is one of the big \u003ca href=\"https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/\">executive function skills\u003c/a> that are interrupted by technology and cell phone use, according to Branstetter. Adults might assume that stopping a previous task is an obvious precursor to initiating a new task, but kids and teens might need more explicit instruction to develop that sequencing habit. This can look like asking students what needs to be done in order to start a specific task. Students might suggest that phones need to go away and that they need to pull out necessary materials to perform the new task at hand. According to Branstetter, this is an important practice in self-awareness. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Probe for the feelings behind phone distractions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impulse control is another executive function skill that teens are developing. If a student is having trouble refraining from looking at their phone when initiating a new task, it can help to encourage quick mindful reflection. An adult can ask a teen, “What is it that’s making you go on your phone?” and suggest some feelings like anxiety or boredom that they might identify with. Then the adult and teen can create a quick plan for stopping phone use at that moment and refocusing on the more immediate task.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Try the scrunchie trick or airplane mode\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Putting a scrunchie over the front camera prevents smartphone facial recognition from effortlessly unlocking aphone. Branstetter recommended guiding teens to use that moment when the phone doesn’t unlock for a mental check-in: “Why am I checking this? How do I feel?” If the scrunchie method doesn’t work, Branstetter suggested teaching teens to use airplane mode during a time when phone distractions are unwelcome.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Take advantage of A.I.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also some useful A.I. tools for teens who might struggle with task breakdown and completion. Branstetter recommended \u003ca href=\"https://goblin.tools/About\">Goblin Tools\u003c/a>, which takes a prompt like “I have to write a five-page paper on Mesopotamia,” and creates a checklist with the steps that a student might need to do to complete the assignment.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Use a focus timer\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">Pomodoro technique\u003c/a>, which uses 25-minute bursts of focused time with breaks in between, has been a useful tool for the teens that Branstetter works with. She also recommended \u003ca href=\"https://www.forestapp.cc/\">Forest\u003c/a>, which can be downloaded as a smartphone app or used as a Chrome extension. Forest helps users track their focus time with a visual reminder of focus as a tree slowly grows on the screen, as well as real-world incentive. When a user completes a certain amount of focus time, without distraction, a real tree is planted through Forest app’s partner, Trees For The Future.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Create a tech contract\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/featured-content/files/common_sense_family_media_agreement.pdf\">Tech agreements\u003c/a> or contracts, allow teachers or parents to \u003ca href=\"https://www.commonsensemedia.org/articles/heres-real-proof-that-a-cellphone-contract-works\">collaborate with young people on expectations\u003c/a> for technology. One aspect of a tech agreement can be determining where the technology “hot spots” and “cold spots” are in the classroom or home. By predetermining where technology is expected to be used or not to be used, students have a better chance at applying their learned executive functioning and anticipatory thinking skills. Tech agreements can be \u003ca href=\"https://www.commonsensemedia.org/articles/our-sons-behavior-improved-with-a-tech-agreement\">revisited and adjusted\u003c/a> as often as needed, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Keep a technology diary\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another exercise that parents and teachers might find useful when it comes to making teens aware of their own habits, is to have them create a log of their daily activities, said Branstetter. For example, students can write a timeline of their day and determine how much time is spent outside, doing physical activity, socializing, having fun, focusing, and downtime without technology. By having kids take the time to reflect on their own data and see how much time is spent during their day doing certain activities, the unbalanced moments become very apparent, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>9. Encourage future thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Future planning is \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">also a learned executive function skill\u003c/a>. “Because motivation is the ability to see a positive emotion of the future … we need to help kids do a future sketch,” said Branstetter. Helping students visualize what it might look like and feel like in the future to complete a task will help them with anticipatory thinking.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter likes doing a future sketch that she calls a “movie in your mind.” For example, if a teacher notices a student on their phone when they should be completing a math task, they might say something like this: “Here’s the movie that is playing in my mind right now. You have your phone out and there’s a no-phone policy, so I’m supposed to take it from you, and that’s how the movie ends, with me taking it.” The teacher then prompts the student to narrate how an episode might play out if they finish their math task versus if they don’t finish their math task. The teacher can then simply ask, “which one feels better to you?” leaving the anticipatory thinking to the student.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>10. Reinforce positive behaviors\u003c/b>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter has also seen success in positive reinforcement from adults when it’s specific and sincere. She said praise is best paired with corrective feedback in a 5:1 ratio. But with teenagers, praise is not often received as well if it’s made publicly, so try to offer both praise and corrective feedback in quieter, more private settings. When it comes to regulating screen time in the classroom, praise can be as simple as saying to a student, “I haven’t seen you with your phone all day in my class,” Branstetter suggested in her conference session.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Teens’ focus is interrupted, on average, every 90 seconds. A school psychologist offers tips to help them manage distractions, including their phones, in school.","status":"publish","parent":0,"modified":1712270559,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1400},"headData":{"title":"10 Hacks to Boost Teens' Executive Function Skills and Manage Screen Time | KQED","description":"Teens’ focus is interrupted, on average, every 90 seconds. A school psychologist offers tips to help them manage distractions, including their phones.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teens’ focus is interrupted, on average, every 90 seconds. A school psychologist offers tips to help them manage distractions, including their phones."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Teens’ focus is interrupted, on average, every 90 seconds. Something as simple as an audible notification can draw focus away from a task. And when humans are distracted, it takes 23 minutes to get back to that previous level of focus. In schools, that means that in a 55-minute class period, multiple distractions across the classroom create an almost impossible task of staying on topic and focused. “When you toggle between two things, you lose cognitive energy and it takes a lot longer to get into deep focus,” said school psychologist \u003c/span>\u003ca href=\"https://www.tiktok.com/@thrivingstudents\">\u003cspan style=\"font-weight: 400\">Rebecca Branstetter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teens “don’t realize that multitasking is neurologically impossible.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter recently spoke at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference in San Francisco, where she cited the above statistics from the book \u003c/span>\u003ca href=\"https://stolenfocusbook.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Stolen Focus\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Johann Hari. When Branstetter asked about challenges with screens in the classroom, the audience of teachers shouted out familiar student behaviors, including: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">playing games during a lesson,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">denying their phone was out when it was visible and\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">showing up tired from scrolling all night long.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These distractions aren’t only frustrating for educators, research shows they reduce cognitive efficiency. Because social media is designed to keep users engaged for long periods of time, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48315/why-executive-function-skills-take-so-long-to-fully-develop\">\u003cspan style=\"font-weight: 400\">kids and teens are still learning executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s important for parents and teachers to set boundaries and serve as tech mentors, she said. “Willpower alone is not enough. You have to require that environment to set the stage for how to help kids prioritize and focus.” In her talk and a follow-up interview with MindShift, Branstetter offered 10 tips and hacks to help boost teen’s executive function skills and manage screen time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. See tech as a tool\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology is like a hammer, said Branstetter. “It’s a tool, and you can use it to create beautiful things and you can create to destroy things. It depends on how you use it.” Adults can help to empower kids to see tech as a tool by encouraging them to find an app or tech tool that will address a specific challenge they are facing. If a teen is dealing with anxiety, for example, they can test out a few meditation apps and report back to the adult.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter also pointed out that there are apps that block the most searched websites on a device for a period of time, which can be useful for a student having a hard time focusing on tasks for extended periods of time.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Coach through task initiation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Task initiation is one of the big \u003ca href=\"https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/\">executive function skills\u003c/a> that are interrupted by technology and cell phone use, according to Branstetter. Adults might assume that stopping a previous task is an obvious precursor to initiating a new task, but kids and teens might need more explicit instruction to develop that sequencing habit. This can look like asking students what needs to be done in order to start a specific task. Students might suggest that phones need to go away and that they need to pull out necessary materials to perform the new task at hand. According to Branstetter, this is an important practice in self-awareness. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Probe for the feelings behind phone distractions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impulse control is another executive function skill that teens are developing. If a student is having trouble refraining from looking at their phone when initiating a new task, it can help to encourage quick mindful reflection. An adult can ask a teen, “What is it that’s making you go on your phone?” and suggest some feelings like anxiety or boredom that they might identify with. Then the adult and teen can create a quick plan for stopping phone use at that moment and refocusing on the more immediate task.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Try the scrunchie trick or airplane mode\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Putting a scrunchie over the front camera prevents smartphone facial recognition from effortlessly unlocking aphone. Branstetter recommended guiding teens to use that moment when the phone doesn’t unlock for a mental check-in: “Why am I checking this? How do I feel?” If the scrunchie method doesn’t work, Branstetter suggested teaching teens to use airplane mode during a time when phone distractions are unwelcome.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Take advantage of A.I.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also some useful A.I. tools for teens who might struggle with task breakdown and completion. Branstetter recommended \u003ca href=\"https://goblin.tools/About\">Goblin Tools\u003c/a>, which takes a prompt like “I have to write a five-page paper on Mesopotamia,” and creates a checklist with the steps that a student might need to do to complete the assignment.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Use a focus timer\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">Pomodoro technique\u003c/a>, which uses 25-minute bursts of focused time with breaks in between, has been a useful tool for the teens that Branstetter works with. She also recommended \u003ca href=\"https://www.forestapp.cc/\">Forest\u003c/a>, which can be downloaded as a smartphone app or used as a Chrome extension. Forest helps users track their focus time with a visual reminder of focus as a tree slowly grows on the screen, as well as real-world incentive. When a user completes a certain amount of focus time, without distraction, a real tree is planted through Forest app’s partner, Trees For The Future.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Create a tech contract\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/featured-content/files/common_sense_family_media_agreement.pdf\">Tech agreements\u003c/a> or contracts, allow teachers or parents to \u003ca href=\"https://www.commonsensemedia.org/articles/heres-real-proof-that-a-cellphone-contract-works\">collaborate with young people on expectations\u003c/a> for technology. One aspect of a tech agreement can be determining where the technology “hot spots” and “cold spots” are in the classroom or home. By predetermining where technology is expected to be used or not to be used, students have a better chance at applying their learned executive functioning and anticipatory thinking skills. Tech agreements can be \u003ca href=\"https://www.commonsensemedia.org/articles/our-sons-behavior-improved-with-a-tech-agreement\">revisited and adjusted\u003c/a> as often as needed, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Keep a technology diary\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another exercise that parents and teachers might find useful when it comes to making teens aware of their own habits, is to have them create a log of their daily activities, said Branstetter. For example, students can write a timeline of their day and determine how much time is spent outside, doing physical activity, socializing, having fun, focusing, and downtime without technology. By having kids take the time to reflect on their own data and see how much time is spent during their day doing certain activities, the unbalanced moments become very apparent, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>9. Encourage future thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Future planning is \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">also a learned executive function skill\u003c/a>. “Because motivation is the ability to see a positive emotion of the future … we need to help kids do a future sketch,” said Branstetter. Helping students visualize what it might look like and feel like in the future to complete a task will help them with anticipatory thinking.\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\">Branstetter likes doing a future sketch that she calls a “movie in your mind.” For example, if a teacher notices a student on their phone when they should be completing a math task, they might say something like this: “Here’s the movie that is playing in my mind right now. You have your phone out and there’s a no-phone policy, so I’m supposed to take it from you, and that’s how the movie ends, with me taking it.” The teacher then prompts the student to narrate how an episode might play out if they finish their math task versus if they don’t finish their math task. The teacher can then simply ask, “which one feels better to you?” leaving the anticipatory thinking to the student.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>10. Reinforce positive behaviors\u003c/b>\u003c/h2>\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\">Branstetter has also seen success in positive reinforcement from adults when it’s specific and sincere. She said praise is best paired with corrective feedback in a 5:1 ratio. But with teenagers, praise is not often received as well if it’s made publicly, so try to offer both praise and corrective feedback in quieter, more private settings. When it comes to regulating screen time in the classroom, praise can be as simple as saying to a student, “I haven’t seen you with your phone all day in my class,” Branstetter suggested in her conference session.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time","authors":["11759"],"categories":["mindshift_21445","mindshift_195","mindshift_193"],"tags":["mindshift_1023","mindshift_866","mindshift_20955","mindshift_20816","mindshift_30","mindshift_1038"],"featImg":"mindshift_63443","label":"mindshift"},"mindshift_63429":{"type":"posts","id":"mindshift_63429","meta":{"index":"posts_1591205157","site":"mindshift","id":"63429","score":null,"sort":[1711468472000]},"guestAuthors":[],"slug":"how-a-second-grade-teacher-is-using-the-solar-eclipse-to-inspire-her-students","title":"How a Second-Grade Teacher is Using the Solar Eclipse to Inspire Her Students","publishDate":1711468472,"format":"standard","headTitle":"How a Second-Grade Teacher is Using the Solar Eclipse to Inspire Her Students | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>It’s a sunny March afternoon at Winchester Village Elementary School in Indianapolis, and teacher Natasha Cummings is leading her class in a brand new lesson. It’s the first time she’s teaching it – and also likely the last.\u003c/p>\n\u003cp>The second graders audibly gasp when Cummings explains the day’s activity: They’ll be simulating a total solar eclipse using the real sun, an inflatable globe and a moon made out of a play dough ball mounted on a stick.\u003c/p>\n\u003cp>On April 8, a narrow strip of North America will experience a total solar eclipse, in which the moon entirely covers the sun, darkening the sky so that only the sun’s corona, a ghostly white ring, will be visible.\u003c/p>\n\u003cp>Indianapolis is one of several cities in the path of totality. The last time that happened was over 800 years ago, and it won’t happen again until 2153.\u003c/p>\n\u003cp>For many of Cummings’ students, this event is a once-in-a-lifetime opportunity. Cummings hopes learning about and witnessing the eclipse will inspire her students, and get them excited about science.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s an experience she expects them to remember for the rest of their lives.\u003c/p>\n\u003cp>“This is a story you’re gonna be able to tell,” she reflects before class.\u003c/p>\n\u003cp>“You, as a second grader, you experienced this totality.”\u003c/p>\n\u003cp>In a grassy area outside the school, Cummings’ eclipse simulation begins: Students take turns holding the inflatable globes, and casting a shadow with their play dough moons. Cummings directs them to aim the shadow over the spot on the globe where Indianapolis would be. It’s a little chaotic, but the students quickly figure out how to properly position the moon’s shadow over their hometown.\u003c/p>\n\u003cp>“Good job guys, you’re really smart,” a student says to his friends.\u003c/p>\n\u003ch3>How an eclipse can inspire a career in the sciences\u003c/h3>\n\u003cp>Thomas Hockey, a professor of astronomy at the University of Northern Iowa, remembers his first eclipse experience fondly. On March 7, 1970, when Hockey was 10 years old, he witnessed a partial solar eclipse outside his home in Angola, Ind. — a two-and-a-half hour drive north of Indianapolis.\u003c/p>\n\u003cfigure id=\"attachment_63432\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63432\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Natasha Cummings also led her fifth graders through a solar eclipse lesson. The older kids’ eclipse simulation incorporated measurements. \u003ccite>(Kaiti Sullivan for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It was nearly a year after the Apollo program had put the first person on the moon, and Hockey’s interest in space was already developing. But he credits this partial eclipse as one of the reasons he chose to study astronomy.\u003c/p>\n\u003cp>“It was mesmerizing, as more and more of the sun disappeared, producing an odd shape,” Hockey recalls.\u003c/p>\n\u003cp>It also sparked a fascination with eclipses. Hockey would go on to become what’s called an umbraphile — someone who chases eclipses all over the world — and he recently published a book about the history of eclipse chasers.\u003c/p>\n\u003cp>Hockey says he didn’t learn about solar eclipses when he was in grade school. He thinks the fact that elementary school teachers like Cummings are now teaching about them is an indication that science education has improved since he was a child.\u003c/p>\n\u003cfigure id=\"attachment_63433\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63433\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Cummings (left) walks fifth graders Donavan Clarke (center) and Kevin Trinidad Cuautle through a solar eclipse simulation using a ping pong ball to represent the moon, and a bright spotlight for the sun. \u003ccite>(Kaiti Sullivan for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It’s also an opportunity to show kids that science doesn’t just happen behind closed doors.\u003c/p>\n\u003cp>“Science is not done by old, gray-haired people in lab coats, necessarily. Citizens can participate in it. It’s not a magic black box, it’s all around us,” Hockey says.\u003c/p>\n\u003cp>The April 8 total solar eclipse will be Hockey’s ninth. He plans to bring a group of undergraduate students with him to experience totality in his home state of Indiana. He says some of them plan to become science teachers.\u003c/p>\n\u003cp>“And so they will talk about eclipses to their students, and perhaps we will have a new generation of astronomers inspired by eclipses,” Hockey says.\u003c/p>\n\u003ch3>Another important lesson: eclipse safety\u003c/h3>\n\u003cp>For Cummings, teaching her students how to view the eclipse safely is a top priority.\u003c/p>\n\u003cp>“The only glasses that you should use are the solar eclipse glasses to look at the sun safely,” she tells her class.\u003c/p>\n\u003cp>Exposure to the sun without proper protection \u003ca href=\"https://www.npr.org/sections/health-shots/2024/03/18/1238944697/get-ready-april-8-eclipse-glasses-eye-safety-damage-protection-doctors#:~:text=Looking%20at%20any%20part%20of,offices%20with%20significant%20eye%20damage.\">can permanently damage\u003c/a> the eye’s retina. But during totality, which lasts only a few minutes, you won’t see the sun’s corona with those eclipse glasses on. Totality is the only part of the eclipse that’s safe to look at without them.\u003c/p>\n\u003cfigure id=\"attachment_63431\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63431\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Second graders Hanah Sung, Izaac Stuck and Amaurie Robinson simulate an eclipse by casting a shadow with a play dough moon on an inflatable globe. Their teacher, Natasha Cummings, directs them to aim the shadow over the spot on the globe where Indianapolis would be. \u003ccite>(Kaiti Sullivan for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Outside, her students take turns trying the glasses on and looking up at the sun. They shriek with excitement as they gaze at the unfamiliar orb.\u003c/p>\n\u003cp>“If you look up and see that orange thing that’s right there — it looks like a street light,” says second grader Ja’Aire Tate.\u003c/p>\n\u003cp>Cummings’ district, Perry Township Schools, is one of several Indianapolis school systems that chose to make April 8 a remote learning day.\u003c/p>\n\u003cp>The district says the decision is an effort to keep kids safe: In Indianapolis, the eclipse will become visible around 1:50 p.m., and totality will begin at about 3:06 p.m. — right around the time of school dismissal.\u003c/p>\n\u003cp>“Traffic will be pretty backed up… we don’t want to have buses and cars stuck on the road,” says Elizabeth Choi, director of communications for Perry Township Schools.\u003c/p>\n\u003cp>Cummings tells her students they can ask their parents to purchase eclipse glasses online or at local stores, like Kroger. Or, she says, they can watch a live-stream of the eclipse on YouTube.\u003c/p>\n\u003cp>But Hockey hopes these kids do get a chance to go outside during the eclipse. Even without eclipse glasses, he says they can make \u003ca href=\"https://www.jpl.nasa.gov/edu/learn/project/how-to-make-a-pinhole-camera/\">a pinhole viewer\u003c/a> with a few common household supplies that will allow them to view the event safely.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>He says, “I pretty much guarantee that those children in the path of totality, who have been guided by their teachers or parents to observe the eclipse and do so safely, will remember it the rest of their lives.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 WFYI Public Media. To see more, visit \u003ca href=\"https://www.wfyi.org\">WFYI Public Media\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+an+Indianapolis+teacher+is+using+the+solar+eclipse+to+inspire+her+students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Indianapolis is one of several U.S. cities in the path of totality. For many students there, it's a once-in-a-lifetime opportunity to witness – and be inspired by – a total solar eclipse. ","status":"publish","parent":0,"modified":1711641473,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1150},"headData":{"title":"How a Second-Grade Teacher is Using the Solar Eclipse to Inspire Her Students | KQED","description":"Indianapolis is one of several U.S. cities in the path of totality. For many students there, it's a once-in-a-lifetime opportunity to witness – and be inspired by – a total solar eclipse.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Indianapolis is one of several U.S. cities in the path of totality. For many students there, it's a once-in-a-lifetime opportunity to witness – and be inspired by – a total solar eclipse."},"sticky":false,"nprByline":"Lee V. Gaines","nprImageAgency":"Kaiti Sullivan for NPR","nprStoryId":"1239947338","nprApiLink":"http://api.npr.org/query?id=1239947338&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/03/25/1239947338/solar-eclipse-schools-teachers-students?ft=nprml&f=1239947338","nprRetrievedStory":"1","nprPubDate":"Mon, 25 Mar 2024 05:01:00 -0400","nprStoryDate":"Mon, 25 Mar 2024 05:01:21 -0400","nprLastModifiedDate":"Mon, 25 Mar 2024 05:01:21 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63429/how-a-second-grade-teacher-is-using-the-solar-eclipse-to-inspire-her-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s a sunny March afternoon at Winchester Village Elementary School in Indianapolis, and teacher Natasha Cummings is leading her class in a brand new lesson. It’s the first time she’s teaching it – and also likely the last.\u003c/p>\n\u003cp>The second graders audibly gasp when Cummings explains the day’s activity: They’ll be simulating a total solar eclipse using the real sun, an inflatable globe and a moon made out of a play dough ball mounted on a stick.\u003c/p>\n\u003cp>On April 8, a narrow strip of North America will experience a total solar eclipse, in which the moon entirely covers the sun, darkening the sky so that only the sun’s corona, a ghostly white ring, will be visible.\u003c/p>\n\u003cp>Indianapolis is one of several cities in the path of totality. The last time that happened was over 800 years ago, and it won’t happen again until 2153.\u003c/p>\n\u003cp>For many of Cummings’ students, this event is a once-in-a-lifetime opportunity. Cummings hopes learning about and witnessing the eclipse will inspire her students, and get them excited about science.\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>It’s an experience she expects them to remember for the rest of their lives.\u003c/p>\n\u003cp>“This is a story you’re gonna be able to tell,” she reflects before class.\u003c/p>\n\u003cp>“You, as a second grader, you experienced this totality.”\u003c/p>\n\u003cp>In a grassy area outside the school, Cummings’ eclipse simulation begins: Students take turns holding the inflatable globes, and casting a shadow with their play dough moons. Cummings directs them to aim the shadow over the spot on the globe where Indianapolis would be. It’s a little chaotic, but the students quickly figure out how to properly position the moon’s shadow over their hometown.\u003c/p>\n\u003cp>“Good job guys, you’re really smart,” a student says to his friends.\u003c/p>\n\u003ch3>How an eclipse can inspire a career in the sciences\u003c/h3>\n\u003cp>Thomas Hockey, a professor of astronomy at the University of Northern Iowa, remembers his first eclipse experience fondly. On March 7, 1970, when Hockey was 10 years old, he witnessed a partial solar eclipse outside his home in Angola, Ind. — a two-and-a-half hour drive north of Indianapolis.\u003c/p>\n\u003cfigure id=\"attachment_63432\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63432\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Natasha Cummings also led her fifth graders through a solar eclipse lesson. The older kids’ eclipse simulation incorporated measurements. \u003ccite>(Kaiti Sullivan for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It was nearly a year after the Apollo program had put the first person on the moon, and Hockey’s interest in space was already developing. But he credits this partial eclipse as one of the reasons he chose to study astronomy.\u003c/p>\n\u003cp>“It was mesmerizing, as more and more of the sun disappeared, producing an odd shape,” Hockey recalls.\u003c/p>\n\u003cp>It also sparked a fascination with eclipses. Hockey would go on to become what’s called an umbraphile — someone who chases eclipses all over the world — and he recently published a book about the history of eclipse chasers.\u003c/p>\n\u003cp>Hockey says he didn’t learn about solar eclipses when he was in grade school. He thinks the fact that elementary school teachers like Cummings are now teaching about them is an indication that science education has improved since he was a child.\u003c/p>\n\u003cfigure id=\"attachment_63433\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63433\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Cummings (left) walks fifth graders Donavan Clarke (center) and Kevin Trinidad Cuautle through a solar eclipse simulation using a ping pong ball to represent the moon, and a bright spotlight for the sun. \u003ccite>(Kaiti Sullivan for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It’s also an opportunity to show kids that science doesn’t just happen behind closed doors.\u003c/p>\n\u003cp>“Science is not done by old, gray-haired people in lab coats, necessarily. Citizens can participate in it. It’s not a magic black box, it’s all around us,” Hockey says.\u003c/p>\n\u003cp>The April 8 total solar eclipse will be Hockey’s ninth. He plans to bring a group of undergraduate students with him to experience totality in his home state of Indiana. He says some of them plan to become science teachers.\u003c/p>\n\u003cp>“And so they will talk about eclipses to their students, and perhaps we will have a new generation of astronomers inspired by eclipses,” Hockey says.\u003c/p>\n\u003ch3>Another important lesson: eclipse safety\u003c/h3>\n\u003cp>For Cummings, teaching her students how to view the eclipse safely is a top priority.\u003c/p>\n\u003cp>“The only glasses that you should use are the solar eclipse glasses to look at the sun safely,” she tells her class.\u003c/p>\n\u003cp>Exposure to the sun without proper protection \u003ca href=\"https://www.npr.org/sections/health-shots/2024/03/18/1238944697/get-ready-april-8-eclipse-glasses-eye-safety-damage-protection-doctors#:~:text=Looking%20at%20any%20part%20of,offices%20with%20significant%20eye%20damage.\">can permanently damage\u003c/a> the eye’s retina. But during totality, which lasts only a few minutes, you won’t see the sun’s corona with those eclipse glasses on. Totality is the only part of the eclipse that’s safe to look at without them.\u003c/p>\n\u003cfigure id=\"attachment_63431\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63431\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Second graders Hanah Sung, Izaac Stuck and Amaurie Robinson simulate an eclipse by casting a shadow with a play dough moon on an inflatable globe. Their teacher, Natasha Cummings, directs them to aim the shadow over the spot on the globe where Indianapolis would be. \u003ccite>(Kaiti Sullivan for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Outside, her students take turns trying the glasses on and looking up at the sun. They shriek with excitement as they gaze at the unfamiliar orb.\u003c/p>\n\u003cp>“If you look up and see that orange thing that’s right there — it looks like a street light,” says second grader Ja’Aire Tate.\u003c/p>\n\u003cp>Cummings’ district, Perry Township Schools, is one of several Indianapolis school systems that chose to make April 8 a remote learning day.\u003c/p>\n\u003cp>The district says the decision is an effort to keep kids safe: In Indianapolis, the eclipse will become visible around 1:50 p.m., and totality will begin at about 3:06 p.m. — right around the time of school dismissal.\u003c/p>\n\u003cp>“Traffic will be pretty backed up… we don’t want to have buses and cars stuck on the road,” says Elizabeth Choi, director of communications for Perry Township Schools.\u003c/p>\n\u003cp>Cummings tells her students they can ask their parents to purchase eclipse glasses online or at local stores, like Kroger. Or, she says, they can watch a live-stream of the eclipse on YouTube.\u003c/p>\n\u003cp>But Hockey hopes these kids do get a chance to go outside during the eclipse. Even without eclipse glasses, he says they can make \u003ca href=\"https://www.jpl.nasa.gov/edu/learn/project/how-to-make-a-pinhole-camera/\">a pinhole viewer\u003c/a> with a few common household supplies that will allow them to view the event safely.\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>He says, “I pretty much guarantee that those children in the path of totality, who have been guided by their teachers or parents to observe the eclipse and do so safely, will remember it the rest of their lives.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 WFYI Public Media. To see more, visit \u003ca href=\"https://www.wfyi.org\">WFYI Public Media\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+an+Indianapolis+teacher+is+using+the+solar+eclipse+to+inspire+her+students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63429/how-a-second-grade-teacher-is-using-the-solar-eclipse-to-inspire-her-students","authors":["byline_mindshift_63429"],"categories":["mindshift_193"],"tags":["mindshift_551","mindshift_21904","mindshift_47"],"featImg":"mindshift_63430","label":"mindshift"},"mindshift_63390":{"type":"posts","id":"mindshift_63390","meta":{"index":"posts_1591205157","site":"mindshift","id":"63390","score":null,"sort":[1711026005000]},"guestAuthors":[],"slug":"ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education","title":"Teaching Media Literacy with Escape Rooms and AI Photos","publishDate":1711026005,"format":"standard","headTitle":"Teaching Media Literacy with Escape Rooms and AI Photos | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://www.npr.org/2024/03/20/1239609121/videos-using-ao-are-popping-up-on-youtube-how-is-youtube-responding\">Videos\u003c/a>, \u003ca href=\"https://www.npr.org/2023/06/07/1180768459/how-to-identify-ai-generated-deepfake-images\">images\u003c/a> and \u003ca href=\"https://www.npr.org/2023/06/29/1183684732/ai-generated-text-is-hard-to-spot-it-could-play-a-big-role-in-the-2024-campaign\">text\u003c/a> created by generative artificial intelligence tools are turning up in \u003ca href=\"https://www.npr.org/2024/02/08/1229641751/ai-deepfakes-election-risks-lawmakers-tech-companies-artificial-intelligence\">elections\u003c/a>, for sale \u003ca href=\"https://www.npr.org/2024/03/13/1237888126/growing-number-ai-scam-books-amazon\">on Amazon\u003c/a> and even \u003ca href=\"https://www.npr.org/2023/12/30/1222273745/michael-cohen-ai-fake-legal-cases\">in court documents\u003c/a>. Learning to identify the growing flood of deepfakes, along with online \u003ca href=\"https://www.npr.org/2020/04/17/837202898/comic-fake-news-can-be-deadly-heres-how-to-spot-it\">conspiracy theories\u003c/a>, is becoming a rite of passage for students.\u003c/p>\n\u003cp>Earlier this month, about 500 high school students were milling about a cavernous ballroom on the University of Washington’s Seattle campus, just as the annual \u003ca href=\"https://www.cip.uw.edu/misinfoday/\">MisInfo Day\u003c/a> event was about to begin.\u003c/p>\n\u003cp>Isabella and Jasper are two sophomores from Ballard High School. (NPR isn’t using students’ last names because they’re under 18.)\u003c/p>\n\u003cp>Both consider themselves relatively savvy online, but admit it’s getting harder to figure out what they’re seeing online… especially the realistic images created by AI tools.\u003c/p>\n\u003cp>“I feel like…being able to use AI to make images is definitely sort of problematic,” says Jasper.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’m actually not that confident,” said Isabella. “I feel like I’ll like fall for really stupid things and I’ll be like, ‘Oh, how did I not know this is not real?'”\u003c/p>\n\u003ch3>Navigating exaggeration, spin and outright lies\u003c/h3>\n\u003cp>Since its founding in 2019, MisInfo Day has grown into one of the nation’s best known media literacy events for high school students.\u003c/p>\n\u003cp>It originated with a popular undergraduate course at the University of Washington, “\u003ca href=\"https://www.callingbullshit.org/\">Calling Bulls***\u003c/a>: Data Reasoning in a Digital World,” co-created by Jevin West and Carl Bergstrom, to provide their students some guidance in how to navigate the proliferation of exaggeration, spin, and outright lies that could pass for facts and evidence online.\u003c/p>\n\u003cp>High school teachers were looking for something similar they could bring to their students, and MisInfo Day was born.\u003c/p>\n\u003cp>Organizers set up \u003ca href=\"https://docs.google.com/document/d/1nbFVcR3Hed9_v2rOprPI3SSUE5dNzbTRGT9_pZ6W3Ro/edit\">multiple sessions\u003c/a> for students to choose from, including TikTok and viral misinformation, and making sense of online rumors.\u003c/p>\n\u003cp>The escape rooms were among the most popular. There, the students broke into small teams and had 45 minutes to figure out if rumors a friend was passing along about a K-Pop group were true.\u003c/p>\n\u003cp>Part of the exercise involved looking at sets of images of human faces to figure out which were real and which were AI-generated. Some of the students debated whether a face’s teeth looked right while one student laughed that another face was “giving catfish profile,” referring \u003ca href=\"https://www.proofpoint.com/us/threat-reference/catfishing\">to scams\u003c/a> where someone uses a manufactured persona, often featuring an attractive image of another person, to draw in prey.\u003c/p>\n\u003cfigure id=\"attachment_63392\" class=\"wp-caption aligncenter\" style=\"max-width: 639px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63392\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg\" alt=\"\" width=\"639\" height=\"479\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166-160x120.jpg 160w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\">Some of the members of the team that won the escape room challenge at MisInfo Day, who represent Sedro Woolley High School, north of Seattle. \u003ccite>(Kim Malcolm/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The first event in 2019 drew 200 kids from four local high schools. After a couple of years going online during the covid-19 pandemic, more than 500 students from six local schools took part in person at the Seattle event this year.\u003c/p>\n\u003cp>Hundreds more students attend other events hosted in collaboration with two campuses of Washington State University. This year, MisInfo Day’s organizers say 68 teachers from ten different states and three countries registered for online training with the \u003ca href=\"https://www.cip.uw.edu/misinfoday-library/\">MisInfo Day library\u003c/a>, so they can lead the activities in their own classrooms.\u003c/p>\n\u003cp>Educators are trying to fill a big gap, says Jevin West, an associate dean of research at UW’s Information School who co-founded the university’s Center for an Informed Public.\u003c/p>\n\u003cp>“The whole motivation for this program was to spend an entire day which might be the only day that many of these students will devote to this, what I consider one of the more important things that we can be teaching our public.”\u003c/p>\n\u003ch3>A growing demand for media literacy education\u003c/h3>\n\u003cp>The advocacy non-profit group Media Literacy Now’s \u003ca href=\"https://medialiteracynow.org/policyreport/\">annual report\u003c/a> shows 18 states have now passed bills pushing for \u003ca href=\"https://www.npr.org/2023/11/08/1210444566/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it\">media literacy education\u003c/a>, and half of all state legislatures have held debates or votes on the topic.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.bu.edu/com/articles/media-literacy-skills-important-to-counter-disinformation-survey-says/\">recent survey\u003c/a> from Boston University shows 72% of adults say misinformation is a concern. But there’s a partisan gap in attitudes towards media literacy, says BU’s Michelle Amazeen\u003c/p>\n\u003cp>Democrats are more more likely (81%) to agree than Republicans (66%) that media literacy skills are important. Relatedly, Democrats are more likely than independents and Republicans to believe that media literacy training teaches one how to think more critically – and not what to think.\u003c/p>\n\u003cp>“It’s consistent with the pattern overall, that Republicans are just less trusting of media, they feel that there’s a liberal bias in the media and so they’re more likely to agree that media is trying to tell them what to think,” says Amazeen.\u003c/p>\n\u003cp>Jim Walsh, chair of the Washington State GOP, has criticized some of the state’s work to combat election disinformation, but he supports efforts like MisInfo Day.\u003c/p>\n\u003cp>“Well, like many things, the term media literacy sounds great. And it is great. If we keep it clean and clear and free of free of agendas. The risk, the challenge, is to make sure it stays free and clear, and doesn’t doesn’t end up getting hijacked by people pushing agendas of any sort,” says Walsh.\u003c/p>\n\u003cp>Back at Misinfo Day, a team of students from Sedro Woolley High School, north of Seattle, were the first to solve the escape room.\u003c/p>\n\u003cp>The winners all said they felt better equipped to assess what they see online after after the session. But the students wondered why media literacy education \u003ca href=\"https://www.npr.org/2021/06/12/1002908327/5-ways-for-seniors-to-protect-themselves-from-online-misinformation\">should be limited to teenagers\u003c/a>.\u003c/p>\n\u003cp>“I think honestly, adults might benefit more from it. Because they don’t usually think about that kind of stuff. We’re growing up in a very technological era. So we know we have to, but some adults are like, ‘Oh, it doesn’t affect me. Because I didn’t grow up like that,'” says Katie, a member of the winning team.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MisInfo Day is expanding. In May, it’ll offer sessions to students in California for the first time.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KUOW. To see more, visit \u003ca href=\"https://www.kuow.org\">KUOW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=AI+images+and+conspiracy+theories+are+driving+a+push+for+media+literacy+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"MisInfo Day at University of Washington teaches high school students to identify deepfake images and online conspiracy theories. And the program is expanding.","status":"publish","parent":0,"modified":1712586955,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1051},"headData":{"title":"Teaching Media Literacy with Escape Rooms and AI Photos | KQED","description":"MisInfo Day at University of Washington teaches high school students to identify deepfake images and online conspiracy theories.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"MisInfo Day at University of Washington teaches high school students to identify deepfake images and online conspiracy theories."},"sticky":false,"nprImageCredit":"Kim Malcolm","nprByline":"Kim Malcolm","nprImageAgency":"KUOW","nprStoryId":"1239693671","nprApiLink":"http://api.npr.org/query?id=1239693671&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/03/21/1239693671/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-educatio?ft=nprml&f=1239693671","nprRetrievedStory":"1","nprPubDate":"Thu, 21 Mar 2024 12:38:00 -0400","nprStoryDate":"Thu, 21 Mar 2024 05:00:45 -0400","nprLastModifiedDate":"Thu, 21 Mar 2024 13:24:11 -0400","nprAudio":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/me/2024/03/20240321_me_ai_images_and_conspiracy_theories_are_driving_a_push_for_media_literacy_education.mp3?orgId=231&topicId=1013&aggIds=973275370&d=230&p=3&story=1239693671&ft=nprml&f=1239693671","nprAudioM3u":"http://api.npr.org/m3u/11239814896-259c03.m3u?orgId=231&topicId=1013&aggIds=973275370&d=230&p=3&story=1239693671&ft=nprml&f=1239693671","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education","audioUrl":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/me/2024/03/20240321_me_ai_images_and_conspiracy_theories_are_driving_a_push_for_media_literacy_education.mp3?orgId=231&topicId=1013&aggIds=973275370&d=230&p=3&story=1239693671&ft=nprml&f=1239693671","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.npr.org/2024/03/20/1239609121/videos-using-ao-are-popping-up-on-youtube-how-is-youtube-responding\">Videos\u003c/a>, \u003ca href=\"https://www.npr.org/2023/06/07/1180768459/how-to-identify-ai-generated-deepfake-images\">images\u003c/a> and \u003ca href=\"https://www.npr.org/2023/06/29/1183684732/ai-generated-text-is-hard-to-spot-it-could-play-a-big-role-in-the-2024-campaign\">text\u003c/a> created by generative artificial intelligence tools are turning up in \u003ca href=\"https://www.npr.org/2024/02/08/1229641751/ai-deepfakes-election-risks-lawmakers-tech-companies-artificial-intelligence\">elections\u003c/a>, for sale \u003ca href=\"https://www.npr.org/2024/03/13/1237888126/growing-number-ai-scam-books-amazon\">on Amazon\u003c/a> and even \u003ca href=\"https://www.npr.org/2023/12/30/1222273745/michael-cohen-ai-fake-legal-cases\">in court documents\u003c/a>. Learning to identify the growing flood of deepfakes, along with online \u003ca href=\"https://www.npr.org/2020/04/17/837202898/comic-fake-news-can-be-deadly-heres-how-to-spot-it\">conspiracy theories\u003c/a>, is becoming a rite of passage for students.\u003c/p>\n\u003cp>Earlier this month, about 500 high school students were milling about a cavernous ballroom on the University of Washington’s Seattle campus, just as the annual \u003ca href=\"https://www.cip.uw.edu/misinfoday/\">MisInfo Day\u003c/a> event was about to begin.\u003c/p>\n\u003cp>Isabella and Jasper are two sophomores from Ballard High School. (NPR isn’t using students’ last names because they’re under 18.)\u003c/p>\n\u003cp>Both consider themselves relatively savvy online, but admit it’s getting harder to figure out what they’re seeing online… especially the realistic images created by AI tools.\u003c/p>\n\u003cp>“I feel like…being able to use AI to make images is definitely sort of problematic,” says Jasper.\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>“I’m actually not that confident,” said Isabella. “I feel like I’ll like fall for really stupid things and I’ll be like, ‘Oh, how did I not know this is not real?'”\u003c/p>\n\u003ch3>Navigating exaggeration, spin and outright lies\u003c/h3>\n\u003cp>Since its founding in 2019, MisInfo Day has grown into one of the nation’s best known media literacy events for high school students.\u003c/p>\n\u003cp>It originated with a popular undergraduate course at the University of Washington, “\u003ca href=\"https://www.callingbullshit.org/\">Calling Bulls***\u003c/a>: Data Reasoning in a Digital World,” co-created by Jevin West and Carl Bergstrom, to provide their students some guidance in how to navigate the proliferation of exaggeration, spin, and outright lies that could pass for facts and evidence online.\u003c/p>\n\u003cp>High school teachers were looking for something similar they could bring to their students, and MisInfo Day was born.\u003c/p>\n\u003cp>Organizers set up \u003ca href=\"https://docs.google.com/document/d/1nbFVcR3Hed9_v2rOprPI3SSUE5dNzbTRGT9_pZ6W3Ro/edit\">multiple sessions\u003c/a> for students to choose from, including TikTok and viral misinformation, and making sense of online rumors.\u003c/p>\n\u003cp>The escape rooms were among the most popular. There, the students broke into small teams and had 45 minutes to figure out if rumors a friend was passing along about a K-Pop group were true.\u003c/p>\n\u003cp>Part of the exercise involved looking at sets of images of human faces to figure out which were real and which were AI-generated. Some of the students debated whether a face’s teeth looked right while one student laughed that another face was “giving catfish profile,” referring \u003ca href=\"https://www.proofpoint.com/us/threat-reference/catfishing\">to scams\u003c/a> where someone uses a manufactured persona, often featuring an attractive image of another person, to draw in prey.\u003c/p>\n\u003cfigure id=\"attachment_63392\" class=\"wp-caption aligncenter\" style=\"max-width: 639px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63392\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg\" alt=\"\" width=\"639\" height=\"479\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166-160x120.jpg 160w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\">Some of the members of the team that won the escape room challenge at MisInfo Day, who represent Sedro Woolley High School, north of Seattle. \u003ccite>(Kim Malcolm/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The first event in 2019 drew 200 kids from four local high schools. After a couple of years going online during the covid-19 pandemic, more than 500 students from six local schools took part in person at the Seattle event this year.\u003c/p>\n\u003cp>Hundreds more students attend other events hosted in collaboration with two campuses of Washington State University. This year, MisInfo Day’s organizers say 68 teachers from ten different states and three countries registered for online training with the \u003ca href=\"https://www.cip.uw.edu/misinfoday-library/\">MisInfo Day library\u003c/a>, so they can lead the activities in their own classrooms.\u003c/p>\n\u003cp>Educators are trying to fill a big gap, says Jevin West, an associate dean of research at UW’s Information School who co-founded the university’s Center for an Informed Public.\u003c/p>\n\u003cp>“The whole motivation for this program was to spend an entire day which might be the only day that many of these students will devote to this, what I consider one of the more important things that we can be teaching our public.”\u003c/p>\n\u003ch3>A growing demand for media literacy education\u003c/h3>\n\u003cp>The advocacy non-profit group Media Literacy Now’s \u003ca href=\"https://medialiteracynow.org/policyreport/\">annual report\u003c/a> shows 18 states have now passed bills pushing for \u003ca href=\"https://www.npr.org/2023/11/08/1210444566/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it\">media literacy education\u003c/a>, and half of all state legislatures have held debates or votes on the topic.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.bu.edu/com/articles/media-literacy-skills-important-to-counter-disinformation-survey-says/\">recent survey\u003c/a> from Boston University shows 72% of adults say misinformation is a concern. But there’s a partisan gap in attitudes towards media literacy, says BU’s Michelle Amazeen\u003c/p>\n\u003cp>Democrats are more more likely (81%) to agree than Republicans (66%) that media literacy skills are important. Relatedly, Democrats are more likely than independents and Republicans to believe that media literacy training teaches one how to think more critically – and not what to think.\u003c/p>\n\u003cp>“It’s consistent with the pattern overall, that Republicans are just less trusting of media, they feel that there’s a liberal bias in the media and so they’re more likely to agree that media is trying to tell them what to think,” says Amazeen.\u003c/p>\n\u003cp>Jim Walsh, chair of the Washington State GOP, has criticized some of the state’s work to combat election disinformation, but he supports efforts like MisInfo Day.\u003c/p>\n\u003cp>“Well, like many things, the term media literacy sounds great. And it is great. If we keep it clean and clear and free of free of agendas. The risk, the challenge, is to make sure it stays free and clear, and doesn’t doesn’t end up getting hijacked by people pushing agendas of any sort,” says Walsh.\u003c/p>\n\u003cp>Back at Misinfo Day, a team of students from Sedro Woolley High School, north of Seattle, were the first to solve the escape room.\u003c/p>\n\u003cp>The winners all said they felt better equipped to assess what they see online after after the session. But the students wondered why media literacy education \u003ca href=\"https://www.npr.org/2021/06/12/1002908327/5-ways-for-seniors-to-protect-themselves-from-online-misinformation\">should be limited to teenagers\u003c/a>.\u003c/p>\n\u003cp>“I think honestly, adults might benefit more from it. Because they don’t usually think about that kind of stuff. We’re growing up in a very technological era. So we know we have to, but some adults are like, ‘Oh, it doesn’t affect me. Because I didn’t grow up like that,'” says Katie, a member of the winning team.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MisInfo Day is expanding. In May, it’ll offer sessions to students in California for the first time.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KUOW. To see more, visit \u003ca href=\"https://www.kuow.org\">KUOW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=AI+images+and+conspiracy+theories+are+driving+a+push+for+media+literacy+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education","authors":["byline_mindshift_63390"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_1023","mindshift_843","mindshift_21424","mindshift_21067"],"featImg":"mindshift_63391","label":"mindshift"},"mindshift_63322":{"type":"posts","id":"mindshift_63322","meta":{"index":"posts_1591205157","site":"mindshift","id":"63322","score":null,"sort":[1710324010000]},"guestAuthors":[],"slug":"should-schools-teach-climate-activism","title":"Should schools teach climate activism?","publishDate":1710324010,"format":"standard","headTitle":"Should schools teach climate activism? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-should-schools-teach-climate-activism/\">teaching climate activism\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yancy Sanes teaches a \u003ca href=\"https://www.kqed.org/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have\">unit on the climate crisis\u003c/a> at Fannie Lou Hamer High School in the Bronx – not climate change, but the climate\u003c/span> \u003cspan style=\"font-weight: 400\">crisis. He is unequivocal that he wants his high school students to be climate activists.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach from a mindset and lens that I want to make sure my students are becoming activists, and it’s not enough just talking about it,” the science and math teacher said.\u003c/span>\u003cb> “\u003c/b>\u003cspan style=\"font-weight: 400\">I need to take my students outside and have them actually do the work of protesting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school partners with local environmental justice organizations to advocate for a greener Bronx. Sanes recently took some students to a rally that called for shutting down the jail on Rikers Island and replacing it with a solar energy farm, wastewater treatment plant and battery storage facility.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanes gets a lot of support for this approach from his administration. Social justice is a core value of Fannie Lou Hamer Freedom High School, and the school also belongs to a \u003c/span>\u003ca href=\"https://www.performanceassessment.org/\">\u003cspan style=\"font-weight: 400\">special assessment consortium\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, giving it more freedom in what is taught than a typical New York City public high school.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Sanes, who grew up in the neighborhood and graduated from Fannie Lou Hamer himself, getting his \u003ca href=\"https://www.kqed.org/mindshift/62224/student-activists-go-to-summer-camp-to-learn-how-to-help-institute-a-green-new-deal-on-their-campuses\">students involved in activism\u003c/a> is a key way to give them agency and \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">protect their mental health\u003c/a> as they learn what’s happening to the planet. “This is a topic that is very depressing. I don’t want to just end this unit with ‘things are really bad,’ but ‘what can we do, how are we fighting back’.” Indeed, climate anxiety is \u003c/span>\u003ca href=\"https://www.thelancet.com/journals/lanplh/article/PIIS2542-5196(21)00278-3/fulltext\">\u003cspan style=\"font-weight: 400\">widespread\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among young people, and collective action has been identified as one way to \u003c/span>\u003ca href=\"https://ysph.yale.edu/news-article/collective-action-helps-young-adults-deal-with-climate-change-anxiety/\">\u003cspan style=\"font-weight: 400\">ameliorate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> it. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63324\" class=\"wp-caption aligncenter\" style=\"max-width: 589px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63324\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02.jpeg\" alt=\"\" width=\"589\" height=\"438\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02.jpeg 589w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02-160x119.jpeg 160w\" sizes=\"(max-width: 589px) 100vw, 589px\">\u003cfigcaption class=\"wp-caption-text\">Yancy Sanes (front left, with green sign) brings his students to rallies to advocate for a greener Bronx.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanes is at the far end of the teaching spectrum when it comes to promoting climate activism, not to mention discussing controversial issues of any kind in his classroom. Conservative activists have already begun branding even basic instruction about climate change as \u003c/span>\u003ca href=\"https://www.eenews.net/articles/no-left-wing-indoctrination-climate-science-under-attack-in-classrooms/#:~:text=Conservative%20activists%20and%20politicians%20in,gender%20identity%20and%20the%20environment\">\u003cspan style=\"font-weight: 400\">“left-wing indoctrination.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The think tank Rand \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-10.html\">\u003cspan style=\"font-weight: 400\">recently reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in its\u003c/span> \u003cspan style=\"font-weight: 400\">2023 State of the American Teacher survey that two-thirds of teachers nationally said they were limiting discussions about political and social issues in class. The authors of the report observed that there seemed to be a spillover effect from states that have passed new laws restricting topics like race and gender, to states where no such laws are on the books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The current level of political polarization is \u003ca href=\"https://www.kqed.org/mindshift/63250/politicians-love-to-talk-about-race-and-lgbtq-issues-in-school-teachers-and-teens-not-so-much\">having a chilling effect\u003c/a>, making civics education into a third rail, according to \u003c/span>\u003cspan style=\"font-weight: 400\">Holly Korbey, an education reporter and the author of a 2019 book on civics education, \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cem>Building Better Citizens: A New Civics Education for All\u003c/em>. “\u003c/span>\u003cspan style=\"font-weight: 400\">We are living in this time where there’s increased scrutiny on what schools are telling kids,” she said.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said that, as a mom living in deep-red Tennessee, she wouldn’t be happy to have a teacher bringing her kids to protests. “I really don’t want schools to tell my kids to be activists. I think about how I personally feel about issues and flip that around. Would I be okay with teachers doing that? And the answer is no.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even Sanes has a line he won’t cross. He taught his students about Greta Thunberg and her school strikes, but he stopped short of encouraging his students to do the same. “\u003c/span>\u003cspan style=\"font-weight: 400\">I specifically cannot tell students, you gotta walk out of school,” he said. “That goes against my union.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, there is a broad bipartisan consensus that schools have an obligation to prepare citizens to participate in a democracy. And, emerging best practices in civics education include something called “\u003c/span>\u003ca href=\"https://hechingerreport.org/teaching-action-civics-engages-kids-and-ignites-controversy/\">\u003cspan style=\"font-weight: 400\">action civics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” in which teachers in civics and government classes guide kids to take action locally on issues they choose. Nonprofits like Generation Citizen and the Mikva Challenge, Korbey said, cite internal research that these kinds of activist-ish activities improve knowledge, civic skills, and motivation to remain involved in politics or their local community. Others have argued that without a robust understanding of the workings of government, “action civics” \u003c/span>\u003ca href=\"https://www.aei.org/multimedia/what-would-you-do-taking-the-action-out-of-civics/\">\u003cspan style=\"font-weight: 400\">provides a “sugar rush”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> without enough substance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even at the college level, it’s rare for students to study climate activism in particular, or political activism more generally. And this leads to a broader lack of knowledge about how power works in society, say some experts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Having visited many, many departments in many schools over the years, I’m shocked at how few places, particularly policy schools, teach social movements,” said sociologist Dana Fisher. \u003c/span>\u003cspan style=\"font-weight: 400\">Fisher is currently teaching a graduate course called “\u003c/span>\u003cspan style=\"font-weight: 400\">Global Environmental Politics: Activism and the Environment,” and she also has a new book out about climate activism,\u003c/span> \u003cem>\u003cspan style=\"font-weight: 400\">Saving Ourselves: From Climate Shocks to Climate Action\u003c/span>\u003c/em>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">She’s taught about social movements for two decades at American University in Washington, D.C., and the University of Maryland-College Park.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s crazy to me that, given that the civil society sector is such a huge part of democracy, there would not be a focus on that,” she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through empirical research, Fisher’s work counters stereotypes and misconceptions about climate activism. For example, she’s found that disruptive forms of protest like blocking a road or throwing soup on a masterpiece are effective even when they’re unpopular. ”It doesn’t draw support for the disruption. It draws support for more moderate parts of the movement,” she said. “And so it helps to expand the base.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an illustration of the ignorance about disruptive action and civil disobedience in particular, Fisher noted that K-12 students rarely hear about the topic unless studying the 1960s era and “a very sanitized version. They don’t remember that the Civil Rights Movement was really unpopular and had a very active radical flank that was \u003ca href=\"https://www.kqed.org/mindshift/63266/a-half-century-later-students-at-the-university-of-mississippi-reckon-with-the-past\">doing sit-ins and marches\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 12 years of public school in Shreveport, Louisiana, for example, Jada Walden learned very little about activism, including environmental activism. She learned a bit in school about the Civil Rights Movement, although most of what she remembers about it are “the things your grandmother teaches you.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walden didn’t hear much about climate change either until she got to Southern University and A&M College, in Baton Rouge. “When I got to college, there’s activism everywhere for all types of stuff,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63325\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-63325\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1020x1360.jpeg\" alt=\"\" width=\"640\" height=\"853\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540.jpeg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">When she got to college, Jayda Walden discovered urban forestry and climate activism. “I am a tree girl,” she said. “The impact that they have is very important.” \u003ccite>(Image provided by Jada Walden)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’d enrolled with the intention of becoming a veterinarian. “When I first got there. I just wanted to hit my books, get my degree,” she recalled. “But my advisors, they pushed for so much more.” She became passionate about climate justice and the human impact on the environment and ended up majoring in urban forestry. She was a student member of This Is Planet Ed’s Higher Education Climate Action Task Force (where, full disclosure, I’m an advisor).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If it were up to her, Walden would require all college students to study the climate crisis and do independent research to learn how it will affect them personally. “Make it personal for them. Help them connect. It will make a world of difference.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Korbey, the \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cem>Building Better Citizens\u003c/em> author,\u003c/span>\u003cspan style=\"font-weight: 400\"> would agree with that approach. “\u003c/span>\u003cspan style=\"font-weight: 400\">Schools exist to give students knowledge, not to create activists,” she said. “The thing we’re doing very poorly is give kids the knowledge they need to become good citizens.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-should-schools-teach-climate-activism/\">teaching climate activism\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"When it comes to teaching students about climate activism, educators waver between empowering young citizens and courting controversy.","status":"publish","parent":0,"modified":1710127782,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1421},"headData":{"title":"Should schools teach climate activism? | KQED","description":"When it comes to teaching students about climate activism, educators waver between empowering young citizens and courting controversy. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When it comes to teaching students about climate activism, educators waver between empowering young citizens and courting controversy. "},"sticky":false,"nprByline":"Anya Kamenetz, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63322/should-schools-teach-climate-activism","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-should-schools-teach-climate-activism/\">teaching climate activism\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yancy Sanes teaches a \u003ca href=\"https://www.kqed.org/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have\">unit on the climate crisis\u003c/a> at Fannie Lou Hamer High School in the Bronx – not climate change, but the climate\u003c/span> \u003cspan style=\"font-weight: 400\">crisis. He is unequivocal that he wants his high school students to be climate activists.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach from a mindset and lens that I want to make sure my students are becoming activists, and it’s not enough just talking about it,” the science and math teacher said.\u003c/span>\u003cb> “\u003c/b>\u003cspan style=\"font-weight: 400\">I need to take my students outside and have them actually do the work of protesting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school partners with local environmental justice organizations to advocate for a greener Bronx. Sanes recently took some students to a rally that called for shutting down the jail on Rikers Island and replacing it with a solar energy farm, wastewater treatment plant and battery storage facility.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanes gets a lot of support for this approach from his administration. Social justice is a core value of Fannie Lou Hamer Freedom High School, and the school also belongs to a \u003c/span>\u003ca href=\"https://www.performanceassessment.org/\">\u003cspan style=\"font-weight: 400\">special assessment consortium\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, giving it more freedom in what is taught than a typical New York City public high school.\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\">For Sanes, who grew up in the neighborhood and graduated from Fannie Lou Hamer himself, getting his \u003ca href=\"https://www.kqed.org/mindshift/62224/student-activists-go-to-summer-camp-to-learn-how-to-help-institute-a-green-new-deal-on-their-campuses\">students involved in activism\u003c/a> is a key way to give them agency and \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">protect their mental health\u003c/a> as they learn what’s happening to the planet. “This is a topic that is very depressing. I don’t want to just end this unit with ‘things are really bad,’ but ‘what can we do, how are we fighting back’.” Indeed, climate anxiety is \u003c/span>\u003ca href=\"https://www.thelancet.com/journals/lanplh/article/PIIS2542-5196(21)00278-3/fulltext\">\u003cspan style=\"font-weight: 400\">widespread\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among young people, and collective action has been identified as one way to \u003c/span>\u003ca href=\"https://ysph.yale.edu/news-article/collective-action-helps-young-adults-deal-with-climate-change-anxiety/\">\u003cspan style=\"font-weight: 400\">ameliorate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> it. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63324\" class=\"wp-caption aligncenter\" style=\"max-width: 589px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63324\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02.jpeg\" alt=\"\" width=\"589\" height=\"438\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02.jpeg 589w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02-160x119.jpeg 160w\" sizes=\"(max-width: 589px) 100vw, 589px\">\u003cfigcaption class=\"wp-caption-text\">Yancy Sanes (front left, with green sign) brings his students to rallies to advocate for a greener Bronx.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanes is at the far end of the teaching spectrum when it comes to promoting climate activism, not to mention discussing controversial issues of any kind in his classroom. Conservative activists have already begun branding even basic instruction about climate change as \u003c/span>\u003ca href=\"https://www.eenews.net/articles/no-left-wing-indoctrination-climate-science-under-attack-in-classrooms/#:~:text=Conservative%20activists%20and%20politicians%20in,gender%20identity%20and%20the%20environment\">\u003cspan style=\"font-weight: 400\">“left-wing indoctrination.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The think tank Rand \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-10.html\">\u003cspan style=\"font-weight: 400\">recently reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in its\u003c/span> \u003cspan style=\"font-weight: 400\">2023 State of the American Teacher survey that two-thirds of teachers nationally said they were limiting discussions about political and social issues in class. The authors of the report observed that there seemed to be a spillover effect from states that have passed new laws restricting topics like race and gender, to states where no such laws are on the books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The current level of political polarization is \u003ca href=\"https://www.kqed.org/mindshift/63250/politicians-love-to-talk-about-race-and-lgbtq-issues-in-school-teachers-and-teens-not-so-much\">having a chilling effect\u003c/a>, making civics education into a third rail, according to \u003c/span>\u003cspan style=\"font-weight: 400\">Holly Korbey, an education reporter and the author of a 2019 book on civics education, \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cem>Building Better Citizens: A New Civics Education for All\u003c/em>. “\u003c/span>\u003cspan style=\"font-weight: 400\">We are living in this time where there’s increased scrutiny on what schools are telling kids,” she said.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said that, as a mom living in deep-red Tennessee, she wouldn’t be happy to have a teacher bringing her kids to protests. “I really don’t want schools to tell my kids to be activists. I think about how I personally feel about issues and flip that around. Would I be okay with teachers doing that? And the answer is no.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even Sanes has a line he won’t cross. He taught his students about Greta Thunberg and her school strikes, but he stopped short of encouraging his students to do the same. “\u003c/span>\u003cspan style=\"font-weight: 400\">I specifically cannot tell students, you gotta walk out of school,” he said. “That goes against my union.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, there is a broad bipartisan consensus that schools have an obligation to prepare citizens to participate in a democracy. And, emerging best practices in civics education include something called “\u003c/span>\u003ca href=\"https://hechingerreport.org/teaching-action-civics-engages-kids-and-ignites-controversy/\">\u003cspan style=\"font-weight: 400\">action civics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” in which teachers in civics and government classes guide kids to take action locally on issues they choose. Nonprofits like Generation Citizen and the Mikva Challenge, Korbey said, cite internal research that these kinds of activist-ish activities improve knowledge, civic skills, and motivation to remain involved in politics or their local community. Others have argued that without a robust understanding of the workings of government, “action civics” \u003c/span>\u003ca href=\"https://www.aei.org/multimedia/what-would-you-do-taking-the-action-out-of-civics/\">\u003cspan style=\"font-weight: 400\">provides a “sugar rush”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> without enough substance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even at the college level, it’s rare for students to study climate activism in particular, or political activism more generally. And this leads to a broader lack of knowledge about how power works in society, say some experts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Having visited many, many departments in many schools over the years, I’m shocked at how few places, particularly policy schools, teach social movements,” said sociologist Dana Fisher. \u003c/span>\u003cspan style=\"font-weight: 400\">Fisher is currently teaching a graduate course called “\u003c/span>\u003cspan style=\"font-weight: 400\">Global Environmental Politics: Activism and the Environment,” and she also has a new book out about climate activism,\u003c/span> \u003cem>\u003cspan style=\"font-weight: 400\">Saving Ourselves: From Climate Shocks to Climate Action\u003c/span>\u003c/em>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">She’s taught about social movements for two decades at American University in Washington, D.C., and the University of Maryland-College Park.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s crazy to me that, given that the civil society sector is such a huge part of democracy, there would not be a focus on that,” she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through empirical research, Fisher’s work counters stereotypes and misconceptions about climate activism. For example, she’s found that disruptive forms of protest like blocking a road or throwing soup on a masterpiece are effective even when they’re unpopular. ”It doesn’t draw support for the disruption. It draws support for more moderate parts of the movement,” she said. “And so it helps to expand the base.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an illustration of the ignorance about disruptive action and civil disobedience in particular, Fisher noted that K-12 students rarely hear about the topic unless studying the 1960s era and “a very sanitized version. They don’t remember that the Civil Rights Movement was really unpopular and had a very active radical flank that was \u003ca href=\"https://www.kqed.org/mindshift/63266/a-half-century-later-students-at-the-university-of-mississippi-reckon-with-the-past\">doing sit-ins and marches\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 12 years of public school in Shreveport, Louisiana, for example, Jada Walden learned very little about activism, including environmental activism. She learned a bit in school about the Civil Rights Movement, although most of what she remembers about it are “the things your grandmother teaches you.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walden didn’t hear much about climate change either until she got to Southern University and A&M College, in Baton Rouge. “When I got to college, there’s activism everywhere for all types of stuff,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63325\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-63325\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1020x1360.jpeg\" alt=\"\" width=\"640\" height=\"853\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540.jpeg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">When she got to college, Jayda Walden discovered urban forestry and climate activism. “I am a tree girl,” she said. “The impact that they have is very important.” \u003ccite>(Image provided by Jada Walden)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’d enrolled with the intention of becoming a veterinarian. “When I first got there. I just wanted to hit my books, get my degree,” she recalled. “But my advisors, they pushed for so much more.” She became passionate about climate justice and the human impact on the environment and ended up majoring in urban forestry. She was a student member of This Is Planet Ed’s Higher Education Climate Action Task Force (where, full disclosure, I’m an advisor).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If it were up to her, Walden would require all college students to study the climate crisis and do independent research to learn how it will affect them personally. “Make it personal for them. Help them connect. It will make a world of difference.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Korbey, the \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cem>Building Better Citizens\u003c/em> author,\u003c/span>\u003cspan style=\"font-weight: 400\"> would agree with that approach. “\u003c/span>\u003cspan style=\"font-weight: 400\">Schools exist to give students knowledge, not to create activists,” she said. “The thing we’re doing very poorly is give kids the knowledge they need to become good citizens.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-should-schools-teach-climate-activism/\">teaching climate activism\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63322/should-schools-teach-climate-activism","authors":["byline_mindshift_63322"],"categories":["mindshift_21508","mindshift_193"],"tags":["mindshift_20533","mindshift_21757","mindshift_21124","mindshift_21592","mindshift_21463","mindshift_21278"],"featImg":"mindshift_63323","label":"mindshift"},"mindshift_63315":{"type":"posts","id":"mindshift_63315","meta":{"index":"posts_1591205157","site":"mindshift","id":"63315","score":null,"sort":[1710151256000]},"guestAuthors":[],"slug":"learning-science-might-help-kids-read-better","title":"Learning science might help kids read better","publishDate":1710151256,"format":"standard","headTitle":"Learning science might help kids read better | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">A growing chorus of education researchers, pundits and “science of reading” advocates are calling for young children to be taught more about \u003ca href=\"https://www.kqed.org/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum\">the world around them\u003c/a>. It’s an indirect way of teaching reading comprehension. The theory is that what we grasp from what we read depends on whether we can hook it to concepts and topics that we already know. Natalie Wexler’s 2019 best-selling book, \u003c/span>\u003cem>\u003ca href=\"https://nataliewexler.com/the-knowledge-gap/\">\u003cspan style=\"font-weight: 400\">The Knowledge Gap\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">, championed \u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">knowledge-building curricula\u003c/a> and more schools around the country, from \u003c/span>\u003ca href=\"https://www.baltimorecp.org/resources/core-knowledge-lessons/\">\u003cspan style=\"font-weight: 400\">Baltimore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/reading-comprehension-hinges-on-building-knowledge-new-curricula-aim-to-help/2024/01\">\u003cspan style=\"font-weight: 400\">Michigan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.libertycommon.org/about/news-and-events/colorado-core-knowledge-network\">\u003cspan style=\"font-weight: 400\">Colorado\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, are adopting these content-filled lesson plans to teach geography, astronomy and even art history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Makers of knowledge-building curricula say their lessons are based on research, but the truth is that there is scant classroom evidence that building knowledge first increases future reading comprehension. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2023, University of Virginia researchers promoted \u003c/span>\u003ca href=\"https://edworkingpapers.com/index.php/ai23-755\">\u003cspan style=\"font-weight: 400\">a study of Colorado charter schools that had adopted E.D. Hirsch’s Core Knowledge curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children who had won lotteries to attend these charter schools had higher reading scores than students who lost the lotteries. But it was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61475/what-the-latest-reading-study-thats-getting-a-lot-of-buzz-says-and-where-its-evidence-falls-short\">\u003cspan style=\"font-weight: 400\">impossible to tell whether the Core Knowledge curriculum itself made the difference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or if the boost to reading scores could be attributed to other things that these charter schools were doing, such as hiring great teachers and training them well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More importantly, the students at these charter schools were largely from middle and upper middle class families. And what we really want to know is whether knowledge building at school helps poorer children, who are less likely to be exposed to the world through travel, live performances and other experiences that money can buy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new study, published online on Feb. 26, 2024, in the peer-reviewed journal Developmental Psychology, now provides stronger causal evidence that \u003c/span>\u003ca href=\"https://psycnet.apa.org/fulltext/2024-55174-001.html\">\u003cspan style=\"font-weight: 400\">building background knowledge can translate into higher reading achievement for low-income children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The study took place in an unnamed, large urban school district in North Carolina where most of the students are Black and Hispanic and 40% are from low-income families.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, a group of researchers, led by James Kim, a professor at Harvard University’s Graduate School of Education, randomly selected 15 of the district’s 30 elementary schools to teach first graders special \u003c/span>\u003ca href=\"https://scholar.harvard.edu/jameskim/pages/research-summary\">\u003cspan style=\"font-weight: 400\">knowledge-building lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for three years, through third grade. Kim, a reading specialist, and other researchers had developed two sets of multi-year lesson plans, one for science and one for social studies. Students were also given related books to read during the summer. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">This research was funded by the Chan Zuckerberg Initiative, which is among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The remaining 15 elementary schools in the district continued to teach their students as usual, still delivering some social studies and science instruction, but not these special lessons. Regular reading class was untouched in the experiment. All 30 schools were using the same reading curriculum, \u003c/span>\u003ca href=\"https://www.edreports.org/reports/overview/el-education-k-5-language-arts-2017\">\u003cspan style=\"font-weight: 400\">Expeditionary Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which follows science of reading principles and teaches phonics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">COVID-19 hit in the middle of the experiment. When schools shut down in the spring of 2020, the researchers scrapped the planned social studies units for second graders. In 2021, students were still not attending school in person. The researchers revised their science curriculum and decided to give an abridged online version to all 30 schools instead of just half. In the end, children in the original 15 schools received one year of social studies lessons and three years of science lessons compared to only one year of science in the comparison group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, approximately 1,000 students who had received the special science and social studies lessons in first and second grades outperformed the 1,000 students who got only the abbreviated online science in third grade. Their reading and math scores on the North Carolina state tests were higher not only in third grade, but also in fourth grade, more than a year after the knowledge-building experiment ended. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t a huge boost to reading achievement, but it was significant and long-lasting. It cost about $400 per student in instructional materials and teacher training.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Timothy Shanahan, a literacy expert and a professor emeritus at the University of Illinois at Chicago who was not involved in this research or the development of these science lessons, praised the study. “The study makes it very clear (as have a few others recently) that it is possible to combine reading with social studies and science curriculum in powerful ways that can improve both literacy and content knowledge,” he said by email. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting background knowledge to reading comprehension is not a new idea. A \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-0663.80.1.16\">\u003cspan style=\"font-weight: 400\">famous 1987 experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> documented that children who were weaker readers but knowledgeable about baseball understood a reading passage about baseball better than children who were stronger readers but didn’t know much about the sport. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously, it’s not realistic for schools to attempt to familiarize students with every topic they might encounter in a book. And there is disagreement among researchers about how general knowledge of the world translates into higher reading performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim thinks that a knowledge-building curriculum doesn’t need to teach many topics. Random facts, he says, are not important. He argues for depth instead of breadth. He says it’s important to construct a thoughtful sequence of lessons over the years, allowing students to see how the same patterns crop up in different ways. He calls these patterns “schemas.” In this experiment, for example, students learned about animal survival in first grade and dinosaur extinction in second grade. In third grade, that evolved into a more general understanding of how living systems function. By the end of third grade, many students were able to see how the idea of functioning systems can apply to inanimate objects, such as skyscrapers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the patterns that can be analogized to new circumstances, Kim explained. Once a student is familiar with the template, a new text on an unfamiliar topic can be easier to grasp.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim and his team also paired the science lessons with clusters of vocabulary words that were likely to come up again in the future – almost like wine pairings with a meal. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The full benefits of this kind of knowledge building didn’t materialize until after several years of coordinated instruction. In the first years, students were only able to transfer their ability to comprehend text on one topic to another if the topics were very similar. This study indicates that as their content knowledge deepened, their ability to generalize increased as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot going on here: a spiraling curriculum that revisits and builds upon themes year after year; an explicit teaching of underlying patterns; new vocabulary words, and a progression from the simple to the complex. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many versions of knowledge-rich curricula and this one isn’t about exposing students to a classical canon. It remains unclear if all knowledge-building curricula work as well. Other programs sometimes replace the main reading class with knowledge-building lessons. This one didn’t tinker with regular reading class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest challenge with the approach used in the North Carolina experiment is that it requires schools to coordinate lessons across grades. That’s hard. Some teachers may want to keep their favorite units on, say, growing a bean plant, and may bristle at the idea of throwing away their old lesson plans.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also worth noting that students’ math scores improved as much as their reading scores did in this North Carolina experiment. It might seem surprising that a literacy intervention would also boost math. But math also requires a lot of reading; the state’s math tests were full of word problems. Any successful effort to boost reading skills is also likely to have positive spillovers into math, researchers explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders are under great pressure to boost test scores. To do that, they’ve often doubled time spent on reading and cut science and social studies classes. Studies like this one suggest that those cuts may have been costly, further undermining reading achievement instead of improving it. As researchers discover more about the science of reading, it may well turn out to be that more time on science itself is what kids need to become good readers.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-learning-science-might-help-kids-read-better/\">\u003ci>\u003cspan style=\"font-weight: 400\">background knowledge\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"A recent study provides stronger causal evidence that building background knowledge can translate into higher reading achievement for low-income children.","status":"publish","parent":0,"modified":1710165675,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1454},"headData":{"title":"Learning science might help kids read better | KQED","description":"A recent study provides stronger causal evidence that building background knowledge can translate into higher reading achievement for low-income children.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A recent study provides stronger causal evidence that building background knowledge can translate into higher reading achievement for low-income children."},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63315/learning-science-might-help-kids-read-better","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">A growing chorus of education researchers, pundits and “science of reading” advocates are calling for young children to be taught more about \u003ca href=\"https://www.kqed.org/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum\">the world around them\u003c/a>. It’s an indirect way of teaching reading comprehension. The theory is that what we grasp from what we read depends on whether we can hook it to concepts and topics that we already know. Natalie Wexler’s 2019 best-selling book, \u003c/span>\u003cem>\u003ca href=\"https://nataliewexler.com/the-knowledge-gap/\">\u003cspan style=\"font-weight: 400\">The Knowledge Gap\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">, championed \u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">knowledge-building curricula\u003c/a> and more schools around the country, from \u003c/span>\u003ca href=\"https://www.baltimorecp.org/resources/core-knowledge-lessons/\">\u003cspan style=\"font-weight: 400\">Baltimore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/reading-comprehension-hinges-on-building-knowledge-new-curricula-aim-to-help/2024/01\">\u003cspan style=\"font-weight: 400\">Michigan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.libertycommon.org/about/news-and-events/colorado-core-knowledge-network\">\u003cspan style=\"font-weight: 400\">Colorado\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, are adopting these content-filled lesson plans to teach geography, astronomy and even art history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Makers of knowledge-building curricula say their lessons are based on research, but the truth is that there is scant classroom evidence that building knowledge first increases future reading comprehension. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2023, University of Virginia researchers promoted \u003c/span>\u003ca href=\"https://edworkingpapers.com/index.php/ai23-755\">\u003cspan style=\"font-weight: 400\">a study of Colorado charter schools that had adopted E.D. Hirsch’s Core Knowledge curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children who had won lotteries to attend these charter schools had higher reading scores than students who lost the lotteries. But it was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61475/what-the-latest-reading-study-thats-getting-a-lot-of-buzz-says-and-where-its-evidence-falls-short\">\u003cspan style=\"font-weight: 400\">impossible to tell whether the Core Knowledge curriculum itself made the difference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or if the boost to reading scores could be attributed to other things that these charter schools were doing, such as hiring great teachers and training them well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More importantly, the students at these charter schools were largely from middle and upper middle class families. And what we really want to know is whether knowledge building at school helps poorer children, who are less likely to be exposed to the world through travel, live performances and other experiences that money can buy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new study, published online on Feb. 26, 2024, in the peer-reviewed journal Developmental Psychology, now provides stronger causal evidence that \u003c/span>\u003ca href=\"https://psycnet.apa.org/fulltext/2024-55174-001.html\">\u003cspan style=\"font-weight: 400\">building background knowledge can translate into higher reading achievement for low-income children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The study took place in an unnamed, large urban school district in North Carolina where most of the students are Black and Hispanic and 40% are from low-income families.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, a group of researchers, led by James Kim, a professor at Harvard University’s Graduate School of Education, randomly selected 15 of the district’s 30 elementary schools to teach first graders special \u003c/span>\u003ca href=\"https://scholar.harvard.edu/jameskim/pages/research-summary\">\u003cspan style=\"font-weight: 400\">knowledge-building lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for three years, through third grade. Kim, a reading specialist, and other researchers had developed two sets of multi-year lesson plans, one for science and one for social studies. Students were also given related books to read during the summer. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">This research was funded by the Chan Zuckerberg Initiative, which is among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The remaining 15 elementary schools in the district continued to teach their students as usual, still delivering some social studies and science instruction, but not these special lessons. Regular reading class was untouched in the experiment. All 30 schools were using the same reading curriculum, \u003c/span>\u003ca href=\"https://www.edreports.org/reports/overview/el-education-k-5-language-arts-2017\">\u003cspan style=\"font-weight: 400\">Expeditionary Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which follows science of reading principles and teaches phonics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">COVID-19 hit in the middle of the experiment. When schools shut down in the spring of 2020, the researchers scrapped the planned social studies units for second graders. In 2021, students were still not attending school in person. The researchers revised their science curriculum and decided to give an abridged online version to all 30 schools instead of just half. In the end, children in the original 15 schools received one year of social studies lessons and three years of science lessons compared to only one year of science in the comparison group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, approximately 1,000 students who had received the special science and social studies lessons in first and second grades outperformed the 1,000 students who got only the abbreviated online science in third grade. Their reading and math scores on the North Carolina state tests were higher not only in third grade, but also in fourth grade, more than a year after the knowledge-building experiment ended. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t a huge boost to reading achievement, but it was significant and long-lasting. It cost about $400 per student in instructional materials and teacher training.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Timothy Shanahan, a literacy expert and a professor emeritus at the University of Illinois at Chicago who was not involved in this research or the development of these science lessons, praised the study. “The study makes it very clear (as have a few others recently) that it is possible to combine reading with social studies and science curriculum in powerful ways that can improve both literacy and content knowledge,” he said by email. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting background knowledge to reading comprehension is not a new idea. A \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-0663.80.1.16\">\u003cspan style=\"font-weight: 400\">famous 1987 experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> documented that children who were weaker readers but knowledgeable about baseball understood a reading passage about baseball better than children who were stronger readers but didn’t know much about the sport. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously, it’s not realistic for schools to attempt to familiarize students with every topic they might encounter in a book. And there is disagreement among researchers about how general knowledge of the world translates into higher reading performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim thinks that a knowledge-building curriculum doesn’t need to teach many topics. Random facts, he says, are not important. He argues for depth instead of breadth. He says it’s important to construct a thoughtful sequence of lessons over the years, allowing students to see how the same patterns crop up in different ways. He calls these patterns “schemas.” In this experiment, for example, students learned about animal survival in first grade and dinosaur extinction in second grade. In third grade, that evolved into a more general understanding of how living systems function. By the end of third grade, many students were able to see how the idea of functioning systems can apply to inanimate objects, such as skyscrapers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the patterns that can be analogized to new circumstances, Kim explained. Once a student is familiar with the template, a new text on an unfamiliar topic can be easier to grasp.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim and his team also paired the science lessons with clusters of vocabulary words that were likely to come up again in the future – almost like wine pairings with a meal. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The full benefits of this kind of knowledge building didn’t materialize until after several years of coordinated instruction. In the first years, students were only able to transfer their ability to comprehend text on one topic to another if the topics were very similar. This study indicates that as their content knowledge deepened, their ability to generalize increased as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot going on here: a spiraling curriculum that revisits and builds upon themes year after year; an explicit teaching of underlying patterns; new vocabulary words, and a progression from the simple to the complex. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many versions of knowledge-rich curricula and this one isn’t about exposing students to a classical canon. It remains unclear if all knowledge-building curricula work as well. Other programs sometimes replace the main reading class with knowledge-building lessons. This one didn’t tinker with regular reading class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest challenge with the approach used in the North Carolina experiment is that it requires schools to coordinate lessons across grades. That’s hard. Some teachers may want to keep their favorite units on, say, growing a bean plant, and may bristle at the idea of throwing away their old lesson plans.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also worth noting that students’ math scores improved as much as their reading scores did in this North Carolina experiment. It might seem surprising that a literacy intervention would also boost math. But math also requires a lot of reading; the state’s math tests were full of word problems. Any successful effort to boost reading skills is also likely to have positive spillovers into math, researchers explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders are under great pressure to boost test scores. To do that, they’ve often doubled time spent on reading and cut science and social studies classes. Studies like this one suggest that those cuts may have been costly, further undermining reading achievement instead of improving it. As researchers discover more about the science of reading, it may well turn out to be that more time on science itself is what kids need to become good readers.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-learning-science-might-help-kids-read-better/\">\u003ci>\u003cspan style=\"font-weight: 400\">background knowledge\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63315/learning-science-might-help-kids-read-better","authors":["byline_mindshift_63315"],"categories":["mindshift_21504","mindshift_193"],"tags":["mindshift_21292","mindshift_444","mindshift_550","mindshift_20713","mindshift_21616","mindshift_20615","mindshift_47"],"featImg":"mindshift_63317","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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