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Putting 21st Century Skills to Action
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Sign up for \u003ca href=\"https://hechingerreport.org/newsletters/\">our weekly newsletters\u003c/a> to get stories like this delivered directly to your inbox.\u003c/em>\u003c/p>\n\u003cp>Critical thinking is all the rage in education. Schools brag that they teach it on their websites and in open houses to impress parents. Some argue that critical thinking should be the primary purpose of education and one of the most important skills to have in the 21st century, with advanced machines and algorithms replacing manual and repetitive labor.\u003c/p>\n\u003cp>But a fascinating review of the scientific research on how to teach critical thinking concludes that teaching generic critical thinking skills, such as logical reasoning, might be a big waste of time. Critical thinking exercises and games haven’t produced long-lasting improvements for students. And the research literature shows that it’s very difficult for students to apply critical thinking skills learned in one subject to another, even between different fields of science.\u003c/p>\n\u003cp>“Wanting students to be able to ‘analyse, synthesise and evaluate’ information sounds like a reasonable goal,” writes Daniel Willingham, a professor of psychology at the University of Virginia. “But analysis, synthesis, and evaluation mean different things in different disciplines.”\u003c/p>\n\u003cp>Willingham’s reading of the research literature concludes that scientists are united in their belief that content knowledge is crucial to effective critical thinking. And he argues that the best approach is to explicitly teach very specific small skills of analysis for each subject. For example, in history, students need to interpret documents in light of their sources, seek corroboration and put them in their historical context. That kind of analysis isn’t relevant in science, where the source of a document isn’t as important as following the scientific method.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Willingham wrote a paper, “\u003ca href=\"https://education.nsw.gov.au/our-priorities/innovate-for-the-future/education-for-a-changing-world/media/documents/exar/How-to-teach-critical-thinking-Willingham.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How to Teach Critical Thinking\u003c/a>,” in May 2019 for the Department of Education of New South Wales in Australia. But it is entirely applicable to the American context.\u003c/p>\n\u003cp>In the paper, Willingham traces the history of teaching critical thinking. More than a century ago, many thought that difficult subjects like Latin might improve thinking abilities. But scientists subsequently found that students who studied Latin didn’t do any better on tests than those who didn’t. There are mixed results from more recent studies in teaching students computer science. A \u003ca href=\"https://www.uv.uio.no/english/research/groups/lea/news/transferct-2018.html\" target=\"_blank\" rel=\"noopener noreferrer\">2018 meta-analysis\u003c/a> showed better creative thinking, mathematics, meta-cognition, spatial skills and reasoning for students who take computer programing. But the gains were much smaller for studies with good control groups. A lot of the so-called benefit to studying computer science appears to be a placebo effect.\u003c/p>\n\u003cp>To be sure, there are basic logic principles that are true across subjects, such as understanding that “A” and “not A” cannot simultaneously be true. But students typically fail to apply even generic principles like these in new situations. In one experiment described by Willingham, people read a passage about how rebels successfully attacked a dictator hiding in a fortress (they dispersed the forces to avoid collateral damage and then converged at the point of attack). Immediately afterwards, they were asked how to destroy a malignant tumor using a ray that could cause a lot of collateral damage to healthy tissue. The solution was identical to that of the military attack but the subjects in the experiment didn’t see the analogy. In a follow-up experiment, people were told that the military story might help them solve the cancer problem and almost everyone solved it. “Using the analogy was not hard; the problem was thinking to use it in the first place,” Willingham explained.\u003c/p>\n\u003cp>To help student see analogies, “show students two solved problems with different surface structures but the same deep structure and ask them to compare them,” Williingham advises teachers, citing a \u003ca href=\"http://groups.psych.northwestern.edu/gentner/papers/kurtzBoukrina%26Gentner_2013.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">pedagogical technique proven to work\u003c/a> by researchers in 2013.\u003c/p>\n\u003cp>In math, students often get derailed when a word problem is slightly different from a step-by-step model that they’ve studied. A research-tested strategy here, \u003ca href=\"https://mrbartonmaths.com/resourcesnew/8.%20Research/Problem%20Solving/The%20Subgoal%20Learning%20Model.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">developed by Richard Catrambone at the Georgia Institute of Technology\u003c/a>, is to label the sub-steps of the solution with the goal they serve. That way students can understand why they’re using each step and what it’s accomplishing.\u003c/p>\n\u003cp>But the bigger problem is that critical thinking varies so much. “Critical thinking is needed when playing chess, designing a product, or planning strategy for a field hockey match,” Willingham wrote. “But there are no routine, reusable solutions for these problems.”\u003c/p>\n\u003cp>And this is where content knowledge becomes important. In order to compare and contrast, the brain has to hold ideas in working memory, which can easily be overloaded. The more familiar a student is with a particular topic, the easier it is for the student to hold those ideas in his working memory and really think. Willingham uses chess as a good example. Once a student has a played a lot of chess, then he has many board positions memorized in his brain and can sort through which one is better in each particular circumstance.\u003c/p>\n\u003cp>Willingham says that the scientific research shows that it’s very hard to evaluate an author’s claim if you don’t have background knowledge in the subject. “If you lack background knowledge about the topic, ample evidence from the last 40 years indicates you will not comprehend the author’s claims in the first place,” wrote Willingham, citing his own \u003ca href=\"https://www.amazon.com/Reading-Mind-Cognitive-Approach-Understanding/dp/1119301378\" target=\"_blank\" rel=\"noopener noreferrer\">2017 book\u003c/a>.\u003c/p>\n\u003cp>At what age should teachers begin this subject-specific teaching of individual, discrete critical thinking skills? Some teachers might think it’s developmentally inappropriate, and possibly harmful, to engage in cognitive work that seems more appropriate for an older child. But research from the last 30 years shows that young children are far more capable in engaging in reasoning that we once thought. Scientists now think that cognitive development is more gradual and starts young. “In some circumstances, even toddlers can understand principles of conditional reasoning, and in other circumstances, conditional reasoning confuses adult physicians,” wrote Willingham. “It all depends on the content of the problem.”\u003c/p>\n\u003cp>Willingham’s ideas are similar to those of Natalie Wexler, who makes an impassioned argument that schools should return to a content-rich curriculum in her 2019 book, “\u003ca href=\"https://www.penguinrandomhouse.com/books/547653/the-knowledge-gap-by-natalie-wexler/9780735213555/\" target=\"_blank\" rel=\"noopener noreferrer\">The Knowledge Gap\u003c/a>.” Both are worth reading as a strong counterpoint to the emphasis on critical thinking in schools today.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/scientific-research-on-how-to-teach-critical-thinking-contradicts-education-trends/\" target=\"_blank\" rel=\"noopener noreferrer\">how to teach critical thinking\u003c/a> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Scientific research on how to teach critical thinking contradicts education trends. ","status":"publish","parent":0,"modified":1568873183,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1161},"headData":{"title":"Why Content Knowledge is Crucial to Effective Critical Thinking | KQED","description":"Scientific research on how to teach critical thinking contradicts education trends. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54470 https://ww2.kqed.org/mindshift/?p=54470","disqusUrl":"https://ww2.kqed.org/mindshift/2019/09/18/why-content-knowledge-is-crucial-to-effective-critical-thinking/","disqusTitle":"Why Content Knowledge is Crucial to Effective Critical Thinking","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Jill Barshay, Columnist for The Hechinger Report\u003c/a>","path":"/mindshift/54470/why-content-knowledge-is-crucial-to-effective-critical-thinking","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"article-sub-h\">\u003cem>The Hechinger Report is a national nonprofit newsroom that reports on one topic: education. Sign up for \u003ca href=\"https://hechingerreport.org/newsletters/\">our weekly newsletters\u003c/a> to get stories like this delivered directly to your inbox.\u003c/em>\u003c/p>\n\u003cp>Critical thinking is all the rage in education. Schools brag that they teach it on their websites and in open houses to impress parents. Some argue that critical thinking should be the primary purpose of education and one of the most important skills to have in the 21st century, with advanced machines and algorithms replacing manual and repetitive labor.\u003c/p>\n\u003cp>But a fascinating review of the scientific research on how to teach critical thinking concludes that teaching generic critical thinking skills, such as logical reasoning, might be a big waste of time. Critical thinking exercises and games haven’t produced long-lasting improvements for students. And the research literature shows that it’s very difficult for students to apply critical thinking skills learned in one subject to another, even between different fields of science.\u003c/p>\n\u003cp>“Wanting students to be able to ‘analyse, synthesise and evaluate’ information sounds like a reasonable goal,” writes Daniel Willingham, a professor of psychology at the University of Virginia. “But analysis, synthesis, and evaluation mean different things in different disciplines.”\u003c/p>\n\u003cp>Willingham’s reading of the research literature concludes that scientists are united in their belief that content knowledge is crucial to effective critical thinking. And he argues that the best approach is to explicitly teach very specific small skills of analysis for each subject. For example, in history, students need to interpret documents in light of their sources, seek corroboration and put them in their historical context. That kind of analysis isn’t relevant in science, where the source of a document isn’t as important as following the scientific method.\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>Willingham wrote a paper, “\u003ca href=\"https://education.nsw.gov.au/our-priorities/innovate-for-the-future/education-for-a-changing-world/media/documents/exar/How-to-teach-critical-thinking-Willingham.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How to Teach Critical Thinking\u003c/a>,” in May 2019 for the Department of Education of New South Wales in Australia. But it is entirely applicable to the American context.\u003c/p>\n\u003cp>In the paper, Willingham traces the history of teaching critical thinking. More than a century ago, many thought that difficult subjects like Latin might improve thinking abilities. But scientists subsequently found that students who studied Latin didn’t do any better on tests than those who didn’t. There are mixed results from more recent studies in teaching students computer science. A \u003ca href=\"https://www.uv.uio.no/english/research/groups/lea/news/transferct-2018.html\" target=\"_blank\" rel=\"noopener noreferrer\">2018 meta-analysis\u003c/a> showed better creative thinking, mathematics, meta-cognition, spatial skills and reasoning for students who take computer programing. But the gains were much smaller for studies with good control groups. A lot of the so-called benefit to studying computer science appears to be a placebo effect.\u003c/p>\n\u003cp>To be sure, there are basic logic principles that are true across subjects, such as understanding that “A” and “not A” cannot simultaneously be true. But students typically fail to apply even generic principles like these in new situations. In one experiment described by Willingham, people read a passage about how rebels successfully attacked a dictator hiding in a fortress (they dispersed the forces to avoid collateral damage and then converged at the point of attack). Immediately afterwards, they were asked how to destroy a malignant tumor using a ray that could cause a lot of collateral damage to healthy tissue. The solution was identical to that of the military attack but the subjects in the experiment didn’t see the analogy. In a follow-up experiment, people were told that the military story might help them solve the cancer problem and almost everyone solved it. “Using the analogy was not hard; the problem was thinking to use it in the first place,” Willingham explained.\u003c/p>\n\u003cp>To help student see analogies, “show students two solved problems with different surface structures but the same deep structure and ask them to compare them,” Williingham advises teachers, citing a \u003ca href=\"http://groups.psych.northwestern.edu/gentner/papers/kurtzBoukrina%26Gentner_2013.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">pedagogical technique proven to work\u003c/a> by researchers in 2013.\u003c/p>\n\u003cp>In math, students often get derailed when a word problem is slightly different from a step-by-step model that they’ve studied. A research-tested strategy here, \u003ca href=\"https://mrbartonmaths.com/resourcesnew/8.%20Research/Problem%20Solving/The%20Subgoal%20Learning%20Model.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">developed by Richard Catrambone at the Georgia Institute of Technology\u003c/a>, is to label the sub-steps of the solution with the goal they serve. That way students can understand why they’re using each step and what it’s accomplishing.\u003c/p>\n\u003cp>But the bigger problem is that critical thinking varies so much. “Critical thinking is needed when playing chess, designing a product, or planning strategy for a field hockey match,” Willingham wrote. “But there are no routine, reusable solutions for these problems.”\u003c/p>\n\u003cp>And this is where content knowledge becomes important. In order to compare and contrast, the brain has to hold ideas in working memory, which can easily be overloaded. The more familiar a student is with a particular topic, the easier it is for the student to hold those ideas in his working memory and really think. Willingham uses chess as a good example. Once a student has a played a lot of chess, then he has many board positions memorized in his brain and can sort through which one is better in each particular circumstance.\u003c/p>\n\u003cp>Willingham says that the scientific research shows that it’s very hard to evaluate an author’s claim if you don’t have background knowledge in the subject. “If you lack background knowledge about the topic, ample evidence from the last 40 years indicates you will not comprehend the author’s claims in the first place,” wrote Willingham, citing his own \u003ca href=\"https://www.amazon.com/Reading-Mind-Cognitive-Approach-Understanding/dp/1119301378\" target=\"_blank\" rel=\"noopener noreferrer\">2017 book\u003c/a>.\u003c/p>\n\u003cp>At what age should teachers begin this subject-specific teaching of individual, discrete critical thinking skills? Some teachers might think it’s developmentally inappropriate, and possibly harmful, to engage in cognitive work that seems more appropriate for an older child. But research from the last 30 years shows that young children are far more capable in engaging in reasoning that we once thought. Scientists now think that cognitive development is more gradual and starts young. “In some circumstances, even toddlers can understand principles of conditional reasoning, and in other circumstances, conditional reasoning confuses adult physicians,” wrote Willingham. “It all depends on the content of the problem.”\u003c/p>\n\u003cp>Willingham’s ideas are similar to those of Natalie Wexler, who makes an impassioned argument that schools should return to a content-rich curriculum in her 2019 book, “\u003ca href=\"https://www.penguinrandomhouse.com/books/547653/the-knowledge-gap-by-natalie-wexler/9780735213555/\" target=\"_blank\" rel=\"noopener noreferrer\">The Knowledge Gap\u003c/a>.” Both are worth reading as a strong counterpoint to the emphasis on critical thinking in schools today.\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>This story about \u003ca href=\"https://hechingerreport.org/scientific-research-on-how-to-teach-critical-thinking-contradicts-education-trends/\" target=\"_blank\" rel=\"noopener noreferrer\">how to teach critical thinking\u003c/a> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54470/why-content-knowledge-is-crucial-to-effective-critical-thinking","authors":["byline_mindshift_54470"],"categories":["mindshift_193"],"tags":["mindshift_262","mindshift_21292","mindshift_843","mindshift_21128","mindshift_21254"],"featImg":"mindshift_54473","label":"mindshift"},"mindshift_47890":{"type":"posts","id":"mindshift_47890","meta":{"index":"posts_1591205157","site":"mindshift","id":"47890","score":null,"sort":[1490858369000]},"guestAuthors":[],"slug":"a-march-madness-bracket-thats-fun-for-science-class","title":"A March Madness Bracket That's Fun For Science Class","publishDate":1490858369,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It's a little after 8 a.m. at Wakefield High School in Arlington, Va., and Michelle Harris' AP Environmental Science class is getting right to it.\u003c/p>\n\u003cp>\"All right, you guys got your brackets out?\" Harris asks.\u003c/p>\n\u003cp>The class of mostly juniors and seniors ruffle through folders and pull out pieces of paper with brackets — 64 slots, four quadrants, and one central box to predict the championship. But there's something a little different about these brackets ...\u003c/p>\n\u003cp>\"We're going to jump down to the fourth-seeded spider monkey against the 12th-seeded antelope squirrel,\" Harris says.\u003c/p>\n\u003cp>\"Spider monkey better win!\" one student shouts from the back of the class.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This is March \u003cem>Mammal\u003c/em> Madness: Round 2. It's a competition that has been playing out online and in hundreds of classrooms over the past month. Real animals wage fictional battles, while students use science — a lot of it — to try to predict the winner.\u003c/p>\n\u003cp>March Mammal Madness was \u003ca href=\"http://mammalssuck.blogspot.com/2017/02/dont-call-it-is-comeback-weve-been-here.html\" target=\"_blank\">created five years ago by Katie Hinde\u003c/a>, an evolutionary biologist at Arizona State University, though now, she says, the competition depends on a whole team of volunteer scientists and conservationists: biologists, animal behaviorists, paleoanthropologists, marine biologists.\u003c/p>\n\u003cp>Hinde's team meets every year for a Selection Sunday of its own. Team members pick the animals that will compete and even decide who will win, though they keep it a secret. That's because a whole lot of research has to be done.\u003c/p>\n\u003cp>Each scientist is assigned a specific battle, then studies up and writes a battle story based on facts.\u003c/p>\n\u003cp>\"Then the battles are live-tweeted as a dynamic, play-by-play story, much like someone would watch a basketball game,\" Hinde says.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/Mammals_Suck?lang=en\" target=\"_blank\">Those tweets link to scientific articles\u003c/a>, videos, photos, fossil records — whatever the team can use to drop knowledge into the story. That's why so many teachers, including Michelle Harris, have begun using the brackets in class.\u003c/p>\n\u003cp>As in basketball, there are plenty of upsets and broken hearts — like the time a snow leopard and a flying squirrel faced off in the rain forest. The snow leopard overheated and lost. Or the time tourists used their human junk food to lure an adorable quokka off the playing field.\u003c/p>\n\u003cp>\"Sometimes animals can displace one another. Sometimes animals can hide, animals can run away. Sometimes they get eaten. Sometimes they actually engage in contact aggression,\" Hinde says.\u003c/p>\n\u003cp>It's a little ridiculous, but she says the point is to have fun while also creating a learning opportunity.\u003c/p>\n\u003cp>\"We really try to showcase animals that people might never have heard of,\" she says. \"Like dhole and bandicoot and binturong and babirusa.\"\u003c/p>\n\u003cp>At Wakefield High, Michelle Harris is going over the tweets from one of the previous night's battles: the No. 6 seed tiger versus the No. 3 seed leopard seal.\u003c/p>\n\u003cp>\"And apparently we need to bundle up,\" she tells the class, \"because we're headed to the vast coastal ice flows of Antarctica!\"\u003c/p>\n\u003cp>Near the back of the class, senior Jordan Simpson giggles with Tiara Jones, both looking at a computer screen. They've Googled the bilby, a tiny Australian marsupial with big, rabbitlike ears. Simpson says she picked it to go all the way.\u003c/p>\n\u003cp>\"I thought it was cute,\" she says with a laugh. \"I knew it had no chance, but I thought I'd give it a shot.\"\u003c/p>\n\u003cp>Jones bursts out laughing. The bilby was ousted in the first round by a Tibetan sand fox.\u003c/p>\n\u003cp>Harris says those fits of giggles are a big reason she uses the bracket in class.\u003c/p>\n\u003cp>\"This time of year can be a little stressful as we're leading up to AP exams, so it's nice to have a little bit of fun along the way,\" she says.\u003c/p>\n\u003cp>That's Hinde's ultimate goal, too — to make science fun.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I think it's a chance to return to that time when science was all about the imagination and the wonder at the natural world,\" she says. \"Science is narrative, and that is incredibly salient to the human mind.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+New+Kind+Of+March+Madness+Hits+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"It's March \u003cem>Mammal\u003c/em> Madness, a bracket with real animals facing off in fictional battles. Hundreds of science classes are playing in schools around the country.","status":"publish","parent":0,"modified":1490858369,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":694},"headData":{"title":"A March Madness Bracket That's Fun For Science Class | KQED","description":"It's March Mammal Madness, a bracket with real animals facing off in fictional battles. Hundreds of science classes are playing in schools around the country.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"47890 https://ww2.kqed.org/mindshift/?p=47890","disqusUrl":"https://ww2.kqed.org/mindshift/2017/03/30/a-march-madness-bracket-thats-fun-for-science-class/","disqusTitle":"A March Madness Bracket That's Fun For Science Class","nprImageCredit":"Adam Cole","nprByline":"Kat Lonsdorf","nprImageAgency":"NPR","nprStoryId":"521148505","nprApiLink":"http://api.npr.org/query?id=521148505&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/03/29/521148505/a-new-kind-of-march-madness-hits-schools?ft=nprml&f=521148505","nprRetrievedStory":"1","nprPubDate":"Wed, 29 Mar 2017 07:19:00 -0400","nprStoryDate":"Wed, 29 Mar 2017 04:23:00 -0400","nprLastModifiedDate":"Wed, 29 Mar 2017 15:24:35 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2017/03/20170329_me_a_new_kind_of_march_madness_hits_schools.mp3?orgId=1&topicId=1013&d=185&p=3&story=521148505&t=progseg&e=521882733&seg=11&ft=nprml&f=521148505","nprAudioM3u":"http://api.npr.org/m3u/1521884369-e7b4ef.m3u?orgId=1&topicId=1013&d=185&p=3&story=521148505&t=progseg&e=521882733&seg=11&ft=nprml&f=521148505","path":"/mindshift/47890/a-march-madness-bracket-thats-fun-for-science-class","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2017/03/20170329_me_a_new_kind_of_march_madness_hits_schools.mp3?orgId=1&topicId=1013&d=185&p=3&story=521148505&t=progseg&e=521882733&seg=11&ft=nprml&f=521148505","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's a little after 8 a.m. at Wakefield High School in Arlington, Va., and Michelle Harris' AP Environmental Science class is getting right to it.\u003c/p>\n\u003cp>\"All right, you guys got your brackets out?\" Harris asks.\u003c/p>\n\u003cp>The class of mostly juniors and seniors ruffle through folders and pull out pieces of paper with brackets — 64 slots, four quadrants, and one central box to predict the championship. But there's something a little different about these brackets ...\u003c/p>\n\u003cp>\"We're going to jump down to the fourth-seeded spider monkey against the 12th-seeded antelope squirrel,\" Harris says.\u003c/p>\n\u003cp>\"Spider monkey better win!\" one student shouts from the back of the class.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This is March \u003cem>Mammal\u003c/em> Madness: Round 2. It's a competition that has been playing out online and in hundreds of classrooms over the past month. Real animals wage fictional battles, while students use science — a lot of it — to try to predict the winner.\u003c/p>\n\u003cp>March Mammal Madness was \u003ca href=\"http://mammalssuck.blogspot.com/2017/02/dont-call-it-is-comeback-weve-been-here.html\" target=\"_blank\">created five years ago by Katie Hinde\u003c/a>, an evolutionary biologist at Arizona State University, though now, she says, the competition depends on a whole team of volunteer scientists and conservationists: biologists, animal behaviorists, paleoanthropologists, marine biologists.\u003c/p>\n\u003cp>Hinde's team meets every year for a Selection Sunday of its own. Team members pick the animals that will compete and even decide who will win, though they keep it a secret. That's because a whole lot of research has to be done.\u003c/p>\n\u003cp>Each scientist is assigned a specific battle, then studies up and writes a battle story based on facts.\u003c/p>\n\u003cp>\"Then the battles are live-tweeted as a dynamic, play-by-play story, much like someone would watch a basketball game,\" Hinde says.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/Mammals_Suck?lang=en\" target=\"_blank\">Those tweets link to scientific articles\u003c/a>, videos, photos, fossil records — whatever the team can use to drop knowledge into the story. That's why so many teachers, including Michelle Harris, have begun using the brackets in class.\u003c/p>\n\u003cp>As in basketball, there are plenty of upsets and broken hearts — like the time a snow leopard and a flying squirrel faced off in the rain forest. The snow leopard overheated and lost. Or the time tourists used their human junk food to lure an adorable quokka off the playing field.\u003c/p>\n\u003cp>\"Sometimes animals can displace one another. Sometimes animals can hide, animals can run away. Sometimes they get eaten. Sometimes they actually engage in contact aggression,\" Hinde says.\u003c/p>\n\u003cp>It's a little ridiculous, but she says the point is to have fun while also creating a learning opportunity.\u003c/p>\n\u003cp>\"We really try to showcase animals that people might never have heard of,\" she says. \"Like dhole and bandicoot and binturong and babirusa.\"\u003c/p>\n\u003cp>At Wakefield High, Michelle Harris is going over the tweets from one of the previous night's battles: the No. 6 seed tiger versus the No. 3 seed leopard seal.\u003c/p>\n\u003cp>\"And apparently we need to bundle up,\" she tells the class, \"because we're headed to the vast coastal ice flows of Antarctica!\"\u003c/p>\n\u003cp>Near the back of the class, senior Jordan Simpson giggles with Tiara Jones, both looking at a computer screen. They've Googled the bilby, a tiny Australian marsupial with big, rabbitlike ears. Simpson says she picked it to go all the way.\u003c/p>\n\u003cp>\"I thought it was cute,\" she says with a laugh. \"I knew it had no chance, but I thought I'd give it a shot.\"\u003c/p>\n\u003cp>Jones bursts out laughing. The bilby was ousted in the first round by a Tibetan sand fox.\u003c/p>\n\u003cp>Harris says those fits of giggles are a big reason she uses the bracket in class.\u003c/p>\n\u003cp>\"This time of year can be a little stressful as we're leading up to AP exams, so it's nice to have a little bit of fun along the way,\" she says.\u003c/p>\n\u003cp>That's Hinde's ultimate goal, too — to make science fun.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I think it's a chance to return to that time when science was all about the imagination and the wonder at the natural world,\" she says. \"Science is narrative, and that is incredibly salient to the human mind.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+New+Kind+Of+March+Madness+Hits+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47890/a-march-madness-bracket-thats-fun-for-science-class","authors":["byline_mindshift_47890"],"categories":["mindshift_192"],"tags":["mindshift_262","mindshift_20784","mindshift_1040","mindshift_551"],"featImg":"mindshift_47891","label":"mindshift"},"mindshift_45716":{"type":"posts","id":"mindshift_45716","meta":{"index":"posts_1591205157","site":"mindshift","id":"45716","score":null,"sort":[1467808296000]},"guestAuthors":[],"slug":"how-to-raise-brilliant-children-according-to-science","title":"How To Raise Brilliant Children, According To Science","publishDate":1467808296,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\"Why are traffic lights red, yellow and green?\"\u003c/p>\n\u003cp>When a child asks you a question like this, you have a few options. You can shut her down with a \"Just because.\" You can explain: \"Red is for stop and green is for go.\" Or, you can turn the question back to her and help her figure out the answer with plenty of encouragement.\u003c/p>\n\u003cp>No parent, teacher or caregiver has the time or patience to respond perfectly to all of the many, many, many opportunities like these that come along. But a new book,\u003cem> Becoming Brilliant: What Science Tells Us About Raising Successful Children\u003c/em>, is designed to get us thinking about the magnitude of these moments.\u003c/p>\n\u003cp>Kathy Hirsh-Pasek, the book's co-author, compares the challenge to climate change.\u003c/p>\n\u003cp>\"What we do with little kids today will matter in 20 years,\" she says. \"If you don't get it right, you will have an unlivable environment. That's the crisis I see.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hirsh-Pasek, a professor at Temple University and a senior fellow at the Brookings Institution, is a distinguished developmental psychologist with decades of experience, as is her co-author, Roberta Golinkoff at the University of Delaware. And with this book, the two are putting forward a new framework, based on the science of learning and development, to help parents think about cultivating the skills people really need to succeed.\u003c/p>\n\u003cp>What follows is an excerpt from our conversation.\u003c/p>\n\u003cp>\u003cstrong>What led you to write this book now? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: We live in a crazy time, and parents are very worried about their children's futures. They're getting all kinds of messages about children having to score at the top level on some test. The irony is, kids could score at the top and still not succeed at finding great employment or becoming a great person.\u003c/p>\n\u003cp>Hirsh-Pasek: If Rip Van Winkle came back, there's only one institution he would recognize: \"Oh! That's a school. Kids are still sitting in rows, still listening to the font of wisdom at the front of the classroom.\"\u003c/p>\n\u003cp>We're training kids to do what computers do, which is spit back facts. And computers are always going to be better than human beings at that. But what they're not going to be better at is being social, navigating relationships, being citizens in a community. So we need to change the whole definition of what success in school, and out of school, means.\u003c/p>\n\u003cp>\u003cstrong>You present something you call the 21st-century report card. And it contains six C's, which I've seen \u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\">versions of elsewhere\u003c/a>: collaboration, communication, content, critical thinking, creative innovation and confidence. But what's new is the way you relate these skills to each other, and also, you've described what they look like at four levels of development. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: The first, basic, most core is collaboration. Collaboration is everything from getting along with others to controlling your impulses so you can get along and not kick someone else off the swing. It's building a community and experiencing diversity and culture. Everything we do, in the classroom or at home, has to be built on that foundation.\u003c/p>\n\u003cp>Communication comes next, because you can't communicate if you have no one to communicate with. This includes speaking, writing, reading and that all-but-lost art of listening.\u003c/p>\n\u003cp>Content is built on communication. You can't learn anything if you haven't learned how to understand language, or to read.\u003c/p>\n\u003cp>Critical thinking relies on content, because you can't navigate masses of information if you have nothing to navigate to.\u003c/p>\n\u003cp>Creative innovation requires knowing something. You can't just be a monkey throwing paint on a canvas. It's the 10,000-hour rule: You need to know something well enough to make something new.\u003c/p>\n\u003cp>And finally, confidence: You have to have the confidence to take safe risks.\u003c/p>\n\u003cp>Golinkoff: There isn't an entrepreneur or a scientific pioneer who hasn't had failures. And if we don't rear children who are comfortable taking risks, we won't have successes.\u003c/p>\n\u003cp>\u003cstrong>OK, and for each of your six C's, you also go into what they look like at four levels of development. Can you give us the deep dive on one of these? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, critical thinking. First you have to have content, right?\u003c/p>\n\u003cp>Most people at their desks at work have papers, books, magazines all over the place. Information is doubling every 2 1/2 years. We have to figure out how to select and synthesize the information we need.\u003c/p>\n\u003cp>So, at Level 1, we call it \"seeing is believing.\" If someone tells you alligators live in sewers in New York City, you buy it.\u003c/p>\n\u003cp>At Level 2, you see that truths differ; there are multiple points of view.\u003c/p>\n\u003cp>You learn Columbus discovered America, then you learn that there are alternative narratives — the Native Americans already lived here. This is kind of when critical thinking starts.\u003c/p>\n\u003cp>At the third level, we have opinions. All of us have used the phrase \"they say.\" That will get you into trouble because it shows little respect for science or evidence.\u003c/p>\n\u003cp>At Level 4, we talk about evidence, mastery, the intricacies of doubt.\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/E._O._Wilson\">E.O. Wilson\u003c/a>, one of my heroes, the biologist, says we're drowning in information and starved for wisdom. When we're getting to be more at Level 4, we'll see the gaps and the holes in a line of reasoning. Critical thinking is what leads to the next breakthroughs in any area.\u003c/p>\n\u003cp>\u003cstrong>In addition to breaking down the six C's and four levels within each of them, you also cover the opportunities for parents, teachers and grandparents to cultivate those skills. Talk about that. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, if you're going to have a kid who engages in critical thinking, you're not going to shut them down when they ask a question. You're not going to settle for \"because.\" You're going to encourage them to ask more. And you want them to understand how other people think.\u003c/p>\n\u003cp>If you see a homeless person in the street: What do you think that person is thinking? How do you think they feel about not having a home?\u003c/p>\n\u003cp>Get someone else's point of view activated to help them recognize that things are not always what they appear. That's going to help them understand critical thinking.\u003c/p>\n\u003cp>\u003cstrong>OK, so that helps me understand how these skills are all interrelated. Perspective-taking, which I think of as a component of empathy, you're saying is also foundational for critical thinking. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes, theory of mind is important to be able to do critical thinking.\u003c/p>\n\u003cp>\u003cstrong>A big part of what you're doing with this book is to try to get parents to supplement what's going on in school. Talk a little more about that.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: One of the biggest concepts is breadth. Learning isn't just K-12. It starts prenatally. If you get a bead on what your children are and aren't being exposed to at school, that will suggest the kinds of experiences you want your children to have outside of school.\u003c/p>\n\u003cp>\u003cstrong>And you want people to look at where they themselves fall in the four levels within the 6 C's, right? It's not just for kids.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes. I can say as a mom, well, let's think about it — who am I as a collaborator? Am I an on-my-own kind of girl [Level 1] or a side-by-side [Level 2]?\u003c/p>\n\u003cp>When I was rushing my kids to get dressed and out the door, I was an on my own. I wish I weren't!\u003c/p>\n\u003cp>It's not a big deal to let my kid try to pick out his wardrobe. Who cares if it's stripes and plaids? Let's see that back-and-forth collaboration is built into our routines.\u003c/p>\n\u003cp>And then, how much communication is built in? Did we tell a joint story or did I just read the book and get it over with? It's a really good idea to evaluate ourselves according to the grid. We can ask where we want to grow as parents.\u003c/p>\n\u003cp>Then we can ask, with the same grid: What do I want for my child? Where is my child now, and how can I build an environment in my house that will enable the child to grow up with these different skills?\u003c/p>\n\u003cp>\u003cstrong>Wow. OK. So this is really reinforcing the idea of learning as a social, relationship-oriented process. It's not just a grid for sorting and measuring our kids; it's about how we are relating to our kids. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: The other thing I think is crucial to notice is that we're talking about doing things in the moment with your child. Notice we're talking about buying nothing, signing up for no classes, and no tablets. Not that we're Luddites, but we're talking about how the crucible of social interaction between child and parent really helps set up the child for the development of these skills.\u003c/p>\n\u003cp>We're particularly concerned about confidence. At school, when kids are being encouraged to get the one right answer and fill in that bubble, people can do things that enable their children to solve problems in multiple ways: \"Can you think of different ways to make the bed?\"\u003c/p>\n\u003cp>It costs nothing, and the child is learning, \"I have good ideas, I can be creative, and I can show you that I have confidence.\"\u003c/p>\n\u003cp>\u003cstrong>And the bed gets made.\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That too!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Raise+Brilliant+Children%2C+According+To+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n","blocks":[],"excerpt":"Two developmental psychologists break down 21st century skills and give everyday tips for parents on how to instill them.","status":"publish","parent":0,"modified":1467825610,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":50,"wordCount":1625},"headData":{"title":"How To Raise Brilliant Children, According To Science | KQED","description":"Two developmental psychologists break down 21st century skills and give everyday tips for parents on how to instill them.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45716 http://ww2.kqed.org/mindshift/?p=45716","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/06/how-to-raise-brilliant-children-according-to-science/","disqusTitle":"How To Raise Brilliant Children, According To Science","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"481582529","nprApiLink":"http://api.npr.org/query?id=481582529&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/07/05/481582529/how-to-raise-brilliant-children-according-to-science?ft=nprml&f=481582529","nprRetrievedStory":"1","nprPubDate":"Tue, 05 Jul 2016 10:35:00 -0400","nprStoryDate":"Tue, 05 Jul 2016 06:06:00 -0400","nprLastModifiedDate":"Tue, 05 Jul 2016 10:35:36 -0400","path":"/mindshift/45716/how-to-raise-brilliant-children-according-to-science","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Why are traffic lights red, yellow and green?\"\u003c/p>\n\u003cp>When a child asks you a question like this, you have a few options. You can shut her down with a \"Just because.\" You can explain: \"Red is for stop and green is for go.\" Or, you can turn the question back to her and help her figure out the answer with plenty of encouragement.\u003c/p>\n\u003cp>No parent, teacher or caregiver has the time or patience to respond perfectly to all of the many, many, many opportunities like these that come along. But a new book,\u003cem> Becoming Brilliant: What Science Tells Us About Raising Successful Children\u003c/em>, is designed to get us thinking about the magnitude of these moments.\u003c/p>\n\u003cp>Kathy Hirsh-Pasek, the book's co-author, compares the challenge to climate change.\u003c/p>\n\u003cp>\"What we do with little kids today will matter in 20 years,\" she says. \"If you don't get it right, you will have an unlivable environment. That's the crisis I see.\"\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>Hirsh-Pasek, a professor at Temple University and a senior fellow at the Brookings Institution, is a distinguished developmental psychologist with decades of experience, as is her co-author, Roberta Golinkoff at the University of Delaware. And with this book, the two are putting forward a new framework, based on the science of learning and development, to help parents think about cultivating the skills people really need to succeed.\u003c/p>\n\u003cp>What follows is an excerpt from our conversation.\u003c/p>\n\u003cp>\u003cstrong>What led you to write this book now? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: We live in a crazy time, and parents are very worried about their children's futures. They're getting all kinds of messages about children having to score at the top level on some test. The irony is, kids could score at the top and still not succeed at finding great employment or becoming a great person.\u003c/p>\n\u003cp>Hirsh-Pasek: If Rip Van Winkle came back, there's only one institution he would recognize: \"Oh! That's a school. Kids are still sitting in rows, still listening to the font of wisdom at the front of the classroom.\"\u003c/p>\n\u003cp>We're training kids to do what computers do, which is spit back facts. And computers are always going to be better than human beings at that. But what they're not going to be better at is being social, navigating relationships, being citizens in a community. So we need to change the whole definition of what success in school, and out of school, means.\u003c/p>\n\u003cp>\u003cstrong>You present something you call the 21st-century report card. And it contains six C's, which I've seen \u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\">versions of elsewhere\u003c/a>: collaboration, communication, content, critical thinking, creative innovation and confidence. But what's new is the way you relate these skills to each other, and also, you've described what they look like at four levels of development. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: The first, basic, most core is collaboration. Collaboration is everything from getting along with others to controlling your impulses so you can get along and not kick someone else off the swing. It's building a community and experiencing diversity and culture. Everything we do, in the classroom or at home, has to be built on that foundation.\u003c/p>\n\u003cp>Communication comes next, because you can't communicate if you have no one to communicate with. This includes speaking, writing, reading and that all-but-lost art of listening.\u003c/p>\n\u003cp>Content is built on communication. You can't learn anything if you haven't learned how to understand language, or to read.\u003c/p>\n\u003cp>Critical thinking relies on content, because you can't navigate masses of information if you have nothing to navigate to.\u003c/p>\n\u003cp>Creative innovation requires knowing something. You can't just be a monkey throwing paint on a canvas. It's the 10,000-hour rule: You need to know something well enough to make something new.\u003c/p>\n\u003cp>And finally, confidence: You have to have the confidence to take safe risks.\u003c/p>\n\u003cp>Golinkoff: There isn't an entrepreneur or a scientific pioneer who hasn't had failures. And if we don't rear children who are comfortable taking risks, we won't have successes.\u003c/p>\n\u003cp>\u003cstrong>OK, and for each of your six C's, you also go into what they look like at four levels of development. Can you give us the deep dive on one of these? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, critical thinking. First you have to have content, right?\u003c/p>\n\u003cp>Most people at their desks at work have papers, books, magazines all over the place. Information is doubling every 2 1/2 years. We have to figure out how to select and synthesize the information we need.\u003c/p>\n\u003cp>So, at Level 1, we call it \"seeing is believing.\" If someone tells you alligators live in sewers in New York City, you buy it.\u003c/p>\n\u003cp>At Level 2, you see that truths differ; there are multiple points of view.\u003c/p>\n\u003cp>You learn Columbus discovered America, then you learn that there are alternative narratives — the Native Americans already lived here. This is kind of when critical thinking starts.\u003c/p>\n\u003cp>At the third level, we have opinions. All of us have used the phrase \"they say.\" That will get you into trouble because it shows little respect for science or evidence.\u003c/p>\n\u003cp>At Level 4, we talk about evidence, mastery, the intricacies of doubt.\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/E._O._Wilson\">E.O. Wilson\u003c/a>, one of my heroes, the biologist, says we're drowning in information and starved for wisdom. When we're getting to be more at Level 4, we'll see the gaps and the holes in a line of reasoning. Critical thinking is what leads to the next breakthroughs in any area.\u003c/p>\n\u003cp>\u003cstrong>In addition to breaking down the six C's and four levels within each of them, you also cover the opportunities for parents, teachers and grandparents to cultivate those skills. Talk about that. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, if you're going to have a kid who engages in critical thinking, you're not going to shut them down when they ask a question. You're not going to settle for \"because.\" You're going to encourage them to ask more. And you want them to understand how other people think.\u003c/p>\n\u003cp>If you see a homeless person in the street: What do you think that person is thinking? How do you think they feel about not having a home?\u003c/p>\n\u003cp>Get someone else's point of view activated to help them recognize that things are not always what they appear. That's going to help them understand critical thinking.\u003c/p>\n\u003cp>\u003cstrong>OK, so that helps me understand how these skills are all interrelated. Perspective-taking, which I think of as a component of empathy, you're saying is also foundational for critical thinking. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes, theory of mind is important to be able to do critical thinking.\u003c/p>\n\u003cp>\u003cstrong>A big part of what you're doing with this book is to try to get parents to supplement what's going on in school. Talk a little more about that.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: One of the biggest concepts is breadth. Learning isn't just K-12. It starts prenatally. If you get a bead on what your children are and aren't being exposed to at school, that will suggest the kinds of experiences you want your children to have outside of school.\u003c/p>\n\u003cp>\u003cstrong>And you want people to look at where they themselves fall in the four levels within the 6 C's, right? It's not just for kids.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes. I can say as a mom, well, let's think about it — who am I as a collaborator? Am I an on-my-own kind of girl [Level 1] or a side-by-side [Level 2]?\u003c/p>\n\u003cp>When I was rushing my kids to get dressed and out the door, I was an on my own. I wish I weren't!\u003c/p>\n\u003cp>It's not a big deal to let my kid try to pick out his wardrobe. Who cares if it's stripes and plaids? Let's see that back-and-forth collaboration is built into our routines.\u003c/p>\n\u003cp>And then, how much communication is built in? Did we tell a joint story or did I just read the book and get it over with? It's a really good idea to evaluate ourselves according to the grid. We can ask where we want to grow as parents.\u003c/p>\n\u003cp>Then we can ask, with the same grid: What do I want for my child? Where is my child now, and how can I build an environment in my house that will enable the child to grow up with these different skills?\u003c/p>\n\u003cp>\u003cstrong>Wow. OK. So this is really reinforcing the idea of learning as a social, relationship-oriented process. It's not just a grid for sorting and measuring our kids; it's about how we are relating to our kids. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: The other thing I think is crucial to notice is that we're talking about doing things in the moment with your child. Notice we're talking about buying nothing, signing up for no classes, and no tablets. Not that we're Luddites, but we're talking about how the crucible of social interaction between child and parent really helps set up the child for the development of these skills.\u003c/p>\n\u003cp>We're particularly concerned about confidence. At school, when kids are being encouraged to get the one right answer and fill in that bubble, people can do things that enable their children to solve problems in multiple ways: \"Can you think of different ways to make the bed?\"\u003c/p>\n\u003cp>It costs nothing, and the child is learning, \"I have good ideas, I can be creative, and I can show you that I have confidence.\"\u003c/p>\n\u003cp>\u003cstrong>And the bed gets made.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That too!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Raise+Brilliant+Children%2C+According+To+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45716/how-to-raise-brilliant-children-according-to-science","authors":["byline_mindshift_45716"],"categories":["mindshift_192","mindshift_20579"],"tags":["mindshift_262","mindshift_1028","mindshift_20567","mindshift_843","mindshift_20867","mindshift_943","mindshift_47"],"featImg":"mindshift_45717","label":"mindshift"},"mindshift_42262":{"type":"posts","id":"mindshift_42262","meta":{"index":"posts_1591205157","site":"mindshift","id":"42262","score":null,"sort":[1444111881000]},"guestAuthors":[],"slug":"an-unlikely-group-forms-unified-vision-for-the-future-of-education","title":"An Unlikely Group Forms Unified Vision for the Future of Education","publishDate":1444111881,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Education has long been a hotly debated issue and with good reason -- the policies and actions of education leaders affect our nation’s children, the future of the workforce and the day-to-day lives of families. But the struggle to improve the system has often left advocates in distinct camps, each believing that their solution, whether it be charter schools or blended learning or investing in teachers, is the best way to improve learning. That’s why it’s surprising to see a group of \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/Education-Reimagined-Advisory-Board1.pdf\" target=\"_blank\">high-profile but strange bedfellows\u003c/a> putting forward a new vision for learning, which they're calling \u003ca href=\"http://education-reimagined.org/\" target=\"_blank\">Education Reimagined\u003c/a>.\u003c/p>\n\u003cp>The Education Reimagined \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/A-Transformational-Vision-for-Education-in-the-US-2015.09.pdf\" target=\"_blank\">vision statement\u003c/a> comes out of almost two years of meetings where participants from very different sides of the education debate (labor representatives, charter proponents, district folks, business leaders, you name it) convened, left their individual missions and baggage at the door, and indulged in an exercise to imagine what a 21st century education should look like.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We have to go to a learner-centered system, where a learner is equipped to have their own agency to decide what their education is going to be like.'\u003c/aside>\n\u003cp>“People really wanted to get together to reimagine the fundamental system, recognizing that a whole lot of money has gone into trying to fix the system with no real results,” said Kelly Young, spokesperson for Education Reimagined. The nonprofit organization \u003ca href=\"http://www.convergencepolicy.org/\" target=\"_blank\">Convergence\u003c/a> facilitated these meetings, helping to create a space of trust between people who have often fiercely disagreed publicly.\u003c/p>\n\u003cp>“We help people come in as people, not institutions, and they begin to see each other as part of the solution instead of as part of the problem,” Young said. She helped convene and run the meetings with the hope that participants could forge a new path forward for education.\u003c/p>\n\u003cp>Education Reimagined explains the thinking behind the initiative this way:\u003c/p>\n\u003cblockquote>\u003cp>“Simply put, the current system was designed in a different era and structured for a different society. Our economy, society, and polity are increasingly at risk from an educational system that does not consistently prepare all children to succeed as adults and is least effective for the children facing the greatest social and economic challenges. Conversely, the Internet revolution has created a once-in-a-generation opportunity for new approaches to learning. Our growing recognition of the importance of skills and dispositions is also sparking a shift toward experiential learning. In short, we see both an imperative for transformation and many promising avenues for re-envisioning the learning experience.”\u003c/p>\u003c/blockquote>\n\u003cp>There are five core elements that Education Reimagined believes are crucial to transforming education:\u003c/p>\n\u003cul>\n\u003cli>Competency-based\u003c/li>\n\u003cli>Personalized, Relevant, Contextualized\u003c/li>\n\u003cli>Learner Agency\u003c/li>\n\u003cli>Socially-Embedded\u003c/li>\n\u003cli>Open-Walled\u003c/li>\n\u003c/ul>\n\u003cp>“We have to go to a learner-centered system, where a learner is equipped to have their own agency to decide what their education is going to be like,” said Gisele Huff, executive director of the \u003ca href=\"http://www.philanthropyroundtable.org/topic/excellence_in_philanthropy/jaquelin_hume_foundation\" target=\"_blank\">Jaquelin Hume Foundation\u003c/a>. Huff participated in the Convergence sessions and is now on the advisory panel for Education Reimagined. She says the process changed her life. Previously, her foundation invested heavily in blended-learning solutions; now she has a much greater understanding of why and how skills and dispositions augment that work and are a necessary part of teaching the whole child.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’m a very opinionated person, not touchy feely whatsoever,” Huff said. “This shifted me into a different paradigm.” She said this initiative is unlike any other reform movement she’s seen throughout her long career in education, because a diverse group of people are united behind the vision, but aren’t pushing any policy recommendations. Instead, the group’s efforts will go toward highlighting pioneering work around the country, connecting innovators to one another and generating buzz for a movement that isn’t content to tinker around the edges of the system anymore.\u003c/p>\n\u003cp>“The reason this is different is it’s actually creating a new system that supports the kind of learning that we know works for kids,” Young said. Previous reform efforts have accepted the system as it is and have worked within its constraints to try and improve it. Education Reimagined wants a whole new system that embodies its core principles.\u003c/p>\n\u003cp>\u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/A-Transformational-Vision-for-Education-in-the-US-2015.09.pdf\">\u003cimg class=\"alignleft wp-image-42276 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/principles-400x157.jpg\" alt=\"principles\" width=\"400\" height=\"157\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/10/principles-400x157.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/principles.jpg 572w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003c/p>\n\u003cp>“It was actually very surprising that people stayed in this to the end, because I’ve been through several of these convenings where you get to an end and then I’ve seen someone pull out,” said Randi Weingarten, another participant and the president of the \u003ca href=\"http://www.aft.org/\" target=\"_blank\">American Federation of Teachers\u003c/a>. She said it was refreshing to work with a group that was oriented toward solutions instead of blame.\u003c/p>\n\u003cp>“This one is starting with a vision, not with a blueprint or a magic wand,” Weingarten said. “It’s starting with ‘this makes sense; this is what we need to do for kids in the 21st century.’” She said too many efforts to “reform” education have left teachers with all the responsibility but none of the authority to implement. She hopes Education Reimagined will be different because it’s a ground-up movement, meant to empower the educators already working to make this vision a reality.\u003c/p>\n\u003cp>\u003cstrong>Next Steps\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Education Reimagined plans to publicize the work of pioneers already carrying out parts of this vision. But the first step is to catalyze a movement around that vision by getting some buzz, said Huff.\u003c/p>\n\u003cp>“Part of what the document is meant to do is raise people’s consciousness and make them understand that they’re working in a great thing that’s bigger than their classroom or their district,” Huff said. She believes this movement is different because it isn’t just operational, it’s a “moral and philosophical” mind shift.\u003c/p>\n\u003cp>She said participating in the Convergence meetings helped her come to respect and trust leaders like Becky Pringle, the vice president of the National Education Association. Huff has spent a good part of her career funding initiatives meant to shake up traditional school governance processes, but she and Pringle came to see each other as individuals who both want what’s best for children. In November, they will speak about this vision together at the \u003ca href=\"http://www.inacol.org/symposium/program-presenters/keynote-speakers/\" target=\"_blank\">iNACOL conference\u003c/a>.\u003c/p>\n\u003cp>Huff believes that because this initiative comes from a place of trust, a strong network can be created. She referenced a \u003ca href=\"http://ssir.org/articles/entry/the_most_impactful_leaders_youve_never_heard_of?utm_source=Enews&utm_medium=Email&utm_campaign=SSIR_Now&utm_content=Title\" target=\"_blank\">Stanford Social Innovation Review article\u003c/a> that highlights trust as a core part of collaboration. Authors Jane Wei-Skillern, David Ehrlichman and David Sawyer write:\u003c/p>\n\u003cblockquote>\u003cp>“In our research and experience, the single most important factor behind all successful collaborations is trust-based relationships among participants. Many collaborative efforts ultimately fail to reach their full potential because they lack a strong relational foundation.”\u003c/p>\u003c/blockquote>\n\u003cp>Weingarten agrees with this premise, too. She’s excited that Education Reimagined isn’t just another initiative being foisted on teachers. “We had to do this work collectively in order to help kids individually,” she said.\u003c/p>\n\u003cp>Education Reimagined already has \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/PP_Booklet.pdf\" target=\"_blank\">some examples \u003c/a>of districts, schools and charter school companies who exemplify their vision. They’ll be adding more advisory panel members in the coming months and doing a lot of networking.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“This is something you can build a movement around because it’s about the child,” Huff said. “It refuses to let anything stand in the way to allow each child to develop his or her potential.” And as test-based accountability reform efforts lose popularity, Huff says, people are looking around for something else to believe in. She and the other advisory board members hope their vision of a transformed system that lets learners move at their own pace, values learning in and outside of school walls, and is grounded in relevant, real-world work will fill the void.\u003c/p>\n\n","blocks":[],"excerpt":"An unlikely group of education and business advocates wants to reimagine education as learner-centered, built from the ground up and ongoing beyond school walls.","status":"publish","parent":0,"modified":1444113727,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1339},"headData":{"title":"An Unlikely Group Forms Unified Vision for the Future of Education | KQED","description":"An unlikely group of education and business advocates wants to reimagine education as learner-centered, built from the ground up and ongoing beyond school walls.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"42262 http://ww2.kqed.org/mindshift/?p=42262","disqusUrl":"https://ww2.kqed.org/mindshift/2015/10/05/an-unlikely-group-forms-unified-vision-for-the-future-of-education/","disqusTitle":"An Unlikely Group Forms Unified Vision for the Future of Education","path":"/mindshift/42262/an-unlikely-group-forms-unified-vision-for-the-future-of-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Education has long been a hotly debated issue and with good reason -- the policies and actions of education leaders affect our nation’s children, the future of the workforce and the day-to-day lives of families. But the struggle to improve the system has often left advocates in distinct camps, each believing that their solution, whether it be charter schools or blended learning or investing in teachers, is the best way to improve learning. That’s why it’s surprising to see a group of \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/Education-Reimagined-Advisory-Board1.pdf\" target=\"_blank\">high-profile but strange bedfellows\u003c/a> putting forward a new vision for learning, which they're calling \u003ca href=\"http://education-reimagined.org/\" target=\"_blank\">Education Reimagined\u003c/a>.\u003c/p>\n\u003cp>The Education Reimagined \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/A-Transformational-Vision-for-Education-in-the-US-2015.09.pdf\" target=\"_blank\">vision statement\u003c/a> comes out of almost two years of meetings where participants from very different sides of the education debate (labor representatives, charter proponents, district folks, business leaders, you name it) convened, left their individual missions and baggage at the door, and indulged in an exercise to imagine what a 21st century education should look like.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We have to go to a learner-centered system, where a learner is equipped to have their own agency to decide what their education is going to be like.'\u003c/aside>\n\u003cp>“People really wanted to get together to reimagine the fundamental system, recognizing that a whole lot of money has gone into trying to fix the system with no real results,” said Kelly Young, spokesperson for Education Reimagined. The nonprofit organization \u003ca href=\"http://www.convergencepolicy.org/\" target=\"_blank\">Convergence\u003c/a> facilitated these meetings, helping to create a space of trust between people who have often fiercely disagreed publicly.\u003c/p>\n\u003cp>“We help people come in as people, not institutions, and they begin to see each other as part of the solution instead of as part of the problem,” Young said. She helped convene and run the meetings with the hope that participants could forge a new path forward for education.\u003c/p>\n\u003cp>Education Reimagined explains the thinking behind the initiative this way:\u003c/p>\n\u003cblockquote>\u003cp>“Simply put, the current system was designed in a different era and structured for a different society. Our economy, society, and polity are increasingly at risk from an educational system that does not consistently prepare all children to succeed as adults and is least effective for the children facing the greatest social and economic challenges. Conversely, the Internet revolution has created a once-in-a-generation opportunity for new approaches to learning. Our growing recognition of the importance of skills and dispositions is also sparking a shift toward experiential learning. In short, we see both an imperative for transformation and many promising avenues for re-envisioning the learning experience.”\u003c/p>\u003c/blockquote>\n\u003cp>There are five core elements that Education Reimagined believes are crucial to transforming education:\u003c/p>\n\u003cul>\n\u003cli>Competency-based\u003c/li>\n\u003cli>Personalized, Relevant, Contextualized\u003c/li>\n\u003cli>Learner Agency\u003c/li>\n\u003cli>Socially-Embedded\u003c/li>\n\u003cli>Open-Walled\u003c/li>\n\u003c/ul>\n\u003cp>“We have to go to a learner-centered system, where a learner is equipped to have their own agency to decide what their education is going to be like,” said Gisele Huff, executive director of the \u003ca href=\"http://www.philanthropyroundtable.org/topic/excellence_in_philanthropy/jaquelin_hume_foundation\" target=\"_blank\">Jaquelin Hume Foundation\u003c/a>. Huff participated in the Convergence sessions and is now on the advisory panel for Education Reimagined. She says the process changed her life. Previously, her foundation invested heavily in blended-learning solutions; now she has a much greater understanding of why and how skills and dispositions augment that work and are a necessary part of teaching the whole child.\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 a very opinionated person, not touchy feely whatsoever,” Huff said. “This shifted me into a different paradigm.” She said this initiative is unlike any other reform movement she’s seen throughout her long career in education, because a diverse group of people are united behind the vision, but aren’t pushing any policy recommendations. Instead, the group’s efforts will go toward highlighting pioneering work around the country, connecting innovators to one another and generating buzz for a movement that isn’t content to tinker around the edges of the system anymore.\u003c/p>\n\u003cp>“The reason this is different is it’s actually creating a new system that supports the kind of learning that we know works for kids,” Young said. Previous reform efforts have accepted the system as it is and have worked within its constraints to try and improve it. Education Reimagined wants a whole new system that embodies its core principles.\u003c/p>\n\u003cp>\u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/A-Transformational-Vision-for-Education-in-the-US-2015.09.pdf\">\u003cimg class=\"alignleft wp-image-42276 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/principles-400x157.jpg\" alt=\"principles\" width=\"400\" height=\"157\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/10/principles-400x157.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/principles.jpg 572w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003c/p>\n\u003cp>“It was actually very surprising that people stayed in this to the end, because I’ve been through several of these convenings where you get to an end and then I’ve seen someone pull out,” said Randi Weingarten, another participant and the president of the \u003ca href=\"http://www.aft.org/\" target=\"_blank\">American Federation of Teachers\u003c/a>. She said it was refreshing to work with a group that was oriented toward solutions instead of blame.\u003c/p>\n\u003cp>“This one is starting with a vision, not with a blueprint or a magic wand,” Weingarten said. “It’s starting with ‘this makes sense; this is what we need to do for kids in the 21st century.’” She said too many efforts to “reform” education have left teachers with all the responsibility but none of the authority to implement. She hopes Education Reimagined will be different because it’s a ground-up movement, meant to empower the educators already working to make this vision a reality.\u003c/p>\n\u003cp>\u003cstrong>Next Steps\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Education Reimagined plans to publicize the work of pioneers already carrying out parts of this vision. But the first step is to catalyze a movement around that vision by getting some buzz, said Huff.\u003c/p>\n\u003cp>“Part of what the document is meant to do is raise people’s consciousness and make them understand that they’re working in a great thing that’s bigger than their classroom or their district,” Huff said. She believes this movement is different because it isn’t just operational, it’s a “moral and philosophical” mind shift.\u003c/p>\n\u003cp>She said participating in the Convergence meetings helped her come to respect and trust leaders like Becky Pringle, the vice president of the National Education Association. Huff has spent a good part of her career funding initiatives meant to shake up traditional school governance processes, but she and Pringle came to see each other as individuals who both want what’s best for children. In November, they will speak about this vision together at the \u003ca href=\"http://www.inacol.org/symposium/program-presenters/keynote-speakers/\" target=\"_blank\">iNACOL conference\u003c/a>.\u003c/p>\n\u003cp>Huff believes that because this initiative comes from a place of trust, a strong network can be created. She referenced a \u003ca href=\"http://ssir.org/articles/entry/the_most_impactful_leaders_youve_never_heard_of?utm_source=Enews&utm_medium=Email&utm_campaign=SSIR_Now&utm_content=Title\" target=\"_blank\">Stanford Social Innovation Review article\u003c/a> that highlights trust as a core part of collaboration. Authors Jane Wei-Skillern, David Ehrlichman and David Sawyer write:\u003c/p>\n\u003cblockquote>\u003cp>“In our research and experience, the single most important factor behind all successful collaborations is trust-based relationships among participants. Many collaborative efforts ultimately fail to reach their full potential because they lack a strong relational foundation.”\u003c/p>\u003c/blockquote>\n\u003cp>Weingarten agrees with this premise, too. She’s excited that Education Reimagined isn’t just another initiative being foisted on teachers. “We had to do this work collectively in order to help kids individually,” she said.\u003c/p>\n\u003cp>Education Reimagined already has \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/PP_Booklet.pdf\" target=\"_blank\">some examples \u003c/a>of districts, schools and charter school companies who exemplify their vision. They’ll be adding more advisory panel members in the coming months and doing a lot of networking.\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>“This is something you can build a movement around because it’s about the child,” Huff said. “It refuses to let anything stand in the way to allow each child to develop his or her potential.” And as test-based accountability reform efforts lose popularity, Huff says, people are looking around for something else to believe in. She and the other advisory board members hope their vision of a transformed system that lets learners move at their own pace, values learning in and outside of school walls, and is grounded in relevant, real-world work will fill the void.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42262/an-unlikely-group-forms-unified-vision-for-the-future-of-education","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_262","mindshift_20920","mindshift_399","mindshift_20598","mindshift_20784","mindshift_1040","mindshift_314"],"featImg":"mindshift_42273","label":"mindshift"},"mindshift_42094":{"type":"posts","id":"mindshift_42094","meta":{"index":"posts_1591205157","site":"mindshift","id":"42094","score":null,"sort":[1443080538000]},"guestAuthors":[],"slug":"never-too-late-creating-a-climate-for-adults-to-learn-new-skills","title":"Never Too Late: Creating a Climate for Adults to Learn New Skills","publishDate":1443080538,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When it comes to kids, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a> is a hot topic in education. \u003ca href=\"https://www.perts.net/resources\">Studies\u003c/a> indicate that children who view intelligence as pliable and responsive to effort show greater persistence when encountering new or difficult tasks. In contrast, children who view intelligence as static or “fixed” have a harder time rebounding from academic setbacks or are reluctant to take on new challenges that might be difficult.\u003c/p>\n\u003cp>Students are not the only ones encountering new challenges at school: Teachers face an evolving profession, driven in part by technology and a rapidly changing economy.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teacher Jim Doherty remembers the conversation that became the catalyst for his mid-career journey. After he observed a teacher’s classes and offered some feedback, his colleague replied, “I’ve been at this awhile. I don’t think you can teach me anything new.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Doherty’s gut response was reflective. He thought to himself, “I hope I never become the teacher who stops learning.” And so, 27 years into his teaching career, he decided to take a risk and try something new: he signed up for\u003c/span>\u003ca href=\"https://twitter.com/mrdardy\"> \u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon, he became actively involved in the\u003c/span>\u003ca href=\"https://exploremtbos.wordpress.com/\"> \u003cspan style=\"font-weight: 400\">MathTwitterBlogsphere\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, eventually contributing to an instructional \u003c/span>\u003ca href=\"http://www.nixthetricks.com/\">\u003cspan style=\"font-weight: 400\">e-book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He also created a teaching\u003c/span>\u003ca href=\"https://mrdardy.wordpress.com/\"> \u003cspan style=\"font-weight: 400\">blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that has connected him with educators around the country. The experience, he says, has been revitalizing and empowering. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>What Does a Professional Fixed Mindset Look Like?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For children, a fixed view of intelligence can lead them to negatively label themselves with statements such as, “I’m not good at math” or “I’m a bad writer.” Similarly, when professionals struggle with new demands, they may be tempted to use phrases such as “I’m too old for this,” or “I already know what works for me,” or “I’m just not a computer person.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Such statements can be self-protective, said Peter Heslin, associate professor of management at UNSW Australia Business School. For example, a teacher might avoid adopting a new teaching strategy “for fear they might jeopardize their identity as an already highly skilled instructor.” According to Heslin, administrators can help alleviate these concerns by “reminding teachers that experiencing setbacks are par for the course when learning something new” and creating a safe environment for taking risks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heslin has developed a \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.researchgate.net/profile/Peter_Heslin/publication/271538935_The_potential_role_of_mindsets_in_unleashing_employee_engagement/links/54d4aca50cf2970e4e636e28.pdf\">research-based\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">growth mindset workshop for business leaders. His program includes four self-reflective exercises that he said could be easily adopted by superintendents and principals in their professional development work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, participants think about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> it’s important to understand that people can continue to grow and develop their abilities throughout adulthood. In essence, what are the “real consequences” of adopting a fixed or growth mindset?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Second, they think about one of their strengths that used to be a weakness -- and then reflect on \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> this change took place. He says this exercise helps participants understand that their skills are “not merely the result of an aptitude or talent they have,” but rather the result of effort and initiative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Third, participants write a letter to a struggling employee, sharing thoughts about how they can strengthen their skills. And finally, they think about someone who surprised them by learning how to do something that they never thought this person could do. This final exercise, Heslin said, asks participants to reflect on the harm a fixed mindset can do to others by “leading us to ever so subtly discourage and hold them back from achieving more than we can imagine they can.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Create a Growth Environment\u003c/b>\u003c/p>\n\u003cp>As a schools superintendent in Dobbs Ferry, New York, Dr. Lisa Brady says that teachers need to adopt a growth mindset just as much as students do.\u003c/p>\n\u003cp>“As educators, we cannot ask of kids what we are unwilling to do ourselves,\" she said. \"Students ‘sniff out’ hypocrisy quickly and it is very powerful when we model the willingness to try new things -- with the struggles and failures that come along with this.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brady said that creating an environment where teachers feel comfortable taking risks requires time -- because trust takes time. Just as teachers can sometimes create an environment that inhibits students’ desire to take risks, administrators are “too often part of the problem.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brady offers administrators these suggestions for supporting a growth mindset culture:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Remodel Faculty Meetings: \u003c/b>\u003cspan style=\"font-weight: 400\">Meetings “where information is shared that can be sent via email or other tools need to be a thing of the past,” said Brady. Instead, use this time for engaging activities that enhance instructional practices. For example, her district provides a monthly “Wednesday Technology Session.” In September, teachers come together to discuss what they want to learn -- and what they could share with their colleagues. The district uses this feedback to create a year-long technology education “menu” that allows teachers to learn from each other on topics that feel relevant.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Reach Out to Seasoned Teachers:\u003c/b>\u003cspan style=\"font-weight: 400\"> Brady said she tries to personally connect with veteran teachers who may be reluctant to adopt new strategies and then work with them on taking small steps that will have a meaningful impact on students. “When others see that these folks are making an effort, it has a huge impact,” she said.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Model a Growth Mindset: \u003c/b>\u003cspan style=\"font-weight: 400\">Eight years ago, Brady decided to sign up for Twitter to explore how it could be used as a professional development tool for her teachers. It seems like a small matter now, but at the time some of her colleagues were “aghast.” Her willingness to experiment helps her staff see that she walks the walk. “I continually reinforce that I expect folks to not always get it right -- and I am quick to point out when I personally do not get things right,\" she said. \"\u003c/span>\u003cspan style=\"font-weight: 400\">We have to be willing to take risks. If we are not taking risks and making mistakes, we are not doing our jobs as educators.\u003c/span>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Expand the Walls of the Classroom\u003cbr>\n\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">For Jim Doherty, the community he found online helped him revitalize his classroom practice and expand his concept of what was possible. Too often, he said, educators “close that classroom door and feel we are on our own to figure out what the students need.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He said the virtual community he discovered midcareer “allowed me to tap into the wisdom of dozens of educators who have worked through the problems I am wrestling with.” He recommends that teachers who “feel stuck” take a similar journey: \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Lurk a little while [on Twitter or education sites],\" he said. \"Try one or two activities and tweak them to fit your classroom. When in doubt, call for help!” \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"A lot of effort goes into helping kids know they can learn more, but less focus has been directed to the growth mindset of educators. Some educators are taking bold new steps, especially in areas of technology use. ","status":"publish","parent":0,"modified":1443080758,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1160},"headData":{"title":"Never Too Late: Creating a Climate for Adults to Learn New Skills | KQED","description":"A lot of effort goes into helping kids know they can learn more, but less focus has been directed to the growth mindset of educators. Some educators are taking bold new steps, especially in areas of technology use. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"42094 http://ww2.kqed.org/mindshift/?p=42094","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/","disqusTitle":"Never Too Late: Creating a Climate for Adults to Learn New Skills","path":"/mindshift/42094/never-too-late-creating-a-climate-for-adults-to-learn-new-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When it comes to kids, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a> is a hot topic in education. \u003ca href=\"https://www.perts.net/resources\">Studies\u003c/a> indicate that children who view intelligence as pliable and responsive to effort show greater persistence when encountering new or difficult tasks. In contrast, children who view intelligence as static or “fixed” have a harder time rebounding from academic setbacks or are reluctant to take on new challenges that might be difficult.\u003c/p>\n\u003cp>Students are not the only ones encountering new challenges at school: Teachers face an evolving profession, driven in part by technology and a rapidly changing economy.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teacher Jim Doherty remembers the conversation that became the catalyst for his mid-career journey. After he observed a teacher’s classes and offered some feedback, his colleague replied, “I’ve been at this awhile. I don’t think you can teach me anything new.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Doherty’s gut response was reflective. He thought to himself, “I hope I never become the teacher who stops learning.” And so, 27 years into his teaching career, he decided to take a risk and try something new: he signed up for\u003c/span>\u003ca href=\"https://twitter.com/mrdardy\"> \u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon, he became actively involved in the\u003c/span>\u003ca href=\"https://exploremtbos.wordpress.com/\"> \u003cspan style=\"font-weight: 400\">MathTwitterBlogsphere\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, eventually contributing to an instructional \u003c/span>\u003ca href=\"http://www.nixthetricks.com/\">\u003cspan style=\"font-weight: 400\">e-book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He also created a teaching\u003c/span>\u003ca href=\"https://mrdardy.wordpress.com/\"> \u003cspan style=\"font-weight: 400\">blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that has connected him with educators around the country. The experience, he says, has been revitalizing and empowering. \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>\u003cb>What Does a Professional Fixed Mindset Look Like?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For children, a fixed view of intelligence can lead them to negatively label themselves with statements such as, “I’m not good at math” or “I’m a bad writer.” Similarly, when professionals struggle with new demands, they may be tempted to use phrases such as “I’m too old for this,” or “I already know what works for me,” or “I’m just not a computer person.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Such statements can be self-protective, said Peter Heslin, associate professor of management at UNSW Australia Business School. For example, a teacher might avoid adopting a new teaching strategy “for fear they might jeopardize their identity as an already highly skilled instructor.” According to Heslin, administrators can help alleviate these concerns by “reminding teachers that experiencing setbacks are par for the course when learning something new” and creating a safe environment for taking risks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heslin has developed a \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.researchgate.net/profile/Peter_Heslin/publication/271538935_The_potential_role_of_mindsets_in_unleashing_employee_engagement/links/54d4aca50cf2970e4e636e28.pdf\">research-based\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">growth mindset workshop for business leaders. His program includes four self-reflective exercises that he said could be easily adopted by superintendents and principals in their professional development work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, participants think about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> it’s important to understand that people can continue to grow and develop their abilities throughout adulthood. In essence, what are the “real consequences” of adopting a fixed or growth mindset?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Second, they think about one of their strengths that used to be a weakness -- and then reflect on \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> this change took place. He says this exercise helps participants understand that their skills are “not merely the result of an aptitude or talent they have,” but rather the result of effort and initiative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Third, participants write a letter to a struggling employee, sharing thoughts about how they can strengthen their skills. And finally, they think about someone who surprised them by learning how to do something that they never thought this person could do. This final exercise, Heslin said, asks participants to reflect on the harm a fixed mindset can do to others by “leading us to ever so subtly discourage and hold them back from achieving more than we can imagine they can.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Create a Growth Environment\u003c/b>\u003c/p>\n\u003cp>As a schools superintendent in Dobbs Ferry, New York, Dr. Lisa Brady says that teachers need to adopt a growth mindset just as much as students do.\u003c/p>\n\u003cp>“As educators, we cannot ask of kids what we are unwilling to do ourselves,\" she said. \"Students ‘sniff out’ hypocrisy quickly and it is very powerful when we model the willingness to try new things -- with the struggles and failures that come along with this.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brady said that creating an environment where teachers feel comfortable taking risks requires time -- because trust takes time. Just as teachers can sometimes create an environment that inhibits students’ desire to take risks, administrators are “too often part of the problem.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brady offers administrators these suggestions for supporting a growth mindset culture:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Remodel Faculty Meetings: \u003c/b>\u003cspan style=\"font-weight: 400\">Meetings “where information is shared that can be sent via email or other tools need to be a thing of the past,” said Brady. Instead, use this time for engaging activities that enhance instructional practices. For example, her district provides a monthly “Wednesday Technology Session.” In September, teachers come together to discuss what they want to learn -- and what they could share with their colleagues. The district uses this feedback to create a year-long technology education “menu” that allows teachers to learn from each other on topics that feel relevant.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Reach Out to Seasoned Teachers:\u003c/b>\u003cspan style=\"font-weight: 400\"> Brady said she tries to personally connect with veteran teachers who may be reluctant to adopt new strategies and then work with them on taking small steps that will have a meaningful impact on students. “When others see that these folks are making an effort, it has a huge impact,” she said.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Model a Growth Mindset: \u003c/b>\u003cspan style=\"font-weight: 400\">Eight years ago, Brady decided to sign up for Twitter to explore how it could be used as a professional development tool for her teachers. It seems like a small matter now, but at the time some of her colleagues were “aghast.” Her willingness to experiment helps her staff see that she walks the walk. “I continually reinforce that I expect folks to not always get it right -- and I am quick to point out when I personally do not get things right,\" she said. \"\u003c/span>\u003cspan style=\"font-weight: 400\">We have to be willing to take risks. If we are not taking risks and making mistakes, we are not doing our jobs as educators.\u003c/span>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Expand the Walls of the Classroom\u003cbr>\n\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">For Jim Doherty, the community he found online helped him revitalize his classroom practice and expand his concept of what was possible. Too often, he said, educators “close that classroom door and feel we are on our own to figure out what the students need.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He said the virtual community he discovered midcareer “allowed me to tap into the wisdom of dozens of educators who have worked through the problems I am wrestling with.” He recommends that teachers who “feel stuck” take a similar journey: \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\">“Lurk a little while [on Twitter or education sites],\" he said. \"Try one or two activities and tweak them to fit your classroom. When in doubt, call for help!” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42094/never-too-late-creating-a-climate-for-adults-to-learn-new-skills","authors":["11087"],"categories":["mindshift_194","mindshift_20827"],"tags":["mindshift_262","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_96"],"featImg":"mindshift_42151","label":"mindshift"},"mindshift_29015":{"type":"posts","id":"mindshift_29015","meta":{"index":"posts_1591205157","site":"mindshift","id":"29015","score":null,"sort":[1371056928000]},"guestAuthors":[],"slug":"how-to-hold-onto-a-kids-natural-genius","title":"How to Hold Onto a Kid's Natural Genius","publishDate":1371056928,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_29321\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29321\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/photo1.jpg\" alt=\"photo1\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/photo1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/photo1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/photo1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Progressive educators have long been pushing to develop curriculum and teaching methods that will \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/if-robots-will-run-the-world-what-should-students-learn/\">help students build skills \u003c/a>that will be useful outside the perimeter of school. President Obama, legislators and dozens of business leaders have noted that the American education system isn’t teaching young people to think critically or \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/\">solve problems creatively\u003c/a> – skills that will be needed for the jobs of the future.\u003c/p>\n\u003cp>“The gap exists because we are not talking about this skill set with specificity,” said \u003ca href=\"http://www.angelamaiers.com/about\">Angela Maiers\u003c/a>, a former teacher and author of \u003ca href=\"http://www.angelamaiers.com/2008/10/classroom-hab-2.html\">Classroom Habitudes\u003c/a>. “We talk about it in generalities, but that doesn't get us anywhere if we don’t know what that would look like in the classroom.” She explained her method of fostering curiosity, adaptability, courage, and self-awareness among other traits in a recent \u003ca href=\"http://home.edweb.net/\">edWeb \u003c/a>webinar.\u003c/p>\n\u003cp>“Every five-year old that I know has that skill set,” Maiers said. “It’s not about this new agenda that we have to have or adopt or add on. It’s the recognition that you are already in the presence of genius.” Schools should cherish and cultivate the natural passion and curiosity in young children throughout their school careers, Maiers said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong> “Very quickly in school we ask students to shut down what makes them special in order to conform. But standing out is critical in this world.”\u003c/strong>\u003c/aside>\n\u003cp>While there are dozens of skills that could be useful to learners, Maiers recommends that teachers focus on specific ones that are most appropriate for the particular learning goals of that class and district. Then all the activities and discussion can focus on cultivating those traits. For Maiers, those important skills are: imagination, curiosity, self-awareness, perseverance, courage, adaptability, and passion. Maiers has developed a three-step process to help kids understand and embody these important, but hard to measure skills.\u003c/p>\n\u003cp>\u003cstrong>NAME IT\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In order to cultivate learning traits, students have to understand what those traits are. A great way to help them along that path is to demonstrate good habits as teacher and role model. “You are the learner that you wish them to be,” said Maiers. “Your habits and mindset are demonstrated in everything you do.”\u003c/p>\n\u003cp>She also recommends having two to three discussions each week for several weeks about what the traits mean, how they look in real world contexts and the kind of behaviors that define them. After fleshing out these hard-to-pin-down concepts, students should be able to defend them because they understand them better. Maiers stresses that while her three-step process can be done linearly, it also cycles as students take on new challenges and re-imagine how the skills play out in different contexts.\u003c/p>\n\u003cp>\u003cstrong>CLAIM IT\u003c/strong>\u003c/p>\n\u003cp>Once everyone has a working vocabulary for the characteristics of learning they're trying to build, it’s easier for students to identify the learning traits in others. Maiers suggested that students draft a learning \"dream team,\" with each member representing one of the qualities that she is working towards. Then when students run into challenges, they can emulate the qualities of their dream team members.\u003c/p>\n\u003cp>Maiers put Einstein on her dream team for curiosity, Edison for innovation and Seth Godin for fearlessness. After assembling a dream team and being forced to think about why each of those people symbolize a specific learning trait, students can be asked to identify their own unique genius and label it. Then they can explore that skill by discussing why they need it and in what ways they demonstrate it.\u003c/p>\n\u003cp>“Very quickly in school we ask students to shut down what makes them special in order to conform,” Maiers said. “But standing out is critical in this world.” Society often teaches people to feel that naming their good qualities is arrogant, but students have to understand their own strengths, said Maiers.\u003c/p>\n\u003cp>\u003cstrong>SUSTAIN IT\u003c/strong>\u003c/p>\n\u003cp>After the naming and claiming stages, teachers need to create lessons to help strengthen each trait. For example, Maiers wanted to create a lesson around one of the traits she thinks is important in learners – courage. She defined courage for the class as “acting in the presence of fear” and included the idea of acting despite challenges, risk and fear of failure. The following discussion revealed that even the five-year-olds she was teaching had a deep, ingrained understanding that failure is bad.\u003c/p>\n\u003cp>Maiers stood in front of the class and explained all the ways that she had failed that day. She went on to discuss what she’d learned from those failures and how she tried to improve on them the next day. The discussion of courage and acting fearlessly in front of challenging tasks helped \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">redefine failure and risk\u003c/a>. The activity helped those students to re-frame the idea of failure from a purely negative one to something with the potential for positive growth.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It’s easy to name qualities that will help students in the future, but much harder to help them identify those traits within themselves.\u003c/p>\n\n","blocks":[],"excerpt":"In many schools, students are asked to shut down what makes them special in order to conform. But standing out is critical in this world. Here are some ways to help kids understand and embody intangible but important things like imagination, curiosity, self-awareness, perseverance, courage, adaptability, and passion. ","status":"publish","parent":0,"modified":1371166685,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":862},"headData":{"title":"How to Hold Onto a Kid's Natural Genius | KQED","description":"In many schools, students are asked to shut down what makes them special in order to conform. But standing out is critical in this world. Here are some ways to help kids understand and embody intangible but important things like imagination, curiosity, self-awareness, perseverance, courage, adaptability, and passion. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"29015 http://blogs.kqed.org/mindshift/?p=29015","disqusUrl":"https://ww2.kqed.org/mindshift/2013/06/12/how-to-hold-onto-a-kids-natural-genius/","disqusTitle":"How to Hold Onto a Kid's Natural Genius","path":"/mindshift/29015/how-to-hold-onto-a-kids-natural-genius","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29321\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29321\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/photo1.jpg\" alt=\"photo1\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/photo1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/photo1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/photo1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Progressive educators have long been pushing to develop curriculum and teaching methods that will \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/if-robots-will-run-the-world-what-should-students-learn/\">help students build skills \u003c/a>that will be useful outside the perimeter of school. President Obama, legislators and dozens of business leaders have noted that the American education system isn’t teaching young people to think critically or \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/\">solve problems creatively\u003c/a> – skills that will be needed for the jobs of the future.\u003c/p>\n\u003cp>“The gap exists because we are not talking about this skill set with specificity,” said \u003ca href=\"http://www.angelamaiers.com/about\">Angela Maiers\u003c/a>, a former teacher and author of \u003ca href=\"http://www.angelamaiers.com/2008/10/classroom-hab-2.html\">Classroom Habitudes\u003c/a>. “We talk about it in generalities, but that doesn't get us anywhere if we don’t know what that would look like in the classroom.” She explained her method of fostering curiosity, adaptability, courage, and self-awareness among other traits in a recent \u003ca href=\"http://home.edweb.net/\">edWeb \u003c/a>webinar.\u003c/p>\n\u003cp>“Every five-year old that I know has that skill set,” Maiers said. “It’s not about this new agenda that we have to have or adopt or add on. It’s the recognition that you are already in the presence of genius.” Schools should cherish and cultivate the natural passion and curiosity in young children throughout their school careers, Maiers said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong> “Very quickly in school we ask students to shut down what makes them special in order to conform. But standing out is critical in this world.”\u003c/strong>\u003c/aside>\n\u003cp>While there are dozens of skills that could be useful to learners, Maiers recommends that teachers focus on specific ones that are most appropriate for the particular learning goals of that class and district. Then all the activities and discussion can focus on cultivating those traits. For Maiers, those important skills are: imagination, curiosity, self-awareness, perseverance, courage, adaptability, and passion. Maiers has developed a three-step process to help kids understand and embody these important, but hard to measure skills.\u003c/p>\n\u003cp>\u003cstrong>NAME IT\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In order to cultivate learning traits, students have to understand what those traits are. A great way to help them along that path is to demonstrate good habits as teacher and role model. “You are the learner that you wish them to be,” said Maiers. “Your habits and mindset are demonstrated in everything you do.”\u003c/p>\n\u003cp>She also recommends having two to three discussions each week for several weeks about what the traits mean, how they look in real world contexts and the kind of behaviors that define them. After fleshing out these hard-to-pin-down concepts, students should be able to defend them because they understand them better. Maiers stresses that while her three-step process can be done linearly, it also cycles as students take on new challenges and re-imagine how the skills play out in different contexts.\u003c/p>\n\u003cp>\u003cstrong>CLAIM IT\u003c/strong>\u003c/p>\n\u003cp>Once everyone has a working vocabulary for the characteristics of learning they're trying to build, it’s easier for students to identify the learning traits in others. Maiers suggested that students draft a learning \"dream team,\" with each member representing one of the qualities that she is working towards. Then when students run into challenges, they can emulate the qualities of their dream team members.\u003c/p>\n\u003cp>Maiers put Einstein on her dream team for curiosity, Edison for innovation and Seth Godin for fearlessness. After assembling a dream team and being forced to think about why each of those people symbolize a specific learning trait, students can be asked to identify their own unique genius and label it. Then they can explore that skill by discussing why they need it and in what ways they demonstrate it.\u003c/p>\n\u003cp>“Very quickly in school we ask students to shut down what makes them special in order to conform,” Maiers said. “But standing out is critical in this world.” Society often teaches people to feel that naming their good qualities is arrogant, but students have to understand their own strengths, said Maiers.\u003c/p>\n\u003cp>\u003cstrong>SUSTAIN IT\u003c/strong>\u003c/p>\n\u003cp>After the naming and claiming stages, teachers need to create lessons to help strengthen each trait. For example, Maiers wanted to create a lesson around one of the traits she thinks is important in learners – courage. She defined courage for the class as “acting in the presence of fear” and included the idea of acting despite challenges, risk and fear of failure. The following discussion revealed that even the five-year-olds she was teaching had a deep, ingrained understanding that failure is bad.\u003c/p>\n\u003cp>Maiers stood in front of the class and explained all the ways that she had failed that day. She went on to discuss what she’d learned from those failures and how she tried to improve on them the next day. The discussion of courage and acting fearlessly in front of challenging tasks helped \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">redefine failure and risk\u003c/a>. The activity helped those students to re-frame the idea of failure from a purely negative one to something with the potential for positive growth.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It’s easy to name qualities that will help students in the future, but much harder to help them identify those traits within themselves.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29015/how-to-hold-onto-a-kids-natural-genius","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_262","mindshift_1040"],"featImg":"mindshift_29321","label":"mindshift"},"mindshift_23799":{"type":"posts","id":"mindshift_23799","meta":{"index":"posts_1591205157","site":"mindshift","id":"23799","score":null,"sort":[1347560451000]},"guestAuthors":[],"slug":"how-do-we-define-and-measure-deeper-learning","title":"How Do We Define and Measure \"Deeper Learning\"?","publishDate":1347560451,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_23819\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/saxtourigr-2/\" rel=\"attachment wp-att-23819\">\u003cimg class=\"size-full wp-image-23819\" title=\"saxtourigr\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/saxtourigr.jpg\" alt=\"\" width=\"500\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr-400x325.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr-320x260.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Saxtourigr\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the \u003ca href=\"http://www7.nationalacademies.org/bota/Deeper_Learning_Report_Homepage2.html\">Deeper Learning Report \u003c/a>released by the National Research Council of the National Academies of Science in Washington.\u003c/p>\n\u003cp>Simply defined, \"deeper learning\" is the \"process of learning for transfer,\" meaning it allows a student to take what's learned in one situation and apply it to another, explained James Pellegrino, one of the authors of the report. \"You can use knowledge in ways that make it useful in new situations,\" he said in a recent \u003ca href=\"http://media.all4ed.org/webinar-sep-12-2012\">webinar\u003c/a>. \"You have procedural knowledge of how, why, and when to apply it to answer questions and solve problems.\"\u003c/p>\n\u003cp>To deconstruct the definition of deeper learning further, the researchers came up with what they call three domains of competence: \u003cstrong>cognitive\u003c/strong>, \u003cstrong>intrapersonal\u003c/strong> and \u003cstrong>interpersonal\u003c/strong>. Cognitive refers to reasoning and problem solving; intrapersonal refers to self-management, self-directedness, and conscientiousness; and interpersonal refers to expressing ideas and communicating and working with others.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The kinds of tasks we need to assess take kids more time to enact and more time to score.\"\u003c/p>\n\u003c/aside>\n\u003cp>These three broad competencies are related to each other, Pellegrino said, and there's good evidence that shows they can lead to success in not only education, but also in career and health. In fact, conscientiousness is most highly correlated with successful outcomes.\u003c/p>\n\u003cp>If deeper learning is the ultimate goal, can it be taught? To a certain degree. But for educators to engage in deeper learning with students, researchers say they must begin with clear goals and let \u003c!--more-->students know what's expected of them. They must provide multiple and different kinds of ideas and tasks. They must encourage questioning and discussion, challenge them and offer support and guidance. They must use carefully selected curriculum and use formative assessments to measure and support students' progress.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Students can't learn in an absence of feedback,\" Pellegrino said. \"It's not just assessing, but providing feedback that's actionable on the part of students.\"\u003c/p>\n\u003cp>\u003cstrong>HOW TO SUPPORT DEEPER LEARNING THROUGH POLICY \u003c/strong>\u003c/p>\n\u003cp>In order for deeper learning to become the norm rather than the exception, it has to be a priority for local, state, and national policymakers, said Linda Darling-Hammond, professor of education at the Stanford and advocate for education reform. Common Core State Standards, which begin to push towards critical reasoning and problem solving and application of knowledge, are only being applied to math and literacy, she said. \"What about other subjects?\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/screen-shot-2012-09-12-at-1-41-58-pm-3/\" rel=\"attachment wp-att-23833\">\u003cimg class=\"alignright size-full wp-image-23833\" title=\"Deeper Learning\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png\" alt=\"\" width=\"464\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png 464w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-400x259.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-320x207.png 320w\" sizes=\"(max-width: 464px) 100vw, 464px\">\u003c/a>What's more, social-emotional skills have to be taken into account anytime we address deeper learning, she said. Some states have developed standards for social emotional skills, and it could be good strategy for others to follow as well.\u003c/p>\n\u003cp>The way to achieve deeper learning is through curriculum and instruction, in assessments, and teachers' professional development, she said.\u003c/p>\n\u003cp>The curriculum schools use now was created by a 10-member committee of men in 1893, Darling-Hammond said.\"We need a new committee,\" she said. \"Maybe with women and with people color, and maybe even with 20 people.\"\u003c/p>\n\u003cp>Curriculum should go deeper into application of skills, cover fewer topics that are more carefully selected and more deeply taught, and she said Common Core tries to do this. She repeated the mantra of many progressive educators: \"Teach less, learn more.\"\u003c/p>\n\u003cp>As for assessment, Darling-Hammond said our goals must be far more ambitious than they are now. Policymakers should follow the lead of schools that have been using digital portfolios and projects as assessments, rather than relying on standardized tests. \"Students are able to take feedback and revise their work,\" she said. \"Their conscientiousness is tested. We know that in contexts like that, we have evidence that students are making it through college in higher numbers.\"\u003c/p>\n\u003cp>Our current standardized tests focus on recall of facts and procedures, the lowest levels of types of learning, Pellegrino added. \"They’re easily scored and quantified for accountability procedures. They’re not optimal in measuring the kinds of competencies that represent deeper learning,\" he said.\u003c/p>\n\u003cp>But in order to use assessments that are valuable to students, we need to invest more money and time. \"The kinds of tasks we need to assess take kids more time to enact and more time to score,\" she said. Currently, the U.S. spends $10 to $20 per child on assessments, but in other countries where kids are doing deep inquiries and investigations, assessments cost about $200 per student.\u003c/p>\n\u003cp>\"We need to rethink the way we make those investments, as part of our policy agendas,\" she said, because, as Pellegrino put it, what gets tested governs what gets taught.\u003c/p>\n\u003cp>Another big component of deeper learning involves collaboration, she said, and \"collaboration is not cheating... it's part of problem-solving. Collaboration is a skill not a deficit.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Collaboration is a skill, not a deficit.\"\u003c/p>\n\u003c/aside>\n\u003cp>Professional development is another key part of bringing deeper learning to students. School principals, who play a big role in curriculum adoption, as well as educators, must learn about problem-solving, child development, and content pedagogy in order to understand how to set up collaborative and project-based learning.\u003c/p>\n\u003cp>But in order to do their jobs well, educators must be given enough time to create thoughtful curriculum. In other countries, Darling-Hammond said, educators are allotted 15 to 20 hours a week just dedicated to curriculum creation.\u003c/p>\n\u003cp>For those interested in pursuing deeper learning strategies in class, she suggested pulling out the key ideas from current standards and going deep into those subjects, such as ratio and proportion in math. She also suggested reading books and learning more about complex instruction and how to develop collaborative group work, even in classes where there's a wide range of student skills.\u003c/p>\n\u003cp>\u003cstrong>BYPRODUCT OF DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>From an \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2012/07/study_deeper_learning_needs_st_1.html\">Edweek article \u003c/a>that reported on findings from the same study:\u003c/p>\n\u003cblockquote>\u003cp>The committee pointed to one 2008 five-year longitudinal study of 700 California students in three high schools: one urban and one rural school, each with large proportions of minority and English-language learner students, and another overwhelmingly wealthy, white school. While at the start of the study, incoming 9th graders in the diverse urban school performed significantly below the students in the other schools in mathematics, the school designed its algebra and geometry courses to highlight multiple dimensions of math concepts and approaches to problem-solving, self- and group-assessment and developing good questions. When tested at the end of the first year, the students exposed to the \"deeper learning\" math had caught up with their peers in algebra, and they performed significantly better than students in the other schools in the following year. By the 4th year of the study, 41 percent of students at the urban diverse school were taking calculus, in comparison to only 27 percent at the other two schools.\u003c/p>\u003c/blockquote>\n\u003cp>The study was partially funded by the William and Flora Hewlett Foundation\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1347987009,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1167},"headData":{"title":"How Do We Define and Measure \"Deeper Learning\"? | KQED","description":"Flickr:Saxtourigr In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the Deeper Learning Report released by the National Research Council of the National Academies of Science in Washington. Simply defined, "deeper learning" is the "process of learning for transfer," meaning","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"23799 http://blogs.kqed.org/mindshift/?p=23799","disqusUrl":"https://ww2.kqed.org/mindshift/2012/09/13/how-do-we-define-and-measure-deeper-learning/","disqusTitle":"How Do We Define and Measure \"Deeper Learning\"?","path":"/mindshift/23799/how-do-we-define-and-measure-deeper-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23819\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/saxtourigr-2/\" rel=\"attachment wp-att-23819\">\u003cimg class=\"size-full wp-image-23819\" title=\"saxtourigr\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/saxtourigr.jpg\" alt=\"\" width=\"500\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr-400x325.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr-320x260.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Saxtourigr\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the \u003ca href=\"http://www7.nationalacademies.org/bota/Deeper_Learning_Report_Homepage2.html\">Deeper Learning Report \u003c/a>released by the National Research Council of the National Academies of Science in Washington.\u003c/p>\n\u003cp>Simply defined, \"deeper learning\" is the \"process of learning for transfer,\" meaning it allows a student to take what's learned in one situation and apply it to another, explained James Pellegrino, one of the authors of the report. \"You can use knowledge in ways that make it useful in new situations,\" he said in a recent \u003ca href=\"http://media.all4ed.org/webinar-sep-12-2012\">webinar\u003c/a>. \"You have procedural knowledge of how, why, and when to apply it to answer questions and solve problems.\"\u003c/p>\n\u003cp>To deconstruct the definition of deeper learning further, the researchers came up with what they call three domains of competence: \u003cstrong>cognitive\u003c/strong>, \u003cstrong>intrapersonal\u003c/strong> and \u003cstrong>interpersonal\u003c/strong>. Cognitive refers to reasoning and problem solving; intrapersonal refers to self-management, self-directedness, and conscientiousness; and interpersonal refers to expressing ideas and communicating and working with others.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The kinds of tasks we need to assess take kids more time to enact and more time to score.\"\u003c/p>\n\u003c/aside>\n\u003cp>These three broad competencies are related to each other, Pellegrino said, and there's good evidence that shows they can lead to success in not only education, but also in career and health. In fact, conscientiousness is most highly correlated with successful outcomes.\u003c/p>\n\u003cp>If deeper learning is the ultimate goal, can it be taught? To a certain degree. But for educators to engage in deeper learning with students, researchers say they must begin with clear goals and let \u003c!--more-->students know what's expected of them. They must provide multiple and different kinds of ideas and tasks. They must encourage questioning and discussion, challenge them and offer support and guidance. They must use carefully selected curriculum and use formative assessments to measure and support students' progress.\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>\"Students can't learn in an absence of feedback,\" Pellegrino said. \"It's not just assessing, but providing feedback that's actionable on the part of students.\"\u003c/p>\n\u003cp>\u003cstrong>HOW TO SUPPORT DEEPER LEARNING THROUGH POLICY \u003c/strong>\u003c/p>\n\u003cp>In order for deeper learning to become the norm rather than the exception, it has to be a priority for local, state, and national policymakers, said Linda Darling-Hammond, professor of education at the Stanford and advocate for education reform. Common Core State Standards, which begin to push towards critical reasoning and problem solving and application of knowledge, are only being applied to math and literacy, she said. \"What about other subjects?\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/screen-shot-2012-09-12-at-1-41-58-pm-3/\" rel=\"attachment wp-att-23833\">\u003cimg class=\"alignright size-full wp-image-23833\" title=\"Deeper Learning\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png\" alt=\"\" width=\"464\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png 464w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-400x259.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-320x207.png 320w\" sizes=\"(max-width: 464px) 100vw, 464px\">\u003c/a>What's more, social-emotional skills have to be taken into account anytime we address deeper learning, she said. Some states have developed standards for social emotional skills, and it could be good strategy for others to follow as well.\u003c/p>\n\u003cp>The way to achieve deeper learning is through curriculum and instruction, in assessments, and teachers' professional development, she said.\u003c/p>\n\u003cp>The curriculum schools use now was created by a 10-member committee of men in 1893, Darling-Hammond said.\"We need a new committee,\" she said. \"Maybe with women and with people color, and maybe even with 20 people.\"\u003c/p>\n\u003cp>Curriculum should go deeper into application of skills, cover fewer topics that are more carefully selected and more deeply taught, and she said Common Core tries to do this. She repeated the mantra of many progressive educators: \"Teach less, learn more.\"\u003c/p>\n\u003cp>As for assessment, Darling-Hammond said our goals must be far more ambitious than they are now. Policymakers should follow the lead of schools that have been using digital portfolios and projects as assessments, rather than relying on standardized tests. \"Students are able to take feedback and revise their work,\" she said. \"Their conscientiousness is tested. We know that in contexts like that, we have evidence that students are making it through college in higher numbers.\"\u003c/p>\n\u003cp>Our current standardized tests focus on recall of facts and procedures, the lowest levels of types of learning, Pellegrino added. \"They’re easily scored and quantified for accountability procedures. They’re not optimal in measuring the kinds of competencies that represent deeper learning,\" he said.\u003c/p>\n\u003cp>But in order to use assessments that are valuable to students, we need to invest more money and time. \"The kinds of tasks we need to assess take kids more time to enact and more time to score,\" she said. Currently, the U.S. spends $10 to $20 per child on assessments, but in other countries where kids are doing deep inquiries and investigations, assessments cost about $200 per student.\u003c/p>\n\u003cp>\"We need to rethink the way we make those investments, as part of our policy agendas,\" she said, because, as Pellegrino put it, what gets tested governs what gets taught.\u003c/p>\n\u003cp>Another big component of deeper learning involves collaboration, she said, and \"collaboration is not cheating... it's part of problem-solving. Collaboration is a skill not a deficit.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Collaboration is a skill, not a deficit.\"\u003c/p>\n\u003c/aside>\n\u003cp>Professional development is another key part of bringing deeper learning to students. School principals, who play a big role in curriculum adoption, as well as educators, must learn about problem-solving, child development, and content pedagogy in order to understand how to set up collaborative and project-based learning.\u003c/p>\n\u003cp>But in order to do their jobs well, educators must be given enough time to create thoughtful curriculum. In other countries, Darling-Hammond said, educators are allotted 15 to 20 hours a week just dedicated to curriculum creation.\u003c/p>\n\u003cp>For those interested in pursuing deeper learning strategies in class, she suggested pulling out the key ideas from current standards and going deep into those subjects, such as ratio and proportion in math. She also suggested reading books and learning more about complex instruction and how to develop collaborative group work, even in classes where there's a wide range of student skills.\u003c/p>\n\u003cp>\u003cstrong>BYPRODUCT OF DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>From an \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2012/07/study_deeper_learning_needs_st_1.html\">Edweek article \u003c/a>that reported on findings from the same study:\u003c/p>\n\u003cblockquote>\u003cp>The committee pointed to one 2008 five-year longitudinal study of 700 California students in three high schools: one urban and one rural school, each with large proportions of minority and English-language learner students, and another overwhelmingly wealthy, white school. While at the start of the study, incoming 9th graders in the diverse urban school performed significantly below the students in the other schools in mathematics, the school designed its algebra and geometry courses to highlight multiple dimensions of math concepts and approaches to problem-solving, self- and group-assessment and developing good questions. When tested at the end of the first year, the students exposed to the \"deeper learning\" math had caught up with their peers in algebra, and they performed significantly better than students in the other schools in the following year. By the 4th year of the study, 41 percent of students at the urban diverse school were taking calculus, in comparison to only 27 percent at the other two schools.\u003c/p>\u003c/blockquote>\n\u003cp>The study was partially funded by the William and Flora Hewlett Foundation\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23799/how-do-we-define-and-measure-deeper-learning","authors":["180"],"categories":["mindshift_192","mindshift_194","mindshift_193"],"tags":["mindshift_262","mindshift_939","mindshift_940"],"featImg":"mindshift_23819","label":"mindshift"},"mindshift_22821":{"type":"posts","id":"mindshift_22821","meta":{"index":"posts_1591205157","site":"mindshift","id":"22821","score":null,"sort":[1342547317000]},"guestAuthors":[],"slug":"does-our-current-education-system-support-innovation","title":"Does Our Current Education System Support Innovation?","publishDate":1342547317,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_22828\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660153575/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22828\" title=\"6660153575_0ee7b9bd58\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/6660153575_0ee7b9bd58.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Innovation is the currency of progress. In our world of seismic changes, innovation has become a holy grail that promises to shepherd us through these uncertain and challenging times. And there isn't a more visible symbol of innovation than the iPad. It's captured the hearts and minds of disparate subcultures and organizations.\u003c/p>\n\u003cp>In education it's been widely hailed as a revolutionary device, promising to transform education as we know it. Unfortunately, it's not as simple as bulk purchasing iPads and deploying them into the wilds of education. Innovation can't be installed. It has to be grown -- and generally from the margins.\u003c/p>\n\u003cp>The profusion of digital technology at work, home and everywhere in between is evident to even the most causal observer. In this climate, it's understandable why many schools are interested in technological integration and innovation. While it seems clear that students will increasingly be expected to be adept at using digital tools in their professional and personal lives, there isn't great clarity on how exactly these tools should be used. Often visions and goals are nebulous -- if they exist at all. We can't just buy iPads (or any device), add water, and hope that strategy will usher schools to the leading edge of 21st century education. Technology, by itself, isn't curative. Human agency shapes the path.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>We can't just buy iPads (or any device), add water, and hope that strategy will usher schools to the leading edge of 21st century education.\u003c/p>\n\u003c/aside>\n\u003cp>In light of this dynamic, two critical questions need to be asked and provisionally answered when integrating technology into education. The first question, while obvious at first glance, isn't always fully articulated: \"What are the educational goals of technology integration?\"\u003c/p>\n\u003cp>The second question is equally important and often more elusive: \"Do the current systems and processes support the integrative and innovative goals?\"\u003c/p>\n\u003ch4>Adapting Teaching To Technology\u003c/h4>\n\u003cp>The answer to the first question -- about the goals of technology integration -- often orbits around 21st century skills. The problem is that most of the curriculum within schools today is distinctly tied to the 20th century. The first phase of technology integration usually focuses on the transition from an analog to a digital environment, but after that happens, the use of technology raises deeper \u003c!--more-->pedagogical questions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The best schools throughout history prepared their students for the social and economic realities of their time. Our system of universal education was designed to meet the social and economic needs of the industrial revolution, which was defined by a world of standardization. While the industrial revolution has been added to the annals of history, our system of education has not.\u003c/p>\n\u003cp>The social and economic world of today and tomorrow require people who can critically and creatively work in teams to solve problems. Technology widens the spectrum of how individuals and teams can access, construct and communicate knowledge. Education, for the most part, isn't creating learners along these lines. Meanwhile, computers are challenging the legitimacy of expert-driven knowledge, i.e., of the teacher at the front of the classroom being the authority. All computing devices -- from laptops to tablets to smartphones -- are dismantling knowledge silos and are therefore transforming the role of a teacher into something that is more of a facilitator and coach.\u003c/p>\n\u003cp>This isn't to say that teachers are becoming obsolete. Great teachers are needed now more than ever. But what it means to be a teacher and student is changing -- as it has throughout history. The main point is that technology is helping to drive a pedagogical change, and schools need to be mindful of this influence and thoughtful of how they'd like to facilitate this transition. This is why linking technology to learning objectives is so important. Otherwise, schools could find themselves in a position where the cart (technology) is before the horse (pedagogy).\u003c/p>\n\u003ch4>Does Our Current System Support Innovation?\u003c/h4>\n\u003cp>Answers to the second question (Do the current systems and processes support the integrative and innovative goals?) are rarely offered because the question is seldom asked.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>Uncertainty and experimentation are perceived as a waste of time within the current model because there is curriculum that needs to be covered and tests that need to be taken within a prescribed schedule.\u003c/p>\n\u003c/aside>\n\u003cp>The organization of schools -- their systems, processes and values -- were deliberately designed to accomplish specific objectives. Departments, 50-minute classes, bells, rows of desks, lectures, textbooks, standardized tests, and grades are all aspects of schools' organizational structure that were conceived to train students in the image of industrial society. Within this model, standardization and mass production rule supreme.\u003c/p>\n\u003cp>The systems and values of industrial education were not designed with innovation and digital tools in mind. Innovation, whether it's with technology, assessment or instruction, requires time and space for experimentation and a high tolerance for uncertainty. Disruption of established patterns is the \u003cem>modus operandi\u003c/em> of innovation. We like the fruits of innovation, but few of us have the mettle to run the gauntlet of innovation.\u003c/p>\n\u003ch4>Innovation from the Margins\u003c/h4>\n\u003cp>Because integration and innovation with technology can be so disruptive to established systems, innovation is more likely to take root if it is grown on the margins. The margin can be a small percentage of class time that's carved out each week for experimentation, or it can be a technology incubator designed to function beyond the conventional boundaries of school systems.\u003c/p>\n\u003cp>Wherever the appropriate margin is identified for technological innovation, the climate within the margin needs to be such that teachers and students are supported in exploring the edges of uncertainty. This is critical because uncertainty and experimentation are perceived as a waste of time within the current model because there is curriculum that needs to be covered and tests that need to be taken within a prescribed schedule. One can't begin to have more time and space for innovating in class unless one loosens the reigns on traditional objectives and creates more flexibility and leverage within classrooms and schools.\u003c/p>\n\u003cp>This is easier said than done. To varying degrees we've all come through the traditional model of education that has trained us to seek certainty. Combine that with the fact that we are wired to look for negative information -- and uncertainty would definitely fit into the negative category for most of us -- and we have a compound society that is increasingly risk averse. Yet without taking risks, we can't have breakthroughs.\u003c/p>\n\u003cp>Learning environments of the future are in incubation. And therein lies the challenge: Learning environments that don't exist can't be analyzed. Moving into the unknown requires a pioneering spirit. Helen Keller reminds us that is the truth of not only our age, but of all ages: \"Security is mostly a superstition. It does not exist in nature, nor do the children of men as a whole experience it. Avoiding danger is no safer in the long run than outright exposure. Life is either a daring adventure, or nothing.\"\u003c/p>\n\u003cp>\u003cem>Aran Levasseur taught middle school history and science for five years, where he integrated technology into his classes to enhance his teaching and student learning and is currently the Academic Technology Coordinator at San Francisco University High School. You can follow him \u003ca href=\"http://www.twitter.com/fusionjones\">@fusionjones on Twitter\u003c/a>.\u003c/em>\u003c/p>\n\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final.jpg\">\u003cimg class=\"alignleft size-thumbnail wp-image-22454\" title=\"pbs-mediashift-logo-final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"39\" height=\"39\">\u003c/a>\u003c/h5>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\u003ch5>\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1342632858,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1245},"headData":{"title":"Does Our Current Education System Support Innovation? | KQED","description":"Flickr:Flickingerbrad By Aran Levasseur Innovation is the currency of progress. In our world of seismic changes, innovation has become a holy grail that promises to shepherd us through these uncertain and challenging times. And there isn't a more visible symbol of innovation than the iPad. It's captured the hearts and minds of disparate subcultures and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"22821 http://blogs.kqed.org/mindshift/?p=22821","disqusUrl":"https://ww2.kqed.org/mindshift/2012/07/17/does-our-current-education-system-support-innovation/","disqusTitle":"Does Our Current Education System Support Innovation?","path":"/mindshift/22821/does-our-current-education-system-support-innovation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22828\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660153575/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22828\" title=\"6660153575_0ee7b9bd58\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/6660153575_0ee7b9bd58.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Innovation is the currency of progress. In our world of seismic changes, innovation has become a holy grail that promises to shepherd us through these uncertain and challenging times. And there isn't a more visible symbol of innovation than the iPad. It's captured the hearts and minds of disparate subcultures and organizations.\u003c/p>\n\u003cp>In education it's been widely hailed as a revolutionary device, promising to transform education as we know it. Unfortunately, it's not as simple as bulk purchasing iPads and deploying them into the wilds of education. Innovation can't be installed. It has to be grown -- and generally from the margins.\u003c/p>\n\u003cp>The profusion of digital technology at work, home and everywhere in between is evident to even the most causal observer. In this climate, it's understandable why many schools are interested in technological integration and innovation. While it seems clear that students will increasingly be expected to be adept at using digital tools in their professional and personal lives, there isn't great clarity on how exactly these tools should be used. Often visions and goals are nebulous -- if they exist at all. We can't just buy iPads (or any device), add water, and hope that strategy will usher schools to the leading edge of 21st century education. Technology, by itself, isn't curative. Human agency shapes the path.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>We can't just buy iPads (or any device), add water, and hope that strategy will usher schools to the leading edge of 21st century education.\u003c/p>\n\u003c/aside>\n\u003cp>In light of this dynamic, two critical questions need to be asked and provisionally answered when integrating technology into education. The first question, while obvious at first glance, isn't always fully articulated: \"What are the educational goals of technology integration?\"\u003c/p>\n\u003cp>The second question is equally important and often more elusive: \"Do the current systems and processes support the integrative and innovative goals?\"\u003c/p>\n\u003ch4>Adapting Teaching To Technology\u003c/h4>\n\u003cp>The answer to the first question -- about the goals of technology integration -- often orbits around 21st century skills. The problem is that most of the curriculum within schools today is distinctly tied to the 20th century. The first phase of technology integration usually focuses on the transition from an analog to a digital environment, but after that happens, the use of technology raises deeper \u003c!--more-->pedagogical questions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The best schools throughout history prepared their students for the social and economic realities of their time. Our system of universal education was designed to meet the social and economic needs of the industrial revolution, which was defined by a world of standardization. While the industrial revolution has been added to the annals of history, our system of education has not.\u003c/p>\n\u003cp>The social and economic world of today and tomorrow require people who can critically and creatively work in teams to solve problems. Technology widens the spectrum of how individuals and teams can access, construct and communicate knowledge. Education, for the most part, isn't creating learners along these lines. Meanwhile, computers are challenging the legitimacy of expert-driven knowledge, i.e., of the teacher at the front of the classroom being the authority. All computing devices -- from laptops to tablets to smartphones -- are dismantling knowledge silos and are therefore transforming the role of a teacher into something that is more of a facilitator and coach.\u003c/p>\n\u003cp>This isn't to say that teachers are becoming obsolete. Great teachers are needed now more than ever. But what it means to be a teacher and student is changing -- as it has throughout history. The main point is that technology is helping to drive a pedagogical change, and schools need to be mindful of this influence and thoughtful of how they'd like to facilitate this transition. This is why linking technology to learning objectives is so important. Otherwise, schools could find themselves in a position where the cart (technology) is before the horse (pedagogy).\u003c/p>\n\u003ch4>Does Our Current System Support Innovation?\u003c/h4>\n\u003cp>Answers to the second question (Do the current systems and processes support the integrative and innovative goals?) are rarely offered because the question is seldom asked.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>Uncertainty and experimentation are perceived as a waste of time within the current model because there is curriculum that needs to be covered and tests that need to be taken within a prescribed schedule.\u003c/p>\n\u003c/aside>\n\u003cp>The organization of schools -- their systems, processes and values -- were deliberately designed to accomplish specific objectives. Departments, 50-minute classes, bells, rows of desks, lectures, textbooks, standardized tests, and grades are all aspects of schools' organizational structure that were conceived to train students in the image of industrial society. Within this model, standardization and mass production rule supreme.\u003c/p>\n\u003cp>The systems and values of industrial education were not designed with innovation and digital tools in mind. Innovation, whether it's with technology, assessment or instruction, requires time and space for experimentation and a high tolerance for uncertainty. Disruption of established patterns is the \u003cem>modus operandi\u003c/em> of innovation. We like the fruits of innovation, but few of us have the mettle to run the gauntlet of innovation.\u003c/p>\n\u003ch4>Innovation from the Margins\u003c/h4>\n\u003cp>Because integration and innovation with technology can be so disruptive to established systems, innovation is more likely to take root if it is grown on the margins. The margin can be a small percentage of class time that's carved out each week for experimentation, or it can be a technology incubator designed to function beyond the conventional boundaries of school systems.\u003c/p>\n\u003cp>Wherever the appropriate margin is identified for technological innovation, the climate within the margin needs to be such that teachers and students are supported in exploring the edges of uncertainty. This is critical because uncertainty and experimentation are perceived as a waste of time within the current model because there is curriculum that needs to be covered and tests that need to be taken within a prescribed schedule. One can't begin to have more time and space for innovating in class unless one loosens the reigns on traditional objectives and creates more flexibility and leverage within classrooms and schools.\u003c/p>\n\u003cp>This is easier said than done. To varying degrees we've all come through the traditional model of education that has trained us to seek certainty. Combine that with the fact that we are wired to look for negative information -- and uncertainty would definitely fit into the negative category for most of us -- and we have a compound society that is increasingly risk averse. Yet without taking risks, we can't have breakthroughs.\u003c/p>\n\u003cp>Learning environments of the future are in incubation. And therein lies the challenge: Learning environments that don't exist can't be analyzed. Moving into the unknown requires a pioneering spirit. Helen Keller reminds us that is the truth of not only our age, but of all ages: \"Security is mostly a superstition. It does not exist in nature, nor do the children of men as a whole experience it. Avoiding danger is no safer in the long run than outright exposure. Life is either a daring adventure, or nothing.\"\u003c/p>\n\u003cp>\u003cem>Aran Levasseur taught middle school history and science for five years, where he integrated technology into his classes to enhance his teaching and student learning and is currently the Academic Technology Coordinator at San Francisco University High School. You can follow him \u003ca href=\"http://www.twitter.com/fusionjones\">@fusionjones on Twitter\u003c/a>.\u003c/em>\u003c/p>\n\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final.jpg\">\u003cimg class=\"alignleft size-thumbnail wp-image-22454\" title=\"pbs-mediashift-logo-final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"39\" height=\"39\">\u003c/a>\u003c/h5>\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>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\u003ch5>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22821/does-our-current-education-system-support-innovation","authors":["4354"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_262","mindshift_870","mindshift_70","mindshift_81"],"featImg":"mindshift_22828","label":"mindshift"},"mindshift_12183":{"type":"posts","id":"mindshift_12183","meta":{"index":"posts_1591205157","site":"mindshift","id":"12183","score":null,"sort":[1306965922000]},"guestAuthors":[],"slug":"putting-21st-century-skills-to-action","title":"Putting 21st Century Skills to Action","publishDate":1306965922,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-12194\" href=\"http://ww2.kqed.org/mindshift/2011/06/putting-21st-century-skills-to-action/muir-ceardach1/\">\u003cimg class=\"size-medium wp-image-12194\" title=\"muir.ceardach1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/muir.ceardach1-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>What do educators mean when they talk about 21st century skills? If they're referring to things like collaboration, resourcefulness, smart use of technology, and problem-solving, here's \u003ca href=\"http://www.mercurynews.com/peninsula/ci_18176768?nclick_check=1\">strong evidence\u003c/a> showing how these skills are becoming a natural part of students' daily lives. Sharon Noguchi \u003ca href=\"http://www.mercurynews.com/peninsula/ci_18176768?nclick_check=1\">writes\u003c/a> in the San Jose Mercury News about the changes student activists in the Bay Area are making in their own schools.\u003c/p>\n\u003cp>\u003cstrong>Exhibit A\u003c/strong>: An eighth-grade class at Renaissance Academy that's on a mission to bring updated technology to its school. They tested all different kinds of gadgets to figure out what they need, sent out newsletters, applied and received a grant, wrote to elected officials, and created a site on Donors Choose to \u003ca href=\"http://www.donorschoose.org/donors/search.html?zone=402&community=1918:3&school=29282\">raise enough money \u003c/a>to buy tech tools for the class. They've still got $1,700 to go, but they're making progress -- and they'll keep the effort going despite the fact that they're graduating this year.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students can see how much power they have in making an impact in their own lives.\u003c/aside>\n\u003cp>\u003cstrong>Exhibit B: \u003c/strong>One junior took it upon himself to include students' voices in changing the school-year calendar. He took a comprehensive survey and presented the results to the school board, influencing one of the trustees to vote for the students' choice.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Exhibit C: \u003c/strong>A 13-year-old created a Facebook page to lobby to keep three of his teachers who'd been pink-slipped. He also emailed the school district's superintendent -- twice -- to let his opinions be known. The outcome? Two of the three teachers' layoff notices were rescinded.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These accounts of student empowerment and savvy exemplify what we mean when we refer to 21st century skills, and why they're so important. Students can see how much power they have in making an impact in their own lives.\u003c/p>\n\u003cp>What does that take on the part of the educator?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It required a lot of giving up control,\" said the Renaissance Academy teacher. \"Everything has been student done.\"\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1306965928,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":338},"headData":{"title":"Putting 21st Century Skills to Action | KQED","description":"What do educators mean when they talk about 21st century skills? If they're referring to things like collaboration, resourcefulness, smart use of technology, and problem-solving, here's strong evidence showing how these skills are becoming a natural part of students' daily lives. Sharon Noguchi writes in the San Jose Mercury News about the changes student activists","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"12183 http://blogs.kqed.org/mindshift/?p=12183","disqusUrl":"https://ww2.kqed.org/mindshift/2011/06/01/putting-21st-century-skills-to-action/","disqusTitle":"Putting 21st Century Skills to Action","path":"/mindshift/12183/putting-21st-century-skills-to-action","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-12194\" href=\"http://ww2.kqed.org/mindshift/2011/06/putting-21st-century-skills-to-action/muir-ceardach1/\">\u003cimg class=\"size-medium wp-image-12194\" title=\"muir.ceardach1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/muir.ceardach1-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>What do educators mean when they talk about 21st century skills? If they're referring to things like collaboration, resourcefulness, smart use of technology, and problem-solving, here's \u003ca href=\"http://www.mercurynews.com/peninsula/ci_18176768?nclick_check=1\">strong evidence\u003c/a> showing how these skills are becoming a natural part of students' daily lives. Sharon Noguchi \u003ca href=\"http://www.mercurynews.com/peninsula/ci_18176768?nclick_check=1\">writes\u003c/a> in the San Jose Mercury News about the changes student activists in the Bay Area are making in their own schools.\u003c/p>\n\u003cp>\u003cstrong>Exhibit A\u003c/strong>: An eighth-grade class at Renaissance Academy that's on a mission to bring updated technology to its school. They tested all different kinds of gadgets to figure out what they need, sent out newsletters, applied and received a grant, wrote to elected officials, and created a site on Donors Choose to \u003ca href=\"http://www.donorschoose.org/donors/search.html?zone=402&community=1918:3&school=29282\">raise enough money \u003c/a>to buy tech tools for the class. They've still got $1,700 to go, but they're making progress -- and they'll keep the effort going despite the fact that they're graduating this year.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students can see how much power they have in making an impact in their own lives.\u003c/aside>\n\u003cp>\u003cstrong>Exhibit B: \u003c/strong>One junior took it upon himself to include students' voices in changing the school-year calendar. He took a comprehensive survey and presented the results to the school board, influencing one of the trustees to vote for the students' choice.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Exhibit C: \u003c/strong>A 13-year-old created a Facebook page to lobby to keep three of his teachers who'd been pink-slipped. He also emailed the school district's superintendent -- twice -- to let his opinions be known. The outcome? Two of the three teachers' layoff notices were rescinded.\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>These accounts of student empowerment and savvy exemplify what we mean when we refer to 21st century skills, and why they're so important. Students can see how much power they have in making an impact in their own lives.\u003c/p>\n\u003cp>What does that take on the part of the educator?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It required a lot of giving up control,\" said the Renaissance Academy teacher. \"Everything has been student done.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/12183/putting-21st-century-skills-to-action","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_262"],"featImg":"mindshift_12194","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. 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