Be The Change You Want to See By Shifting Traditional High School
How Reading Aloud to Therapy Dogs Can Help Struggling Kids
Strategies to Help Students 'Go Deep' When Reading Digitally
How Mindfulness and Storytelling Help Kids Heal and Learn
Interests-to-Internships: When Students Take the Lead in Learning
How Trauma-Informed Teaching Builds A Sense of Safety And Care
Lesson Study: When Teachers Team Up to Improve Teaching
How A Strengths-Based Approach to Math Redefines Who Is 'Smart'
Beyond Data: Building Empathy in Adults Through Student Shadow Days
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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"mindshift":{"type":"authors","id":"4354","meta":{"index":"authors_1591205172","id":"4354","found":true},"name":"MindShift","firstName":"MindShift","lastName":null,"slug":"mindshift","email":"tina@barseghian.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"MindShift | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_48044":{"type":"posts","id":"mindshift_48044","meta":{"index":"posts_1591205157","site":"mindshift","id":"48044","score":null,"sort":[1492670907000]},"guestAuthors":[],"slug":"be-the-change-you-want-to-see-by-shifting-traditional-high-school","title":"Be The Change You Want to See By Shifting Traditional High School","publishDate":1492670907,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Great ideas and extraordinary teaching happen in public school classrooms all over the country, but these pockets of innovation often don’t get the attention they deserve. More often the schools held up as models for the future of learning started with a carefully articulated vision around change, a hand-picked staff, and even some startup capital. Changing the traditional approaches to teaching and learning that have been in place for decades within an existing school is extremely difficult work.\u003c/p>\n\u003cp>But passionate teachers and leaders are doing just that. Catlin Tucker has been teaching at Windsor High School for 14 years. She started out as the kind of teacher who had every lesson planned out to the minute; the kind of teacher who assigned lots of writing at home, graded everything meticulously, and had very high expectations of students. She was in control of her classroom, but she found that often her students were disengaged.\u003c/p>\n\u003cp>Over several years she began to experiment with using technology to give her students more ways to engage with material and more choice over how they demonstrated their understanding. But the more she tried to innovate within her standard high school English classroom, the more she felt that \u003ca href=\"http://catlintucker.com/2016/10/unlearning-what-i-was-taught/\" target=\"_blank\">the structure and system itself weren’t serving kids well\u003c/a>. She wanted to \u003ca href=\"http://catlintucker.com/2016/03/manifesting-my-perfect-teaching-position/\" target=\"_blank\">shake it up\u003c/a> even more.\u003c/p>\n\u003cp>“I did feel like in some ways I had reached the edges of what I could do that was different in an English classroom,” Tucker said. She was even thinking about leaving teaching to become a professional development consultant full time -- something she does part time now -- until she saw \u003ca href=\"https://willrichardson.com/\">Will Richardson\u003c/a> keynote an all-staff professional development day at her school.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">My new classroom! Let the movement, exploration, collaboration & creation begin! \u003ca href=\"https://twitter.com/hashtag/BackToSchool?src=hash\">#BackToSchool\u003c/a> \u003ca href=\"https://t.co/XWhqzLM1X3\">pic.twitter.com/XWhqzLM1X3\u003c/a>\u003c/p>\n\u003cp>— Catlin Tucker (@Catlin_Tucker) \u003ca href=\"https://twitter.com/Catlin_Tucker/status/766328536659431424\">August 18, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I sat there and he just spoke to me, to everything that concerns me about education, and the way we're shuttling kids through classes and losing so many of them, and how we have to reimagine learning for kids of this generation.” Tucker said. She immediately went to her principal and asked to pilot a very different type of learning experience within Windsor High School.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>N.E.W. SCHOOL\u003c/strong>\u003c/p>\n\u003cp>Windsor works on a “core” model where one group of students share the same English, science and history teacher as a way to create smaller communities within the big comprehensive high school. This schedule allowed Tucker to team up with Marika Neto, a science teacher, to offer the Next Evolution of Work-based Learning core, or N.E.W. school.\u003c/p>\n\u003cp>The two teachers share a mix of 60 freshmen and sophomores, teaching them English, science and a technology elective in an interdisciplinary way. Tucker and Neto develop themed units that connect concepts of the science curriculum with the books they are reading and the writing they are doing. For example, in a mental health unit students learned about the neurobiology of mental health disorders and applied that understanding to their reading of \"Romeo and Juliet.\"\u003c/p>\n\u003cp>Each student psychoanalyzed a character, using research to back up claims about how the character’s actions and words indicate they may have had a specific mental disorder. At the same time, students also had to do a project educating a specific audience on some aspect of mental health. Students could work together or alone, and had a lot of freedom to choose how and what they would dive into.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">For a Mental Health unit project these girls raised $800 for homeless packs. The power of project-based learning! \u003ca href=\"https://twitter.com/Catlin_Tucker\">@Catlin_Tucker\u003c/a> \u003ca href=\"https://twitter.com/hashtag/NEWSchool?src=hash\">#NEWSchool\u003c/a> \u003ca href=\"https://t.co/dSrpNKsaD2\">pic.twitter.com/dSrpNKsaD2\u003c/a>\u003c/p>\n\u003cp>— Marika Neto (@MarikaNeto) \u003ca href=\"https://twitter.com/MarikaNeto/status/809772083488010240\">December 16, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>One student made an \u003ca href=\"https://docs.google.com/presentation/d/17Mf93GQLBgIYoa7Fp4ZK_-3h0uPQ56S40bcQHPbqJlQ/edit#slide=id.p\" target=\"_blank\">infographic in Spanish and English \u003c/a>to educate the Spanish-speaking community about the dangers of depression and where people can get help locally. Another group wanted to build a life-size mannequin that could show what anxiety looks like in the body. They weren’t sure how to realize their vision, so they formally reached out to the engineering teacher for help programming a device that would light up when certain parts of the brain trigger or when the heartbeat accelerates.\u003c/p>\n\u003cfigure id=\"attachment_48058\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-48058 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Catlin-brain-circuits-1020x1360.jpg\" alt=\"Students show off their their model of how brain circuits work in a person with anxiety. \" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-520x693.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students show off their their model of how brain circuits work in a person with anxiety. \u003ccite>(Courtesy Catlin Tucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“These girls were never interested in programming and now they’re doing it on their off-time just to complete this project,” said Marika Neto. She’s been amazed at how deeply students are willing to examine a topic when they have the freedom to choose something that interests them and can show their learning in various ways. That’s especially apparent in science; many students claimed they used to hate science, but are loving it the way Neto teaches.\u003c/p>\n\u003cp>\u003cstrong>THE SCHEDULE\u003c/strong>\u003c/p>\n\u003cp>Tucker and Neto have their N.E.W. students only every other day, but on core days students are with them for a 4½-hour block that the teachers can program however they want. The co-teachers put together a slide deck for every day with each activity, links to resources, and transition times. Students are responsible for looking at the deck and independently transitioning between activities. Sometimes half the students will work on a science lesson while the other half work on a writing assignment. Other times all 60 kids have “My time” to work on anything they need to get done.\u003c/p>\n\u003cp>The effect is that there’s no herding students from room to room based on a bell schedule. Visitors to class don’t always know what students are working on unless they ask, and often one student will be doing different work from her neighbor.\u003c/p>\n\u003cp>Tucker and Neto \u003ca href=\"http://catlintucker.com/2016/08/new-program-new-approach-to-homework/\">don’t formally assign homework\u003c/a>, but they try to give lots of work time in class. And students often do extra work on their projects at home if they haven’t been focused in class or they aren’t satisfied with their work. Tucker has also tried as much as possible \u003ca href=\"http://catlintucker.com/2017/04/stop-taking-grading-home/\">not to collect and grade work at home\u003c/a>. Instead, she synchronously edits student writing in Google Docs. She believes that giving students real-time \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\">actionable feedback\u003c/a> as they are drafting benefits them more than when she stamps a grade on at the end. Too often students never look at that feedback again.\u003c/p>\n\u003cfigure id=\"attachment_48046\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48046\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/NEW-school-space-1020x765.jpg\" alt=\"Catlin Tucker and Marika Neto have tried to create different types of space within their traditional classroom so students feel at home.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Catlin Tucker and Marika Neto have tried to create different types of space within their traditional classroom so students feel at home. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And because Tucker and Neto have complete control of the schedule of N.E.W. core, they can invite outside experts in, plan field trips and generally enrich what happens in the classroom by connecting students to other resources at Windsor High or out in the community at large.\u003c/p>\n\u003cp>\u003cstrong>BREAKING DEPENDENCE\u003c/strong>\u003c/p>\n\u003cp>One of the big goals of the N.E.W. program is to create a learning environment where students are \u003ca href=\"http://catlintucker.com/2016/01/learned-helplessness/\" target=\"_blank\">empowered and supported to be independent learners\u003c/a>. That can be a challenge for students arriving to the program with eight or nine years of experiences with teachers who tell them exactly how to do well. Students in the N.E.W. program struggled with the freedom of the program at first and asked for more direct instruction.\u003c/p>\n\u003cp>“In middle school it was more like you sit down, they teach you, you memorize everything, you do your work and that’s it, you’re out,” said Natali, a freshman in the program. “But here it was more, I wouldn’t say self-taught, but as a student you really had to buckle down yourself if you really wanted to get it done.”\u003c/p>\n\u003cp>One of the big ways Tucker and Neto are trying to build student ownership of learning is through the grading system. They are aware that any pedagogical approach must be s\u003ca href=\"http://catlintucker.com/2016/10/ditching-traditional-grades-my-online-gradebook/\">upported by an assessment policy that furthers the same goals\u003c/a>. The grading policy in a classroom can easily send a conflicting message to students if teachers don’t think it through carefully.\u003c/p>\n\u003cp>At the beginning of each unit Tucker identifies the key English and technology standards and Neto picks the science ones. They put those targets in a spreadsheet with columns for students to self-evaluate on each skill, as well as columns for teachers to give feedback and evaluation. Every week students have time to reflect on the work they’ve done and to give themselves a grade 1-4 that indicates how well they believe they are meeting the standard. Crucially, they also have to say why they believe that grade is appropriate and link to work samples as evidence.\u003c/p>\n\u003cp>“The doc is meant to be an ongoing silent conversation between the two of us,” Tucker said. If she goes through and gives a student a 2, that’s not the end of the conversation. The student can then take that feedback, make changes to the work, update his column and ask for the teacher to look again. This process encourages students to constantly reflect on what they are doing well, what they can improve, and to actively use teacher feedback to revise work.\u003c/p>\n\u003cfigure id=\"attachment_48047\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48047\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Catlin-1020x765.jpg\" alt=\"Catlin Tucker sits on moveable seats that her students created to add flexibility to their classroom.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Catlin Tucker sits on moveable seats that her students created to add flexibility to their classroom. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Throughout the unit they're constantly being asked to look at their body of work, look at the skills we're targeting, and identify what pieces reflect their growth or their proficiency, or their developing proficiency in relation to a particular standard,” Tucker said.\u003c/p>\n\u003cp>Since Windsor is a traditional public school, Tucker and Neto have to report out grades every six weeks. At that time they conduct grading interviews with each student in which the student presents the grade she thinks she deserves and evidence to support that claim. The teacher comes with her own grade and evidence, and the two have a conversation about it.\u003c/p>\n\u003cp>“The first time I did a grading interview I was like so nervous,” said Josh, a sophomore student. “But then by the second time it was much more relaxed. And I’m like, OK, I’m just showing what I’ve done and I should be proud of it.” He appreciates that he has a voice in the process and that his grade isn’t arbitrarily decided by his teacher.\u003c/p>\n\u003cp>“I think those conversations were some of the scariest things we've asked them to do because they're not asked to think about their learning that way, articulate where they're at in their learning, and what they think their grade should be,” Tucker said. Students are having to retrain themselves to use those types of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/10/the-role-of-metacognition-in-learning-and-achievement/\">metacognitive skills\u003c/a>, which is a big shift for them.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A conversation after a grade-less interview \"It is nice to not be defined by doing bad on one assignment; instead the focus is on my growth\"\u003c/p>\n\u003cp>— Marika Neto (@MarikaNeto) \u003ca href=\"https://twitter.com/MarikaNeto/status/780940266966396928\">September 28, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>This approach has also been an adjustment for parents who generally were educated in a more traditional system. They have become accustomed to classrooms where every assignment is graded, and if their child misses an assignment or performs poorly on a test it can start to create a hole in their grade. And, for parents whose children did well in the traditional system, but are adjusting to the independence and autonomy of N.E.W. school, all the changes can be a little scary.\u003c/p>\n\u003cp>“She was struggling at the beginning,” said Carrie Carstensen of her daughter. “And I thought, how is this going to look on her report card? Are her grades going to go down because this is something completely different and new and challenging?’”\u003c/p>\n\u003cp>Ultimately, Carstensen decided she’d rather her daughter learn the content deeply, even if her grades aren’t as strong, in the hopes that the many other skills she’s learning in the hands-on, project-based and tech-savvy program will serve her well later. It doesn’t hurt that her daughter is much more excited about school now.\u003c/p>\n\u003cfigure id=\"attachment_48065\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48065\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Marika-1020x574.png\" alt=\"Marika Neto (left) chats with students before school starts.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-960x540.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-240x135.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-375x211.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Marika Neto (left) chats with students before school starts. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Other parents were thrown by the idea that students can go back, revise and improve an initial grade. While foreign to many parents at first, it was not unwelcome.\u003c/p>\n\u003cp>“They’re trying to teach them that you might start off with a 1 and you’re a straight-A student because there’s so much room to grow,” said Toni Rooney, a freshman parent. “And so when they give them increases in their number, I feel like it means more to them.”\u003c/p>\n\u003cp>Rooney has been impressed with the passion for learning that the N.E.W. core has brought out in her daughter, Brooke. While Brooke was never a struggling student, she also didn’t particularly like school. Now Brooke is excited to talk with her mom about what she’s learning, how she’s tackling projects and the improvements she’s made.\u003c/p>\n\u003cp>“My other son spends hours sitting at his desk doing homework and I don’t think he’s getting more from his education,” said Dianne Wagner, Josh’s mom. Josh has a twin brother who is in a more traditional honors-track core. Wagner likes that Josh’s schoolwork not only excites him, but that he’s becoming a well-rounded person who can collaborate, juggle project deadlines on his own, communicate about his work and take ownership. And, she likes that when he’s home from school he has time to help out with chores and hang out with his family because he’s not so stressed out by how much homework he has.\u003c/p>\n\u003cp>“What they do here in N.E.W. core is they figure out how to apply the knowledge that they need to learn to the life that they have in front of them, and connecting those dots makes that information more valuable,” Wagner said.\u003c/p>\n\u003cp>\u003cstrong>ROOM TO STRETCH\u003c/strong>\u003c/p>\n\u003cp>Tucker and Neto originally conceived of the N.E.W. core as a way to reach the many students for whom school is “not super stimulating.” Connecting the curriculum to the real world, giving students choice, making science more hands-on and fun, and building in a lot of collaboration are all ways these teachers are trying to shake up the traditional model in order to re-engage kids who haven’t experienced a lot of success in school or who are already checked out.\u003c/p>\n\u003cp>And while there are many students in the program who are thriving in that new environment when they might not have elsewhere, one surprise has been how well the model works for students who also excel at traditional school. Tucker initially worried that having such a broad array of learners in one hectic space would make it hard to challenge her high-flyers, but they’ve told her the opposite.\u003c/p>\n\u003cp>“I have had experiences in past classes where I would do an assignment and I wasn’t super excited about it, but I would still get an A,” said sophomore Samantha Moberly. Samantha is the kind of student who would probably do well anywhere, but she says the freedom she has to pursue her interests motivates her much more than a grade (although she still cares about those, too). \"I’m actually working to get to a point where I’m really satisfied with my work. And because I’m grading myself, I’m not just stopping at a point where I know I would get a certain grade. I go until I’m satisfied,” she said.\u003c/p>\n\u003cfigure id=\"attachment_48059\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48059\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Catlin-iron-chef-video-1020x765.jpg\" alt=\"A student captures her Iron Chef Lab with a time lapse video.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student captures her Iron Chef Lab with a time lapse video. \u003ccite>(Courtesy Catlin Tucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That attitude has allowed her to pursue some impressive projects. In science, Neto gave groups of students corn on the cob, canned corn or packaged corn, and told them they needed to design a lab from the ground up under the theme of nutrition. The “Iron Chef Lab” required students to come up with an interesting question, write a hypothesis, develop lab procedures and carry out the experiment. On top of that, Neto tasked students with identifying specific skills they would need for their labs so she could run skills stations to support them.\u003c/p>\n\u003cp>Samantha’s group had packaged corn, so they decided to test for the effects of Bisphenol A (BPA) -- commonly found in plastic -- on their corn. They couldn’t buy BPA, so they asked the AP Chemistry teacher for help extracting BPA from a plastic water bottle so they could use it in their lab.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“They are thinking outside the box and they're being creative and they're having that natural inquiry and they're not just looking to check the box,” Neto said. Ultimately, the BPA didn’t have any effect on the corn, but the group learned a lot along the way. In their reflection, students proposed various other ways they would do the experiment if they had different materials and more time. Needless to say, Samantha’s group won the Iron Chef Lab.\u003c/p>\n\n","blocks":[],"excerpt":"At this big traditional high school teachers are taking the lead in the push for interdisciplinary, future-focused teaching practices.","status":"publish","parent":0,"modified":1527293303,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":46,"wordCount":2931},"headData":{"title":"Be The Change You Want to See By Shifting Traditional High School | KQED","description":"At this big traditional high school teachers are taking the lead in the push for interdisciplinary, future-focused teaching practices.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Be The Change You Want to See By Shifting Traditional High School","datePublished":"2017-04-20T06:48:27.000Z","dateModified":"2018-05-26T00:08:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48044 https://ww2.kqed.org/mindshift/?p=48044","disqusUrl":"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/","disqusTitle":"Be The Change You Want to See By Shifting Traditional High School","path":"/mindshift/48044/be-the-change-you-want-to-see-by-shifting-traditional-high-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Great ideas and extraordinary teaching happen in public school classrooms all over the country, but these pockets of innovation often don’t get the attention they deserve. More often the schools held up as models for the future of learning started with a carefully articulated vision around change, a hand-picked staff, and even some startup capital. Changing the traditional approaches to teaching and learning that have been in place for decades within an existing school is extremely difficult work.\u003c/p>\n\u003cp>But passionate teachers and leaders are doing just that. Catlin Tucker has been teaching at Windsor High School for 14 years. She started out as the kind of teacher who had every lesson planned out to the minute; the kind of teacher who assigned lots of writing at home, graded everything meticulously, and had very high expectations of students. She was in control of her classroom, but she found that often her students were disengaged.\u003c/p>\n\u003cp>Over several years she began to experiment with using technology to give her students more ways to engage with material and more choice over how they demonstrated their understanding. But the more she tried to innovate within her standard high school English classroom, the more she felt that \u003ca href=\"http://catlintucker.com/2016/10/unlearning-what-i-was-taught/\" target=\"_blank\">the structure and system itself weren’t serving kids well\u003c/a>. She wanted to \u003ca href=\"http://catlintucker.com/2016/03/manifesting-my-perfect-teaching-position/\" target=\"_blank\">shake it up\u003c/a> even more.\u003c/p>\n\u003cp>“I did feel like in some ways I had reached the edges of what I could do that was different in an English classroom,” Tucker said. She was even thinking about leaving teaching to become a professional development consultant full time -- something she does part time now -- until she saw \u003ca href=\"https://willrichardson.com/\">Will Richardson\u003c/a> keynote an all-staff professional development day at her school.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">My new classroom! Let the movement, exploration, collaboration & creation begin! \u003ca href=\"https://twitter.com/hashtag/BackToSchool?src=hash\">#BackToSchool\u003c/a> \u003ca href=\"https://t.co/XWhqzLM1X3\">pic.twitter.com/XWhqzLM1X3\u003c/a>\u003c/p>\n\u003cp>— Catlin Tucker (@Catlin_Tucker) \u003ca href=\"https://twitter.com/Catlin_Tucker/status/766328536659431424\">August 18, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I sat there and he just spoke to me, to everything that concerns me about education, and the way we're shuttling kids through classes and losing so many of them, and how we have to reimagine learning for kids of this generation.” Tucker said. She immediately went to her principal and asked to pilot a very different type of learning experience within Windsor High School.\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>\u003cstrong>N.E.W. SCHOOL\u003c/strong>\u003c/p>\n\u003cp>Windsor works on a “core” model where one group of students share the same English, science and history teacher as a way to create smaller communities within the big comprehensive high school. This schedule allowed Tucker to team up with Marika Neto, a science teacher, to offer the Next Evolution of Work-based Learning core, or N.E.W. school.\u003c/p>\n\u003cp>The two teachers share a mix of 60 freshmen and sophomores, teaching them English, science and a technology elective in an interdisciplinary way. Tucker and Neto develop themed units that connect concepts of the science curriculum with the books they are reading and the writing they are doing. For example, in a mental health unit students learned about the neurobiology of mental health disorders and applied that understanding to their reading of \"Romeo and Juliet.\"\u003c/p>\n\u003cp>Each student psychoanalyzed a character, using research to back up claims about how the character’s actions and words indicate they may have had a specific mental disorder. At the same time, students also had to do a project educating a specific audience on some aspect of mental health. Students could work together or alone, and had a lot of freedom to choose how and what they would dive into.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">For a Mental Health unit project these girls raised $800 for homeless packs. The power of project-based learning! \u003ca href=\"https://twitter.com/Catlin_Tucker\">@Catlin_Tucker\u003c/a> \u003ca href=\"https://twitter.com/hashtag/NEWSchool?src=hash\">#NEWSchool\u003c/a> \u003ca href=\"https://t.co/dSrpNKsaD2\">pic.twitter.com/dSrpNKsaD2\u003c/a>\u003c/p>\n\u003cp>— Marika Neto (@MarikaNeto) \u003ca href=\"https://twitter.com/MarikaNeto/status/809772083488010240\">December 16, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>One student made an \u003ca href=\"https://docs.google.com/presentation/d/17Mf93GQLBgIYoa7Fp4ZK_-3h0uPQ56S40bcQHPbqJlQ/edit#slide=id.p\" target=\"_blank\">infographic in Spanish and English \u003c/a>to educate the Spanish-speaking community about the dangers of depression and where people can get help locally. Another group wanted to build a life-size mannequin that could show what anxiety looks like in the body. They weren’t sure how to realize their vision, so they formally reached out to the engineering teacher for help programming a device that would light up when certain parts of the brain trigger or when the heartbeat accelerates.\u003c/p>\n\u003cfigure id=\"attachment_48058\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-48058 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Catlin-brain-circuits-1020x1360.jpg\" alt=\"Students show off their their model of how brain circuits work in a person with anxiety. \" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-brain-circuits-520x693.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students show off their their model of how brain circuits work in a person with anxiety. \u003ccite>(Courtesy Catlin Tucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“These girls were never interested in programming and now they’re doing it on their off-time just to complete this project,” said Marika Neto. She’s been amazed at how deeply students are willing to examine a topic when they have the freedom to choose something that interests them and can show their learning in various ways. That’s especially apparent in science; many students claimed they used to hate science, but are loving it the way Neto teaches.\u003c/p>\n\u003cp>\u003cstrong>THE SCHEDULE\u003c/strong>\u003c/p>\n\u003cp>Tucker and Neto have their N.E.W. students only every other day, but on core days students are with them for a 4½-hour block that the teachers can program however they want. The co-teachers put together a slide deck for every day with each activity, links to resources, and transition times. Students are responsible for looking at the deck and independently transitioning between activities. Sometimes half the students will work on a science lesson while the other half work on a writing assignment. Other times all 60 kids have “My time” to work on anything they need to get done.\u003c/p>\n\u003cp>The effect is that there’s no herding students from room to room based on a bell schedule. Visitors to class don’t always know what students are working on unless they ask, and often one student will be doing different work from her neighbor.\u003c/p>\n\u003cp>Tucker and Neto \u003ca href=\"http://catlintucker.com/2016/08/new-program-new-approach-to-homework/\">don’t formally assign homework\u003c/a>, but they try to give lots of work time in class. And students often do extra work on their projects at home if they haven’t been focused in class or they aren’t satisfied with their work. Tucker has also tried as much as possible \u003ca href=\"http://catlintucker.com/2017/04/stop-taking-grading-home/\">not to collect and grade work at home\u003c/a>. Instead, she synchronously edits student writing in Google Docs. She believes that giving students real-time \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\">actionable feedback\u003c/a> as they are drafting benefits them more than when she stamps a grade on at the end. Too often students never look at that feedback again.\u003c/p>\n\u003cfigure id=\"attachment_48046\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48046\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/NEW-school-space-1020x765.jpg\" alt=\"Catlin Tucker and Marika Neto have tried to create different types of space within their traditional classroom so students feel at home.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/NEW-school-space-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Catlin Tucker and Marika Neto have tried to create different types of space within their traditional classroom so students feel at home. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And because Tucker and Neto have complete control of the schedule of N.E.W. core, they can invite outside experts in, plan field trips and generally enrich what happens in the classroom by connecting students to other resources at Windsor High or out in the community at large.\u003c/p>\n\u003cp>\u003cstrong>BREAKING DEPENDENCE\u003c/strong>\u003c/p>\n\u003cp>One of the big goals of the N.E.W. program is to create a learning environment where students are \u003ca href=\"http://catlintucker.com/2016/01/learned-helplessness/\" target=\"_blank\">empowered and supported to be independent learners\u003c/a>. That can be a challenge for students arriving to the program with eight or nine years of experiences with teachers who tell them exactly how to do well. Students in the N.E.W. program struggled with the freedom of the program at first and asked for more direct instruction.\u003c/p>\n\u003cp>“In middle school it was more like you sit down, they teach you, you memorize everything, you do your work and that’s it, you’re out,” said Natali, a freshman in the program. “But here it was more, I wouldn’t say self-taught, but as a student you really had to buckle down yourself if you really wanted to get it done.”\u003c/p>\n\u003cp>One of the big ways Tucker and Neto are trying to build student ownership of learning is through the grading system. They are aware that any pedagogical approach must be s\u003ca href=\"http://catlintucker.com/2016/10/ditching-traditional-grades-my-online-gradebook/\">upported by an assessment policy that furthers the same goals\u003c/a>. The grading policy in a classroom can easily send a conflicting message to students if teachers don’t think it through carefully.\u003c/p>\n\u003cp>At the beginning of each unit Tucker identifies the key English and technology standards and Neto picks the science ones. They put those targets in a spreadsheet with columns for students to self-evaluate on each skill, as well as columns for teachers to give feedback and evaluation. Every week students have time to reflect on the work they’ve done and to give themselves a grade 1-4 that indicates how well they believe they are meeting the standard. Crucially, they also have to say why they believe that grade is appropriate and link to work samples as evidence.\u003c/p>\n\u003cp>“The doc is meant to be an ongoing silent conversation between the two of us,” Tucker said. If she goes through and gives a student a 2, that’s not the end of the conversation. The student can then take that feedback, make changes to the work, update his column and ask for the teacher to look again. This process encourages students to constantly reflect on what they are doing well, what they can improve, and to actively use teacher feedback to revise work.\u003c/p>\n\u003cfigure id=\"attachment_48047\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48047\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Catlin-1020x765.jpg\" alt=\"Catlin Tucker sits on moveable seats that her students created to add flexibility to their classroom.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Catlin Tucker sits on moveable seats that her students created to add flexibility to their classroom. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Throughout the unit they're constantly being asked to look at their body of work, look at the skills we're targeting, and identify what pieces reflect their growth or their proficiency, or their developing proficiency in relation to a particular standard,” Tucker said.\u003c/p>\n\u003cp>Since Windsor is a traditional public school, Tucker and Neto have to report out grades every six weeks. At that time they conduct grading interviews with each student in which the student presents the grade she thinks she deserves and evidence to support that claim. The teacher comes with her own grade and evidence, and the two have a conversation about it.\u003c/p>\n\u003cp>“The first time I did a grading interview I was like so nervous,” said Josh, a sophomore student. “But then by the second time it was much more relaxed. And I’m like, OK, I’m just showing what I’ve done and I should be proud of it.” He appreciates that he has a voice in the process and that his grade isn’t arbitrarily decided by his teacher.\u003c/p>\n\u003cp>“I think those conversations were some of the scariest things we've asked them to do because they're not asked to think about their learning that way, articulate where they're at in their learning, and what they think their grade should be,” Tucker said. Students are having to retrain themselves to use those types of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/10/the-role-of-metacognition-in-learning-and-achievement/\">metacognitive skills\u003c/a>, which is a big shift for them.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A conversation after a grade-less interview \"It is nice to not be defined by doing bad on one assignment; instead the focus is on my growth\"\u003c/p>\n\u003cp>— Marika Neto (@MarikaNeto) \u003ca href=\"https://twitter.com/MarikaNeto/status/780940266966396928\">September 28, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>This approach has also been an adjustment for parents who generally were educated in a more traditional system. They have become accustomed to classrooms where every assignment is graded, and if their child misses an assignment or performs poorly on a test it can start to create a hole in their grade. And, for parents whose children did well in the traditional system, but are adjusting to the independence and autonomy of N.E.W. school, all the changes can be a little scary.\u003c/p>\n\u003cp>“She was struggling at the beginning,” said Carrie Carstensen of her daughter. “And I thought, how is this going to look on her report card? Are her grades going to go down because this is something completely different and new and challenging?’”\u003c/p>\n\u003cp>Ultimately, Carstensen decided she’d rather her daughter learn the content deeply, even if her grades aren’t as strong, in the hopes that the many other skills she’s learning in the hands-on, project-based and tech-savvy program will serve her well later. It doesn’t hurt that her daughter is much more excited about school now.\u003c/p>\n\u003cfigure id=\"attachment_48065\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48065\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Marika-1020x574.png\" alt=\"Marika Neto (left) chats with students before school starts.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-960x540.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-240x135.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-375x211.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Marika-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Marika Neto (left) chats with students before school starts. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Other parents were thrown by the idea that students can go back, revise and improve an initial grade. While foreign to many parents at first, it was not unwelcome.\u003c/p>\n\u003cp>“They’re trying to teach them that you might start off with a 1 and you’re a straight-A student because there’s so much room to grow,” said Toni Rooney, a freshman parent. “And so when they give them increases in their number, I feel like it means more to them.”\u003c/p>\n\u003cp>Rooney has been impressed with the passion for learning that the N.E.W. core has brought out in her daughter, Brooke. While Brooke was never a struggling student, she also didn’t particularly like school. Now Brooke is excited to talk with her mom about what she’s learning, how she’s tackling projects and the improvements she’s made.\u003c/p>\n\u003cp>“My other son spends hours sitting at his desk doing homework and I don’t think he’s getting more from his education,” said Dianne Wagner, Josh’s mom. Josh has a twin brother who is in a more traditional honors-track core. Wagner likes that Josh’s schoolwork not only excites him, but that he’s becoming a well-rounded person who can collaborate, juggle project deadlines on his own, communicate about his work and take ownership. And, she likes that when he’s home from school he has time to help out with chores and hang out with his family because he’s not so stressed out by how much homework he has.\u003c/p>\n\u003cp>“What they do here in N.E.W. core is they figure out how to apply the knowledge that they need to learn to the life that they have in front of them, and connecting those dots makes that information more valuable,” Wagner said.\u003c/p>\n\u003cp>\u003cstrong>ROOM TO STRETCH\u003c/strong>\u003c/p>\n\u003cp>Tucker and Neto originally conceived of the N.E.W. core as a way to reach the many students for whom school is “not super stimulating.” Connecting the curriculum to the real world, giving students choice, making science more hands-on and fun, and building in a lot of collaboration are all ways these teachers are trying to shake up the traditional model in order to re-engage kids who haven’t experienced a lot of success in school or who are already checked out.\u003c/p>\n\u003cp>And while there are many students in the program who are thriving in that new environment when they might not have elsewhere, one surprise has been how well the model works for students who also excel at traditional school. Tucker initially worried that having such a broad array of learners in one hectic space would make it hard to challenge her high-flyers, but they’ve told her the opposite.\u003c/p>\n\u003cp>“I have had experiences in past classes where I would do an assignment and I wasn’t super excited about it, but I would still get an A,” said sophomore Samantha Moberly. Samantha is the kind of student who would probably do well anywhere, but she says the freedom she has to pursue her interests motivates her much more than a grade (although she still cares about those, too). \"I’m actually working to get to a point where I’m really satisfied with my work. And because I’m grading myself, I’m not just stopping at a point where I know I would get a certain grade. I go until I’m satisfied,” she said.\u003c/p>\n\u003cfigure id=\"attachment_48059\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48059\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Catlin-iron-chef-video-1020x765.jpg\" alt=\"A student captures her Iron Chef Lab with a time lapse video.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Catlin-iron-chef-video-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student captures her Iron Chef Lab with a time lapse video. \u003ccite>(Courtesy Catlin Tucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That attitude has allowed her to pursue some impressive projects. In science, Neto gave groups of students corn on the cob, canned corn or packaged corn, and told them they needed to design a lab from the ground up under the theme of nutrition. The “Iron Chef Lab” required students to come up with an interesting question, write a hypothesis, develop lab procedures and carry out the experiment. On top of that, Neto tasked students with identifying specific skills they would need for their labs so she could run skills stations to support them.\u003c/p>\n\u003cp>Samantha’s group had packaged corn, so they decided to test for the effects of Bisphenol A (BPA) -- commonly found in plastic -- on their corn. They couldn’t buy BPA, so they asked the AP Chemistry teacher for help extracting BPA from a plastic water bottle so they could use it in their lab.\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>“They are thinking outside the box and they're being creative and they're having that natural inquiry and they're not just looking to check the box,” Neto said. Ultimately, the BPA didn’t have any effect on the corn, but the group learned a lot along the way. In their reflection, students proposed various other ways they would do the experiment if they had different materials and more time. Needless to say, Samantha’s group won the Iron Chef Lab.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48044/be-the-change-you-want-to-see-by-shifting-traditional-high-school","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_21089","mindshift_399","mindshift_962","mindshift_20784","mindshift_1040","mindshift_146","mindshift_21088","mindshift_256","mindshift_551"],"featImg":"mindshift_48060","label":"mindshift"},"mindshift_47522":{"type":"posts","id":"mindshift_47522","meta":{"index":"posts_1591205157","site":"mindshift","id":"47522","score":null,"sort":[1486973001000]},"guestAuthors":[],"slug":"how-reading-aloud-to-therapy-dogs-can-help-struggling-kids","title":"How Reading Aloud to Therapy Dogs Can Help Struggling Kids","publishDate":1486973001,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Juli Fraga\u003c/strong>\u003c/p>\n\u003cp>Two years ago, principal Diane Lau-Yee grew concerned when she saw how family tragedies were impacting her students at \u003ca href=\"https://gjles-sfusd-ca.schoolloop.com/\">Gordon J. Lau Elementary School\u003c/a> in San Francisco's Chinatown.\u003c/p>\n\u003cp>“Some of the students were acting out their feelings of confusion and anger by starting fights with their peers, while other children shut down and stopped participating in class,\" says Lau-Yee.\u003c/p>\n\u003cp>When children are struggling at home, it’s often harder for them to concentrate in school. And if kids experience trauma -- such as the death of a family member, divorce or witnessing family or community violence -- \u003ca href=\"https://www.childwelfare.gov/pubPDFs/brain_development.pdf\">research\u003c/a> shows that kids will have more difficulty tolerating frustration, controlling their impulses and managing their aggression.\u003c/p>\n\u003cp>Lau-Yee wanted to equip her students with emotional tools that could help them manage these overwhelming feelings. So, she decided to enlist the help of a furry friend named Stanley, a therapeutic dog who is beloved by many children in the \u003ca href=\"https://www.facebook.com/Stanley-The-Reading-Dog-1515957668635460/\">community\u003c/a>. She hoped that Stanley could teach the kids about empathy, as well as nourish a deeper love of literacy among the students, too.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While many people are familiar with \u003ca href=\"http://www.itsadogsworld.biz/uncategorized/furry-angels-how-therapy-dogs-lift-us-up/\">therapeutic pets\u003c/a> and how they can help lift up people's spirits, bringing them into the classroom might sound far-fetched. How can a therapy pet possibly teach children the life lessons of kindness and empathy? Can a pet really alter the way that students feel about learning?\u003c/p>\n\u003cp>Educational therapist \u003ca href=\"http://www.goldengatepublish.com/9780985663162.html\">Rebecca Barker Bridges\u003c/a> believed that a dog could help students feel more confident about learning, and so she adopted Stanley, a golden retriever.\u003c/p>\n\u003cfigure id=\"attachment_47524\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47524\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Stanley-5-e1486752311206.jpg\" alt=\"Stanley\" width=\"1920\" height=\"1536\">\u003cfigcaption class=\"wp-caption-text\">Stanley \u003ccite>(Courtesy of Golden Gate Publishing)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I learned about therapy dogs from a colleague, and I knew that Stanley could help these children,” says Bridges.\u003c/p>\n\u003cp>She also says that research on pet therapy shows that animals connect people to each other and that this bond strengthens their ability to work together.\u003c/p>\n\u003cp>\"Pets are very nonjudgmental, and their calming presence distills stressful situations,\" Bridges says. \"For children who feel insecure about their capacity to do things like reading, therapy pets bolster their self-confidence, which reduces their anxiety.\"\u003c/p>\n\u003cp>“Students feel self-conscious about reading because they’re afraid of being judged by students and teachers if they don’t do a 'good job.' But Stanley dismantles this fear for them. He makes learning joyful,” says Bridges.\u003c/p>\n\u003cp>Lau-Yee had learned about Stanley through a colleague, and she invited Bridges and the dog to visit her pre-K, kindergarten and first-grade students during a school assembly.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Meet-Stanley-Rebecca-Barker-Bridges/dp/0985663162\">\u003cimg class=\"alignright wp-image-47537\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Meet-Stanley-.jpg\" alt=\"Meet Stanley\" width=\"250\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley-.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--160x134.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--240x202.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--375x315.jpg 375w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\"I introduced Stanley to the students, and I read them a book that I wrote about his work as a therapy dog,\" says Bridges, whose book is titled \u003ca href=\"https://www.amazon.com/Meet-Stanley-Rebecca-Barker-Bridges/dp/0985663162\">\"Meet Stanley: The Reading Dog.\"\u003c/a> The book tells the story of Stanley's job as a reading dog and how he’s trained to listen to children read. The book also shares that Stanley is an expert listener who is always encouraging, supportive and patient with all children who interact with him.\u003c/p>\n\u003cp>After the presentation, the students were invited to meet Stanley. Bridges says that Stanley’s presence sparked the children’s curiosity and that they asked him a lot of questions.\u003c/p>\n\u003cp>“Stanley, what do you like to eat?” asked one student.\u003c/p>\n\u003cp>“What’s it like to be a therapy dog, do you get paid for your work?” asked another.\u003c/p>\n\u003cp>\"Stanley, do you get a summer vacation from your job?\"\u003c/p>\n\u003cp>https://www.youtube.com/watch?time_continue=2&v=Rve1DukX3Mo\u003c/p>\n\u003cp>\u003cstrong>A THERAPEUTIC LESSON\u003c/strong>\u003c/p>\n\u003cp>Bridges says that therapy pets allow children to focus on the animal instead of feeling self-conscious themselves. She says that this is a therapeutic distraction technique that relieves children of their worries, which helps their performance when reading.\u003c/p>\n\u003cp>“Children love interacting with Stanley, and this connection also teaches them about kindness and empathy,” she says.\u003c/p>\n\u003cp>Lau-Yee used Stanley’s visit as a way to create a social and emotional lesson for the students.\u003c/p>\n\u003cp>“After Stanley’s visit, I told the students that Stanley is a helper who never judges others but offers them a lot of support merely by listening,\" she said. \"I also explained how people need different forms of support to help them do things like reading, sort through their feelings and solve problems. I encouraged the students to help each other out, too.”\u003c/p>\n\u003cp>Lau-Yee says that the teachers also used Stanley's visit to teach the students that there are many unconventional ways to learn things and that his visit also helped foster a love of literacy among the children.\u003c/p>\n\u003cp>\u003cstrong>FINDING A READING BUDDY\u003c/strong>\u003c/p>\n\u003cp>While Lau-Yee’s students were fortunate to meet Stanley in person, she says that he doesn’t need to make a physical appearance for students to benefit from his services.\u003c/p>\n\u003cp>\"Educators can read Stanley's book and talk about the ways that we can incorporate service into our learning with trusted friends, such as big buddies, peers and older siblings.\"\u003c/p>\n\u003cp>Bridges, who also visits libraries, says that educators can also reach out to their local SPCA to inquire if they have therapy dogs available. She also says that teachers can use a class pet as a “Stanley substitute.”\u003c/p>\n\u003cp>Several programs nationwide offer training and canines to help kids with reading, such as Intermountain Therapy Animals’ \u003ca href=\"http://www.therapyanimals.org/Read_Affiliate_Programs.html\">Reading Education Assistance Dogs\u003c/a> program. There are also some organizations like \u003ca href=\"http://www.tdi-dog.org/OurPrograms.aspx?Page=Children+Reading+to+Dogs\">Therapy Dogs International\u003c/a> that have community programs called \u003ca href=\"http://www.tdi-dog.org/OurPrograms.aspx?Page=Children+Reading+to+Dogs\">Tail Waggin' Tutors.\u003c/a> They provide therapy dogs that can help children learn how to read, too.\u003c/p>\n\u003cp>Some schools have a no-pet policy, and in those cases, Bridges recommends using a stuffed animal instead.\u003c/p>\n\u003cp>“You can apply the same principles to a stuffed animal. The most important thing is to give the child some space so that they can read to their pet (even if it isn’t a real one) in privacy, which helps them to feel safe,” she says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Therapy dogs that are trained to listen to kids read books are helping reluctant readers develop confidence and social and emotional skills. ","status":"publish","parent":0,"modified":1492624264,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1030},"headData":{"title":"How Reading Aloud to Therapy Dogs Can Help Struggling Kids | KQED","description":"Therapy dogs that are trained to listen to kids read books are helping reluctant readers develop confidence and social and emotional skills. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Reading Aloud to Therapy Dogs Can Help Struggling Kids","datePublished":"2017-02-13T08:03:21.000Z","dateModified":"2017-04-19T17:51:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47522 https://ww2.kqed.org/mindshift/?p=47522","disqusUrl":"https://ww2.kqed.org/mindshift/2017/02/13/how-reading-aloud-to-therapy-dogs-can-help-struggling-kids/","disqusTitle":"How Reading Aloud to Therapy Dogs Can Help Struggling Kids","path":"/mindshift/47522/how-reading-aloud-to-therapy-dogs-can-help-struggling-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Juli Fraga\u003c/strong>\u003c/p>\n\u003cp>Two years ago, principal Diane Lau-Yee grew concerned when she saw how family tragedies were impacting her students at \u003ca href=\"https://gjles-sfusd-ca.schoolloop.com/\">Gordon J. Lau Elementary School\u003c/a> in San Francisco's Chinatown.\u003c/p>\n\u003cp>“Some of the students were acting out their feelings of confusion and anger by starting fights with their peers, while other children shut down and stopped participating in class,\" says Lau-Yee.\u003c/p>\n\u003cp>When children are struggling at home, it’s often harder for them to concentrate in school. And if kids experience trauma -- such as the death of a family member, divorce or witnessing family or community violence -- \u003ca href=\"https://www.childwelfare.gov/pubPDFs/brain_development.pdf\">research\u003c/a> shows that kids will have more difficulty tolerating frustration, controlling their impulses and managing their aggression.\u003c/p>\n\u003cp>Lau-Yee wanted to equip her students with emotional tools that could help them manage these overwhelming feelings. So, she decided to enlist the help of a furry friend named Stanley, a therapeutic dog who is beloved by many children in the \u003ca href=\"https://www.facebook.com/Stanley-The-Reading-Dog-1515957668635460/\">community\u003c/a>. She hoped that Stanley could teach the kids about empathy, as well as nourish a deeper love of literacy among the students, too.\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>While many people are familiar with \u003ca href=\"http://www.itsadogsworld.biz/uncategorized/furry-angels-how-therapy-dogs-lift-us-up/\">therapeutic pets\u003c/a> and how they can help lift up people's spirits, bringing them into the classroom might sound far-fetched. How can a therapy pet possibly teach children the life lessons of kindness and empathy? Can a pet really alter the way that students feel about learning?\u003c/p>\n\u003cp>Educational therapist \u003ca href=\"http://www.goldengatepublish.com/9780985663162.html\">Rebecca Barker Bridges\u003c/a> believed that a dog could help students feel more confident about learning, and so she adopted Stanley, a golden retriever.\u003c/p>\n\u003cfigure id=\"attachment_47524\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47524\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Stanley-5-e1486752311206.jpg\" alt=\"Stanley\" width=\"1920\" height=\"1536\">\u003cfigcaption class=\"wp-caption-text\">Stanley \u003ccite>(Courtesy of Golden Gate Publishing)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I learned about therapy dogs from a colleague, and I knew that Stanley could help these children,” says Bridges.\u003c/p>\n\u003cp>She also says that research on pet therapy shows that animals connect people to each other and that this bond strengthens their ability to work together.\u003c/p>\n\u003cp>\"Pets are very nonjudgmental, and their calming presence distills stressful situations,\" Bridges says. \"For children who feel insecure about their capacity to do things like reading, therapy pets bolster their self-confidence, which reduces their anxiety.\"\u003c/p>\n\u003cp>“Students feel self-conscious about reading because they’re afraid of being judged by students and teachers if they don’t do a 'good job.' But Stanley dismantles this fear for them. He makes learning joyful,” says Bridges.\u003c/p>\n\u003cp>Lau-Yee had learned about Stanley through a colleague, and she invited Bridges and the dog to visit her pre-K, kindergarten and first-grade students during a school assembly.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Meet-Stanley-Rebecca-Barker-Bridges/dp/0985663162\">\u003cimg class=\"alignright wp-image-47537\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Meet-Stanley-.jpg\" alt=\"Meet Stanley\" width=\"250\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley-.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--160x134.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--240x202.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--375x315.jpg 375w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\"I introduced Stanley to the students, and I read them a book that I wrote about his work as a therapy dog,\" says Bridges, whose book is titled \u003ca href=\"https://www.amazon.com/Meet-Stanley-Rebecca-Barker-Bridges/dp/0985663162\">\"Meet Stanley: The Reading Dog.\"\u003c/a> The book tells the story of Stanley's job as a reading dog and how he’s trained to listen to children read. The book also shares that Stanley is an expert listener who is always encouraging, supportive and patient with all children who interact with him.\u003c/p>\n\u003cp>After the presentation, the students were invited to meet Stanley. Bridges says that Stanley’s presence sparked the children’s curiosity and that they asked him a lot of questions.\u003c/p>\n\u003cp>“Stanley, what do you like to eat?” asked one student.\u003c/p>\n\u003cp>“What’s it like to be a therapy dog, do you get paid for your work?” asked another.\u003c/p>\n\u003cp>\"Stanley, do you get a summer vacation from your job?\"\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Rve1DukX3Mo'\n title='//www.youtube.com/embed/Rve1DukX3Mo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>A THERAPEUTIC LESSON\u003c/strong>\u003c/p>\n\u003cp>Bridges says that therapy pets allow children to focus on the animal instead of feeling self-conscious themselves. She says that this is a therapeutic distraction technique that relieves children of their worries, which helps their performance when reading.\u003c/p>\n\u003cp>“Children love interacting with Stanley, and this connection also teaches them about kindness and empathy,” she says.\u003c/p>\n\u003cp>Lau-Yee used Stanley’s visit as a way to create a social and emotional lesson for the students.\u003c/p>\n\u003cp>“After Stanley’s visit, I told the students that Stanley is a helper who never judges others but offers them a lot of support merely by listening,\" she said. \"I also explained how people need different forms of support to help them do things like reading, sort through their feelings and solve problems. I encouraged the students to help each other out, too.”\u003c/p>\n\u003cp>Lau-Yee says that the teachers also used Stanley's visit to teach the students that there are many unconventional ways to learn things and that his visit also helped foster a love of literacy among the children.\u003c/p>\n\u003cp>\u003cstrong>FINDING A READING BUDDY\u003c/strong>\u003c/p>\n\u003cp>While Lau-Yee’s students were fortunate to meet Stanley in person, she says that he doesn’t need to make a physical appearance for students to benefit from his services.\u003c/p>\n\u003cp>\"Educators can read Stanley's book and talk about the ways that we can incorporate service into our learning with trusted friends, such as big buddies, peers and older siblings.\"\u003c/p>\n\u003cp>Bridges, who also visits libraries, says that educators can also reach out to their local SPCA to inquire if they have therapy dogs available. She also says that teachers can use a class pet as a “Stanley substitute.”\u003c/p>\n\u003cp>Several programs nationwide offer training and canines to help kids with reading, such as Intermountain Therapy Animals’ \u003ca href=\"http://www.therapyanimals.org/Read_Affiliate_Programs.html\">Reading Education Assistance Dogs\u003c/a> program. There are also some organizations like \u003ca href=\"http://www.tdi-dog.org/OurPrograms.aspx?Page=Children+Reading+to+Dogs\">Therapy Dogs International\u003c/a> that have community programs called \u003ca href=\"http://www.tdi-dog.org/OurPrograms.aspx?Page=Children+Reading+to+Dogs\">Tail Waggin' Tutors.\u003c/a> They provide therapy dogs that can help children learn how to read, too.\u003c/p>\n\u003cp>Some schools have a no-pet policy, and in those cases, Bridges recommends using a stuffed animal instead.\u003c/p>\n\u003cp>“You can apply the same principles to a stuffed animal. The most important thing is to give the child some space so that they can read to their pet (even if it isn’t a real one) in privacy, which helps them to feel safe,” she says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47522/how-reading-aloud-to-therapy-dogs-can-help-struggling-kids","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20589","mindshift_21089","mindshift_20784","mindshift_1040","mindshift_1037","mindshift_943","mindshift_21066"],"featImg":"mindshift_47536","label":"mindshift"},"mindshift_46426":{"type":"posts","id":"mindshift_46426","meta":{"index":"posts_1591205157","site":"mindshift","id":"46426","score":null,"sort":[1476682193000]},"guestAuthors":[],"slug":"strategies-to-help-students-go-deep-when-reading-digitally","title":"Strategies to Help Students 'Go Deep' When Reading Digitally","publishDate":1476682193,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Students are doing more reading on digital devices than they ever have before. Not only are many teachers using tablets and computers for classroom instruction, but many state tests are now administered on computers, adding incentive for teachers to teach digital reading strategies. But casual digital reading on the internet has instilled bad habits in many students, making it difficult for them to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/09/09/can-students-go-deep-with-digital-reading/\" target=\"_blank\">engage deeply with digital text\u003c/a> in the same way they do when reading materials printed on paper.\u003c/p>\n\u003cp>\u003ca href=\"http://www.edtechsplore.com/edtech-professional-development-training-and-consultation.html\" target=\"_blank\">Devin Hess\u003c/a> sympathizes with educators’ concerns, but believes digital reading is here to stay and teachers have a duty to equip students to engage with digital texts in meaningful ways. Hess was a middle school social studies teacher and early tech adopter in his classroom. Now he works with the \u003ca href=\"http://ucbhssp.berkeley.edu/content/about-uc-berkeley-history-social-science-project\" target=\"_blank\">UC Berkeley History-Social Science Project\u003c/a> training social studies teachers on deep reading strategies. The techniques were developed by the Project for reading on paper, but Hess has worked to extend and further them in the digital space.*\u003c/p>\n\u003cp>“I don’t believe technology should ever be taught separately,” Hess said. Most of what he helps teachers learn are plain old good reading strategies, but he tries to highlight how practicing them in the digital space can make feedback easier and help students go further in their thinking.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The goal in almost all the strategies is to slow the kids down so they are focusing on this text.'\u003ccite>Devin Hess, technology integration coach\u003c/cite>\u003c/aside>\n\u003cp>“The world is almost forcing us to go there,” Hess said. He sees deep digital reading as a new kind of literacy and a crucial one for the academic environment, as well as for students who will grow up to be adult citizens interacting with digital text as they move through their daily lives. Many of his strategies resonate with teachers because they are based in research about how students have always made sense of difficult texts and are only enhanced by a few digital affordances.\u003c/p>\n\u003cp>“I’m sure you’ve had the experience of thinking about a problem and then you talk to someone else,” Hess said. “Just the nature of conversation impacts your comprehension.” Discourse is at the center of the strategies he teaches, which is why he’s not a fan of one-to-one programs that isolate kids on individual computers practicing rote skills through software. To him, that usage of technology doesn’t capitalize on the powerful learning that happens in social, collaborative spaces.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“There is that danger of silencing that discourse, to the degree that teachers were using it anyway,” Hess said. He acknowledges that too few teachers know how to effectively facilitate academic discussions in classrooms, and that often “turn and talk to a partner” devolves into “turn and gossip.” But those issues have always existed in classrooms and aren’t the fault of technology. In fact, Hess maintains that to be a good teacher who uses technology, a person must first be a good teacher. Technology won’t repair those gaps.\u003c/p>\n\u003cp>\u003cstrong>READING ON PAPER VS. READING DIGITALLY\u003c/strong>\u003c/p>\n\u003cp>Reading print media is undeniably different from reading digital content. Researchers have been trying to understand how and why people interact differently with the two media and have shown that when students read online they comprehend less. But there isn’t enough longitudinal data to know if those deficits can be remediated by learning strategies specific to digital content.\u003c/p>\n\u003cp>Those who prefer reading in print talk about the ability to flip pages, write in the margins and that they remember a scene based on where it was located on the page. It’s more of a linear experience and readers interact with it in specific ways.\u003c/p>\n\u003cp>In contrast, digital reading takes place on a flat screen and the ability to hyperlink to related content makes the experience feel more like stream of consciousness than like a linear reading experience. It takes more self-control to stay focused when reading digitally, a challenge for many students used to quickly navigating around the Web. “It’s an amazing thing, but it also causes a lot of fragmentation,” Hess said.\u003c/p>\n\u003cp>The key to getting kids to read deeply in any format is to have them engage with the text in meaningful ways. In the digital space, that means disrupting a pattern of skipping around, writing short chats and getting lost down the rabbit hole of the internet. It means teaching kids ways to break down a complex text, find key ideas, organize them and defend them. Practicing those skills in class can be time-consuming, but it also builds good digital reading habits that hopefully become second nature.\u003c/p>\n\u003cp>“The goal in almost all the strategies is to slow the kids down so they are focusing on this text,” Hess said. “Number two is to engage them in an active way with the text, and number three you want to encourage oral discourse. And number four you want them to do some reflection.” Those steps should sound familiar to teachers because they are important for any kind of reading for comprehension and analysis. The trick for teachers is to learn how to transfer these processes into the digital space and push them even further.\u003c/p>\n\u003cp>\u003cstrong>“HEADINGS AND HIGHLIGHT” STRATEGY\u003c/strong>\u003c/p>\n\u003cp>Most of Hess’ tricks are easy to do in Google Docs, a free tool \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/28/what-do-schools-risk-by-going-full-google/\">many schools are adopting \u003c/a>because it’s easy for students to access their work anywhere. In this strategy, students have an excerpt of a difficult article open in Google Docs. First, the teacher asks students to read through on their own and highlight words they don’t know. This is basic decoding work.\u003c/p>\n\u003cp>After everyone is on the same page with the vocabulary, teachers can ask pairs of students to read a paragraph together and highlight key ideas. As they do this, they’ll have to discuss why they believe those parts are important. After they have a few minutes to do this activity, the teacher can ask them to individually devise a four-word heading for that portion of the text based on the main ideas they’ve highlighted. They can type their heading into the Google Doc and then compare the headings each created.\u003c/p>\n\u003cp>“If you came up with something different, you have to now justify why yours is better,” Hess said. Once again, students have to defend their thinking using text. “Making that heading has forced us to dig into the text,” Hess said.\u003c/p>\n\u003cp>The teacher can then ask for all the agreed-upon headings and pair different groups together so that four students have to discuss their headings and come to consensus on the single best representation of the main ideas. “When you walk around and listen, what the kids are talking about is the text,” Hess said. At the end, the teacher might have groups present or even have the whole class vote on their favorite heading. And individually students can reflect on the process they went through, how the heading helps them understand the reading, and how it helps them answer the driving question of the unit.\u003c/p>\n\u003cp>Hess is the first to admit that this strategy could easily be done with paper and pencil. The only real affordance of the technology is the ability to change the heading multiple times in a clean way. But it does help teachers see how to bring dialogue and discussion into the classroom, even when students are reading on the computer, and it has achieved the goal of slowing down reading. When students practice this method they may internalize it as well and start looking for the main idea in each paragraph as they read.\u003c/p>\n\u003cp>“Part of it is getting kids to be thinking about why they are reading something,” Hess said. Often kids will read an entire paragraph, understand all the words in it, but never slow down to make meaning or look for main ideas. This basic reading strategy forces them to do so. Once students can identify the main idea of a reading, the next task is to understand the flow of the ideas and to connect concepts.\u003c/p>\n\u003cp>The “Document outline” tool in Google Docs can be an easy and effective way to ask students to pick out evidence that supports the main ideas they’ve found. When this tool is turned on, students can write a heading for the paragraph or group of paragraphs and select “Heading 1” from the drop-down menu. When they come across a sentence or phrase that represents evidence supporting that main idea, they summarize it and label it “Heading 2.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=N527GidoPKQ\u003c/p>\n\u003cp>Meanwhile, along the side of the Google Doc an outline will automatically populate with main ideas in Heading 1 and supporting evidence nested below in Heading 2. At the end, the whole essay is outlined and can be “exported to table of contents,” which will put it at the top of the document, where it can be used as a jumping-off point for writing.\u003c/p>\n\u003cp>The technology didn’t do any of the thinking for students, but in this case the software helped build an outline as students discuss and winnow down their evidence, and their work has been conveniently saved in an easy-to-review manner. That makes initiating writing -- often hard for students -- much easier. And the headings in the outline are links that automatically skip to the part of the text where students inserted that heading. “You’ve created an active document,” Hess said.\u003c/p>\n\u003cp>Even better in Hess’ mind, when a teacher sees an outline like this he or she can easily tell if the student understood the reading. To create the outline students have to comprehend the text; decoding isn’t enough. Hess says he uses this strategy all the time when reading documents for his own work because it’s useful, not just a tedious exercise to force kids to slow down.\u003c/p>\n\u003cp>If a school or teacher isn’t using Google Docs, a similar type of “talking to the text” can be achieved using Diigo, which also allows users to share marked-up documents with one another that include comments or highlights.\u003c/p>\n\u003cp>\u003cstrong>HIGHLIGHTING STRATEGY\u003c/strong>\u003c/p>\n\u003cp>Students have been highlighting print texts for a long time, but anyone who has picked up an old copy of a high school text knows that sometimes the various highlights can get confusing. Teachers sometimes try to organize students by having them highlight different concepts in different colors, but the text can end up quite messy and hard to read after all that highlighting.\u003c/p>\n\u003cp>Hess worked with a student to improve on a “highlighter tool,” \u003ca href=\"https://jsonchin.github.io/highlight_tool.html\" target=\"_blank\">Google Doc add-on\u003c/a> that the student created in his computer science class. The tool lets users create individualized highlighters in different colors. So, for example, all the text that supports “Argument #1” might be in red, while the evidence in “Argument #2” might be in green, and so on. The highlights can be exported by color, which creates a table with all the ideas. Hess often suggests that students then add another column to the highlighter table, where they can write summaries of everything in that highlighted category.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=RwmIZlEVWRQ\u003c/p>\n\u003cp>“It helps them discern between different things, and secondly, you’ve asked them to summarize what they’ve done,” Hess said. That provides good reflection and consolidation of the information they just picked out. Since some kids have difficulty prioritizing what to highlight, a teacher could limit the number of items for each color.\u003c/p>\n\u003cp>In this case, the highlighting strategy is made much easier and more effective because it is digital. The various colors are labeled so the student doesn’t need a key to decipher highlights and all the information can be exported in one table, rather than having to sift back through the entire article.\u003c/p>\n\u003cp>Hess warns that many of these strategies should first be taught using a text that isn’t a difficult cognitive lift for students so they can learn the reading strategy and the digital tools without also having to puzzle their way through a difficult text. A new tech tool and a new learning challenge at the same time are a recipe for frustration.\u003c/p>\n\u003cp>While these strategies take time, they also get students deeply engaged with texts that may be difficult for them. Digital tools that modify articles for different reading levels, like Newsela, have a time and a place -- like getting students on the same page about a topic so they can debate -- but there are drawbacks to offering students only texts at their level.\u003c/p>\n\u003cp>“If you are constantly bringing it down, you lose some of the richness,” Hess said. And challenging texts that force students to struggle also help them grow. “You can have someone reading a very complex text if you can scaffold it,” Hess said.\u003c/p>\n\u003cp>\u003cstrong>TEACHER REACTIONS\u003c/strong>\u003c/p>\n\u003cp>Evelyn Cervantes is an eighth-grade social studies teacher at Bret Harte Middle School in San Jose, California. Although located in the heart of Silicon Valley, the school only has a few laptop carts that all the teachers share. Cervantes knows many of her students are online at home a lot and she wants to make sure the lower-income students the school also serves are learning good digital skills when at school. In the past she experimented with showing videos in class and using a polling app, but wasn’t very impressed with how those tools impacted learning for her students.\u003c/p>\n\u003cp>“I felt like it was very much about giving information to the kids, so more delivery of information, and not much beyond that,” Cervantes said. She has been pushing herself to use some of the strategies Hess taught her and likes the way they require students to engage deeply with text. She’s tired of students copying and pasting text without doing any analysis.\u003c/p>\n\u003cp>“The strategies make it so that students have to slow down and analyze what they’re reading,” Cervantes said. She also noticed that when kids had their own computers they often didn’t really engage in dialogue when they were asked to share with a partner. Instead, they would merely share their screens. In response she halved the number of computers in the room, so pairs of students would have to share. After that modification she started to see much more robust dialogue.\u003c/p>\n\u003cp>Cervantes says although many of the strategies Hess taught her could be done on paper, she likes using Google Docs because the outlines and annotations students create during class can easily become their notes. She can review them and return them quickly, touching on common themes or helping to point out holes in the thinking of the class.\u003c/p>\n\u003cp>Hess emphasizes that all these digital reading tools must be used within the context of bigger, interesting questions, or else the strategies just become a list of steps. While Socratic seminars can take a lot of preparation, students are identifying main ideas, categorizing evidence and highlighting important passages in the service of an argument that they care about, which makes the whole process more meaningful.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\" target=\"_blank\">\u003cem>New Yorker\u003c/em> article\u003c/a> dedicated to the question of whether students read as deeply on digital devices as in print focuses on the work of Maryanne Wolf, as well as others studying the space. Several studies found the decrease in comprehension on digital devices was more due to distractions on the internet than to the medium itself. Perhaps self-control is among the key skills to teach students expected to read more online.\u003c/p>\n\u003cp>In the article, Maria Konnikova ends on a hopeful note:\u003c/p>\n\u003cblockquote>\u003cp>\"Wolf is optimistic that we can learn to navigate online reading just as deeply as we once did print—if we go about it with the necessary thoughtfulness. In a\u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0360131514000955\" target=\"_blank\"> new study\u003c/a>, the introduction of an interactive annotation component helped improve comprehension and reading strategy use in a group of fifth graders. It turns out that they could read deeply. They just had to be taught how.\"\u003c/p>\u003c/blockquote>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*This article has been updated to clarify that many of these strategies were first developed as paper-based strategies by the UC Berkeley History-Social Science Project.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers are finding that when they explicitly teach deep reading strategies geared to digital media, students can access and comprehend complex texts.","status":"publish","parent":0,"modified":1493096888,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":44,"wordCount":2786},"headData":{"title":"Strategies to Help Students 'Go Deep' When Reading Digitally | KQED","description":"Teachers are finding that when they explicitly teach deep reading strategies geared to digital media, students can access and comprehend complex texts.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Strategies to Help Students 'Go Deep' When Reading Digitally","datePublished":"2016-10-17T05:29:53.000Z","dateModified":"2017-04-25T05:08:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46426 http://ww2.kqed.org/mindshift/?p=46426","disqusUrl":"https://ww2.kqed.org/mindshift/2016/10/16/strategies-to-help-students-go-deep-when-reading-digitally/","disqusTitle":"Strategies to Help Students 'Go Deep' When Reading Digitally","path":"/mindshift/46426/strategies-to-help-students-go-deep-when-reading-digitally","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Students are doing more reading on digital devices than they ever have before. Not only are many teachers using tablets and computers for classroom instruction, but many state tests are now administered on computers, adding incentive for teachers to teach digital reading strategies. But casual digital reading on the internet has instilled bad habits in many students, making it difficult for them to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/09/09/can-students-go-deep-with-digital-reading/\" target=\"_blank\">engage deeply with digital text\u003c/a> in the same way they do when reading materials printed on paper.\u003c/p>\n\u003cp>\u003ca href=\"http://www.edtechsplore.com/edtech-professional-development-training-and-consultation.html\" target=\"_blank\">Devin Hess\u003c/a> sympathizes with educators’ concerns, but believes digital reading is here to stay and teachers have a duty to equip students to engage with digital texts in meaningful ways. Hess was a middle school social studies teacher and early tech adopter in his classroom. Now he works with the \u003ca href=\"http://ucbhssp.berkeley.edu/content/about-uc-berkeley-history-social-science-project\" target=\"_blank\">UC Berkeley History-Social Science Project\u003c/a> training social studies teachers on deep reading strategies. The techniques were developed by the Project for reading on paper, but Hess has worked to extend and further them in the digital space.*\u003c/p>\n\u003cp>“I don’t believe technology should ever be taught separately,” Hess said. Most of what he helps teachers learn are plain old good reading strategies, but he tries to highlight how practicing them in the digital space can make feedback easier and help students go further in their thinking.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The goal in almost all the strategies is to slow the kids down so they are focusing on this text.'\u003ccite>Devin Hess, technology integration coach\u003c/cite>\u003c/aside>\n\u003cp>“The world is almost forcing us to go there,” Hess said. He sees deep digital reading as a new kind of literacy and a crucial one for the academic environment, as well as for students who will grow up to be adult citizens interacting with digital text as they move through their daily lives. Many of his strategies resonate with teachers because they are based in research about how students have always made sense of difficult texts and are only enhanced by a few digital affordances.\u003c/p>\n\u003cp>“I’m sure you’ve had the experience of thinking about a problem and then you talk to someone else,” Hess said. “Just the nature of conversation impacts your comprehension.” Discourse is at the center of the strategies he teaches, which is why he’s not a fan of one-to-one programs that isolate kids on individual computers practicing rote skills through software. To him, that usage of technology doesn’t capitalize on the powerful learning that happens in social, collaborative spaces.\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>“There is that danger of silencing that discourse, to the degree that teachers were using it anyway,” Hess said. He acknowledges that too few teachers know how to effectively facilitate academic discussions in classrooms, and that often “turn and talk to a partner” devolves into “turn and gossip.” But those issues have always existed in classrooms and aren’t the fault of technology. In fact, Hess maintains that to be a good teacher who uses technology, a person must first be a good teacher. Technology won’t repair those gaps.\u003c/p>\n\u003cp>\u003cstrong>READING ON PAPER VS. READING DIGITALLY\u003c/strong>\u003c/p>\n\u003cp>Reading print media is undeniably different from reading digital content. Researchers have been trying to understand how and why people interact differently with the two media and have shown that when students read online they comprehend less. But there isn’t enough longitudinal data to know if those deficits can be remediated by learning strategies specific to digital content.\u003c/p>\n\u003cp>Those who prefer reading in print talk about the ability to flip pages, write in the margins and that they remember a scene based on where it was located on the page. It’s more of a linear experience and readers interact with it in specific ways.\u003c/p>\n\u003cp>In contrast, digital reading takes place on a flat screen and the ability to hyperlink to related content makes the experience feel more like stream of consciousness than like a linear reading experience. It takes more self-control to stay focused when reading digitally, a challenge for many students used to quickly navigating around the Web. “It’s an amazing thing, but it also causes a lot of fragmentation,” Hess said.\u003c/p>\n\u003cp>The key to getting kids to read deeply in any format is to have them engage with the text in meaningful ways. In the digital space, that means disrupting a pattern of skipping around, writing short chats and getting lost down the rabbit hole of the internet. It means teaching kids ways to break down a complex text, find key ideas, organize them and defend them. Practicing those skills in class can be time-consuming, but it also builds good digital reading habits that hopefully become second nature.\u003c/p>\n\u003cp>“The goal in almost all the strategies is to slow the kids down so they are focusing on this text,” Hess said. “Number two is to engage them in an active way with the text, and number three you want to encourage oral discourse. And number four you want them to do some reflection.” Those steps should sound familiar to teachers because they are important for any kind of reading for comprehension and analysis. The trick for teachers is to learn how to transfer these processes into the digital space and push them even further.\u003c/p>\n\u003cp>\u003cstrong>“HEADINGS AND HIGHLIGHT” STRATEGY\u003c/strong>\u003c/p>\n\u003cp>Most of Hess’ tricks are easy to do in Google Docs, a free tool \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/28/what-do-schools-risk-by-going-full-google/\">many schools are adopting \u003c/a>because it’s easy for students to access their work anywhere. In this strategy, students have an excerpt of a difficult article open in Google Docs. First, the teacher asks students to read through on their own and highlight words they don’t know. This is basic decoding work.\u003c/p>\n\u003cp>After everyone is on the same page with the vocabulary, teachers can ask pairs of students to read a paragraph together and highlight key ideas. As they do this, they’ll have to discuss why they believe those parts are important. After they have a few minutes to do this activity, the teacher can ask them to individually devise a four-word heading for that portion of the text based on the main ideas they’ve highlighted. They can type their heading into the Google Doc and then compare the headings each created.\u003c/p>\n\u003cp>“If you came up with something different, you have to now justify why yours is better,” Hess said. Once again, students have to defend their thinking using text. “Making that heading has forced us to dig into the text,” Hess said.\u003c/p>\n\u003cp>The teacher can then ask for all the agreed-upon headings and pair different groups together so that four students have to discuss their headings and come to consensus on the single best representation of the main ideas. “When you walk around and listen, what the kids are talking about is the text,” Hess said. At the end, the teacher might have groups present or even have the whole class vote on their favorite heading. And individually students can reflect on the process they went through, how the heading helps them understand the reading, and how it helps them answer the driving question of the unit.\u003c/p>\n\u003cp>Hess is the first to admit that this strategy could easily be done with paper and pencil. The only real affordance of the technology is the ability to change the heading multiple times in a clean way. But it does help teachers see how to bring dialogue and discussion into the classroom, even when students are reading on the computer, and it has achieved the goal of slowing down reading. When students practice this method they may internalize it as well and start looking for the main idea in each paragraph as they read.\u003c/p>\n\u003cp>“Part of it is getting kids to be thinking about why they are reading something,” Hess said. Often kids will read an entire paragraph, understand all the words in it, but never slow down to make meaning or look for main ideas. This basic reading strategy forces them to do so. Once students can identify the main idea of a reading, the next task is to understand the flow of the ideas and to connect concepts.\u003c/p>\n\u003cp>The “Document outline” tool in Google Docs can be an easy and effective way to ask students to pick out evidence that supports the main ideas they’ve found. When this tool is turned on, students can write a heading for the paragraph or group of paragraphs and select “Heading 1” from the drop-down menu. When they come across a sentence or phrase that represents evidence supporting that main idea, they summarize it and label it “Heading 2.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/N527GidoPKQ'\n title='//www.youtube.com/embed/N527GidoPKQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Meanwhile, along the side of the Google Doc an outline will automatically populate with main ideas in Heading 1 and supporting evidence nested below in Heading 2. At the end, the whole essay is outlined and can be “exported to table of contents,” which will put it at the top of the document, where it can be used as a jumping-off point for writing.\u003c/p>\n\u003cp>The technology didn’t do any of the thinking for students, but in this case the software helped build an outline as students discuss and winnow down their evidence, and their work has been conveniently saved in an easy-to-review manner. That makes initiating writing -- often hard for students -- much easier. And the headings in the outline are links that automatically skip to the part of the text where students inserted that heading. “You’ve created an active document,” Hess said.\u003c/p>\n\u003cp>Even better in Hess’ mind, when a teacher sees an outline like this he or she can easily tell if the student understood the reading. To create the outline students have to comprehend the text; decoding isn’t enough. Hess says he uses this strategy all the time when reading documents for his own work because it’s useful, not just a tedious exercise to force kids to slow down.\u003c/p>\n\u003cp>If a school or teacher isn’t using Google Docs, a similar type of “talking to the text” can be achieved using Diigo, which also allows users to share marked-up documents with one another that include comments or highlights.\u003c/p>\n\u003cp>\u003cstrong>HIGHLIGHTING STRATEGY\u003c/strong>\u003c/p>\n\u003cp>Students have been highlighting print texts for a long time, but anyone who has picked up an old copy of a high school text knows that sometimes the various highlights can get confusing. Teachers sometimes try to organize students by having them highlight different concepts in different colors, but the text can end up quite messy and hard to read after all that highlighting.\u003c/p>\n\u003cp>Hess worked with a student to improve on a “highlighter tool,” \u003ca href=\"https://jsonchin.github.io/highlight_tool.html\" target=\"_blank\">Google Doc add-on\u003c/a> that the student created in his computer science class. The tool lets users create individualized highlighters in different colors. So, for example, all the text that supports “Argument #1” might be in red, while the evidence in “Argument #2” might be in green, and so on. The highlights can be exported by color, which creates a table with all the ideas. Hess often suggests that students then add another column to the highlighter table, where they can write summaries of everything in that highlighted category.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/RwmIZlEVWRQ'\n title='//www.youtube.com/embed/RwmIZlEVWRQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>“It helps them discern between different things, and secondly, you’ve asked them to summarize what they’ve done,” Hess said. That provides good reflection and consolidation of the information they just picked out. Since some kids have difficulty prioritizing what to highlight, a teacher could limit the number of items for each color.\u003c/p>\n\u003cp>In this case, the highlighting strategy is made much easier and more effective because it is digital. The various colors are labeled so the student doesn’t need a key to decipher highlights and all the information can be exported in one table, rather than having to sift back through the entire article.\u003c/p>\n\u003cp>Hess warns that many of these strategies should first be taught using a text that isn’t a difficult cognitive lift for students so they can learn the reading strategy and the digital tools without also having to puzzle their way through a difficult text. A new tech tool and a new learning challenge at the same time are a recipe for frustration.\u003c/p>\n\u003cp>While these strategies take time, they also get students deeply engaged with texts that may be difficult for them. Digital tools that modify articles for different reading levels, like Newsela, have a time and a place -- like getting students on the same page about a topic so they can debate -- but there are drawbacks to offering students only texts at their level.\u003c/p>\n\u003cp>“If you are constantly bringing it down, you lose some of the richness,” Hess said. And challenging texts that force students to struggle also help them grow. “You can have someone reading a very complex text if you can scaffold it,” Hess said.\u003c/p>\n\u003cp>\u003cstrong>TEACHER REACTIONS\u003c/strong>\u003c/p>\n\u003cp>Evelyn Cervantes is an eighth-grade social studies teacher at Bret Harte Middle School in San Jose, California. Although located in the heart of Silicon Valley, the school only has a few laptop carts that all the teachers share. Cervantes knows many of her students are online at home a lot and she wants to make sure the lower-income students the school also serves are learning good digital skills when at school. In the past she experimented with showing videos in class and using a polling app, but wasn’t very impressed with how those tools impacted learning for her students.\u003c/p>\n\u003cp>“I felt like it was very much about giving information to the kids, so more delivery of information, and not much beyond that,” Cervantes said. She has been pushing herself to use some of the strategies Hess taught her and likes the way they require students to engage deeply with text. She’s tired of students copying and pasting text without doing any analysis.\u003c/p>\n\u003cp>“The strategies make it so that students have to slow down and analyze what they’re reading,” Cervantes said. She also noticed that when kids had their own computers they often didn’t really engage in dialogue when they were asked to share with a partner. Instead, they would merely share their screens. In response she halved the number of computers in the room, so pairs of students would have to share. After that modification she started to see much more robust dialogue.\u003c/p>\n\u003cp>Cervantes says although many of the strategies Hess taught her could be done on paper, she likes using Google Docs because the outlines and annotations students create during class can easily become their notes. She can review them and return them quickly, touching on common themes or helping to point out holes in the thinking of the class.\u003c/p>\n\u003cp>Hess emphasizes that all these digital reading tools must be used within the context of bigger, interesting questions, or else the strategies just become a list of steps. While Socratic seminars can take a lot of preparation, students are identifying main ideas, categorizing evidence and highlighting important passages in the service of an argument that they care about, which makes the whole process more meaningful.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\" target=\"_blank\">\u003cem>New Yorker\u003c/em> article\u003c/a> dedicated to the question of whether students read as deeply on digital devices as in print focuses on the work of Maryanne Wolf, as well as others studying the space. Several studies found the decrease in comprehension on digital devices was more due to distractions on the internet than to the medium itself. Perhaps self-control is among the key skills to teach students expected to read more online.\u003c/p>\n\u003cp>In the article, Maria Konnikova ends on a hopeful note:\u003c/p>\n\u003cblockquote>\u003cp>\"Wolf is optimistic that we can learn to navigate online reading just as deeply as we once did print—if we go about it with the necessary thoughtfulness. In a\u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0360131514000955\" target=\"_blank\"> new study\u003c/a>, the introduction of an interactive annotation component helped improve comprehension and reading strategy use in a group of fifth graders. It turns out that they could read deeply. They just had to be taught how.\"\u003c/p>\u003c/blockquote>\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 article has been updated to clarify that many of these strategies were first developed as paper-based strategies by the UC Berkeley History-Social Science Project.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46426/strategies-to-help-students-go-deep-when-reading-digitally","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_21089","mindshift_968","mindshift_20646","mindshift_20784","mindshift_1040","mindshift_550","mindshift_20615"],"featImg":"mindshift_46434","label":"mindshift"},"mindshift_46457":{"type":"posts","id":"mindshift_46457","meta":{"index":"posts_1591205157","site":"mindshift","id":"46457","score":null,"sort":[1474875877000]},"guestAuthors":[],"slug":"how-mindfulness-and-storytelling-help-kids-heal-and-learn","title":"How Mindfulness and Storytelling Help Kids Heal and Learn","publishDate":1474875877,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Juli Fraga\u003c/strong>\u003c/p>\n\u003cp>When mindfulness teacher Laurie Grossman instructed a class at \u003ca href=\"http://www.ousd.org/reach\">Reach Academy\u003c/a> to let their eyes rest and close so they could focus on their breathing, one student's eyes remained wide open. Instead of following Grossman’s cues, the student refused to close her eyes and stared at her friend.\u003c/p>\n\u003cp>This kind of response is not unusual for students who come to school after having experienced trauma, such as the death of a parent, emotional neglect and homelessness. \u003ca href=\"https://www.childwelfare.gov/pubPDFs/brain_development.pdf\">Neurological research\u003c/a> shows that tragic experiences can affect brain development and impact a child’s ability to concentrate and relax. As a result, students who grow up in these circumstances believe that it's important to always keep a watchful eye on their surroundings.\u003c/p>\n\u003cp>“The trauma that our children carry affects their ability to learn,” says educator Mason Musumeci, a former literacy teacher at Reach. Because the children have witnessed such high levels of conflict, their bodies are often knotted with feelings of worry and fear, emotions that propel them into the fight or flight mode -- a continuous state of stress that impacts their physical and mental health. These issues prevent them from feeling safe enough to focus in class.\u003c/p>\n\u003cp>Four years ago, the staff and faculty at Reach Academy in Oakland realized just how much their students needed additional tools to help them regulate their emotions. In an attempt to offer more psychological support, they reached out to \u003ca href=\"http://mindfullifeproject.org/partnerships/\">Grossman\u003c/a> who is a teacher and co-founder of \u003ca href=\"http://www.mindfulschools.org/\">Mindful Schools\u003c/a>. The definition of mindfulness, says Grossman, is to \"pay attention, on purpose, to the present moment.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While at first students practicing mindfulness struggled to close their eyes and trust Grossman, they soon recognized the potential benefits.\u003c/p>\n\u003cp>https://vimeo.com/167308190\u003c/p>\n\u003cp>\u003cstrong>STUDENTS TAKING THE LEAD \u003c/strong>\u003c/p>\n\u003cp>Eventually, Musumeci’s students became so comfortable with their new life skills that they clamored to lead the practice themselves. One student was eager to start first by taking his classmates through a mindful breathing exercise.\u003c/p>\n\u003cp>Then he gave his peers additional instructions, such as, “Sit up straight, remain still and silent. Close your eyes and focus on the breath. See if you can feel your breath in your nose, your chest, and your belly.\"\u003c/p>\n\u003cp>Before the children began practicing mindfulness, the teachers had struggled to help the students recognize their emotions, pay attention in class and communicate their feelings verbally instead of using their fists. After beginning the practice, a sense of serenity entered the classroom, and the teachers and school administrators recognized how much mindfulness had changed the school climate.\u003c/p>\n\u003cfigure id=\"attachment_46458\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-46458 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/5-web-e1474663834576.jpg\" alt=\"Master of Mindfulness\" width=\"1920\" height=\"987\">\u003cfigcaption class=\"wp-caption-text\">Student authors. Photo by Mason Musumeci\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>SHARING THE STORY OF MINDFULNESS\u003c/strong>\u003c/p>\n\u003cp>One of Musumeci’s most rambunctious students enjoyed mindfulness so much that he came to school dressed as “The Master of Mindfulness” on “Super Hero Spirit Day.”\u003c/p>\n\u003cp>When his classmates asked him why he had chosen this as his superhero, he told Musumeci, “When I practice mindfulness, I feel calm and it helps me to learn.” The class shared his story with Grossman, and she asked them how they could share the practice with others. The students wanted to write a book.\u003c/p>\n\u003cp>For three months, Grossman met with the kids in Musumeci’s class several times a week. They brainstormed about the information they wanted to share in their book and ended up deciding it would include three major points: a definition of mindfulness, the specific ways mindfulness has helped them, and how other children can benefit from the practice. They worked with a local artist to help bring their stories to life.\u003c/p>\n\u003cp>Their book, \u003ca href=\"https://www.newharbinger.com/master-mindfulness\">\u003cem>Master of Mindfulness: How to Be Your Own Superhero in Times of Stress\u003c/em>\u003c/a> is a mindfulness book written by kids for kids. The book teaches other children how mindfulness can help distill family conflicts, sad feelings and sibling rivalry\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Master-Mindfulness-Superhero-Times-Stress/dp/1626254648\">\u003cimg class=\"alignright wp-image-46459\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/Master-of-Mindfulness-400x309.jpg\" alt=\"Master of Mindfulness\" width=\"250\" height=\"193\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/Master-of-Mindfulness-400x309.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Master-of-Mindfulness.jpg 500w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Writing the book also served as a form of narrative therapy for the students. Through the writing process, they realized just how much mindfulness has helped them to respond instead of react to the trauma and stress in their lives, such as the death of a parent, divorce and poverty.\u003c/p>\n\u003cp>\"Children are often powerless to harness personal control over their life circumstances,” says Musumeci. \"Mindfulness taught our kids that they have the ability to make wise choices, and it's strengthened their resiliency.\"\u003c/p>\n\u003cp>The student authors began eighth grade this fall, and they continue to use mindfulness to help other children, too. In June, four of the student authors went to Park Day School in Oakland and spoke to a fourth-grade class and two second-grade classes about \u003cem>Master of Mindfulness.\u003c/em> And at Reach Academy, mindfulness continues to be an integral part of the school curriculum.\u003c/p>\n\u003cp>In the end, mindfulness taught these children that they are all connected by way of the breath, and this awareness has helped them to feel calmer while strengthening their sense of community.\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Students who experienced trauma found the ability to calm themselves and become ready to learn after practicing mindfulness. A group of students found it so transformative, they wrote a book with the help of their teachers. ","status":"publish","parent":0,"modified":1492624172,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":857},"headData":{"title":"How Mindfulness and Storytelling Help Kids Heal and Learn | KQED","description":"Students who experienced trauma found the ability to calm themselves and become ready to learn after practicing mindfulness. A group of students found it so transformative, they wrote a book with the help of their teachers. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Mindfulness and Storytelling Help Kids Heal and Learn","datePublished":"2016-09-26T07:44:37.000Z","dateModified":"2017-04-19T17:49:32.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46457 http://ww2.kqed.org/mindshift/?p=46457","disqusUrl":"https://ww2.kqed.org/mindshift/2016/09/26/how-mindfulness-and-storytelling-help-kids-heal-and-learn/","disqusTitle":"How Mindfulness and Storytelling Help Kids Heal and Learn","path":"/mindshift/46457/how-mindfulness-and-storytelling-help-kids-heal-and-learn","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Juli Fraga\u003c/strong>\u003c/p>\n\u003cp>When mindfulness teacher Laurie Grossman instructed a class at \u003ca href=\"http://www.ousd.org/reach\">Reach Academy\u003c/a> to let their eyes rest and close so they could focus on their breathing, one student's eyes remained wide open. Instead of following Grossman’s cues, the student refused to close her eyes and stared at her friend.\u003c/p>\n\u003cp>This kind of response is not unusual for students who come to school after having experienced trauma, such as the death of a parent, emotional neglect and homelessness. \u003ca href=\"https://www.childwelfare.gov/pubPDFs/brain_development.pdf\">Neurological research\u003c/a> shows that tragic experiences can affect brain development and impact a child’s ability to concentrate and relax. As a result, students who grow up in these circumstances believe that it's important to always keep a watchful eye on their surroundings.\u003c/p>\n\u003cp>“The trauma that our children carry affects their ability to learn,” says educator Mason Musumeci, a former literacy teacher at Reach. Because the children have witnessed such high levels of conflict, their bodies are often knotted with feelings of worry and fear, emotions that propel them into the fight or flight mode -- a continuous state of stress that impacts their physical and mental health. These issues prevent them from feeling safe enough to focus in class.\u003c/p>\n\u003cp>Four years ago, the staff and faculty at Reach Academy in Oakland realized just how much their students needed additional tools to help them regulate their emotions. In an attempt to offer more psychological support, they reached out to \u003ca href=\"http://mindfullifeproject.org/partnerships/\">Grossman\u003c/a> who is a teacher and co-founder of \u003ca href=\"http://www.mindfulschools.org/\">Mindful Schools\u003c/a>. The definition of mindfulness, says Grossman, is to \"pay attention, on purpose, to the present moment.\"\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>While at first students practicing mindfulness struggled to close their eyes and trust Grossman, they soon recognized the potential benefits.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeoLink","attributes":{"named":{"vimeoId":"167308190"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>STUDENTS TAKING THE LEAD \u003c/strong>\u003c/p>\n\u003cp>Eventually, Musumeci’s students became so comfortable with their new life skills that they clamored to lead the practice themselves. One student was eager to start first by taking his classmates through a mindful breathing exercise.\u003c/p>\n\u003cp>Then he gave his peers additional instructions, such as, “Sit up straight, remain still and silent. Close your eyes and focus on the breath. See if you can feel your breath in your nose, your chest, and your belly.\"\u003c/p>\n\u003cp>Before the children began practicing mindfulness, the teachers had struggled to help the students recognize their emotions, pay attention in class and communicate their feelings verbally instead of using their fists. After beginning the practice, a sense of serenity entered the classroom, and the teachers and school administrators recognized how much mindfulness had changed the school climate.\u003c/p>\n\u003cfigure id=\"attachment_46458\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-46458 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/5-web-e1474663834576.jpg\" alt=\"Master of Mindfulness\" width=\"1920\" height=\"987\">\u003cfigcaption class=\"wp-caption-text\">Student authors. Photo by Mason Musumeci\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>SHARING THE STORY OF MINDFULNESS\u003c/strong>\u003c/p>\n\u003cp>One of Musumeci’s most rambunctious students enjoyed mindfulness so much that he came to school dressed as “The Master of Mindfulness” on “Super Hero Spirit Day.”\u003c/p>\n\u003cp>When his classmates asked him why he had chosen this as his superhero, he told Musumeci, “When I practice mindfulness, I feel calm and it helps me to learn.” The class shared his story with Grossman, and she asked them how they could share the practice with others. The students wanted to write a book.\u003c/p>\n\u003cp>For three months, Grossman met with the kids in Musumeci’s class several times a week. They brainstormed about the information they wanted to share in their book and ended up deciding it would include three major points: a definition of mindfulness, the specific ways mindfulness has helped them, and how other children can benefit from the practice. They worked with a local artist to help bring their stories to life.\u003c/p>\n\u003cp>Their book, \u003ca href=\"https://www.newharbinger.com/master-mindfulness\">\u003cem>Master of Mindfulness: How to Be Your Own Superhero in Times of Stress\u003c/em>\u003c/a> is a mindfulness book written by kids for kids. The book teaches other children how mindfulness can help distill family conflicts, sad feelings and sibling rivalry\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Master-Mindfulness-Superhero-Times-Stress/dp/1626254648\">\u003cimg class=\"alignright wp-image-46459\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/Master-of-Mindfulness-400x309.jpg\" alt=\"Master of Mindfulness\" width=\"250\" height=\"193\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/Master-of-Mindfulness-400x309.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Master-of-Mindfulness.jpg 500w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Writing the book also served as a form of narrative therapy for the students. Through the writing process, they realized just how much mindfulness has helped them to respond instead of react to the trauma and stress in their lives, such as the death of a parent, divorce and poverty.\u003c/p>\n\u003cp>\"Children are often powerless to harness personal control over their life circumstances,” says Musumeci. \"Mindfulness taught our kids that they have the ability to make wise choices, and it's strengthened their resiliency.\"\u003c/p>\n\u003cp>The student authors began eighth grade this fall, and they continue to use mindfulness to help other children, too. In June, four of the student authors went to Park Day School in Oakland and spoke to a fourth-grade class and two second-grade classes about \u003cem>Master of Mindfulness.\u003c/em> And at Reach Academy, mindfulness continues to be an integral part of the school curriculum.\u003c/p>\n\u003cp>In the end, mindfulness taught these children that they are all connected by way of the breath, and this awareness has helped them to feel calmer while strengthening their sense of community.\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46457/how-mindfulness-and-storytelling-help-kids-heal-and-learn","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_21089","mindshift_20784","mindshift_1040","mindshift_841","mindshift_943","mindshift_20999"],"featImg":"mindshift_46464","label":"mindshift"},"mindshift_45453":{"type":"posts","id":"mindshift_45453","meta":{"index":"posts_1591205157","site":"mindshift","id":"45453","score":null,"sort":[1466062401000]},"guestAuthors":[],"slug":"interests-to-internships-when-students-take-the-lead-in-learning","title":"Interests-to-Internships: When Students Take the Lead in Learning","publishDate":1466062401,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>College and career readiness is a ubiquitous education catch-phrase, but in reality many high schools focus primarily on the “college” side of the equation. In part, that’s because \u003ca href=\"http://www.frbsf.org/economic-research/publications/economic-letter/2014/may/is-college-worth-it-education-tuition-wages/\" target=\"_blank\">research has shown\u003c/a> that young adults who graduate with college degrees tend to have better job prospects and earning potential throughout their lives, and educators rightly want to ensure that all students are able to take advantage of those opportunities. But what about the kids who just aren’t interested in college? And, even if kids do want to go to college, what might be lost in the development of a whole person when teenagers are asked to focus solely on traditional academics?\u003c/p>\n\u003cp>\u003ca href=\"http://www.theatlantic.com/business/archive/2015/09/vocational-education-high-school-philadelphia/407212/\" target=\"_blank\">Various school models\u003c/a> have tried to integrate more hands-on learning into the traditional school day, including schools in the \u003ca href=\"http://www.bigpicture.org/apps/pages/index.jsp?uREC_ID=389353&type=d&pREC_ID=902235\" target=\"_blank\">Big Picture Learning\u003c/a> network. One such school in Oakland, \u003ca href=\"http://www.ousd.org/metwest\" target=\"_blank\">MetWest High School\u003c/a>, aims to help high school students explore their passions outside of school and bring that learning and experience back into the academic setting. MetWest focuses on relationships, relevance and rigor, in that order.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/269457498\" params=\"color=ff5500&inverse=false&auto_play=false&show_user=true\" width=\"100%\" height=\"20\" iframe=\"true\" /]\u003c/p>\n\u003cfigure id=\"attachment_45513\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45513\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Kris-portrait-1440x989.jpg\" alt=\"Kris McCoy.\" width=\"640\" height=\"440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-1440x989.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-800x550.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-768x528.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-1180x811.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-960x660.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Kris McCoy. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A cornerstone of \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\" target=\"_blank\">Big Picture Learning model\u003c/a> is that teenagers need to begin building networks and discovering their passions in the real world, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/07/the-value-of-interships-a-dose-of-the-real-world-in-high-school/\" target=\"_blank\">through internships\u003c/a>. Students spend two days each week with a mentor at a business or organization that interests them. During the first several weeks of school, students research opportunities, set up meetings with potential work sites, travel to meet potential mentors, and work to make a good impression. For school leaders, this entire process is valuable for young people who are about to embark into the world and be treated as adults.\u003c/p>\n\u003cp>\"As a young person approaches adulthood they should spend more time out in the real world,” said Greg Cluster, MetWest’s internship coordinator and assistant principal. The MetWest internship model gives students an opportunity to connect with adults outside their families and neighborhoods, building the kind of network that can help them with college recommendations, future jobs, and practical advice.\u003c/p>\n\u003cfigure id=\"attachment_45501\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/kris-in-car-1440x1080.jpg\" alt=\"Kris uses specialized equipment to look at information on a car's computer.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Kris uses specialized equipment to look at information on a car's computer. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>MetWest's individualized approach has made a huge difference for Kris McCoy. McCoy had struggled in school and was involved in an armed robbery part-way through his eighth grade year. He served time in juvenile hall for that offense. He also got into several fights his first year at MetWest.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“He came with an ankle bracelet, and with visits from his parole officer,” said McCoy's teacher, Shannon Carey. “And needing to be the alpha male and needing to show MetWest who he was and that he shouldn’t be messed with. He was way more concerned with that than he was with his academics or his future career.”\u003c/p>\n\u003cp>If the internships are a big draw to this high school, the close-knit relationships are what make the program work. Advisors like Carey each have a cohort of 20 students that they follow throughout four years of high school. Carey gets to know each student and their families well along the way. She also teaches English and social studies to that group, often weaving students’ personal interests into \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/04/talk-to-teachers-students-share-how-and-why-theyd-change-education/\" target=\"_blank\">the assignments\u003c/a> and offering a lot of choice within the whole group instruction.\u003c/p>\n\u003cp>The school practices a restorative justice approach to discipline, which Carey says she was using a lot that first year. She kept a plant in the middle of the room because she and her students were circling up so often. In those circles they would talk about how to repair the many instances of harm that were happening. “He would have been kicked out of another high school if he had been fighting the way he had been when he first arrived here,” Carey said.\u003c/p>\n\u003cfigure id=\"attachment_45491\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45491\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Kris-work-on-car-1440x1080.jpg\" alt=\"Kris examines a car at L&L Auto Shop.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Kris examines a car at L&L Auto Shop. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Instead, McCoy began to trust Carey, something she says is very important for him to learn. He found himself an internship at an auto repair shop. His boss, Edward Lam, gave him a chance when no one else would, and treated him like an employee, while teaching him ever more complicated mechanical skills. In consultation with McCoy’s family, Carey decided to allow him to stay at that internship for several years, a fairly uncommon practice at MetWest.\u003c/p>\n\u003cp>“For students, like Kris, who really struggle with positive adult relationships, I see no reason to interrupt that relationship,” Carey said. “He can go deep in the content and he can go really deep in the really caring, trusting, loving relationship with adult men in his life.”\u003c/p>\n\u003cp>Tragically, Lam died suddenly in December of McCoy’s junior year. McCoy was devastated. “If it wasn’t for that shop I wouldn’t be alive,” McCoy said. “That shop kept me off the streets, it kept me out of jail. It gave me something to do with all my craft and my skills.”\u003c/p>\n\u003cp>McCoy said everything started to go downhill after Lam’s death. He began skipping school and his grades were slipping. He got into an altercation with a neighbor that forced him to move in with his grandparents to get out of the neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_45468\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45468\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Kris-framing-1440x1080.jpg\" alt=\"Rubenzahl helps McCoy put the finishing touches on the framing for a closet they are building.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Rubenzahl helps McCoy put the finishing touches on the framing for a closet they are building. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During this rough patch, McCoy started doing odd jobs for money with his neighbor, Murray Rubenzahl, who runs a contracting and rental business. Eventually, Rubenzahl became McCoy’s new mentor. They bond over a shared love of dirt bikes, but Rubenzahl takes his role as mentor seriously. He’s careful to lead by example, and doesn’t miss a chance to help McCoy see how his actions, like being late to work, affect the business.\u003c/p>\n\u003cp>“His presence here did push me to another level, “ Rubenzahl said. He’s excited to share his knowledge and skills with McCoy, and genuinely enjoys his company. “It’s something I’ve always been looking for, but was always too busy to set it up,” he said.\u003c/p>\n\u003cp>Rubenzahl is now part of McCoy’s “village,” the community of people who care deeply about his safety and happiness. Through those rough months after Lam’s death, no one gave up on McCoy, a fact not lost on him.\u003c/p>\n\u003cp>“MetWest has love for me,” he said. “They give me chances because they know I’m worth it. It was a point in my life when I was doubting myself.”\u003c/p>\n\u003cp>His teacher, Shannon Carey, has been patient, but firm with McCoy throughout this period. She reminded him of her expectations, but supported him with extensions on work and access to tutors. She knows how much the men at the auto shop meant to him, but doesn’t regret that the internship ultimately led to more loss in his life. She says it’s better for him to experience that with the support of the school than on his own.\u003c/p>\n\u003cp>“Just because a student appears to be backtracking or has lapses of reason or lapses in their school work that does not mean they aren’t progressing,” Carey said. She described the learning path as one of loop-de-loops, not a straight course. “It’s completely normal and needs to be supported, and attention needs to be brought to it, but there should be no faith lost or anger drummed up. That’s just the way it is for teens.”\u003c/p>\n\u003cp>\u003cstrong>Pursuing Interests\u003c/strong>\u003c/p>\n\u003cp>For some kids, connecting with people for internships is easy because they already have a deep passion for something. MetWest senior Ivan Reyes has loved fashion since he was eight and told his mom to stop dressing him. In his first three years at MetWest, he interned at a screen printing shop to learn how to design and print his own shirts, became proficient in the software Adobe Illustrator, and then worked at a local small business, where he learned the practical side of being an entrepreneur.\u003c/p>\n\u003cp>Reyes has his own clothing line, which he’s been able to display at the shop where he interned. The first time someone bought one of his shirts, he felt extremely motivated to continue improving his design skills so he could make new and better clothes. He likes MetWest because he can pursue his passion as part of school.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/gfvOOm0e_0Q?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“It would have been harder for me to get started because I wouldn’t have the school day to learn how to screen print and use Illustrator,” Reyes said. He’s also taking a community college class on apparel design and fashion history, which has helped him broaden his ideas about the kind of clothes he wants to design. And in his history classes at MetWest, his teacher, Shannon Carey is looking for ways to connect American history to the clothes of the time as a way to engage Reyes in the class.\u003c/p>\n\u003cp>Not all kids are as passionate about one thing as Reyes. Interest discovery and support are a big part of the first month of school for exactly that reason. Organizations and businesses visit the school to try and interest students in an internship and advisors work hard to help students figure out what they might like to work on for the year. Sometimes they visit students’ homes and talk with their parents about past interests that might be latent. Other times they help students recognize a passion that arises through class discussion.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Just because a student appears to be backtracking or has lapses of reason or lapses in their school work that does not mean they aren't progressing.'\u003ccite>Shannon Carey, MetWest teacher\u003c/cite>\u003c/aside>\n\u003cp>“I’m thinking about probably working with kids, or something to do with art, I’m still thinking about it,” said Alpha Cisse at the start of his junior year. Cisse has dabbled in several areas for his internships. He worked at a local TV station, learning the basics of animation and video production. Then he worked at a local screen printing shop. He didn’t have a great experience there, but he learned some valuable lessons he’s applying to his next internship. He’s not going to leave the search to the last minute, and he's learned to ask more specific questions about what will be expected of him so he knows if it’s something he wants to do or not.\u003c/p>\n\u003cp>“Picking something you really enjoy and are passionate about makes the experience much better,” Cisse said. Between his sophomore and junior years Cisse participated in a coding bootcamp called \u003ca href=\"http://www.hackthehood.org/\">Hack The Hood\u003c/a>, where he learned to make websites. He’s now using the network he created through that program to find an internship he’ll be excited to do.\u003c/p>\n\u003cp>“Interests are there, but in order to act on them you have to be able to name them,” Cluster said. Many students end up working on issues that affect their lives or their family personally. Students have worked on education reform, diabetes care, and with social justice organizations. Often times the internship program is the reason students wanted to attend MetWest.\u003c/p>\n\u003cp>\u003cstrong>DRAWBACKS TO THE MODEL\u003c/strong>\u003c/p>\n\u003cp>While MetWest’s small size makes it possible for teachers to have these intense relationships with students, it can also be limiting. The school hasn’t been able to innovate in its science and math programs in the same way that it has for English and social studies. Those classes still look fairly traditional, although the school leadership is willing to be flexible if students can find courses outside of school that could meet a requirement. For advanced classes most students attend Laney College, which is just next door.\u003c/p>\n\u003cp>There’s also the risk that after experiencing such a close-knit, supportive high school community students will feel lost when they graduate. Carey worries about that sometimes, but she’s doing her best to prepare her students by doing deep inquiry about what they want their future lives to look like and how they plan to get there.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I have come to the belief that having the experience of being in a loving and caring community, while it might be jarring outside of it, really builds you up in a way that will bloom later,” Carey said. When students first leave MetWest, it might feel like jumping into a cold ocean, but Carey hopes while they are at the school they are learning the skills to recreate that type of community wherever they go.\u003c/p>\n\n","blocks":[],"excerpt":"Internships chosen by students are one way to bring real-world relevance back to the classroom.","status":"publish","parent":0,"modified":1492623846,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/gfvOOm0e_0Q"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":2189},"headData":{"title":"Interests-to-Internships: When Students Take the Lead in Learning | KQED","description":"Internships chosen by students are one way to bring real-world relevance back to the classroom.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Interests-to-Internships: When Students Take the Lead in Learning","datePublished":"2016-06-16T07:33:21.000Z","dateModified":"2017-04-19T17:44:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45453 http://ww2.kqed.org/mindshift/?p=45453","disqusUrl":"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/","disqusTitle":"Interests-to-Internships: When Students Take the Lead in Learning","path":"/mindshift/45453/interests-to-internships-when-students-take-the-lead-in-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>College and career readiness is a ubiquitous education catch-phrase, but in reality many high schools focus primarily on the “college” side of the equation. In part, that’s because \u003ca href=\"http://www.frbsf.org/economic-research/publications/economic-letter/2014/may/is-college-worth-it-education-tuition-wages/\" target=\"_blank\">research has shown\u003c/a> that young adults who graduate with college degrees tend to have better job prospects and earning potential throughout their lives, and educators rightly want to ensure that all students are able to take advantage of those opportunities. But what about the kids who just aren’t interested in college? And, even if kids do want to go to college, what might be lost in the development of a whole person when teenagers are asked to focus solely on traditional academics?\u003c/p>\n\u003cp>\u003ca href=\"http://www.theatlantic.com/business/archive/2015/09/vocational-education-high-school-philadelphia/407212/\" target=\"_blank\">Various school models\u003c/a> have tried to integrate more hands-on learning into the traditional school day, including schools in the \u003ca href=\"http://www.bigpicture.org/apps/pages/index.jsp?uREC_ID=389353&type=d&pREC_ID=902235\" target=\"_blank\">Big Picture Learning\u003c/a> network. One such school in Oakland, \u003ca href=\"http://www.ousd.org/metwest\" target=\"_blank\">MetWest High School\u003c/a>, aims to help high school students explore their passions outside of school and bring that learning and experience back into the academic setting. MetWest focuses on relationships, relevance and rigor, in that order.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='20'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/269457498&visual=true&color=ff5500&inverse=false&auto_play=false&show_user=true'\n title='https://api.soundcloud.com/tracks/269457498'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cfigure id=\"attachment_45513\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45513\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Kris-portrait-1440x989.jpg\" alt=\"Kris McCoy.\" width=\"640\" height=\"440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-1440x989.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-800x550.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-768x528.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-1180x811.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-portrait-960x660.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Kris McCoy. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A cornerstone of \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\" target=\"_blank\">Big Picture Learning model\u003c/a> is that teenagers need to begin building networks and discovering their passions in the real world, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/07/the-value-of-interships-a-dose-of-the-real-world-in-high-school/\" target=\"_blank\">through internships\u003c/a>. Students spend two days each week with a mentor at a business or organization that interests them. During the first several weeks of school, students research opportunities, set up meetings with potential work sites, travel to meet potential mentors, and work to make a good impression. For school leaders, this entire process is valuable for young people who are about to embark into the world and be treated as adults.\u003c/p>\n\u003cp>\"As a young person approaches adulthood they should spend more time out in the real world,” said Greg Cluster, MetWest’s internship coordinator and assistant principal. The MetWest internship model gives students an opportunity to connect with adults outside their families and neighborhoods, building the kind of network that can help them with college recommendations, future jobs, and practical advice.\u003c/p>\n\u003cfigure id=\"attachment_45501\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/kris-in-car-1440x1080.jpg\" alt=\"Kris uses specialized equipment to look at information on a car's computer.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/kris-in-car-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Kris uses specialized equipment to look at information on a car's computer. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>MetWest's individualized approach has made a huge difference for Kris McCoy. McCoy had struggled in school and was involved in an armed robbery part-way through his eighth grade year. He served time in juvenile hall for that offense. He also got into several fights his first year at MetWest.\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>“He came with an ankle bracelet, and with visits from his parole officer,” said McCoy's teacher, Shannon Carey. “And needing to be the alpha male and needing to show MetWest who he was and that he shouldn’t be messed with. He was way more concerned with that than he was with his academics or his future career.”\u003c/p>\n\u003cp>If the internships are a big draw to this high school, the close-knit relationships are what make the program work. Advisors like Carey each have a cohort of 20 students that they follow throughout four years of high school. Carey gets to know each student and their families well along the way. She also teaches English and social studies to that group, often weaving students’ personal interests into \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/04/talk-to-teachers-students-share-how-and-why-theyd-change-education/\" target=\"_blank\">the assignments\u003c/a> and offering a lot of choice within the whole group instruction.\u003c/p>\n\u003cp>The school practices a restorative justice approach to discipline, which Carey says she was using a lot that first year. She kept a plant in the middle of the room because she and her students were circling up so often. In those circles they would talk about how to repair the many instances of harm that were happening. “He would have been kicked out of another high school if he had been fighting the way he had been when he first arrived here,” Carey said.\u003c/p>\n\u003cfigure id=\"attachment_45491\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45491\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Kris-work-on-car-1440x1080.jpg\" alt=\"Kris examines a car at L&L Auto Shop.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-work-on-car-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Kris examines a car at L&L Auto Shop. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Instead, McCoy began to trust Carey, something she says is very important for him to learn. He found himself an internship at an auto repair shop. His boss, Edward Lam, gave him a chance when no one else would, and treated him like an employee, while teaching him ever more complicated mechanical skills. In consultation with McCoy’s family, Carey decided to allow him to stay at that internship for several years, a fairly uncommon practice at MetWest.\u003c/p>\n\u003cp>“For students, like Kris, who really struggle with positive adult relationships, I see no reason to interrupt that relationship,” Carey said. “He can go deep in the content and he can go really deep in the really caring, trusting, loving relationship with adult men in his life.”\u003c/p>\n\u003cp>Tragically, Lam died suddenly in December of McCoy’s junior year. McCoy was devastated. “If it wasn’t for that shop I wouldn’t be alive,” McCoy said. “That shop kept me off the streets, it kept me out of jail. It gave me something to do with all my craft and my skills.”\u003c/p>\n\u003cp>McCoy said everything started to go downhill after Lam’s death. He began skipping school and his grades were slipping. He got into an altercation with a neighbor that forced him to move in with his grandparents to get out of the neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_45468\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45468\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Kris-framing-1440x1080.jpg\" alt=\"Rubenzahl helps McCoy put the finishing touches on the framing for a closet they are building.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Kris-framing-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Rubenzahl helps McCoy put the finishing touches on the framing for a closet they are building. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During this rough patch, McCoy started doing odd jobs for money with his neighbor, Murray Rubenzahl, who runs a contracting and rental business. Eventually, Rubenzahl became McCoy’s new mentor. They bond over a shared love of dirt bikes, but Rubenzahl takes his role as mentor seriously. He’s careful to lead by example, and doesn’t miss a chance to help McCoy see how his actions, like being late to work, affect the business.\u003c/p>\n\u003cp>“His presence here did push me to another level, “ Rubenzahl said. He’s excited to share his knowledge and skills with McCoy, and genuinely enjoys his company. “It’s something I’ve always been looking for, but was always too busy to set it up,” he said.\u003c/p>\n\u003cp>Rubenzahl is now part of McCoy’s “village,” the community of people who care deeply about his safety and happiness. Through those rough months after Lam’s death, no one gave up on McCoy, a fact not lost on him.\u003c/p>\n\u003cp>“MetWest has love for me,” he said. “They give me chances because they know I’m worth it. It was a point in my life when I was doubting myself.”\u003c/p>\n\u003cp>His teacher, Shannon Carey, has been patient, but firm with McCoy throughout this period. She reminded him of her expectations, but supported him with extensions on work and access to tutors. She knows how much the men at the auto shop meant to him, but doesn’t regret that the internship ultimately led to more loss in his life. She says it’s better for him to experience that with the support of the school than on his own.\u003c/p>\n\u003cp>“Just because a student appears to be backtracking or has lapses of reason or lapses in their school work that does not mean they aren’t progressing,” Carey said. She described the learning path as one of loop-de-loops, not a straight course. “It’s completely normal and needs to be supported, and attention needs to be brought to it, but there should be no faith lost or anger drummed up. That’s just the way it is for teens.”\u003c/p>\n\u003cp>\u003cstrong>Pursuing Interests\u003c/strong>\u003c/p>\n\u003cp>For some kids, connecting with people for internships is easy because they already have a deep passion for something. MetWest senior Ivan Reyes has loved fashion since he was eight and told his mom to stop dressing him. In his first three years at MetWest, he interned at a screen printing shop to learn how to design and print his own shirts, became proficient in the software Adobe Illustrator, and then worked at a local small business, where he learned the practical side of being an entrepreneur.\u003c/p>\n\u003cp>Reyes has his own clothing line, which he’s been able to display at the shop where he interned. The first time someone bought one of his shirts, he felt extremely motivated to continue improving his design skills so he could make new and better clothes. He likes MetWest because he can pursue his passion as part of school.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/gfvOOm0e_0Q?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“It would have been harder for me to get started because I wouldn’t have the school day to learn how to screen print and use Illustrator,” Reyes said. He’s also taking a community college class on apparel design and fashion history, which has helped him broaden his ideas about the kind of clothes he wants to design. And in his history classes at MetWest, his teacher, Shannon Carey is looking for ways to connect American history to the clothes of the time as a way to engage Reyes in the class.\u003c/p>\n\u003cp>Not all kids are as passionate about one thing as Reyes. Interest discovery and support are a big part of the first month of school for exactly that reason. Organizations and businesses visit the school to try and interest students in an internship and advisors work hard to help students figure out what they might like to work on for the year. Sometimes they visit students’ homes and talk with their parents about past interests that might be latent. Other times they help students recognize a passion that arises through class discussion.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Just because a student appears to be backtracking or has lapses of reason or lapses in their school work that does not mean they aren't progressing.'\u003ccite>Shannon Carey, MetWest teacher\u003c/cite>\u003c/aside>\n\u003cp>“I’m thinking about probably working with kids, or something to do with art, I’m still thinking about it,” said Alpha Cisse at the start of his junior year. Cisse has dabbled in several areas for his internships. He worked at a local TV station, learning the basics of animation and video production. Then he worked at a local screen printing shop. He didn’t have a great experience there, but he learned some valuable lessons he’s applying to his next internship. He’s not going to leave the search to the last minute, and he's learned to ask more specific questions about what will be expected of him so he knows if it’s something he wants to do or not.\u003c/p>\n\u003cp>“Picking something you really enjoy and are passionate about makes the experience much better,” Cisse said. Between his sophomore and junior years Cisse participated in a coding bootcamp called \u003ca href=\"http://www.hackthehood.org/\">Hack The Hood\u003c/a>, where he learned to make websites. He’s now using the network he created through that program to find an internship he’ll be excited to do.\u003c/p>\n\u003cp>“Interests are there, but in order to act on them you have to be able to name them,” Cluster said. Many students end up working on issues that affect their lives or their family personally. Students have worked on education reform, diabetes care, and with social justice organizations. Often times the internship program is the reason students wanted to attend MetWest.\u003c/p>\n\u003cp>\u003cstrong>DRAWBACKS TO THE MODEL\u003c/strong>\u003c/p>\n\u003cp>While MetWest’s small size makes it possible for teachers to have these intense relationships with students, it can also be limiting. The school hasn’t been able to innovate in its science and math programs in the same way that it has for English and social studies. Those classes still look fairly traditional, although the school leadership is willing to be flexible if students can find courses outside of school that could meet a requirement. For advanced classes most students attend Laney College, which is just next door.\u003c/p>\n\u003cp>There’s also the risk that after experiencing such a close-knit, supportive high school community students will feel lost when they graduate. Carey worries about that sometimes, but she’s doing her best to prepare her students by doing deep inquiry about what they want their future lives to look like and how they plan to get there.\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>“I have come to the belief that having the experience of being in a loving and caring community, while it might be jarring outside of it, really builds you up in a way that will bloom later,” Carey said. When students first leave MetWest, it might feel like jumping into a cold ocean, but Carey hopes while they are at the school they are learning the skills to recreate that type of community wherever they go.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45453/interests-to-internships-when-students-take-the-lead-in-learning","authors":["234"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_21089","mindshift_20891","mindshift_20784","mindshift_1040","mindshift_20848","mindshift_20923"],"featImg":"mindshift_45465","label":"mindshift"},"mindshift_45322":{"type":"posts","id":"mindshift_45322","meta":{"index":"posts_1591205157","site":"mindshift","id":"45322","score":null,"sort":[1465199113000]},"guestAuthors":[],"slug":"how-trauma-informed-teaching-builds-a-sense-of-safety-and-care","title":"How Trauma-Informed Teaching Builds A Sense of Safety And Care","publishDate":1465199113,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Third grade teacher Anita Parameswaran is no stranger to students who have experienced trauma. She has taught kids who have experienced the effects of abuse, neglect and divorce. She had one student experience a huge setback when he learned his father was arrested and sent to jail. The student then became violent, throwing things, and hurting other students, according to Parameswaran.\u003c/p>\n\u003cp>Her main goal quickly became trying to keep him in class, whether or not he was able to engage fully in the activities. She would set short term goals, like focusing for 15 minutes. She tried to make his day feel very predictable, so he knew what was coming every ten minutes. These were some of the steps suggested by a program called \u003ca href=\"http://www.senecafoa.org/unconditional-education\" target=\"_blank\">Unconditional Education\u003c/a>, run by Seneca Family of Agencies, a non-profit focused on the mental health and well-being of children. They work with Parameswaran and staff at Daniel Webster Elementary in San Francisco.\u003c/p>\n\u003cp>“It was really rough when he first learned about his father, but since then we’ve made strides,” Parameswaran said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They need that strong relational attachment with their teacher and that's how you can feel secure and safe at school.'\u003c/aside>\n\u003cp>The program works with schools to train teachers about the effects of trauma on the brain and behavior of children. Trainers ask teachers to examine their own triggers and reactions to students, equipping them to disprove beliefs children have about safety and the trustworthiness of adults. They brainstorm strategies for particular students and support teachers as they try to implement them. They help teachers working with high-needs students practice self-care and voice their own frustration and anger about the situation.\u003c/p>\n\u003cp>Teachers across the country face similar issues when trying to teach students who have experienced extreme trauma or even the day-to-day stress of poverty. When a student becomes too much for a teacher to handle, it’s common practice to send that child out of the classroom to a wellness center or to the principal’s office. And once those patterns start forming, the student is much more likely to fall behind in academics, to be diagnosed with learning disabilities or emotional disorders, and down the line, to end up in prison. Schools are trying many things to disrupt that cycle, including training teachers in trauma-informed practices.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“These trainings bring you back to what’s happening; it helps you understand the psychological background of what the students are going through and what we can do in the classroom,” Parameswaran said. She says it’s easy to become negative about a student and his prospects when confronted with the same challenging behavior day after day. The Unconditional Education coach has helped Parameswaran to frame feedback positively, to work on building relationships with difficult students outside of academics, and generally to serve as a reminder that a student’s trauma isn’t his fault. She’s found specific strategies, like goal setting with a “check-in check-out” system, has helped many of her students.\u003c/p>\n\u003cp>Learning about how trauma works and how a teacher’s interactions with a student can reinforce his or her view of the world, has helped Parameswaran to focus on what she can control -- her own reactions. She’s more aware of her own triggers and why student behavior worsens when she reacts the way they expect.\u003c/p>\n\u003cp>\u003cstrong>UNCONDITIONAL EDUCATION PROGRAM\u003c/strong>\u003c/p>\n\u003cp>Seneca’s work in education started in the limited capacity of running “\u003ca href=\"http://www.senecafoa.org/nps\" target=\"_blank\">nonpublic schools\u003c/a>,” residential programs for kids with the most severe mental health and behavior challenges. But by the time a child is referred to this type of specialized program, he or she has already had a lot of negative experiences in school. The Unconditional Education program was born out of a desire to work with public schools to create a sustainable whole-school approach to trauma that could become part of the school culture. The goal is to train teachers and administrators in a clinical understanding of trauma and help them develop individual interventions to keep students learning.\u003c/p>\n\u003cp>“The majority of kids walking through the door have had some kind of [trauma] experience and they’re bringing that with them,” said Jenny Ventura, who is charge of implementing and assessing the Unconditional Education program. Most schools cobble together some psychological services for kids who qualify for Medicaid, but that often means pulling a kid out of class for an hour once a week. Meanwhile, the student interacts with his or her teacher close to 30 hours each week. Seneca wanted to help teachers become the first responders to trauma in their classrooms, a task made difficult because many students have specific traumas around safety and attachment to adults.\u003c/p>\n\u003cp>“They need that strong relational attachment with their teacher and that’s how you can feel secure and safe at school,” said Robin Detterman, who directs all school-based Seneca partnerships. “It leaves [them] free to take risks.”\u003c/p>\n\u003cp>Often helping teachers to take a trauma-informed approach to students whose behavior triggers their frustration and anger means supporting teachers first. Seneca trainers try to create a safe space for teachers to talk about behavior frustrations in constructive ways. Trainers recognize that without an outlet for those emotions teachers internalize all the hard and frustrating moments, making it harder to respond next time and contributing to burnout.\u003c/p>\n\u003cp>In a typical training, teachers first identify strengths in their students. “I always start with student strengths because I want to be able to remember that this is a three dimensional student,” said Robyn Ganeles, who leads trauma-informed trainings for Seneca. It’s easy to forget about a student’s strengths when the focus is on behavior problems, but Ganeles said in general teachers are very able to identify those strengths when asked. Then teachers \u003ca href=\"http://senecafoa.org/sites/default/files/publication_files/IWM%20Worksheet.pdf\" target=\"_blank\">write down specific behaviors\u003c/a> they can observe. The idea is to keep judgement out of this section and only note behaviors.\u003c/p>\n\u003cp>Ganeles also asks teachers to reflect on what these behaviors bring up for them. They talk through how behaviors can lead to assumptions about the student or the family. Ganeles wants teachers to be brave and really talk through these feelings, a support she says many other mental health professionals get regularly, but that is missing from teaching. “They definitely are on the front line and they don’t have the time or the space to work through these things,” she said. A really common feeling is that the student is manipulative, that she could control her behavior if she wanted.\u003c/p>\n\u003cp>Next, teachers examine what the child’s behavior is inviting them to do. “Understanding how a child is inviting us to respond to their behaviors gives us a window into what their internal working model might be,” Ganeles said. For example, if the child is threatening to throw a chair at his teacher, he could be inviting either a flight or fight response. He’s inviting a power struggle or abandonment. “We might hypothesize that this kid might not trust that people are going to meet his needs,” Ganeles said.\u003c/p>\n\u003cp>At this point it’s important to separate the function of the behavior from the invitation to respond. Teachers are often familiar with behavioral theory and see bad behavior as attention-seeking. That phrase has now become a judgmental term, when really it’s more akin to the proximity seeking that babies do. Maybe the child believes the only way to get someone to care is to yell and scream.\u003c/p>\n\u003cp>All these prior steps will help teachers identify the student’s “internal working model,” their beliefs about how they interact with the world. “People don’t think of those things as an integral part of a behavior plan, but it really is because it’s addressing the underlying thoughts and expectations the kids have that reinforce the behaviors we’re trying to minimize,” Ganeles said.\u003c/p>\n\u003cp>Once a teacher has a hypothesis about what the behavior says about how a child believes he fits into the world, she can take a disconfirming stance. If the behavior is saying adults aren’t trustworthy, an individualized intervention might be to greet the child at the door every day, providing consistency. Or if a student doesn’t think anyone cares about her unless she’s making a disturbance, a teacher might develop a small signal for the student to let her know she’s seen.\u003c/p>\n\u003cp>“Anyone interacting with a kid has the potential to provide a disconfirming stance,” Ganeles said. That’s why Unconditional Education trainers welcome all adults in the building to join these trauma-informed workshops. It might be an afterschool teacher or a janitor who ends up sending a message to the child that helps him see the world differently.\u003c/p>\n\u003cp>“The interventions need to be individualized and come from a place of empathy,” Ganeles said.\u003c/p>\n\u003cp>\u003cstrong>RESULTS\u003c/strong>\u003c/p>\n\u003cp>Seneca is interested to know if the focus on creating an entire school community focused on safety and care using a trauma-informed lens will make measurable impacts on student learning in English and math and on indicators like attendance and suspensions/expulsions. The organization hired \u003ca href=\"https://www.sri.com/research-development/education-learning\" target=\"_blank\">SRI\u003c/a>, a third-party evaluator, to measure impact on five pilot schools in Oakland and two in San Francisco after the first year of implementation.\u003c/p>\n\u003cp>While reversing the effects of trauma and low achievement take time, the \u003ca href=\"http://www.senecafoa.org/Investing_in_Innovation\">SRI report\u003c/a> found promising results. The data only takes into account the five Oakland schools because of consent rules within San Francisco Unified that resulted in small sample sizes. However, Oakland schools saw moderate positive effects on math achievement overall and positive effects in every category for Latino students. African American students saw small or moderate positive effects on mathematics, attendance and suspension rates. Special education students saw large effects in mathematics and small to moderate effects in reading, attendance and suspensions.\u003c/p>\n\u003cp>Anecdotally, Anita Parameswaran says things have improved between the first year of implementation and second year at Webster. The first year was mostly about getting teacher buy-in, but when they started to see the positive impact of Unconditional Education interventions and support, most were eager to participate. It also helped that the school administration prioritized the program, made it the focus of professional development and built capacity within the building to continue the work.\u003c/p>\n\u003cp>The goal of the program is to train teachers and administrators on trauma-informed approaches and help build supportive structures within the school in three years. After that the Unconditional Education coaches will move on to do the same with other schools. Some structures include a culture and climate committee focused on site-wide system changes. At Webster, this committee was first led by the Unconditional Education coach, but now is co-facilitated by school staff.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Staff at participating schools are also trying to \u003ca href=\"http://senecafoa.org/school-assessment-model\" target=\"_blank\">evaluate themselves \u003c/a>on how well they are implementing the tiered approach (similar to Response to Intervention). They write an annual implementation plan each summer to identify areas of focus for the upcoming year, and they do data review meetings, where educators who work with a specific student all get together to talk about successful interventions and how these are moving the student towards a sustainable transformation.\u003c/p>\n\n","blocks":[],"excerpt":"Recognizing that trauma and poverty are often the causes of behavioral challenges, some schools are teaming up with social workers to provide a trauma-informed approach.","status":"publish","parent":0,"modified":1492624296,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1934},"headData":{"title":"How Trauma-Informed Teaching Builds A Sense of Safety And Care | KQED","description":"Recognizing that trauma and poverty are often the causes of behavioral challenges, some schools are teaming up with social workers to provide a trauma-informed approach.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Trauma-Informed Teaching Builds A Sense of Safety And Care","datePublished":"2016-06-06T07:45:13.000Z","dateModified":"2017-04-19T17:51:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45322 http://ww2.kqed.org/mindshift/?p=45322","disqusUrl":"https://ww2.kqed.org/mindshift/2016/06/06/how-trauma-informed-teaching-builds-a-sense-of-safety-and-care/","disqusTitle":"How Trauma-Informed Teaching Builds A Sense of Safety And Care","path":"/mindshift/45322/how-trauma-informed-teaching-builds-a-sense-of-safety-and-care","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Third grade teacher Anita Parameswaran is no stranger to students who have experienced trauma. She has taught kids who have experienced the effects of abuse, neglect and divorce. She had one student experience a huge setback when he learned his father was arrested and sent to jail. The student then became violent, throwing things, and hurting other students, according to Parameswaran.\u003c/p>\n\u003cp>Her main goal quickly became trying to keep him in class, whether or not he was able to engage fully in the activities. She would set short term goals, like focusing for 15 minutes. She tried to make his day feel very predictable, so he knew what was coming every ten minutes. These were some of the steps suggested by a program called \u003ca href=\"http://www.senecafoa.org/unconditional-education\" target=\"_blank\">Unconditional Education\u003c/a>, run by Seneca Family of Agencies, a non-profit focused on the mental health and well-being of children. They work with Parameswaran and staff at Daniel Webster Elementary in San Francisco.\u003c/p>\n\u003cp>“It was really rough when he first learned about his father, but since then we’ve made strides,” Parameswaran said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They need that strong relational attachment with their teacher and that's how you can feel secure and safe at school.'\u003c/aside>\n\u003cp>The program works with schools to train teachers about the effects of trauma on the brain and behavior of children. Trainers ask teachers to examine their own triggers and reactions to students, equipping them to disprove beliefs children have about safety and the trustworthiness of adults. They brainstorm strategies for particular students and support teachers as they try to implement them. They help teachers working with high-needs students practice self-care and voice their own frustration and anger about the situation.\u003c/p>\n\u003cp>Teachers across the country face similar issues when trying to teach students who have experienced extreme trauma or even the day-to-day stress of poverty. When a student becomes too much for a teacher to handle, it’s common practice to send that child out of the classroom to a wellness center or to the principal’s office. And once those patterns start forming, the student is much more likely to fall behind in academics, to be diagnosed with learning disabilities or emotional disorders, and down the line, to end up in prison. Schools are trying many things to disrupt that cycle, including training teachers in trauma-informed practices.\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 trainings bring you back to what’s happening; it helps you understand the psychological background of what the students are going through and what we can do in the classroom,” Parameswaran said. She says it’s easy to become negative about a student and his prospects when confronted with the same challenging behavior day after day. The Unconditional Education coach has helped Parameswaran to frame feedback positively, to work on building relationships with difficult students outside of academics, and generally to serve as a reminder that a student’s trauma isn’t his fault. She’s found specific strategies, like goal setting with a “check-in check-out” system, has helped many of her students.\u003c/p>\n\u003cp>Learning about how trauma works and how a teacher’s interactions with a student can reinforce his or her view of the world, has helped Parameswaran to focus on what she can control -- her own reactions. She’s more aware of her own triggers and why student behavior worsens when she reacts the way they expect.\u003c/p>\n\u003cp>\u003cstrong>UNCONDITIONAL EDUCATION PROGRAM\u003c/strong>\u003c/p>\n\u003cp>Seneca’s work in education started in the limited capacity of running “\u003ca href=\"http://www.senecafoa.org/nps\" target=\"_blank\">nonpublic schools\u003c/a>,” residential programs for kids with the most severe mental health and behavior challenges. But by the time a child is referred to this type of specialized program, he or she has already had a lot of negative experiences in school. The Unconditional Education program was born out of a desire to work with public schools to create a sustainable whole-school approach to trauma that could become part of the school culture. The goal is to train teachers and administrators in a clinical understanding of trauma and help them develop individual interventions to keep students learning.\u003c/p>\n\u003cp>“The majority of kids walking through the door have had some kind of [trauma] experience and they’re bringing that with them,” said Jenny Ventura, who is charge of implementing and assessing the Unconditional Education program. Most schools cobble together some psychological services for kids who qualify for Medicaid, but that often means pulling a kid out of class for an hour once a week. Meanwhile, the student interacts with his or her teacher close to 30 hours each week. Seneca wanted to help teachers become the first responders to trauma in their classrooms, a task made difficult because many students have specific traumas around safety and attachment to adults.\u003c/p>\n\u003cp>“They need that strong relational attachment with their teacher and that’s how you can feel secure and safe at school,” said Robin Detterman, who directs all school-based Seneca partnerships. “It leaves [them] free to take risks.”\u003c/p>\n\u003cp>Often helping teachers to take a trauma-informed approach to students whose behavior triggers their frustration and anger means supporting teachers first. Seneca trainers try to create a safe space for teachers to talk about behavior frustrations in constructive ways. Trainers recognize that without an outlet for those emotions teachers internalize all the hard and frustrating moments, making it harder to respond next time and contributing to burnout.\u003c/p>\n\u003cp>In a typical training, teachers first identify strengths in their students. “I always start with student strengths because I want to be able to remember that this is a three dimensional student,” said Robyn Ganeles, who leads trauma-informed trainings for Seneca. It’s easy to forget about a student’s strengths when the focus is on behavior problems, but Ganeles said in general teachers are very able to identify those strengths when asked. Then teachers \u003ca href=\"http://senecafoa.org/sites/default/files/publication_files/IWM%20Worksheet.pdf\" target=\"_blank\">write down specific behaviors\u003c/a> they can observe. The idea is to keep judgement out of this section and only note behaviors.\u003c/p>\n\u003cp>Ganeles also asks teachers to reflect on what these behaviors bring up for them. They talk through how behaviors can lead to assumptions about the student or the family. Ganeles wants teachers to be brave and really talk through these feelings, a support she says many other mental health professionals get regularly, but that is missing from teaching. “They definitely are on the front line and they don’t have the time or the space to work through these things,” she said. A really common feeling is that the student is manipulative, that she could control her behavior if she wanted.\u003c/p>\n\u003cp>Next, teachers examine what the child’s behavior is inviting them to do. “Understanding how a child is inviting us to respond to their behaviors gives us a window into what their internal working model might be,” Ganeles said. For example, if the child is threatening to throw a chair at his teacher, he could be inviting either a flight or fight response. He’s inviting a power struggle or abandonment. “We might hypothesize that this kid might not trust that people are going to meet his needs,” Ganeles said.\u003c/p>\n\u003cp>At this point it’s important to separate the function of the behavior from the invitation to respond. Teachers are often familiar with behavioral theory and see bad behavior as attention-seeking. That phrase has now become a judgmental term, when really it’s more akin to the proximity seeking that babies do. Maybe the child believes the only way to get someone to care is to yell and scream.\u003c/p>\n\u003cp>All these prior steps will help teachers identify the student’s “internal working model,” their beliefs about how they interact with the world. “People don’t think of those things as an integral part of a behavior plan, but it really is because it’s addressing the underlying thoughts and expectations the kids have that reinforce the behaviors we’re trying to minimize,” Ganeles said.\u003c/p>\n\u003cp>Once a teacher has a hypothesis about what the behavior says about how a child believes he fits into the world, she can take a disconfirming stance. If the behavior is saying adults aren’t trustworthy, an individualized intervention might be to greet the child at the door every day, providing consistency. Or if a student doesn’t think anyone cares about her unless she’s making a disturbance, a teacher might develop a small signal for the student to let her know she’s seen.\u003c/p>\n\u003cp>“Anyone interacting with a kid has the potential to provide a disconfirming stance,” Ganeles said. That’s why Unconditional Education trainers welcome all adults in the building to join these trauma-informed workshops. It might be an afterschool teacher or a janitor who ends up sending a message to the child that helps him see the world differently.\u003c/p>\n\u003cp>“The interventions need to be individualized and come from a place of empathy,” Ganeles said.\u003c/p>\n\u003cp>\u003cstrong>RESULTS\u003c/strong>\u003c/p>\n\u003cp>Seneca is interested to know if the focus on creating an entire school community focused on safety and care using a trauma-informed lens will make measurable impacts on student learning in English and math and on indicators like attendance and suspensions/expulsions. The organization hired \u003ca href=\"https://www.sri.com/research-development/education-learning\" target=\"_blank\">SRI\u003c/a>, a third-party evaluator, to measure impact on five pilot schools in Oakland and two in San Francisco after the first year of implementation.\u003c/p>\n\u003cp>While reversing the effects of trauma and low achievement take time, the \u003ca href=\"http://www.senecafoa.org/Investing_in_Innovation\">SRI report\u003c/a> found promising results. The data only takes into account the five Oakland schools because of consent rules within San Francisco Unified that resulted in small sample sizes. However, Oakland schools saw moderate positive effects on math achievement overall and positive effects in every category for Latino students. African American students saw small or moderate positive effects on mathematics, attendance and suspension rates. Special education students saw large effects in mathematics and small to moderate effects in reading, attendance and suspensions.\u003c/p>\n\u003cp>Anecdotally, Anita Parameswaran says things have improved between the first year of implementation and second year at Webster. The first year was mostly about getting teacher buy-in, but when they started to see the positive impact of Unconditional Education interventions and support, most were eager to participate. It also helped that the school administration prioritized the program, made it the focus of professional development and built capacity within the building to continue the work.\u003c/p>\n\u003cp>The goal of the program is to train teachers and administrators on trauma-informed approaches and help build supportive structures within the school in three years. After that the Unconditional Education coaches will move on to do the same with other schools. Some structures include a culture and climate committee focused on site-wide system changes. At Webster, this committee was first led by the Unconditional Education coach, but now is co-facilitated by school staff.\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>Staff at participating schools are also trying to \u003ca href=\"http://senecafoa.org/school-assessment-model\" target=\"_blank\">evaluate themselves \u003c/a>on how well they are implementing the tiered approach (similar to Response to Intervention). They write an annual implementation plan each summer to identify areas of focus for the upcoming year, and they do data review meetings, where educators who work with a specific student all get together to talk about successful interventions and how these are moving the student towards a sustainable transformation.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45322/how-trauma-informed-teaching-builds-a-sense-of-safety-and-care","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_21089","mindshift_20784","mindshift_1040","mindshift_21002","mindshift_943","mindshift_20999","mindshift_21000"],"featImg":"mindshift_45392","label":"mindshift"},"mindshift_44948":{"type":"posts","id":"mindshift_44948","meta":{"index":"posts_1591205157","site":"mindshift","id":"44948","score":null,"sort":[1464161187000]},"guestAuthors":[],"slug":"lesson-study-when-teachers-team-up-to-improve-teaching","title":"Lesson Study: When Teachers Team Up to Improve Teaching","publishDate":1464161187,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Marna Wolak’s fifth grade students at Sanchez Elementary in San Francisco are gathered on the rug for a “number talk.” Wolak is getting her students thinking about fractions, noticing patterns and explaining their thinking to one another as a group before sending them off to work on a new topic - dividing whole numbers by fractions. The problem for today deals with origami stars. Students are told they have six pieces of paper, but it only takes one fifth of a piece to make one origami star. How many stars can they make with six pieces of paper?\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/265891337\" params=\"color=ff5500&inverse=false&auto_play=false&show_user=true\" width=\"100%\" height=\"20\" iframe=\"true\" /]\u003c/p>\n\u003cp>Wolak instructs students to work on the problem individually first, showing various ways they might solve it. She tells them they’ll get a chance to share their answers and think through the problem with a partner in a few minutes. This is a familiar math lesson scene, but on this day there are five other adults in the room -- including two Sanchez teachers -- observing how students tackle the problem as part of Wolak’s \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/14/lesson-study-technique-what-teachers-can-learn-from-one-another/\">lesson study\u003c/a> group.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Its really powerful to have other educators' ideas. I always learn something new. And it always causes me to think in another way.\u003c/aside>\n\u003cp>It’s clear that students are a little shy of all the visitors, but Wolak has prepared them, explaining that the other adults are interested to see how students are thinking about the problem so they can improve their teaching. Kids seem content with this explanation, but also more subdued. As they get to work, the observing teachers scribble detailed notes about strategies kids are trying, where they might be going off track, and later how well they discuss their thinking with a small group.\u003c/p>\n\u003cp>“I’m noticing a student taking an example from the number talk and saying ⅕ x 6 is 1/30,” said third grade teacher Lauren Christensen in a whisper to an observer. But then she noticed the student starting to draw and said, \"maybe there was a feeling of, 'I don’t think that’s the correct answer, so I’m going to try another way.'”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This kind of detailed observation of student work is the focus of a kind of professional development called \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/14/lesson-study-technique-what-teachers-can-learn-from-one-another/\">lesson study\u003c/a>. Wolak can better understand how her students are thinking by having other teachers in her classroom focused on the students (as opposed to evaluating her performance). The teachers are looking for misconceptions, but also interesting ways students approach problems and how well they can talk through what they did.\u003c/p>\n\u003cfigure id=\"attachment_44953\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-44953\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Christensen-observes-400x225.jpg\" alt=\"Third grade teacher Lauren Christensen observes fifth graders as they work on a problem individually.\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Christensen-observes-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Christensen-observes-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Christensen-observes-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Christensen-observes-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Christensen-observes-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Christensen-observes-960x540.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Third grade teacher Lauren Christensen observes fifth graders as they work on a problem individually. \u003ccite>(Katrina Schwartz/MindShift)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many students in the class got the correct answer, but fewer were able to explain why. Many seemed shy to talk through their answers and didn’t want to push each other on their thinking either. After the lesson, the adults convened to debrief what they saw, identify trends and offer ideas about where the misconceptions might lie. There’s a consensus that the number talk may have confused kids, making them think they were supposed to use a number line to solve the problem, even though that strategy wasn’t helpful for this problem.\u003c/p>\n\u003cp>“This made me wonder how much our students are influenced by what we do that morning or the most recent thing,” Christensen said as part of the debrief. “It felt like during the number talk there was some steering towards Kiara’s thinking about a number line, so I’m wondering if other students were thinking number line is something I should definitely be using today.”\u003c/p>\n\u003cp>This is useful information that Wolak and the other teachers can use as they plan future lessons. And it’s not necessarily something Wolak would have known without this observation period. Now, she has useful data points for when she revisits the lesson, so she can thoughtfully advance her students' understanding.\u003c/p>\n\u003cp>“Our goal is higher student achievement and we’re not going to achieve that in isolation, I feel, we’re going to achieve that as a team strategizing, creating lesson plans, seeing what worked and what didn’t, trying something new, and keeping our eyes on how students are learning,” Wolak said. “That invigorates me.”\u003c/p>\n\u003cp>\u003cstrong>A GROWING TREND\u003c/strong>\u003c/p>\n\u003cp>Lesson study is a common professional development practice in Japan and is slowly gaining popularity in the U.S.; there's even a \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/10/lesson-study-theres-an-app-for-that/\">lesson study \u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/10/lesson-study-theres-an-app-for-that/\">app \u003c/a>now. In San Francisco, many teachers are using the practice to help shift teaching practices towards the requirements of the Common Core State Standards. The Sanchez Elementary school teachers have been focusing on several points of mathematical practice throughout the year. They want students to find an entry point into the problem, persevere through difficult tasks, and explain their thinking to one another. After each observation the teachers discuss what they saw and brainstorm ways to keep pushing their students on these skills.\u003c/p>\n\u003cp>“The time to plan with colleagues and then observe each other, discuss what worked, what didn’t work, that might not just be for that lesson,” said Wolak. “What you learned trickles into other lessons. If you’re interested in improving teaching and learning in your classroom then it’s worth the time.”\u003c/p>\n\u003cp>In the San Francisco Unified School District, about 20 percent of schools are using lesson study in some capacity. The practice is part of the district’s \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/careers/Professional%20Development/Master%20Teacher%20Description.pdf\" target=\"_blank\">master teaching program\u003c/a>, of which Wolak is a participant. At schools with a master teacher, at least one group of three to four teachers is doing lesson study as a way of sharing professional ideas. San Francisco is also part of \u003ca href=\"http://www.mills.edu/news/2015/pressrelease-02182015-SchoolOfEdGatesGrant.php\" target=\"_blank\">a grant\u003c/a> from the Bill and Melinda Gates Foundation to do whole-school lesson study at five sites. Oakland Unified and Chicago Public Schools are part of that grant as well. \u003ca href=\"http://www.lessonresearch.net/staffmain1.html\">Researchers from Mills College\u003c/a> will be working alongside these districts to document and assess how well the practice works.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/0xgko79kO94?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“It’s really powerful to have other educators’ ideas,” said Christensen. “I always learn something new. And it always causes me to think in another way.” The process has helped Christensen see how important lesson design is to achieve a learning objective. In one of her lessons she tried to engage her third graders with the math by framing it as a video game, but after getting feedback from the observing teachers, she realized the details she added to make the problem exciting detracted from the math.\u003c/p>\n\u003cp>“In my lesson it was engaging in how it was designed, but there were some barriers to student learning that had it been the same thing designed in another way, would have been more successful,” Christensen said. She also likes that lesson study has created an ongoing learning community for her. Even though Sanchez has a collaborative school culture, teachers are still often alone in their rooms with their students.\u003c/p>\n\u003cp>“You can get so wrapped up in this own little world of yours with the students you teach, and the opportunity to see how another person is teaching and to see what’s working or not working is really invaluable,” Christensen said.\u003c/p>\n\u003cp>Fourth grade teacher Luis Novoa is in his first year of credentialed teaching, although he taught with an emergency credential before that and has been involved in various aspects of education. For him, the non-evaluative nature of lesson study has been a nurturing environment to learn from colleagues and grow in his first year.\u003c/p>\n\u003cfigure id=\"attachment_44954\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-44954\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Luis-Novoa-e1464158718717.jpg\" alt=\"Fourth grade teacher Luis Novoa observes fifth graders working on a fractions problem.\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Fourth grade teacher Luis Novoa observes fifth graders working on a fractions problem. \u003ccite>(Katrina Schwartz/MindShift)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Novoa is a product of the San Francisco public schools and identifies strongly with his bilingual students and their families. He has a strong classroom culture and relationships with students, but has found lesson study to be a great way of learning some of the more technical aspects of teaching from his colleagues. Lesson study observations of his classroom have helped him understand and build upon how much students learn from one another.\u003c/p>\n\u003cp>“I’ve noticed they don’t have those abilities to have that conversation and explain what they’re doing,” Novoa said. “So I’ve given more sentence frames. We’ve taken time on discussing how conversation works. What’s the difference between a normal lunchroom conversation and an academic conversation?” He’s pushing students to ask questions, discuss their ideas and listen closely to one another. And now, towards the end of the year, he thinks all that work on how to communicate about learning is paying off. Lesson study helped him hone in on why students were having difficulty talking to each other and he was then able to support them until they improved their skills.\u003c/p>\n\u003cp>Lesson study is very different from other professional development, Novoa said. While an outside expert’s ideas might be interesting and helpful, there’s no follow up to see how students reacted to it. “[Lesson study] is what we need to get better at our practice,” Novoa said. He’s grateful for the ability to think through what happened in the classroom and improve upon it, instead of just assuming that it worked.\u003c/p>\n\u003cp>Increasingly education leaders are seeing lesson study as a\u003ca href=\"http://www.lessonresearch.net/resources1.html\"> powerful way to grow teacher-leaders \u003c/a>willing to try new things and continually improve. The process helps to create a supportive environment within a building that bolsters the hard work of teaching. But it requires leadership from principals and districts.\u003c/p>\n\u003cp>Teachers need time to plan their lessons together, observe one another’s classes and to debrief after the lesson. In order to give them the time they need, the school or district has to pay substitute teachers and allocate planning time. At Sanchez, the model has gained traction and the principal has decided to allocate professional development money and time to implement lesson study school-wide as a central part of its professional development.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers in San Francisco are embracing lesson study as a way to improve teaching practices and embrace the professionalism of their teachers.","status":"publish","parent":0,"modified":1492623898,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/0xgko79kO94"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1761},"headData":{"title":"Lesson Study: When Teachers Team Up to Improve Teaching | KQED","description":"Teachers in San Francisco are embracing lesson study as a way to improve teaching practices and embrace the professionalism of their teachers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Lesson Study: When Teachers Team Up to Improve Teaching","datePublished":"2016-05-25T07:26:27.000Z","dateModified":"2017-04-19T17:44:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44948 http://ww2.kqed.org/mindshift/?p=44948","disqusUrl":"https://ww2.kqed.org/mindshift/2016/05/25/lesson-study-when-teachers-team-up-to-improve-teaching/","disqusTitle":"Lesson Study: When Teachers Team Up to Improve Teaching","path":"/mindshift/44948/lesson-study-when-teachers-team-up-to-improve-teaching","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Marna Wolak’s fifth grade students at Sanchez Elementary in San Francisco are gathered on the rug for a “number talk.” Wolak is getting her students thinking about fractions, noticing patterns and explaining their thinking to one another as a group before sending them off to work on a new topic - dividing whole numbers by fractions. The problem for today deals with origami stars. Students are told they have six pieces of paper, but it only takes one fifth of a piece to make one origami star. How many stars can they make with six pieces of paper?\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='20'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/265891337&visual=true&color=ff5500&inverse=false&auto_play=false&show_user=true'\n title='https://api.soundcloud.com/tracks/265891337'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Wolak instructs students to work on the problem individually first, showing various ways they might solve it. She tells them they’ll get a chance to share their answers and think through the problem with a partner in a few minutes. This is a familiar math lesson scene, but on this day there are five other adults in the room -- including two Sanchez teachers -- observing how students tackle the problem as part of Wolak’s \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/14/lesson-study-technique-what-teachers-can-learn-from-one-another/\">lesson study\u003c/a> group.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Its really powerful to have other educators' ideas. I always learn something new. And it always causes me to think in another way.\u003c/aside>\n\u003cp>It’s clear that students are a little shy of all the visitors, but Wolak has prepared them, explaining that the other adults are interested to see how students are thinking about the problem so they can improve their teaching. Kids seem content with this explanation, but also more subdued. As they get to work, the observing teachers scribble detailed notes about strategies kids are trying, where they might be going off track, and later how well they discuss their thinking with a small group.\u003c/p>\n\u003cp>“I’m noticing a student taking an example from the number talk and saying ⅕ x 6 is 1/30,” said third grade teacher Lauren Christensen in a whisper to an observer. But then she noticed the student starting to draw and said, \"maybe there was a feeling of, 'I don’t think that’s the correct answer, so I’m going to try another way.'”\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 kind of detailed observation of student work is the focus of a kind of professional development called \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/14/lesson-study-technique-what-teachers-can-learn-from-one-another/\">lesson study\u003c/a>. Wolak can better understand how her students are thinking by having other teachers in her classroom focused on the students (as opposed to evaluating her performance). The teachers are looking for misconceptions, but also interesting ways students approach problems and how well they can talk through what they did.\u003c/p>\n\u003cfigure id=\"attachment_44953\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-44953\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Christensen-observes-400x225.jpg\" alt=\"Third grade teacher Lauren Christensen observes fifth graders as they work on a problem individually.\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Christensen-observes-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Christensen-observes-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Christensen-observes-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Christensen-observes-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Christensen-observes-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Christensen-observes-960x540.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Third grade teacher Lauren Christensen observes fifth graders as they work on a problem individually. \u003ccite>(Katrina Schwartz/MindShift)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many students in the class got the correct answer, but fewer were able to explain why. Many seemed shy to talk through their answers and didn’t want to push each other on their thinking either. After the lesson, the adults convened to debrief what they saw, identify trends and offer ideas about where the misconceptions might lie. There’s a consensus that the number talk may have confused kids, making them think they were supposed to use a number line to solve the problem, even though that strategy wasn’t helpful for this problem.\u003c/p>\n\u003cp>“This made me wonder how much our students are influenced by what we do that morning or the most recent thing,” Christensen said as part of the debrief. “It felt like during the number talk there was some steering towards Kiara’s thinking about a number line, so I’m wondering if other students were thinking number line is something I should definitely be using today.”\u003c/p>\n\u003cp>This is useful information that Wolak and the other teachers can use as they plan future lessons. And it’s not necessarily something Wolak would have known without this observation period. Now, she has useful data points for when she revisits the lesson, so she can thoughtfully advance her students' understanding.\u003c/p>\n\u003cp>“Our goal is higher student achievement and we’re not going to achieve that in isolation, I feel, we’re going to achieve that as a team strategizing, creating lesson plans, seeing what worked and what didn’t, trying something new, and keeping our eyes on how students are learning,” Wolak said. “That invigorates me.”\u003c/p>\n\u003cp>\u003cstrong>A GROWING TREND\u003c/strong>\u003c/p>\n\u003cp>Lesson study is a common professional development practice in Japan and is slowly gaining popularity in the U.S.; there's even a \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/10/lesson-study-theres-an-app-for-that/\">lesson study \u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/10/lesson-study-theres-an-app-for-that/\">app \u003c/a>now. In San Francisco, many teachers are using the practice to help shift teaching practices towards the requirements of the Common Core State Standards. The Sanchez Elementary school teachers have been focusing on several points of mathematical practice throughout the year. They want students to find an entry point into the problem, persevere through difficult tasks, and explain their thinking to one another. After each observation the teachers discuss what they saw and brainstorm ways to keep pushing their students on these skills.\u003c/p>\n\u003cp>“The time to plan with colleagues and then observe each other, discuss what worked, what didn’t work, that might not just be for that lesson,” said Wolak. “What you learned trickles into other lessons. If you’re interested in improving teaching and learning in your classroom then it’s worth the time.”\u003c/p>\n\u003cp>In the San Francisco Unified School District, about 20 percent of schools are using lesson study in some capacity. The practice is part of the district’s \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/careers/Professional%20Development/Master%20Teacher%20Description.pdf\" target=\"_blank\">master teaching program\u003c/a>, of which Wolak is a participant. At schools with a master teacher, at least one group of three to four teachers is doing lesson study as a way of sharing professional ideas. San Francisco is also part of \u003ca href=\"http://www.mills.edu/news/2015/pressrelease-02182015-SchoolOfEdGatesGrant.php\" target=\"_blank\">a grant\u003c/a> from the Bill and Melinda Gates Foundation to do whole-school lesson study at five sites. Oakland Unified and Chicago Public Schools are part of that grant as well. \u003ca href=\"http://www.lessonresearch.net/staffmain1.html\">Researchers from Mills College\u003c/a> will be working alongside these districts to document and assess how well the practice works.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/0xgko79kO94?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“It’s really powerful to have other educators’ ideas,” said Christensen. “I always learn something new. And it always causes me to think in another way.” The process has helped Christensen see how important lesson design is to achieve a learning objective. In one of her lessons she tried to engage her third graders with the math by framing it as a video game, but after getting feedback from the observing teachers, she realized the details she added to make the problem exciting detracted from the math.\u003c/p>\n\u003cp>“In my lesson it was engaging in how it was designed, but there were some barriers to student learning that had it been the same thing designed in another way, would have been more successful,” Christensen said. She also likes that lesson study has created an ongoing learning community for her. Even though Sanchez has a collaborative school culture, teachers are still often alone in their rooms with their students.\u003c/p>\n\u003cp>“You can get so wrapped up in this own little world of yours with the students you teach, and the opportunity to see how another person is teaching and to see what’s working or not working is really invaluable,” Christensen said.\u003c/p>\n\u003cp>Fourth grade teacher Luis Novoa is in his first year of credentialed teaching, although he taught with an emergency credential before that and has been involved in various aspects of education. For him, the non-evaluative nature of lesson study has been a nurturing environment to learn from colleagues and grow in his first year.\u003c/p>\n\u003cfigure id=\"attachment_44954\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-44954\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Luis-Novoa-e1464158718717.jpg\" alt=\"Fourth grade teacher Luis Novoa observes fifth graders working on a fractions problem.\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Fourth grade teacher Luis Novoa observes fifth graders working on a fractions problem. \u003ccite>(Katrina Schwartz/MindShift)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Novoa is a product of the San Francisco public schools and identifies strongly with his bilingual students and their families. He has a strong classroom culture and relationships with students, but has found lesson study to be a great way of learning some of the more technical aspects of teaching from his colleagues. Lesson study observations of his classroom have helped him understand and build upon how much students learn from one another.\u003c/p>\n\u003cp>“I’ve noticed they don’t have those abilities to have that conversation and explain what they’re doing,” Novoa said. “So I’ve given more sentence frames. We’ve taken time on discussing how conversation works. What’s the difference between a normal lunchroom conversation and an academic conversation?” He’s pushing students to ask questions, discuss their ideas and listen closely to one another. And now, towards the end of the year, he thinks all that work on how to communicate about learning is paying off. Lesson study helped him hone in on why students were having difficulty talking to each other and he was then able to support them until they improved their skills.\u003c/p>\n\u003cp>Lesson study is very different from other professional development, Novoa said. While an outside expert’s ideas might be interesting and helpful, there’s no follow up to see how students reacted to it. “[Lesson study] is what we need to get better at our practice,” Novoa said. He’s grateful for the ability to think through what happened in the classroom and improve upon it, instead of just assuming that it worked.\u003c/p>\n\u003cp>Increasingly education leaders are seeing lesson study as a\u003ca href=\"http://www.lessonresearch.net/resources1.html\"> powerful way to grow teacher-leaders \u003c/a>willing to try new things and continually improve. The process helps to create a supportive environment within a building that bolsters the hard work of teaching. But it requires leadership from principals and districts.\u003c/p>\n\u003cp>Teachers need time to plan their lessons together, observe one another’s classes and to debrief after the lesson. In order to give them the time they need, the school or district has to pay substitute teachers and allocate planning time. At Sanchez, the model has gained traction and the principal has decided to allocate professional development money and time to implement lesson study school-wide as a central part of its professional development.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\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>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44948/lesson-study-when-teachers-team-up-to-improve-teaching","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_21089","mindshift_20784","mindshift_1040","mindshift_20911","mindshift_96","mindshift_20993"],"featImg":"mindshift_44952","label":"mindshift"},"mindshift_45012":{"type":"posts","id":"mindshift_45012","meta":{"index":"posts_1591205157","site":"mindshift","id":"45012","score":null,"sort":[1463994515000]},"guestAuthors":[],"slug":"how-a-strengths-based-approach-to-math-redefines-who-is-smart","title":"How A Strengths-Based Approach to Math Redefines Who Is 'Smart'","publishDate":1463994515,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A group of young women who had graduated from high school between 1997 and 2006 sat at the front of the room crying and laughing about their experiences \u003ca href=\"http://fairfieldmathadvocates.com/wp-content/uploads/2013/01/Case-of-Railside.pdf\" target=\"_blank\">learning math at Railside High\u003c/a> (a research pseudonym for the school). This session of the \u003ca href=\"http://www.nctm.org/\" target=\"_blank\">National Council of Teachers of Mathematics\u003c/a> annual meeting didn’t focus on any specific mathematical practice and yet it was enlightening -- with the right approach, teachers can help kids who hate math feel like it’s their best subject.\u003c/p>\n\u003cp>One after another, these young women, who had all graduated from an urban high school serving many kids living in poverty, described how math class made them feel safe, heard and able to express their ideas without fear.\u003c/p>\n\u003cp>“I felt like they cared for me,” said Martha Hernandez, who graduated in 2002 and is now a social worker. “They cared for my education and they wanted me to succeed.”\u003c/p>\n\u003cp>Hernandez was designated an English language learner in high school and was the first in her family to go to college. She loved her math classes so much that almost 15 years later, in the NCTM session, she held out physical examples of her work as she cried about the impact the non-traditional math program at Railside High had on her confidence and future success.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It has expanded my thinking about what makes you smart at math.'\u003ccite>Tracy Thompson, High school math teacher\u003c/cite>\u003c/aside>\n\u003cp>“It changed what math meant,” said Maria Velazquez, who now studies education policy at the University of Wisconsin. “It was a process and it required other people. It wasn’t just you and your work and not talking.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Before high school, these young women, like many students in the U.S., experienced math as lecture, sitting at desks quietly. Many believed they weren’t good at math because they didn’t understand or compute quickly. But the math program at Railside High changed that for each of these women, showing them their strengths and allowing them to bring all of themselves to the pursuit of mathematics.\u003c/p>\n\u003cp>But what was so different about how these women learned math in high school? How did their math teachers form bonds so strong that years later they were attending students’ weddings in Mexico?\u003c/p>\n\u003cp>The answer: \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi\" target=\"_blank\">Complex Instruction\u003c/a>. This pedagogy is not specific to math and has been \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi?page=research.html\" target=\"_blank\">in the literature\u003c/a> for decades, originally researched by \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi?page=whos_who.html\" target=\"_blank\">Elizabeth Cohen and Rachel Lotan\u003c/a> at Stanford University. Teachers at Railside High discovered the methodology when they were undergoing an accreditation review and were told they needed to drastically change something to improve their results. The ultimatum prompted teachers to try something different -- heterogeneous classes, high expectations for all students and, above all, approaching math with an eye to students’ strengths.\u003c/p>\n\u003cfigure id=\"attachment_45185\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-45185 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Railside-2-e1463987977561.jpg\" alt=\"Railside 2\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Yuka Walton\u003c/figcaption>\u003c/figure>\n\u003cp>The three main tenets of Complex Instruction are that learning should have multi-ability access points, norms and roles that support interdependency between students, and attention to status and accountability for learning. In most Complex Instruction classrooms the majority of class time is spent with students working in groups of four on a rich task that has multiple entry points and ways it could be solved. If one student can solve the problem in his or her head, it’s not a rich task.\u003c/p>\n\u003cp>Each student in the group has a role: team captain, resource manager, recorder-reporter and facilitator. While these roles might sound cheesy to some students, they are important for helping groups to work equitably, ensuring that every group member has a crucial and intellectual task. The roles help students learn how to effectively participate and, because each role is necessary to solve a task, everyone must share their ideas.\u003c/p>\n\u003caside class=\"alignleft\">\n\u003ch3>More Resources on Complex Instruction\u003c/h3>\n\u003cp>These books delve more deeply into student experiences of Complex Instruction, details on how to create equitable groups and how to mitigate status issues.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807755664.shtml\">\u003ci>Designing Groupwork\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.nctm.org/store/Products/Smarter-Together!-Collaboration-and-Equity-in-the-Elementary-Math-Classroom/\">\u003ci>Smarter Together! Collaboration and Equity in the Elementary Math Classroom\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807755419.shtml\">\u003ci>Mathematics For Equity: A Framework For Successful Practice\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807752460.shtml\">\u003ci>\"Heterogeneous\" Classrooms: Detracking Math and Science -- A Look at Groupwork in Action\u003c/i>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“Participation leads to more learning because learning is a socially constructed activity,” said \u003ca href=\"http://washington.academia.edu/LisaJilk/Papers\" target=\"_blank\">Lisa Jilk\u003c/a>, program director of Reculturing Math Departments for Excellence & Equity, part of the \u003ca href=\"http://www.matheducation.uw.edu/\" target=\"_blank\">Mathematics Education Project\u003c/a> at the University of Washington. Jilk taught at Railside High, and when she left to get her doctorate she studied how and why Complex Instruction worked for so many students from various backgrounds. Now she’s dedicated to helping other math departments around the country “reculture” themselves to think about what learners bring to math that will help them, rather than only about the information they are missing.\u003c/p>\n\u003cp>When the three tenets of Complex Instruction are all working together simultaneously it can feel like a magical experience. But getting there takes a lot of work. When Jilk starts training teachers, one of the first things that must be discussed is the idea of status in the classroom and how to break that down. Teaching with Complex Instruction is intimately tied to research in educational psychology, which says that to succeed students need more than content knowledge -- they need to see themselves as efficacious learners.\u003c/p>\n\u003cp>That is particularly hard in math, where many students believe they are dumb or incapable because of past math learning experiences. To combat that, a core part of Complex Instruction is to teach with a strengths-based approach, rather than only seeing student deficits.\u003c/p>\n\u003cp>“Every person who walks through our doors has mathematical strengths,” Jilk said. “They also have mathematical needs or weaknesses, things they have yet to learn. So we need each other.”\u003c/p>\n\u003cp>https://twitter.com/SFComplex_Instr/status/695004370312671232\u003c/p>\n\u003cp>The Complex Instruction model works because when students work in groups to grapple with a rich math task (Jilk says \u003ca href=\"http://cpm.org/textbooks/\" target=\"_blank\">College Prep Math\u003c/a> is a good place to look), they are each encouraged to bring their full personality and ways of seeing math to the task. The teacher’s job is to observe what’s going on within groups and assign status when she sees a great idea, technique or way of thinking.\u003c/p>\n\u003cp>“You definitely can’t fake these moments,” said Yuka Walton, a seventh- and eighth-grade math teacher at \u003ca href=\"http://www.sfusd.edu/en/schools/school-information/james-denman.html\" target=\"_blank\">James Denman Middle School\u003c/a> in San Francisco. “You can’t assign competence or publicly acknowledge kids for things that aren’t meaningful because then it feels super fake.” Kids are great at detecting inauthentic praise, which ends up sounding condescending.\u003c/p>\n\u003cp>But when a teacher recognizes competence in students who don’t often feel like they have much status as a math learner, it can make a huge difference. Walton remembers one student, Alexis, who would often push the limits in class and consistently referred to herself as bad at math. One day in group work, Walton’s Complex Instruction coach noticed that Alexis was using a really smart, unique technique to organize the numbers in the problem, and her method was propelling her group’s thinking forward. Walton publicly acknowledged how smart that specific technique was and why it was adding value to the group. From then on, the whole class started calling that technique the “Alexis Method.”\u003c/p>\n\u003cp>“It helped her feel ownership over her own learning and her own smartness and power,” Walton said. Over time, Alexis built an identity as a math person, and as she had more confidence in her ability to contribute to her group, other students started assigning her status on their own by asking her for help. In order for teachers to assign competence well, they need to be open to many ways of solving the problem and many kinds of “smartness.”\u003c/p>\n\u003cp>Tracy Thompson teaches math at \u003ca href=\"http://www.sfusd.edu/en/schools/school-information/george-washington.html\" target=\"_blank\">George Washington High School\u003c/a> in San Francisco. Her math department was one of the first in the district to take on Complex Instruction seven years ago, before San Francisco made the \u003ca href=\"http://ww2.kqed.org/news/2015/07/22/san-francisco-middle-schools-no-longer-teaching-algebra-1\" target=\"_blank\">decision to detrack \u003c/a>math classes through sophomore year of high school. When Thompson started trying this approach, she had a group of juniors taking a class called “Applied Math,” an alternative to Algebra II that mostly low-performing math students chose to take. The class counted for graduation credit, but many students couldn’t wait to finish and be done with their math requirements.\u003c/p>\n\u003cp>By the end of that year, students had changed their tune. “Most of the kids that were juniors told me on their own that they wanted to go to Algebra II now,” Thompson said. Even though these students came from 10 years of school where they felt bad at math, with one year of strengths-based instruction that focused on kids working together to figure out interesting problems, they wanted to take on more challenging math.\u003c/p>\n\u003cp>Both Thompson and Walton were clear that this is difficult work and that it doesn’t happen overnight. It can be overwhelming for teachers to balance all the elements: designing or choosing a rich task for every lesson, monitoring status issues, holding students accountable to the norms and roles of group work, and not helping too much when students struggle. It doesn’t always go perfectly. But both teachers say they’d never go back to teaching any other way.\u003c/p>\n\u003cp>“The most important thing is it makes you see so much more clearly,” Thompson said. “Even though things aren’t perfect, it gives me these tools to work with and it just becomes part of the lesson planning process.” Now, when a student is unengaged in the lesson she doesn’t assume he’s lazy. Instead, she tries to find ways to make the classroom a dynamic, comfortable place for him to share his ideas and to participate.\u003c/p>\n\u003cp>“It has expanded my thinking about what makes you smart at math,” Thompson said. “It’s really helped me understand that there are different strengths that people have and that also the fastest calculator is not the best math student always.” Thompson now teaches both Algebra II (which all juniors take) and Calculus BC, one of the few tracked classes for high achievers. She says she has more trouble getting her calculus students to explain their thinking because they believe the best students are godlike and don’t push on their thinking.\u003c/p>\n\u003cp>\u003cstrong>RECULTURING MATH DEPARTMENTS\u003c/strong>\u003c/p>\n\u003cp>San Francisco has been training teachers in Complex Instruction for seven years. The district started by focusing on high schools, bringing in cohorts of teachers who worked at the same school in order to build a community that could collaborate on this difficult and transformative work.\u003c/p>\n\u003cp>“We’re broadening this idea of smart,” said Angela Torres, high school math content specialist for SFUSD. She and Ho Nguyen have championed the Complex Instruction program within the district, slowly broadening its reach as teachers heard about the program and expressed interest.\u003c/p>\n\u003cp>“We literally have to reculture these spaces so we are providing people with a new message and a new narrative about what they bring, the strengths and smartness they bring, and redefine what they’re capable of,” Jilk said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/6b-WnJ3c2lo?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Just a few years after San Francisco began dabbling in Complex Instruction, California adopted Common Core standards, which require more focus on the conceptual underpinnings of math, explaining thinking and reasoning, and less focus on procedural quickness. The SFUSD math department responded to the new standards by inviting teacher leaders to help them write the new math curriculum, pilot test it and offer feedback. They’re still iterating on that work, but the result has been a more engaged math team throughout the district, and more interest in strategies like Complex Instruction that can help teachers get students where they need to go.\u003c/p>\n\u003cp>“It took us really about four years to really understand what it takes,” Nguyen said. “And it wasn’t just about teacher change. It was really about reculturing the math department. We had to go through our own struggles.” SFUSD teachers have received training from Lisa Jilk’s organization, including classroom coaching.\u003c/p>\n\u003cp>The district has also been working to build up its own capacity to coach teachers through Complex Instruction so they can continue sustaining and broadening the program’s reach throughout the district. Coaches watch teachers as they teach and often provide on-the-spot feedback when they notice a student displaying a strength that the teacher missed. The coach will often nudge the teacher to acknowledge that student, sometimes to the whole class, as a way of breaking down some of the status issues in the classroom.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/ZUKue1upMv0?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Torres and Nguyen have strategically tried to build teams of teachers at school sites who have incubated the ideas and continue pushing each other. As with students, teachers each have their own strengths and issues of status. Working together to develop rich math tasks, align assessments and discuss strategies has helped them experience the kind of learning environment they are trying to create. And there are meetings to connect educators across the district doing Complex Instruction, as well as a \"video club\" to practice identifying and assigning competence to different students.\u003c/p>\n\u003cp>“When grading we see students are able to think in this critical way that they weren’t able to do before,” Walton said. She used to teach in a district that used direct instruction, a type of teaching that came naturally to her. But she noticed that her students struggled as soon as a problem involved something that had not been explicitly taught.\u003c/p>\n\u003cp>“After doing Complex Instruction, it didn’t matter how complicated the problem was. Even if kids hadn’t seen it before, they would dive right in and get started,” Walton said. Even better, “you see these moments where these kids who before were so discouraged, brighten up and engage and feel more empowered. It has made it so much more meaningful.”\u003c/p>\n\u003cp>All the teachers and coaches involved in Complex Instruction stress that like any other truly transformative teaching practice, getting good takes time. For this style of pedagogy to work well all three elements of the program must be in place and functioning simultaneously. Teachers have to have high expectations for all students, and a real belief that each learner is coming to the experience of learning math with strengths, not just gaps in learning. It takes time to get good at listening for authentic moments of brilliance in student work, and to help students create the interdependence on one another necessary for strong group work.\u003c/p>\n\u003cp>“If you do only one thing, and that is to create opportunities for kids to leverage their strengths in your classroom activities and then name those strengths for them, if you can create those strengths for them, you will already be changing things for most kids in ways that are otherwise not possible,” said Jilk.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And when it all starts to come together, and every student is in the “sweet spot,” it’s like magic. That’s when students start to feel the connection and recognition that the graduates of Railside High were so grateful to have experienced.\u003c/p>\n\n","blocks":[],"excerpt":"Math teachers in San Francisco are using Complex Instruction to see the brilliance in all their students and help them to see it too.","status":"publish","parent":0,"modified":1492624001,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/6b-WnJ3c2lo","https://www.youtube.com/embed/ZUKue1upMv0"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":2586},"headData":{"title":"How A Strengths-Based Approach to Math Redefines Who Is 'Smart' | KQED","description":"Math teachers in San Francisco are using Complex Instruction to see the brilliance in all their students and help them to see it too.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How A Strengths-Based Approach to Math Redefines Who Is 'Smart'","datePublished":"2016-05-23T09:08:35.000Z","dateModified":"2017-04-19T17:46:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45012 http://ww2.kqed.org/mindshift/?p=45012","disqusUrl":"https://ww2.kqed.org/mindshift/2016/05/23/how-a-strengths-based-approach-to-math-redefines-who-is-smart/","disqusTitle":"How A Strengths-Based Approach to Math Redefines Who Is 'Smart'","path":"/mindshift/45012/how-a-strengths-based-approach-to-math-redefines-who-is-smart","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A group of young women who had graduated from high school between 1997 and 2006 sat at the front of the room crying and laughing about their experiences \u003ca href=\"http://fairfieldmathadvocates.com/wp-content/uploads/2013/01/Case-of-Railside.pdf\" target=\"_blank\">learning math at Railside High\u003c/a> (a research pseudonym for the school). This session of the \u003ca href=\"http://www.nctm.org/\" target=\"_blank\">National Council of Teachers of Mathematics\u003c/a> annual meeting didn’t focus on any specific mathematical practice and yet it was enlightening -- with the right approach, teachers can help kids who hate math feel like it’s their best subject.\u003c/p>\n\u003cp>One after another, these young women, who had all graduated from an urban high school serving many kids living in poverty, described how math class made them feel safe, heard and able to express their ideas without fear.\u003c/p>\n\u003cp>“I felt like they cared for me,” said Martha Hernandez, who graduated in 2002 and is now a social worker. “They cared for my education and they wanted me to succeed.”\u003c/p>\n\u003cp>Hernandez was designated an English language learner in high school and was the first in her family to go to college. She loved her math classes so much that almost 15 years later, in the NCTM session, she held out physical examples of her work as she cried about the impact the non-traditional math program at Railside High had on her confidence and future success.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It has expanded my thinking about what makes you smart at math.'\u003ccite>Tracy Thompson, High school math teacher\u003c/cite>\u003c/aside>\n\u003cp>“It changed what math meant,” said Maria Velazquez, who now studies education policy at the University of Wisconsin. “It was a process and it required other people. It wasn’t just you and your work and not talking.”\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>Before high school, these young women, like many students in the U.S., experienced math as lecture, sitting at desks quietly. Many believed they weren’t good at math because they didn’t understand or compute quickly. But the math program at Railside High changed that for each of these women, showing them their strengths and allowing them to bring all of themselves to the pursuit of mathematics.\u003c/p>\n\u003cp>But what was so different about how these women learned math in high school? How did their math teachers form bonds so strong that years later they were attending students’ weddings in Mexico?\u003c/p>\n\u003cp>The answer: \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi\" target=\"_blank\">Complex Instruction\u003c/a>. This pedagogy is not specific to math and has been \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi?page=research.html\" target=\"_blank\">in the literature\u003c/a> for decades, originally researched by \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi?page=whos_who.html\" target=\"_blank\">Elizabeth Cohen and Rachel Lotan\u003c/a> at Stanford University. Teachers at Railside High discovered the methodology when they were undergoing an accreditation review and were told they needed to drastically change something to improve their results. The ultimatum prompted teachers to try something different -- heterogeneous classes, high expectations for all students and, above all, approaching math with an eye to students’ strengths.\u003c/p>\n\u003cfigure id=\"attachment_45185\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-45185 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Railside-2-e1463987977561.jpg\" alt=\"Railside 2\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Yuka Walton\u003c/figcaption>\u003c/figure>\n\u003cp>The three main tenets of Complex Instruction are that learning should have multi-ability access points, norms and roles that support interdependency between students, and attention to status and accountability for learning. In most Complex Instruction classrooms the majority of class time is spent with students working in groups of four on a rich task that has multiple entry points and ways it could be solved. If one student can solve the problem in his or her head, it’s not a rich task.\u003c/p>\n\u003cp>Each student in the group has a role: team captain, resource manager, recorder-reporter and facilitator. While these roles might sound cheesy to some students, they are important for helping groups to work equitably, ensuring that every group member has a crucial and intellectual task. The roles help students learn how to effectively participate and, because each role is necessary to solve a task, everyone must share their ideas.\u003c/p>\n\u003caside class=\"alignleft\">\n\u003ch3>More Resources on Complex Instruction\u003c/h3>\n\u003cp>These books delve more deeply into student experiences of Complex Instruction, details on how to create equitable groups and how to mitigate status issues.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807755664.shtml\">\u003ci>Designing Groupwork\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.nctm.org/store/Products/Smarter-Together!-Collaboration-and-Equity-in-the-Elementary-Math-Classroom/\">\u003ci>Smarter Together! Collaboration and Equity in the Elementary Math Classroom\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807755419.shtml\">\u003ci>Mathematics For Equity: A Framework For Successful Practice\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807752460.shtml\">\u003ci>\"Heterogeneous\" Classrooms: Detracking Math and Science -- A Look at Groupwork in Action\u003c/i>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“Participation leads to more learning because learning is a socially constructed activity,” said \u003ca href=\"http://washington.academia.edu/LisaJilk/Papers\" target=\"_blank\">Lisa Jilk\u003c/a>, program director of Reculturing Math Departments for Excellence & Equity, part of the \u003ca href=\"http://www.matheducation.uw.edu/\" target=\"_blank\">Mathematics Education Project\u003c/a> at the University of Washington. Jilk taught at Railside High, and when she left to get her doctorate she studied how and why Complex Instruction worked for so many students from various backgrounds. Now she’s dedicated to helping other math departments around the country “reculture” themselves to think about what learners bring to math that will help them, rather than only about the information they are missing.\u003c/p>\n\u003cp>When the three tenets of Complex Instruction are all working together simultaneously it can feel like a magical experience. But getting there takes a lot of work. When Jilk starts training teachers, one of the first things that must be discussed is the idea of status in the classroom and how to break that down. Teaching with Complex Instruction is intimately tied to research in educational psychology, which says that to succeed students need more than content knowledge -- they need to see themselves as efficacious learners.\u003c/p>\n\u003cp>That is particularly hard in math, where many students believe they are dumb or incapable because of past math learning experiences. To combat that, a core part of Complex Instruction is to teach with a strengths-based approach, rather than only seeing student deficits.\u003c/p>\n\u003cp>“Every person who walks through our doors has mathematical strengths,” Jilk said. “They also have mathematical needs or weaknesses, things they have yet to learn. So we need each other.”\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"695004370312671232"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>The Complex Instruction model works because when students work in groups to grapple with a rich math task (Jilk says \u003ca href=\"http://cpm.org/textbooks/\" target=\"_blank\">College Prep Math\u003c/a> is a good place to look), they are each encouraged to bring their full personality and ways of seeing math to the task. The teacher’s job is to observe what’s going on within groups and assign status when she sees a great idea, technique or way of thinking.\u003c/p>\n\u003cp>“You definitely can’t fake these moments,” said Yuka Walton, a seventh- and eighth-grade math teacher at \u003ca href=\"http://www.sfusd.edu/en/schools/school-information/james-denman.html\" target=\"_blank\">James Denman Middle School\u003c/a> in San Francisco. “You can’t assign competence or publicly acknowledge kids for things that aren’t meaningful because then it feels super fake.” Kids are great at detecting inauthentic praise, which ends up sounding condescending.\u003c/p>\n\u003cp>But when a teacher recognizes competence in students who don’t often feel like they have much status as a math learner, it can make a huge difference. Walton remembers one student, Alexis, who would often push the limits in class and consistently referred to herself as bad at math. One day in group work, Walton’s Complex Instruction coach noticed that Alexis was using a really smart, unique technique to organize the numbers in the problem, and her method was propelling her group’s thinking forward. Walton publicly acknowledged how smart that specific technique was and why it was adding value to the group. From then on, the whole class started calling that technique the “Alexis Method.”\u003c/p>\n\u003cp>“It helped her feel ownership over her own learning and her own smartness and power,” Walton said. Over time, Alexis built an identity as a math person, and as she had more confidence in her ability to contribute to her group, other students started assigning her status on their own by asking her for help. In order for teachers to assign competence well, they need to be open to many ways of solving the problem and many kinds of “smartness.”\u003c/p>\n\u003cp>Tracy Thompson teaches math at \u003ca href=\"http://www.sfusd.edu/en/schools/school-information/george-washington.html\" target=\"_blank\">George Washington High School\u003c/a> in San Francisco. Her math department was one of the first in the district to take on Complex Instruction seven years ago, before San Francisco made the \u003ca href=\"http://ww2.kqed.org/news/2015/07/22/san-francisco-middle-schools-no-longer-teaching-algebra-1\" target=\"_blank\">decision to detrack \u003c/a>math classes through sophomore year of high school. When Thompson started trying this approach, she had a group of juniors taking a class called “Applied Math,” an alternative to Algebra II that mostly low-performing math students chose to take. The class counted for graduation credit, but many students couldn’t wait to finish and be done with their math requirements.\u003c/p>\n\u003cp>By the end of that year, students had changed their tune. “Most of the kids that were juniors told me on their own that they wanted to go to Algebra II now,” Thompson said. Even though these students came from 10 years of school where they felt bad at math, with one year of strengths-based instruction that focused on kids working together to figure out interesting problems, they wanted to take on more challenging math.\u003c/p>\n\u003cp>Both Thompson and Walton were clear that this is difficult work and that it doesn’t happen overnight. It can be overwhelming for teachers to balance all the elements: designing or choosing a rich task for every lesson, monitoring status issues, holding students accountable to the norms and roles of group work, and not helping too much when students struggle. It doesn’t always go perfectly. But both teachers say they’d never go back to teaching any other way.\u003c/p>\n\u003cp>“The most important thing is it makes you see so much more clearly,” Thompson said. “Even though things aren’t perfect, it gives me these tools to work with and it just becomes part of the lesson planning process.” Now, when a student is unengaged in the lesson she doesn’t assume he’s lazy. Instead, she tries to find ways to make the classroom a dynamic, comfortable place for him to share his ideas and to participate.\u003c/p>\n\u003cp>“It has expanded my thinking about what makes you smart at math,” Thompson said. “It’s really helped me understand that there are different strengths that people have and that also the fastest calculator is not the best math student always.” Thompson now teaches both Algebra II (which all juniors take) and Calculus BC, one of the few tracked classes for high achievers. She says she has more trouble getting her calculus students to explain their thinking because they believe the best students are godlike and don’t push on their thinking.\u003c/p>\n\u003cp>\u003cstrong>RECULTURING MATH DEPARTMENTS\u003c/strong>\u003c/p>\n\u003cp>San Francisco has been training teachers in Complex Instruction for seven years. The district started by focusing on high schools, bringing in cohorts of teachers who worked at the same school in order to build a community that could collaborate on this difficult and transformative work.\u003c/p>\n\u003cp>“We’re broadening this idea of smart,” said Angela Torres, high school math content specialist for SFUSD. She and Ho Nguyen have championed the Complex Instruction program within the district, slowly broadening its reach as teachers heard about the program and expressed interest.\u003c/p>\n\u003cp>“We literally have to reculture these spaces so we are providing people with a new message and a new narrative about what they bring, the strengths and smartness they bring, and redefine what they’re capable of,” Jilk said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/6b-WnJ3c2lo?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Just a few years after San Francisco began dabbling in Complex Instruction, California adopted Common Core standards, which require more focus on the conceptual underpinnings of math, explaining thinking and reasoning, and less focus on procedural quickness. The SFUSD math department responded to the new standards by inviting teacher leaders to help them write the new math curriculum, pilot test it and offer feedback. They’re still iterating on that work, but the result has been a more engaged math team throughout the district, and more interest in strategies like Complex Instruction that can help teachers get students where they need to go.\u003c/p>\n\u003cp>“It took us really about four years to really understand what it takes,” Nguyen said. “And it wasn’t just about teacher change. It was really about reculturing the math department. We had to go through our own struggles.” SFUSD teachers have received training from Lisa Jilk’s organization, including classroom coaching.\u003c/p>\n\u003cp>The district has also been working to build up its own capacity to coach teachers through Complex Instruction so they can continue sustaining and broadening the program’s reach throughout the district. Coaches watch teachers as they teach and often provide on-the-spot feedback when they notice a student displaying a strength that the teacher missed. The coach will often nudge the teacher to acknowledge that student, sometimes to the whole class, as a way of breaking down some of the status issues in the classroom.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/ZUKue1upMv0?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Torres and Nguyen have strategically tried to build teams of teachers at school sites who have incubated the ideas and continue pushing each other. As with students, teachers each have their own strengths and issues of status. Working together to develop rich math tasks, align assessments and discuss strategies has helped them experience the kind of learning environment they are trying to create. And there are meetings to connect educators across the district doing Complex Instruction, as well as a \"video club\" to practice identifying and assigning competence to different students.\u003c/p>\n\u003cp>“When grading we see students are able to think in this critical way that they weren’t able to do before,” Walton said. She used to teach in a district that used direct instruction, a type of teaching that came naturally to her. But she noticed that her students struggled as soon as a problem involved something that had not been explicitly taught.\u003c/p>\n\u003cp>“After doing Complex Instruction, it didn’t matter how complicated the problem was. Even if kids hadn’t seen it before, they would dive right in and get started,” Walton said. Even better, “you see these moments where these kids who before were so discouraged, brighten up and engage and feel more empowered. It has made it so much more meaningful.”\u003c/p>\n\u003cp>All the teachers and coaches involved in Complex Instruction stress that like any other truly transformative teaching practice, getting good takes time. For this style of pedagogy to work well all three elements of the program must be in place and functioning simultaneously. Teachers have to have high expectations for all students, and a real belief that each learner is coming to the experience of learning math with strengths, not just gaps in learning. It takes time to get good at listening for authentic moments of brilliance in student work, and to help students create the interdependence on one another necessary for strong group work.\u003c/p>\n\u003cp>“If you do only one thing, and that is to create opportunities for kids to leverage their strengths in your classroom activities and then name those strengths for them, if you can create those strengths for them, you will already be changing things for most kids in ways that are otherwise not possible,” said Jilk.\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>And when it all starts to come together, and every student is in the “sweet spot,” it’s like magic. That’s when students start to feel the connection and recognition that the graduates of Railside High were so grateful to have experienced.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45012/how-a-strengths-based-approach-to-math-redefines-who-is-smart","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_21089","mindshift_20994","mindshift_20784","mindshift_1040","mindshift_20762","mindshift_20512","mindshift_392","mindshift_20993"],"featImg":"mindshift_45189","label":"mindshift"},"mindshift_44417":{"type":"posts","id":"mindshift_44417","meta":{"index":"posts_1591205157","site":"mindshift","id":"44417","score":null,"sort":[1458631640000]},"guestAuthors":[],"slug":"beyond-data-building-empathy-in-adults-with-student-shadow-days","title":"Beyond Data: Building Empathy in Adults Through Student Shadow Days","publishDate":1458631640,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Data are increasingly at the core of efforts to improve instructional quality, but often the data available to school leaders and educators are limited to specific academic points. Many teachers report classroom data have become \u003ca href=\"https://marketbrief.edweek.org/marketplace-k-12/make-classroom-data-more-useful-teachers-tell-ed-tech-developers/?platform=hootsuite\" target=\"_blank\">too overwhelming to be of much use\u003c/a> and are often represented in granular, siloed ways that make it difficult for teachers to get a sense of how students are doing overall. And much of the data are divorced from the qualitative experience of learners every day.\u003c/p>\n\u003cp>In an effort to build empathy for the student experience -- to see school through their eyes -- some school and district leaders are shadowing students through a whole day, adding a new data point to the ever-growing pile.\u003c/p>\n\u003cp>Recently nearly 1,400 school and district leaders nationwide participated in \u003ca href=\"http://shadowastudent.org/\" target=\"_blank\">Shadow a Student Challenge\u003c/a> created by the Stanford d.school and IDEO to better understand what goes on at the classroom level where the policies and practices they’ve mandated take effect. In San Francisco, 85 administrators took the challenge over the course of a week, looking for specific ways to improve the schools under their control while also seeking to identify district trends that could be addressed by the central office.*\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think our goal is to have students engaged in tasks that have multiple entry points.'\u003ccite>Marthaa Torres, principal of Thurgood Marshall High School\u003c/cite>\u003c/aside>\n\u003cp>Marthaa Torres, principal of Thurgood Marshall Academic High School in the Bayview neighborhood, had done one shadow day before and found it enormously helpful to create a more well-rounded picture of students. She rushed between classes, constantly late even as she hurried, finding herself tired and starving at the end of the day.\u003c/p>\n\u003cp>“I was shocked to see how a student who might be a ‘bad boy’ in one class will be a scholar in the next one,” Torres said. It was a good reminder that experiencing a student in one context is not enough to make a judgment about him. Students respond differently to various contexts, an indicator that bad behavior may be as much a product of the context as it is a behavioral issue.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She also noticed how hard it was to engage in group work, even as an adult. “I was shocked that in all of my confidence as an adult, I had a hard time joining the conversation,” Torres said. Students subtly told her with their body language that they didn’t want to hear what she had to say. “It made me feel like I didn’t want to keep going or trying,” she said. The experience made her rethink how the school uses group work and how effective it is. It became an instructional focus area.\u003c/p>\n\u003cp>“We spent a great deal of time this year explicitly teaching some of the practices that students need to successfully participate in a group,” Torres said. They focused on things like asking each other questions and talked through what real collaboration looks like.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/149355407?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>GETTING TO KNOW ONE ANOTHER\u003c/strong>\u003c/p>\n\u003cp>This year, Torres chose to shadow 10th-grader Anderson Tejada, an English-language learner who she thought might not be challenged enough in all of his classes. Before shadowing, Torres had already tried suggesting to Tejada that he might enjoy taking a math class at a nearby community college, but he denied that he needed more challenge.\u003c/p>\n\u003cp>For his part, Tejada was very agreeable about having his principal follow him around all day. “I think she wants to know how, she told me she wants to know how I feel,” Tejada said. He explained that how he experiences school is different from anyone else; each student has a unique experience. His insight is one that often gets lost in education discussions that focus on scalability and generalizing observed truths to all students. But ultimately each student brings his or her own life experiences to the classroom, which affect how each interacts and learns.\u003c/p>\n\u003cp>Tejada was puzzled that Torres thought he might need more challenge. “She thinks that I'm really good and she wants to give me a challenge,” he said. “I’m not sure exactly why.”\u003c/p>\n\u003cp>I talked to Torres again after she finished shadowing Tejada -- she was exhausted.\u003c/p>\n\u003cp>“What really struck me throughout the day was how much I felt that he wasn’t challenged, both in terms of the content being covered, but also how class time was being used,” Torres said. She observed how teachers tried to juggle the various learners in their classrooms, often slowing down to make sure every student was understanding. But in those moments, quicker students like Tejada were often left with nothing to do. He carried a Rubik's-cube-type toy in his pocket to keep himself busy while he waited for more directions.\u003c/p>\n\u003cp>“They were so sweet and compliant,” Torres said of Tejada and another student who had clearly already mastered a lesson. “They didn’t complain, they just completed their sentences and sat back to do their Rubik’s cube.” But to Torres that was evidence they weren’t being challenged.\u003c/p>\n\u003cfigure id=\"attachment_44443\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-44443 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/hacks-800x533.jpg\" alt='Sampling of \"hacks\" suggested by SFUSD administrators in a debrief.' width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sampling of 'hacks' suggested by SFUSD administrators in a debrief. \u003ccite>(Gentle Blythe/SFUSD)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But that wasn’t true in every class, Torres observed how teachers were able to challenge Tejada either in how he uses language or in the content. For example, a social studies discussion of the graphic novel \u003cem>Maus\u003c/em> focused on all the things that led up to the Holocaust. Students were having a sophisticated discussion about historical concepts while using language appropriate for those still learning English.\u003c/p>\n\u003cp>“I think our goal is to have students engaged in tasks that have multiple entry points,” Torres said. This shadow day challenged her to think about how she can better support her teachers to do this. She noticed that in Tejada’s math class, the teacher gave students a problem with a real-world application (painting the outside of the school building), and had them discuss what information they would need to solve the problem.\u003c/p>\n\u003cp>“At first it fell a little bit flat because it’s not something that had an easy answer,” Torres said. “But that’s one of the times when I saw Anderson, who is more advanced, and another student who is not as advanced, both engaged in productive struggle.”\u003c/p>\n\u003cp>Figuring out how to use the insights gained from the shadow day is another challenge for administrators. Last year, Torres wrote a blog post about her experience, but felt that was the wrong way to instigate change. It alarmed her teachers and made them feel exposed. This year, she’s considering trying to give teachers some release time to observe one another’s classrooms so they can come to the same conclusion she has, but on their own.\u003c/p>\n\u003cp>“That may be more useful than me pushing my conclusions on them,” Torres said. While she’s disappointed that students like Tejada aren’t being challenged, she described it as a “productive disappointment,” a tone she wants her whole staff to take with the information they gain. “We always want to push ourselves to give our students the very best learning experience that we can,” she said.\u003c/p>\n\u003cp>\u003cstrong>MAKING SHADOWING ROUTINE\u003c/strong>\u003c/p>\n\u003cp>This kind of Student Shadow Day Challenge, while well-intentioned, can feel a bit gimmicky. Programs like this pop up every few years, and principals report they never realized just how short those passing periods feel from a students’ perspective. But then it fades away, and often little changes systemically. But what if a principal regularly shadowed students as a valuable way to collect a different kind of data?\u003c/p>\n\u003cp>That’s what Principal Lena Van Haren has done at Everett Middle School in San Francisco's Mission District. Her school regularly looks at data from test scores, data from student surveys, data from classroom walk-throughs. But she says, “the difference with the shadow is there’s really no way to explain things away.”\u003c/p>\n\u003cp>Van Haren often uses shadowing as a way to dig into data she may have come across in a different format. For example, she noticed that on the most recent student survey, Asian and Pacific Islander students reported very low levels of belonging to the school community. That concerned her, so for her shadow day she’s accompanying a student from that demographic to see how the school might accidentally be alienating this group.\u003c/p>\n\u003cp>“We do it when we feel like we need more information,” Van Haren said. But, it’s a time-consuming proposition, and often a principal doesn’t have a whole day free to do something like this. At Everett, different educators work shadowing into their schedule for parts of the day or in shifts. The goal is to get information that can be used to focus in on instructional goals, not to critique individual teachers.\u003c/p>\n\u003cp>“One of the things we look for is who’s doing the heavy lifting,” said Van Haren. She’d like to see students reading, writing, grappling with difficult concepts or explaining their reasoning, not the adults. “As a former teacher I know that there’s so much to learn and only so much time, and sometimes it feels like the most efficient way is to tell the kids a bunch of stuff,” she said. But that’s not how students learn best, so she’s trying to encourage teachers to build in changes that force students to interact with the material.\u003c/p>\n\u003cp>Since shadowing is a regular part of Everett’s school culture, its purpose is clear to teachers. Van Haren said often teachers are involved in developing the focus of inquiry. That helps build investment in the information that gets uncovered through shadowing.\u003c/p>\n\u003cp>Once they have a better sense of what is going on in their classrooms, teachers and Van Haren sit down together and look at what best practice says about the point of inquiry. Then, they often set goals for themselves, like “increase academic language use among English-language learners by 10 percent.” This focus informs the professional development they plan to support teachers in reaching the goal.\u003c/p>\n\u003cp>Van Haren is excited that San Francisco Unified made shadowing a priority this year, especially for district-level administrators who can get very disconnected from what is actually happening in classrooms. She’d like to see aggregated data about everyone’s experiences, specifically about how much time children spend absorbing data and how much time they spend grappling with learning.\u003c/p>\n\u003cp>“When we all think about our most powerful learning experiences, it’s never just sitting and listening,” Van Haren said. She’d like to see the district set its own goals, look at best practice and then let school sites contextualize those goals for themselves. Then maybe something that will likely only happen every few years, like a districtwide Student Shadow Challenge, could have some lasting impacts.\u003c/p>\n\u003cp>In San Francisco, administrators who participated in the Shadow Day Challenge were eager to build the practice into their professional lives. “The conversations made it obvious that there was inspiration that came out of the experience to do something more,” said Angie Desuyo Estonina, an elementary supervisor of Multilingual Pathways. She feels energized by the experience and is already thinking of ways she can work with school sites to focus on relationship-building.\u003c/p>\n\u003cp>The 100 administrators who participated in the challenge met to talk commonalities and \"hacks\" that could be implemented immediately. Administrators noticed several commonalities, including strong teacher-student relationships, too much sitting, difficulty transitioning between classes or activities, and students behaving differently, depending on who they were with and what was being asked of them.\u003c/p>\n\u003cp>A few quick hack ideas included giving students more warning time before a transition and asking them what they are doing next so they acknowledge the transition, and creating more opportunities for older kids to help younger ones. Administrators noticed students enjoying the responsibility of being an older mentor, and that translated into better behavior and in some cases a more positive experience of school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*This story has been updated to reflect greater participation in the national Shadow a Student Challenge created by the Standford d. school and IDEO. And while 100 San Francisco administrators originally signed up for the challenge, only 85 actually participated.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"When district-level leaders can shadow students for a day, either as a trial or as part of the school's culture, valuable insights are gained that typically can't be measured by data. ","status":"publish","parent":0,"modified":1492623941,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/149355407"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":2118},"headData":{"title":"Beyond Data: Building Empathy in Adults Through Student Shadow Days | KQED","description":"When district-level leaders can shadow students for a day, either as a trial or as part of the school's culture, valuable insights are gained that typically can't be measured by data. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Beyond Data: Building Empathy in Adults Through Student Shadow Days","datePublished":"2016-03-22T07:27:20.000Z","dateModified":"2017-04-19T17:45:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44417 http://ww2.kqed.org/mindshift/?p=44417","disqusUrl":"https://ww2.kqed.org/mindshift/2016/03/22/beyond-data-building-empathy-in-adults-with-student-shadow-days/","disqusTitle":"Beyond Data: Building Empathy in Adults Through Student Shadow Days","path":"/mindshift/44417/beyond-data-building-empathy-in-adults-with-student-shadow-days","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Data are increasingly at the core of efforts to improve instructional quality, but often the data available to school leaders and educators are limited to specific academic points. Many teachers report classroom data have become \u003ca href=\"https://marketbrief.edweek.org/marketplace-k-12/make-classroom-data-more-useful-teachers-tell-ed-tech-developers/?platform=hootsuite\" target=\"_blank\">too overwhelming to be of much use\u003c/a> and are often represented in granular, siloed ways that make it difficult for teachers to get a sense of how students are doing overall. And much of the data are divorced from the qualitative experience of learners every day.\u003c/p>\n\u003cp>In an effort to build empathy for the student experience -- to see school through their eyes -- some school and district leaders are shadowing students through a whole day, adding a new data point to the ever-growing pile.\u003c/p>\n\u003cp>Recently nearly 1,400 school and district leaders nationwide participated in \u003ca href=\"http://shadowastudent.org/\" target=\"_blank\">Shadow a Student Challenge\u003c/a> created by the Stanford d.school and IDEO to better understand what goes on at the classroom level where the policies and practices they’ve mandated take effect. In San Francisco, 85 administrators took the challenge over the course of a week, looking for specific ways to improve the schools under their control while also seeking to identify district trends that could be addressed by the central office.*\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think our goal is to have students engaged in tasks that have multiple entry points.'\u003ccite>Marthaa Torres, principal of Thurgood Marshall High School\u003c/cite>\u003c/aside>\n\u003cp>Marthaa Torres, principal of Thurgood Marshall Academic High School in the Bayview neighborhood, had done one shadow day before and found it enormously helpful to create a more well-rounded picture of students. She rushed between classes, constantly late even as she hurried, finding herself tired and starving at the end of the day.\u003c/p>\n\u003cp>“I was shocked to see how a student who might be a ‘bad boy’ in one class will be a scholar in the next one,” Torres said. It was a good reminder that experiencing a student in one context is not enough to make a judgment about him. Students respond differently to various contexts, an indicator that bad behavior may be as much a product of the context as it is a behavioral issue.\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>She also noticed how hard it was to engage in group work, even as an adult. “I was shocked that in all of my confidence as an adult, I had a hard time joining the conversation,” Torres said. Students subtly told her with their body language that they didn’t want to hear what she had to say. “It made me feel like I didn’t want to keep going or trying,” she said. The experience made her rethink how the school uses group work and how effective it is. It became an instructional focus area.\u003c/p>\n\u003cp>“We spent a great deal of time this year explicitly teaching some of the practices that students need to successfully participate in a group,” Torres said. They focused on things like asking each other questions and talked through what real collaboration looks like.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/149355407?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>GETTING TO KNOW ONE ANOTHER\u003c/strong>\u003c/p>\n\u003cp>This year, Torres chose to shadow 10th-grader Anderson Tejada, an English-language learner who she thought might not be challenged enough in all of his classes. Before shadowing, Torres had already tried suggesting to Tejada that he might enjoy taking a math class at a nearby community college, but he denied that he needed more challenge.\u003c/p>\n\u003cp>For his part, Tejada was very agreeable about having his principal follow him around all day. “I think she wants to know how, she told me she wants to know how I feel,” Tejada said. He explained that how he experiences school is different from anyone else; each student has a unique experience. His insight is one that often gets lost in education discussions that focus on scalability and generalizing observed truths to all students. But ultimately each student brings his or her own life experiences to the classroom, which affect how each interacts and learns.\u003c/p>\n\u003cp>Tejada was puzzled that Torres thought he might need more challenge. “She thinks that I'm really good and she wants to give me a challenge,” he said. “I’m not sure exactly why.”\u003c/p>\n\u003cp>I talked to Torres again after she finished shadowing Tejada -- she was exhausted.\u003c/p>\n\u003cp>“What really struck me throughout the day was how much I felt that he wasn’t challenged, both in terms of the content being covered, but also how class time was being used,” Torres said. She observed how teachers tried to juggle the various learners in their classrooms, often slowing down to make sure every student was understanding. But in those moments, quicker students like Tejada were often left with nothing to do. He carried a Rubik's-cube-type toy in his pocket to keep himself busy while he waited for more directions.\u003c/p>\n\u003cp>“They were so sweet and compliant,” Torres said of Tejada and another student who had clearly already mastered a lesson. “They didn’t complain, they just completed their sentences and sat back to do their Rubik’s cube.” But to Torres that was evidence they weren’t being challenged.\u003c/p>\n\u003cfigure id=\"attachment_44443\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-44443 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/hacks-800x533.jpg\" alt='Sampling of \"hacks\" suggested by SFUSD administrators in a debrief.' width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sampling of 'hacks' suggested by SFUSD administrators in a debrief. \u003ccite>(Gentle Blythe/SFUSD)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But that wasn’t true in every class, Torres observed how teachers were able to challenge Tejada either in how he uses language or in the content. For example, a social studies discussion of the graphic novel \u003cem>Maus\u003c/em> focused on all the things that led up to the Holocaust. Students were having a sophisticated discussion about historical concepts while using language appropriate for those still learning English.\u003c/p>\n\u003cp>“I think our goal is to have students engaged in tasks that have multiple entry points,” Torres said. This shadow day challenged her to think about how she can better support her teachers to do this. She noticed that in Tejada’s math class, the teacher gave students a problem with a real-world application (painting the outside of the school building), and had them discuss what information they would need to solve the problem.\u003c/p>\n\u003cp>“At first it fell a little bit flat because it’s not something that had an easy answer,” Torres said. “But that’s one of the times when I saw Anderson, who is more advanced, and another student who is not as advanced, both engaged in productive struggle.”\u003c/p>\n\u003cp>Figuring out how to use the insights gained from the shadow day is another challenge for administrators. Last year, Torres wrote a blog post about her experience, but felt that was the wrong way to instigate change. It alarmed her teachers and made them feel exposed. This year, she’s considering trying to give teachers some release time to observe one another’s classrooms so they can come to the same conclusion she has, but on their own.\u003c/p>\n\u003cp>“That may be more useful than me pushing my conclusions on them,” Torres said. While she’s disappointed that students like Tejada aren’t being challenged, she described it as a “productive disappointment,” a tone she wants her whole staff to take with the information they gain. “We always want to push ourselves to give our students the very best learning experience that we can,” she said.\u003c/p>\n\u003cp>\u003cstrong>MAKING SHADOWING ROUTINE\u003c/strong>\u003c/p>\n\u003cp>This kind of Student Shadow Day Challenge, while well-intentioned, can feel a bit gimmicky. Programs like this pop up every few years, and principals report they never realized just how short those passing periods feel from a students’ perspective. But then it fades away, and often little changes systemically. But what if a principal regularly shadowed students as a valuable way to collect a different kind of data?\u003c/p>\n\u003cp>That’s what Principal Lena Van Haren has done at Everett Middle School in San Francisco's Mission District. Her school regularly looks at data from test scores, data from student surveys, data from classroom walk-throughs. But she says, “the difference with the shadow is there’s really no way to explain things away.”\u003c/p>\n\u003cp>Van Haren often uses shadowing as a way to dig into data she may have come across in a different format. For example, she noticed that on the most recent student survey, Asian and Pacific Islander students reported very low levels of belonging to the school community. That concerned her, so for her shadow day she’s accompanying a student from that demographic to see how the school might accidentally be alienating this group.\u003c/p>\n\u003cp>“We do it when we feel like we need more information,” Van Haren said. But, it’s a time-consuming proposition, and often a principal doesn’t have a whole day free to do something like this. At Everett, different educators work shadowing into their schedule for parts of the day or in shifts. The goal is to get information that can be used to focus in on instructional goals, not to critique individual teachers.\u003c/p>\n\u003cp>“One of the things we look for is who’s doing the heavy lifting,” said Van Haren. She’d like to see students reading, writing, grappling with difficult concepts or explaining their reasoning, not the adults. “As a former teacher I know that there’s so much to learn and only so much time, and sometimes it feels like the most efficient way is to tell the kids a bunch of stuff,” she said. But that’s not how students learn best, so she’s trying to encourage teachers to build in changes that force students to interact with the material.\u003c/p>\n\u003cp>Since shadowing is a regular part of Everett’s school culture, its purpose is clear to teachers. Van Haren said often teachers are involved in developing the focus of inquiry. That helps build investment in the information that gets uncovered through shadowing.\u003c/p>\n\u003cp>Once they have a better sense of what is going on in their classrooms, teachers and Van Haren sit down together and look at what best practice says about the point of inquiry. Then, they often set goals for themselves, like “increase academic language use among English-language learners by 10 percent.” This focus informs the professional development they plan to support teachers in reaching the goal.\u003c/p>\n\u003cp>Van Haren is excited that San Francisco Unified made shadowing a priority this year, especially for district-level administrators who can get very disconnected from what is actually happening in classrooms. She’d like to see aggregated data about everyone’s experiences, specifically about how much time children spend absorbing data and how much time they spend grappling with learning.\u003c/p>\n\u003cp>“When we all think about our most powerful learning experiences, it’s never just sitting and listening,” Van Haren said. She’d like to see the district set its own goals, look at best practice and then let school sites contextualize those goals for themselves. Then maybe something that will likely only happen every few years, like a districtwide Student Shadow Challenge, could have some lasting impacts.\u003c/p>\n\u003cp>In San Francisco, administrators who participated in the Shadow Day Challenge were eager to build the practice into their professional lives. “The conversations made it obvious that there was inspiration that came out of the experience to do something more,” said Angie Desuyo Estonina, an elementary supervisor of Multilingual Pathways. She feels energized by the experience and is already thinking of ways she can work with school sites to focus on relationship-building.\u003c/p>\n\u003cp>The 100 administrators who participated in the challenge met to talk commonalities and \"hacks\" that could be implemented immediately. Administrators noticed several commonalities, including strong teacher-student relationships, too much sitting, difficulty transitioning between classes or activities, and students behaving differently, depending on who they were with and what was being asked of them.\u003c/p>\n\u003cp>A few quick hack ideas included giving students more warning time before a transition and asking them what they are doing next so they acknowledge the transition, and creating more opportunities for older kids to help younger ones. Administrators noticed students enjoying the responsibility of being an older mentor, and that translated into better behavior and in some cases a more positive experience of school.\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 has been updated to reflect greater participation in the national Shadow a Student Challenge created by the Standford d. school and IDEO. And while 100 San Francisco administrators originally signed up for the challenge, only 85 actually participated.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44417/beyond-data-building-empathy-in-adults-with-student-shadow-days","authors":["234"],"categories":["mindshift_194"],"tags":["mindshift_21089","mindshift_20699","mindshift_20784","mindshift_1040","mindshift_20898"],"featImg":"mindshift_44464","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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