How Can Teachers Help Students See Themselves in the Curriculum?
Two Case Studies: How Connected Educators Can Transform Schools
For Educators, the Importance of Making Meaningful Connections
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The video is shot from his perspective and the viewer can not only hear his steps crunching in the snow, but hear his panting breath and his heart beat as they experience this school project from his perspective. It’s all part of third grade teacher \u003ca href=\"https://twitter.com/cordym?lang=en\" target=\"_blank\">Michelle Cordy’s\u003c/a> plan to help students see themselves in the curriculum and take ownership over their work.\u003c/p>\n\u003cp>Cordy first got the idea to put GoPro cameras on her students from her husband, who teaches kindergarten in an outdoor education program. He had tried equipping students with a GoPro to see what the day was like from their perspective and brought the video home for viewing. Cordy said they were on the floor laughing at the things students said and did. But it got her thinking about how she could use cameras to be places she wasn’t.\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/xAsRaoLW0b0?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We realized that we saw things that we miss because our attention is in different places,” Cordy said. Seeing the world from the height of an eight-year-old’s chest (that’s where the camera is strapped) changed how Cordy viewed what was happening in her classroom. She started calling camera-wearers the “Hero of the Day” and tasked them with checking in on each group as they worked on a project.\u003c/p>\n\u003cp>When a classmate asked students, “What is your plan?” it forced them to stop, think about their plan, and reflect upon it, something that might have gotten lost in the excitement of being outside building.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It ended up being this cool tool for kids to be metacognitive,” Cordy said. It’s also serving as a duplicate set of eyes for Cordy. She takes the raw footage home, and while trying not to get too nauseous from the jerky cameras, she edits it down into something more meaningful she can show her class later.\u003c/p>\n\u003cp>“It served a double purpose of capturing in the moment stop, think and justify,” Cordy said. She also found she could see soft skills at work as students worked with one another, shared tools and tried to apply what they were learning to the project. When rewatching the video with students, Cordy could stop and have a discussion with the class about an interaction and how it could have gone differently. The whole class became part of a reflective conversation that otherwise would have just been between the teacher and a few kids.\u003c/p>\n\u003cfigure id=\"attachment_46530\" class=\"wp-caption aligncenter\" style=\"max-width: 1273px\">\u003cimg class=\"size-full wp-image-46530\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/kindies-in-fort.png\" alt=\"Kindergarteners enjoying the fort the third graders made for them.\" width=\"1273\" height=\"672\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort.png 1273w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-400x211.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-800x422.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-768x405.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-1180x623.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-960x507.png 960w\" sizes=\"(max-width: 1273px) 100vw, 1273px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarteners enjoying the fort the third graders made for them. \u003ccite>(Courtesy Michelle Cordy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The same goes for moments of bad behavior or altercations between students. In the moment everyone is riled up, including the teacher, who is frustrated at the behavior she sees. But later, when everyone has some distance from the event and it has cooled off, Cordy can have a very different conversation with students about what happened.\u003c/p>\n\u003cp>“If you can catch it from their perspective and get a little bit of distance from it, all of a sudden you’re able to teach these soft skills,” Cordy said. “You’re taking some of the heat out of them.”\u003c/p>\n\u003cp>Obviously editing down hours of GoPro footage and showing it in class is time consuming, so Cordy only uses her GoPros when she has planned a particularly hands-on lesson or a big activity, like the Christmas tree shelters, that students have been planning and talking about for awhile.\u003c/p>\n\u003cp>“You can do this instead of something else if you think it’s a bit more powerful, a bit more engaging, that it’s going to get to something better than other technology,” Cordy said. Her students love seeing and hearing themselves on film. They love being the Hero of the Day and they ask to watch the videos over and over again, the same way they would with a favorite toy or book.\u003c/p>\n\u003cp>Adding GoPros into the mix also helps Cordy identify things about her lesson that she didn’t necessarily anticipate. In the snow shelter video, for example, it was a surprise to her when students said they had no plan. They’d been working in groups to design their shelters and think about materials for days before actually getting outside to build. Cordy felt like the exercise had been well-scaffolded, so it was useful to see in real time how students needed reminding about their planning work.\u003c/p>\n\u003cp>Cordy teaches at a public school in a middle-income neighborhood in London, Ontario. She has a big curriculum to cover, just like many other public school teachers, but she sees it as her duty to not just get through the content and help kids learn what they’re expected to master by the end of grade three, but also to find ways for them to see themselves in the curriculum.\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/CVh1ZxlwW14?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Any kind of video where you can honor the children as powerful learners leads to them seeing themselves in the curriculum,” Cordy said. But she also tries to make space for choice and passion even when GoPros aren’t part of the strategy. “It’s up to educators to carve out that room to do what we know we need and want, and that our kids need and want.”\u003c/p>\n\u003cp>She compared the process to budgeting money in life. She makes sure to pay her mortgage and grocery bills, but also budgets for fun and home improvement. Teachers have to make sure they cover the bases for testing and curriculum, but still budget time for the fun, exploratory and child-honoring activities that kids will remember, but that also tend to take more time.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When Cordy feels bogged down in things like grade three end-of-year testing, she tries to \u003ca href=\"https://www.youtube.com/watch?v=vVLwlsBRrCs\" target=\"_blank\">reach out to other like-minded educators\u003c/a> she’s met in her district, at conferences, or on Twitter. “Talking to other educators who are passionate and engaged is like putting on an oxygen mask,” Cordy said. Their energy and commitment help remind her why she loves teaching, and the deeper mission and goals she has for her student learning that go way beyond what’s in the curriculum.\u003c/p>\n\n","blocks":[],"excerpt":"Michelle Cordy knew her students would have fun with GoPro cameras. What she didn't anticipate was seeing how much everyone could learn from capturing the students' perspectives.","status":"publish","parent":0,"modified":1476189686,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/xAsRaoLW0b0","https://www.youtube.com/embed/CVh1ZxlwW14"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1093},"headData":{"title":"How Can Teachers Help Students See Themselves in the Curriculum? | KQED","description":"Michelle Cordy knew her students would have fun with GoPro cameras. What she didn't anticipate was seeing how much everyone could learn from capturing the students' perspectives.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Can Teachers Help Students See Themselves in the Curriculum?","datePublished":"2016-10-11T12:41:26.000Z","dateModified":"2016-10-11T12:41:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46527 http://ww2.kqed.org/mindshift/?p=46527","disqusUrl":"https://ww2.kqed.org/mindshift/2016/10/11/how-can-teachers-help-students-see-themselves-in-the-curriculum/","disqusTitle":"How Can Teachers Help Students See Themselves in the Curriculum?","path":"/mindshift/46527/how-can-teachers-help-students-see-themselves-in-the-curriculum","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>“What’s your plan?” yells a panting eight-year-old as he runs up to a group of his classmates working to build protected shelters for the kindergarteners out of recycled Christmas trees. The video is shot from his perspective and the viewer can not only hear his steps crunching in the snow, but hear his panting breath and his heart beat as they experience this school project from his perspective. It’s all part of third grade teacher \u003ca href=\"https://twitter.com/cordym?lang=en\" target=\"_blank\">Michelle Cordy’s\u003c/a> plan to help students see themselves in the curriculum and take ownership over their work.\u003c/p>\n\u003cp>Cordy first got the idea to put GoPro cameras on her students from her husband, who teaches kindergarten in an outdoor education program. He had tried equipping students with a GoPro to see what the day was like from their perspective and brought the video home for viewing. Cordy said they were on the floor laughing at the things students said and did. But it got her thinking about how she could use cameras to be places she wasn’t.\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/xAsRaoLW0b0?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We realized that we saw things that we miss because our attention is in different places,” Cordy said. Seeing the world from the height of an eight-year-old’s chest (that’s where the camera is strapped) changed how Cordy viewed what was happening in her classroom. She started calling camera-wearers the “Hero of the Day” and tasked them with checking in on each group as they worked on a project.\u003c/p>\n\u003cp>When a classmate asked students, “What is your plan?” it forced them to stop, think about their plan, and reflect upon it, something that might have gotten lost in the excitement of being outside building.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It ended up being this cool tool for kids to be metacognitive,” Cordy said. It’s also serving as a duplicate set of eyes for Cordy. She takes the raw footage home, and while trying not to get too nauseous from the jerky cameras, she edits it down into something more meaningful she can show her class later.\u003c/p>\n\u003cp>“It served a double purpose of capturing in the moment stop, think and justify,” Cordy said. She also found she could see soft skills at work as students worked with one another, shared tools and tried to apply what they were learning to the project. When rewatching the video with students, Cordy could stop and have a discussion with the class about an interaction and how it could have gone differently. The whole class became part of a reflective conversation that otherwise would have just been between the teacher and a few kids.\u003c/p>\n\u003cfigure id=\"attachment_46530\" class=\"wp-caption aligncenter\" style=\"max-width: 1273px\">\u003cimg class=\"size-full wp-image-46530\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/kindies-in-fort.png\" alt=\"Kindergarteners enjoying the fort the third graders made for them.\" width=\"1273\" height=\"672\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort.png 1273w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-400x211.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-800x422.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-768x405.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-1180x623.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-960x507.png 960w\" sizes=\"(max-width: 1273px) 100vw, 1273px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarteners enjoying the fort the third graders made for them. \u003ccite>(Courtesy Michelle Cordy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The same goes for moments of bad behavior or altercations between students. In the moment everyone is riled up, including the teacher, who is frustrated at the behavior she sees. But later, when everyone has some distance from the event and it has cooled off, Cordy can have a very different conversation with students about what happened.\u003c/p>\n\u003cp>“If you can catch it from their perspective and get a little bit of distance from it, all of a sudden you’re able to teach these soft skills,” Cordy said. “You’re taking some of the heat out of them.”\u003c/p>\n\u003cp>Obviously editing down hours of GoPro footage and showing it in class is time consuming, so Cordy only uses her GoPros when she has planned a particularly hands-on lesson or a big activity, like the Christmas tree shelters, that students have been planning and talking about for awhile.\u003c/p>\n\u003cp>“You can do this instead of something else if you think it’s a bit more powerful, a bit more engaging, that it’s going to get to something better than other technology,” Cordy said. Her students love seeing and hearing themselves on film. They love being the Hero of the Day and they ask to watch the videos over and over again, the same way they would with a favorite toy or book.\u003c/p>\n\u003cp>Adding GoPros into the mix also helps Cordy identify things about her lesson that she didn’t necessarily anticipate. In the snow shelter video, for example, it was a surprise to her when students said they had no plan. They’d been working in groups to design their shelters and think about materials for days before actually getting outside to build. Cordy felt like the exercise had been well-scaffolded, so it was useful to see in real time how students needed reminding about their planning work.\u003c/p>\n\u003cp>Cordy teaches at a public school in a middle-income neighborhood in London, Ontario. She has a big curriculum to cover, just like many other public school teachers, but she sees it as her duty to not just get through the content and help kids learn what they’re expected to master by the end of grade three, but also to find ways for them to see themselves in the curriculum.\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/CVh1ZxlwW14?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Any kind of video where you can honor the children as powerful learners leads to them seeing themselves in the curriculum,” Cordy said. But she also tries to make space for choice and passion even when GoPros aren’t part of the strategy. “It’s up to educators to carve out that room to do what we know we need and want, and that our kids need and want.”\u003c/p>\n\u003cp>She compared the process to budgeting money in life. She makes sure to pay her mortgage and grocery bills, but also budgets for fun and home improvement. Teachers have to make sure they cover the bases for testing and curriculum, but still budget time for the fun, exploratory and child-honoring activities that kids will remember, but that also tend to take more time.\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>When Cordy feels bogged down in things like grade three end-of-year testing, she tries to \u003ca href=\"https://www.youtube.com/watch?v=vVLwlsBRrCs\" target=\"_blank\">reach out to other like-minded educators\u003c/a> she’s met in her district, at conferences, or on Twitter. “Talking to other educators who are passionate and engaged is like putting on an oxygen mask,” Cordy said. Their energy and commitment help remind her why she loves teaching, and the deeper mission and goals she has for her student learning that go way beyond what’s in the curriculum.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46527/how-can-teachers-help-students-see-themselves-in-the-curriculum","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_923","mindshift_20784","mindshift_1040","mindshift_20571"],"featImg":"mindshift_46528","label":"mindshift"},"mindshift_32203":{"type":"posts","id":"mindshift_32203","meta":{"index":"posts_1591205157","site":"mindshift","id":"32203","score":null,"sort":[1382978616000]},"guestAuthors":[],"slug":"two-case-studies-how-connected-educators-can-transform-schools","title":"Two Case Studies: How Connected Educators Can Transform Schools","publishDate":1382978616,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32298\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/educators-e1382721798938.jpg\" alt=\"educators\" width=\"639\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938.jpg 639w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938-400x187.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938-320x150.jpg 320w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Figuring out which new teaching practices or pieces of technology might work in a classroom can feel like a full-time job. Lots of educators spend their free time researching new ideas and connecting with other educators, but there are plenty more that find the process confusing and overwhelming. How much easier would it be to have a dedicated staff person whose job is to bring new ideas into the district, support teachers and smooth the way with administrators?\u003c/p>\n\u003cp>That’s what Kris Hupp does for \u003ca href=\"http://www.cornell.k12.pa.us/site/default.aspx?PageID=1\">Cornell School District\u003c/a>, a tiny district in Pittsburgh, Pennsylvania. Hupp’s official title is 21st Century Teaching and Learning Coach, a job that started out as part of a state grant and has been incorporated into the regular budget. “My district made the investment in my position because they were seeing instructional shifts and a lot of that is this mentality that we’re in it together,” Hupp said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Our teachers want to learn and try new technologies, but if they try something and it blows up in their faces no one is going to be upset.” \u003c/aside>\n\u003cp>The most important thing about his job is to create trust with both teachers and administrators who sometimes find themselves on opposite sides of labor disputes and budget issues, Hupp said. “Sometimes we’re just negotiators, whether it’s that the administration wants something from a teacher or vice-versa,” Hupp said. “It really requires a tremendous level of trust.”\u003c/p>\n\u003cp>Hupp was uniquely positioned for the job since he’d worked as both a social studies teacher in the district. But he says it still took time for teachers to feel comfortable with him in their classrooms. They were worried he’d say something to an administrator that would bring unwanted attention. On the flip side, administrators have to respect the teacher-coach relationship and trust Hupp to have student learning as his goal.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Our teachers want to learn and try new technologies, but if they try something and it blows up in their faces no one is going to be upset,” Hupp said. That freedom to experiment and learn from mistakes is crucial for garnering teacher buy-in.\u003c/p>\n\u003cp>Hupp also runs a \u003ca href=\"http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx\">Professional Learning Community\u003c/a> (PLC) of both teachers and administrators. Right now they’re discussing formative assessment, and future topics will come both from Hupp and teacher suggestions.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/the-key-to-empowering-educators-true-collaboration/\">The Key to Empowering Educators? True Collaboration\u003c/a>]\u003c/strong>\u003cbr>\n\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Hupp’s strategy has been to start with the enthusiastic teachers and allow more reticent teachers to approach him for help when they are ready. “What happens is a teacher next door is doing something kind of innovative or creative and over time that uninterested teacher comes around,” Hupp said. His policy is to invite everyone to everything, but focus energy on the teachers who are excited.\u003c/p>\n\u003cp>Having Hupp in the district frees teachers to focus on using the ideas he’s already vetted and gives everyone a community for sharing ideas. The onus to discover, implement, document and fundraise for new opportunities doesn’t all fall on teachers and as a consequence everyone in the school ecosystem is a little less tense.\u003c/p>\n\u003cp>By acting as the connecting agent within the school, Hupp has helped push forward regular video conferencing with other schools around the world and the acquisition of a \u003ca href=\"http://gigapan.com/\">Gigapan\u003c/a> unit – basically a robot that takes high resolution photos and stitches them together to create virtual experiences. He’s also done a lot of the heavy lifting on integrating technology into classrooms.\u003c/p>\n\u003cp>\u003cstrong>CONNECTING BEYOND THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Melissa Butler, another Pittsburgh educator, demonstrates a more traditional way to be a connected educator -- collaborating with other people on a project that has grown far beyond her single classroom. Butler and Jeremy Boyle from \u003ca href=\"http://www.cmucreatelab.org/\">Carnegie Mellon University’s CREATE Lab\u003c/a> co-founded the \u003ca href=\"http://cippgh.org/site/\">Children’s Innovation Project\u003c/a>.\u003c/p>\n\u003cp>The project works to bring technology into kindergarten classrooms as the basis for inquiry. Using mechanical toys, Butler and Boyle encourage children to imagine how the toy works, what could be inside and how it runs. The project isn't to get kids making robots at the age of five, but rather to open their minds to discovery, collaboration, communication and imagination that will cultivate their curiosity and a habit of learning that will serve them throughout their lives. The project has attracted the interest of other teachers at \u003ca href=\"http://discoverpps.org/school.php?id=102\">Pittsburgh Allegheny K-5\u003c/a>, where Butler teaches, and the project is now practiced all the way up through third grade. It's even spreading to other schools.\u003c/p>\n\u003cp>“The process of learning and the explanation of knowing and wondering and noticing is the material, the form that we’re interested in,” Butler said. “We’re not interested in children creating robots or gadgets; it’s about them exploring with the raw material to gain deeper understanding.” Butler has implemented the program with her kindergarteners, trying to build habits of learning and observation by asking students to take apart electronic toys very slowly. This isn’t a take- it-apart-and-put-it-back-together-again exercise. It’s a more imaginative, slow unraveling of what might lie inside a gadget.\"\u003c/p>\n\u003cp>The teacher’s job is to ask questions that open up thinking and curiosity. That kind of questioning is not a new tactic by any means, but it often gets crammed into a full schedule. This program is all about moving slowly.\u003c/p>\n\u003cp>“If you can become curious as a person and you know that curiosity is what fuels your thinking about the world, that habit carries over in math class, in social studies class,” Butler said. She wants kids to be comfortable with the mechanical vocabulary so they can talk about the things they want to make. And showing interest in their ideas helps build a learning disposition that will serve them well as they continue to learn.\u003c/p>\n\u003cp>The program also tries to engage families, asking kids to bring their observations and communication lessons home with them. “There are a lot of parents who don’t like the homework we send home because it’s hard and it really does require parent support to do this,” Butler said. She estimates about 80 percent of parents are on-board, sending homework back regularly. That engagement is important in any school, but especially high-poverty schools like Pittsburgh Allegheny K-5, where 70 percent of the students get free or reduced price lunch.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A strength of the program is that its teacher initiated and continues to reach out to new partners. “We have a thinking community, a place where we can share and be inspired by people we work with,” Butler said.\u003c/p>\n\n","blocks":[],"excerpt":"Two examples of how connected educators can make a huge difference in schools. ","status":"publish","parent":0,"modified":1411761954,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1157},"headData":{"title":"Two Case Studies: How Connected Educators Can Transform Schools | KQED","description":"Two examples of how connected educators can make a huge difference in schools. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Two Case Studies: How Connected Educators Can Transform Schools","datePublished":"2013-10-28T16:43:36.000Z","dateModified":"2014-09-26T20:05:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32203 http://blogs.kqed.org/mindshift/?p=32203","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/28/two-case-studies-how-connected-educators-can-transform-schools/","disqusTitle":"Two Case Studies: How Connected Educators Can Transform Schools","path":"/mindshift/32203/two-case-studies-how-connected-educators-can-transform-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32298\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/educators-e1382721798938.jpg\" alt=\"educators\" width=\"639\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938.jpg 639w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938-400x187.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938-320x150.jpg 320w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Figuring out which new teaching practices or pieces of technology might work in a classroom can feel like a full-time job. Lots of educators spend their free time researching new ideas and connecting with other educators, but there are plenty more that find the process confusing and overwhelming. How much easier would it be to have a dedicated staff person whose job is to bring new ideas into the district, support teachers and smooth the way with administrators?\u003c/p>\n\u003cp>That’s what Kris Hupp does for \u003ca href=\"http://www.cornell.k12.pa.us/site/default.aspx?PageID=1\">Cornell School District\u003c/a>, a tiny district in Pittsburgh, Pennsylvania. Hupp’s official title is 21st Century Teaching and Learning Coach, a job that started out as part of a state grant and has been incorporated into the regular budget. “My district made the investment in my position because they were seeing instructional shifts and a lot of that is this mentality that we’re in it together,” Hupp said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Our teachers want to learn and try new technologies, but if they try something and it blows up in their faces no one is going to be upset.” \u003c/aside>\n\u003cp>The most important thing about his job is to create trust with both teachers and administrators who sometimes find themselves on opposite sides of labor disputes and budget issues, Hupp said. “Sometimes we’re just negotiators, whether it’s that the administration wants something from a teacher or vice-versa,” Hupp said. “It really requires a tremendous level of trust.”\u003c/p>\n\u003cp>Hupp was uniquely positioned for the job since he’d worked as both a social studies teacher in the district. But he says it still took time for teachers to feel comfortable with him in their classrooms. They were worried he’d say something to an administrator that would bring unwanted attention. On the flip side, administrators have to respect the teacher-coach relationship and trust Hupp to have student learning as his goal.\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>“Our teachers want to learn and try new technologies, but if they try something and it blows up in their faces no one is going to be upset,” Hupp said. That freedom to experiment and learn from mistakes is crucial for garnering teacher buy-in.\u003c/p>\n\u003cp>Hupp also runs a \u003ca href=\"http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx\">Professional Learning Community\u003c/a> (PLC) of both teachers and administrators. Right now they’re discussing formative assessment, and future topics will come both from Hupp and teacher suggestions.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/the-key-to-empowering-educators-true-collaboration/\">The Key to Empowering Educators? True Collaboration\u003c/a>]\u003c/strong>\u003cbr>\n\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Hupp’s strategy has been to start with the enthusiastic teachers and allow more reticent teachers to approach him for help when they are ready. “What happens is a teacher next door is doing something kind of innovative or creative and over time that uninterested teacher comes around,” Hupp said. His policy is to invite everyone to everything, but focus energy on the teachers who are excited.\u003c/p>\n\u003cp>Having Hupp in the district frees teachers to focus on using the ideas he’s already vetted and gives everyone a community for sharing ideas. The onus to discover, implement, document and fundraise for new opportunities doesn’t all fall on teachers and as a consequence everyone in the school ecosystem is a little less tense.\u003c/p>\n\u003cp>By acting as the connecting agent within the school, Hupp has helped push forward regular video conferencing with other schools around the world and the acquisition of a \u003ca href=\"http://gigapan.com/\">Gigapan\u003c/a> unit – basically a robot that takes high resolution photos and stitches them together to create virtual experiences. He’s also done a lot of the heavy lifting on integrating technology into classrooms.\u003c/p>\n\u003cp>\u003cstrong>CONNECTING BEYOND THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Melissa Butler, another Pittsburgh educator, demonstrates a more traditional way to be a connected educator -- collaborating with other people on a project that has grown far beyond her single classroom. Butler and Jeremy Boyle from \u003ca href=\"http://www.cmucreatelab.org/\">Carnegie Mellon University’s CREATE Lab\u003c/a> co-founded the \u003ca href=\"http://cippgh.org/site/\">Children’s Innovation Project\u003c/a>.\u003c/p>\n\u003cp>The project works to bring technology into kindergarten classrooms as the basis for inquiry. Using mechanical toys, Butler and Boyle encourage children to imagine how the toy works, what could be inside and how it runs. The project isn't to get kids making robots at the age of five, but rather to open their minds to discovery, collaboration, communication and imagination that will cultivate their curiosity and a habit of learning that will serve them throughout their lives. The project has attracted the interest of other teachers at \u003ca href=\"http://discoverpps.org/school.php?id=102\">Pittsburgh Allegheny K-5\u003c/a>, where Butler teaches, and the project is now practiced all the way up through third grade. It's even spreading to other schools.\u003c/p>\n\u003cp>“The process of learning and the explanation of knowing and wondering and noticing is the material, the form that we’re interested in,” Butler said. “We’re not interested in children creating robots or gadgets; it’s about them exploring with the raw material to gain deeper understanding.” Butler has implemented the program with her kindergarteners, trying to build habits of learning and observation by asking students to take apart electronic toys very slowly. This isn’t a take- it-apart-and-put-it-back-together-again exercise. It’s a more imaginative, slow unraveling of what might lie inside a gadget.\"\u003c/p>\n\u003cp>The teacher’s job is to ask questions that open up thinking and curiosity. That kind of questioning is not a new tactic by any means, but it often gets crammed into a full schedule. This program is all about moving slowly.\u003c/p>\n\u003cp>“If you can become curious as a person and you know that curiosity is what fuels your thinking about the world, that habit carries over in math class, in social studies class,” Butler said. She wants kids to be comfortable with the mechanical vocabulary so they can talk about the things they want to make. And showing interest in their ideas helps build a learning disposition that will serve them well as they continue to learn.\u003c/p>\n\u003cp>The program also tries to engage families, asking kids to bring their observations and communication lessons home with them. “There are a lot of parents who don’t like the homework we send home because it’s hard and it really does require parent support to do this,” Butler said. She estimates about 80 percent of parents are on-board, sending homework back regularly. That engagement is important in any school, but especially high-poverty schools like Pittsburgh Allegheny K-5, where 70 percent of the students get free or reduced price lunch.\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>A strength of the program is that its teacher initiated and continues to reach out to new partners. “We have a thinking community, a place where we can share and be inspired by people we work with,” Butler said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32203/two-case-studies-how-connected-educators-can-transform-schools","authors":["234"],"categories":["mindshift_192","mindshift_20746"],"tags":["mindshift_923","mindshift_1040","mindshift_975"],"featImg":"mindshift_32296","label":"mindshift"},"mindshift_23446":{"type":"posts","id":"mindshift_23446","meta":{"index":"posts_1591205157","site":"mindshift","id":"23446","score":null,"sort":[1345644052000]},"guestAuthors":[],"slug":"for-educators-the-importance-of-making-meaningful-connections","title":"For Educators, the Importance of Making Meaningful Connections","publishDate":1345644052,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/attachment/137330132/\" rel=\"attachment wp-att-23449\">\u003cimg class=\"aligncenter size-large wp-image-23449\" title=\"137330132\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/137330132-620x354.jpg\" alt=\"\" width=\"620\" height=\"354\">\u003c/a>\u003c/h5>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">It's connected educator month. There's a flurry of activity among teachers and administrators looking to connect through Twitter and other social media to advance their learning, especially as a new school year looms.\u003c/p>\n\u003cp>As schools gear up and prepare for a new school year with technology increasingly ubiquitous, now's the time to consider how schools can create a positive impact with technology.\u003c/p>\n\u003cp>Professor Alec Couros captures the essential element for schools to keep in mind as they move forward with technology initiatives. In \u003ca href=\"http://dmlcentral.net/blog/howard-rheingold/professor-alec-couros-connected-teacher\">an interview with Howard Rheingold for \u003cem>Digital Media and Learning\u003c/em>\u003c/a>, he comments on the need to focus on \"what will endure,\" the importance of connections and relationships to help foster, build and sustain the life of the \"networked\" teacher.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Though schools possess tremendous resources in teachers, the challenge can be how to connect teachers with each other, to ward off isolation and leverage the power of the \"room\" and the collective intelligence.\u003c/p>\n\u003c/aside>\n\u003cp>Stanford University's d.School has started offering a course called \u003ca href=\"http://www.nytimes.com/2012/07/20/education/edlife/students-at-stanford-work-on-apps-that-alleviate-stress.html\">d.Compress\u003c/a> - Designing Calm, to have students tackle and address the issue of digital balance and mindfulness.\u003c/p>\n\u003cp>Soren Gordhamer, the founder and host of Wisdom 2.0 \u003ca href=\"http://www.huffingtonpost.com/soren-gordhamer/the-real-conversation-wis_b_1707241.html\">writes on the Huffington Post\u003c/a> that the \"real conversation\" is \"about how to connect to one another through technology -- and in person -- purposefully, in ways that are beneficial to our own well-being, effective for our work, and useful to the world.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He advocates for intention and purpose to create social good: \"[Technology] becomes a tool to break down barriers and create a better world. Of course, we all need balance to perform well, but \u003c!--more-->the question is less about balance and more about impact.\"\u003c/p>\n\u003cp>Eric Sheninger, the principal of New Milford High School in New Jersey, widely known in educator Twitter feeds, acknowledges the importance of maintaining face to face interaction. He comments on the \u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">Hechinger Report blog\u003c/a>: \"I value my face-to-face connections more than I do my virtual ones. Technology flattens our ability to connect with people. It just makes things easier. It's not the only way I connect with people.\"\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN SCHOOLS REASONABLY DO? \u003c/strong>\u003c/p>\n\u003cp>David Weinberger, the author of \u003ca href=\"http://www.toobigtoknow.com/\">Too Big To Know\u003c/a>, explains the importance of creating \"smart\" rooms, with the notion that \"the smartest person in the room is the room.\" Of course, for the genius of the room to surface, communication and interaction need to happen. In an \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/01/what-the-internet-means-for-how-we-think-about-the-world/250934/\">interview with Rebecca Rosen of The Atlantic\u003c/a>, Weinberger points to Scott Page, the author of \u003ca href=\"http://press.princeton.edu/titles/8353.html\">The Difference\u003c/a>, who emphasizes the layer of the \"diversity of perspectives and skill sets\" if \"it [the group] is going to be smarter than the smartest person in it.\"\u003c/p>\n\u003cp>Though schools possess tremendous resources in teachers, the challenge can often be how to connect teachers with each other, to ward off isolation and leverage the power of the \"room\" and the collective intelligence that resides in the room.\u003c/p>\n\u003cp>Steve Jobs is said to have built Pixar in such a way as to have employees gather and bump into each other in a shared, open space as a way to instigate innovation. This idea of frequent interaction is critical.\u003c/p>\n\u003cp>Even as technology gains deeper traction, schools need to ensure face-to-face interaction and the power of connections for teachers. These supportive networks, rooms and structures need to be firmly rooted to accompany successful technology integration.\u003c/p>\n\u003cp>So what can schools do?\u003c/p>\n\u003cul>\n\u003cli>Be strategic with the \"fast horse\" technology adopters. These are the key drivers of technology integration and need to be spread across the school on different teams to maximize their expertise.\u003c/li>\n\u003cli>Age and stage matter when building teams. Having a cross section of teachers at different career stages lends itself to rich and varied learning experiences for teachers. The master teacher paired with the tech savvy yet less experienced teacher can be a powerful partnership.\u003c/li>\n\u003cli>Spend time at the start of the year to have teachers get to know each other, beyond their disciplines and subject matter. There are multiple stories to be shared and through these stories, opportunities for lasting connection arise. This is important to community building and sending the message that every teacher matters.\u003c/li>\n\u003cli>Teaming is critical. Think broadly about teams, from carpool, lunch and recess duties to teacher evaluation, school committees, hiring, curriculum development, department and advisor teams. In each of these teaming structures, there is opportunity for learning, and this learning often falls outside of \"formal\" professional development. Careful organization of teachers creates the opportunity for the \"bump\" in learning. The post-recess duty conversation can quickly turn into the sharing of a new app or technology tool.\u003c/li>\n\u003cli>The location of the mailbox and copy room matter. These are other incidental spaces where critical face-to-face interaction occurs. These spaces should be a bit out of the way to encourage surprising interactions between teachers whom might not otherwise see each other. A teacher might learn from another teacher how to PDF a document with the copy scanner from the copy machine, for example.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Schools should be thoughtful and strategic about getting teachers together to learn with the strength and intelligence of \"the room.\"\u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1411761872,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":898},"headData":{"title":"For Educators, the Importance of Making Meaningful Connections | KQED","description":"By Matt Levinson It's connected educator month. There's a flurry of activity among teachers and administrators looking to connect through Twitter and other social media to advance their learning, especially as a new school year looms. As schools gear up and prepare for a new school year with technology increasingly ubiquitous, now's the time to","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"For Educators, the Importance of Making Meaningful Connections","datePublished":"2012-08-22T14:00:52.000Z","dateModified":"2014-09-26T20:04:32.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"23446 http://blogs.kqed.org/mindshift/?p=23446","disqusUrl":"https://ww2.kqed.org/mindshift/2012/08/22/for-educators-the-importance-of-making-meaningful-connections/","disqusTitle":"For Educators, the Importance of Making Meaningful Connections","path":"/mindshift/23446/for-educators-the-importance-of-making-meaningful-connections","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/attachment/137330132/\" rel=\"attachment wp-att-23449\">\u003cimg class=\"aligncenter size-large wp-image-23449\" title=\"137330132\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/137330132-620x354.jpg\" alt=\"\" width=\"620\" height=\"354\">\u003c/a>\u003c/h5>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">It's connected educator month. There's a flurry of activity among teachers and administrators looking to connect through Twitter and other social media to advance their learning, especially as a new school year looms.\u003c/p>\n\u003cp>As schools gear up and prepare for a new school year with technology increasingly ubiquitous, now's the time to consider how schools can create a positive impact with technology.\u003c/p>\n\u003cp>Professor Alec Couros captures the essential element for schools to keep in mind as they move forward with technology initiatives. In \u003ca href=\"http://dmlcentral.net/blog/howard-rheingold/professor-alec-couros-connected-teacher\">an interview with Howard Rheingold for \u003cem>Digital Media and Learning\u003c/em>\u003c/a>, he comments on the need to focus on \"what will endure,\" the importance of connections and relationships to help foster, build and sustain the life of the \"networked\" teacher.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Though schools possess tremendous resources in teachers, the challenge can be how to connect teachers with each other, to ward off isolation and leverage the power of the \"room\" and the collective intelligence.\u003c/p>\n\u003c/aside>\n\u003cp>Stanford University's d.School has started offering a course called \u003ca href=\"http://www.nytimes.com/2012/07/20/education/edlife/students-at-stanford-work-on-apps-that-alleviate-stress.html\">d.Compress\u003c/a> - Designing Calm, to have students tackle and address the issue of digital balance and mindfulness.\u003c/p>\n\u003cp>Soren Gordhamer, the founder and host of Wisdom 2.0 \u003ca href=\"http://www.huffingtonpost.com/soren-gordhamer/the-real-conversation-wis_b_1707241.html\">writes on the Huffington Post\u003c/a> that the \"real conversation\" is \"about how to connect to one another through technology -- and in person -- purposefully, in ways that are beneficial to our own well-being, effective for our work, and useful to the world.\"\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 advocates for intention and purpose to create social good: \"[Technology] becomes a tool to break down barriers and create a better world. Of course, we all need balance to perform well, but \u003c!--more-->the question is less about balance and more about impact.\"\u003c/p>\n\u003cp>Eric Sheninger, the principal of New Milford High School in New Jersey, widely known in educator Twitter feeds, acknowledges the importance of maintaining face to face interaction. He comments on the \u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">Hechinger Report blog\u003c/a>: \"I value my face-to-face connections more than I do my virtual ones. Technology flattens our ability to connect with people. It just makes things easier. It's not the only way I connect with people.\"\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN SCHOOLS REASONABLY DO? \u003c/strong>\u003c/p>\n\u003cp>David Weinberger, the author of \u003ca href=\"http://www.toobigtoknow.com/\">Too Big To Know\u003c/a>, explains the importance of creating \"smart\" rooms, with the notion that \"the smartest person in the room is the room.\" Of course, for the genius of the room to surface, communication and interaction need to happen. In an \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/01/what-the-internet-means-for-how-we-think-about-the-world/250934/\">interview with Rebecca Rosen of The Atlantic\u003c/a>, Weinberger points to Scott Page, the author of \u003ca href=\"http://press.princeton.edu/titles/8353.html\">The Difference\u003c/a>, who emphasizes the layer of the \"diversity of perspectives and skill sets\" if \"it [the group] is going to be smarter than the smartest person in it.\"\u003c/p>\n\u003cp>Though schools possess tremendous resources in teachers, the challenge can often be how to connect teachers with each other, to ward off isolation and leverage the power of the \"room\" and the collective intelligence that resides in the room.\u003c/p>\n\u003cp>Steve Jobs is said to have built Pixar in such a way as to have employees gather and bump into each other in a shared, open space as a way to instigate innovation. This idea of frequent interaction is critical.\u003c/p>\n\u003cp>Even as technology gains deeper traction, schools need to ensure face-to-face interaction and the power of connections for teachers. These supportive networks, rooms and structures need to be firmly rooted to accompany successful technology integration.\u003c/p>\n\u003cp>So what can schools do?\u003c/p>\n\u003cul>\n\u003cli>Be strategic with the \"fast horse\" technology adopters. These are the key drivers of technology integration and need to be spread across the school on different teams to maximize their expertise.\u003c/li>\n\u003cli>Age and stage matter when building teams. Having a cross section of teachers at different career stages lends itself to rich and varied learning experiences for teachers. The master teacher paired with the tech savvy yet less experienced teacher can be a powerful partnership.\u003c/li>\n\u003cli>Spend time at the start of the year to have teachers get to know each other, beyond their disciplines and subject matter. There are multiple stories to be shared and through these stories, opportunities for lasting connection arise. This is important to community building and sending the message that every teacher matters.\u003c/li>\n\u003cli>Teaming is critical. Think broadly about teams, from carpool, lunch and recess duties to teacher evaluation, school committees, hiring, curriculum development, department and advisor teams. In each of these teaming structures, there is opportunity for learning, and this learning often falls outside of \"formal\" professional development. Careful organization of teachers creates the opportunity for the \"bump\" in learning. The post-recess duty conversation can quickly turn into the sharing of a new app or technology tool.\u003c/li>\n\u003cli>The location of the mailbox and copy room matter. These are other incidental spaces where critical face-to-face interaction occurs. These spaces should be a bit out of the way to encourage surprising interactions between teachers whom might not otherwise see each other. A teacher might learn from another teacher how to PDF a document with the copy scanner from the copy machine, for example.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Schools should be thoughtful and strategic about getting teachers together to learn with the strength and intelligence of \"the room.\"\u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23446/for-educators-the-importance-of-making-meaningful-connections","authors":["4354"],"categories":["mindshift_20746","mindshift_194"],"tags":["mindshift_923","mindshift_32"],"featImg":"mindshift_23449","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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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. 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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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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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