Small steps to make creativity part of your daily routine
Six Strategies to Help You Focus Better
When Teachers Make Room For Their Own Curiosity They Defend It For Children
How To Use Chromebooks For Powerful Creation in School
Why So Many Gifted Yet Struggling Students Are Hidden In Plain Sight
What Happens to Student Behavior When Schools Prioritize Art
How To Find A School Your Kids Will Love (And That You Will, Too)
8 Ways to Help Older Kids Develop a Sense of Imagination
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School staff had repeatedly photocopied, manipulated and distributed study guides from an educational publishing company. This incident served as a wake-up call for teachers who thought copyright law did not apply to their classrooms. “Teachers either don’t know or don’t want to know that they’re violating copyright,” said \u003c/span>\u003ca href=\"https://www.melissaannpero.com/\">\u003cspan style=\"font-weight: 400\">Melissa-Ann Pero\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former language arts teacher who has also worked with educators on hybrid and online learning practices in Pennsylvania.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.copyright.gov/what-is-copyright/\">\u003cspan style=\"font-weight: 400\">Copyright\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ensures that creators have exclusive rights to print, publish, perform, film or record their literary, artistic and musical creations – or to authorize others to do so. While many teachers willingly share their instructional materials, even those they have personally crafted, the act of sharing doesn’t negate the need for proper attribution or copyright protection. “I’ve tried to get away from using phrases like ‘I’ve stolen that from somebody,’ because I haven’t. I’ve asked to borrow it, and I give people credit,” said Pero, who now teaches at a career and technical high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sound copyright practices not only shield teachers from legal complications and safeguard their intellectual property, but also set an example for students. In the digital era, when information can be ambiguously sourced and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news\">\u003cspan style=\"font-weight: 400\">potentially misleading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-rhetorical-analysis-news/\">\u003cspan style=\"font-weight: 400\">teaching students the importance of proper sourcing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continues to grow in importance. At the International Society for Technology in Education (ISTE) conference last year, Pero and other speakers offered recommendations for how educators can navigate copyright and model digital citizenship for students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Schools have certain protections. What are they?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, copyright has its own set of rules that provide specific protections. \u003c/span>\u003cspan style=\"font-weight: 400\">Fair use allows limited use of copyrighted work without seeking permission, serving purposes like news reporting, commentary, education, parody and the creation of transformative new works.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the protective umbrella of education is not as impervious as once believed, said Pero.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When teachers model correct copyright use they not only shield themselves from legal complications, but also set a good example for students.","status":"publish","parent":0,"modified":1713291329,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1410},"headData":{"title":"Demystifying Copyright for Teachers and Students | KQED","description":"When teachers model correct copyright use, they not only shield themselves from legal complications, but also set a good example for students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When teachers model correct copyright use, they not only shield themselves from legal complications, but also set a good example for students."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62986/demystifying-copyright-for-teachers-and-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, the Houston Independent School District found itself entangled in a legal battle, facing a \u003c/span>\u003ca href=\"https://www.houstonchronicle.com/news/houston-texas/education/article/Federal-jury-HISD-staff-repeatedly-violated-13895634.php\">\u003cspan style=\"font-weight: 400\">verdict of $9.2 million for copyright violations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. School staff had repeatedly photocopied, manipulated and distributed study guides from an educational publishing company. This incident served as a wake-up call for teachers who thought copyright law did not apply to their classrooms. “Teachers either don’t know or don’t want to know that they’re violating copyright,” said \u003c/span>\u003ca href=\"https://www.melissaannpero.com/\">\u003cspan style=\"font-weight: 400\">Melissa-Ann Pero\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former language arts teacher who has also worked with educators on hybrid and online learning practices in Pennsylvania.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.copyright.gov/what-is-copyright/\">\u003cspan style=\"font-weight: 400\">Copyright\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ensures that creators have exclusive rights to print, publish, perform, film or record their literary, artistic and musical creations – or to authorize others to do so. While many teachers willingly share their instructional materials, even those they have personally crafted, the act of sharing doesn’t negate the need for proper attribution or copyright protection. “I’ve tried to get away from using phrases like ‘I’ve stolen that from somebody,’ because I haven’t. I’ve asked to borrow it, and I give people credit,” said Pero, who now teaches at a career and technical high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sound copyright practices not only shield teachers from legal complications and safeguard their intellectual property, but also set an example for students. In the digital era, when information can be ambiguously sourced and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news\">\u003cspan style=\"font-weight: 400\">potentially misleading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-rhetorical-analysis-news/\">\u003cspan style=\"font-weight: 400\">teaching students the importance of proper sourcing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continues to grow in importance. At the International Society for Technology in Education (ISTE) conference last year, Pero and other speakers offered recommendations for how educators can navigate copyright and model digital citizenship for students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Schools have certain protections. What are they?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, copyright has its own set of rules that provide specific protections. \u003c/span>\u003cspan style=\"font-weight: 400\">Fair use allows limited use of copyrighted work without seeking permission, serving purposes like news reporting, commentary, education, parody and the creation of transformative new works.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the protective umbrella of education is not as impervious as once believed, said Pero.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62986/demystifying-copyright-for-teachers-and-students","authors":["11721"],"categories":["mindshift_20579","mindshift_195","mindshift_21358","mindshift_193"],"tags":["mindshift_1023","mindshift_528","mindshift_529","mindshift_862","mindshift_822","mindshift_968","mindshift_546"],"featImg":"mindshift_62987","label":"mindshift"},"mindshift_59170":{"type":"posts","id":"mindshift_59170","meta":{"index":"posts_1591205157","site":"mindshift","id":"59170","score":null,"sort":[1646231311000]},"guestAuthors":[],"slug":"small-steps-to-make-creativity-part-of-your-daily-routine","title":"Small steps to make creativity part of your daily routine","publishDate":1646231311,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Creativity can be elusive — whether you feel the pressure to make something \"good\" or can't find time for your artistic endeavors – it can be hard to dedicate yourself to a creative practice.\u003c/p>\n\u003cp>\u003ca href=\"https://juliacameronlive.com/about/\">Julia Cameron\u003c/a>, the author of the bestselling book \u003cem>The Artist's Way\u003c/em>, has spent her career teaching \"creative unblocking.\" In her new book, \u003ca href=\"https://us.macmillan.com/books/9781250809377/seekingwisdom\">\u003cem>Seeking Wisdom: a spiritual path to creative connection\u003c/em>\u003c/a>, Cameron combines the creative practices of \u003cem>The Artist's Way\u003c/em>, with a new intentional practice – prayer.\u003c/p>\n\u003cp>Cameron says that spirituality and prayer can deepen our creativity and vice versa. \"I have found that if I teach people to work on their creativity, their spirituality wakes up. And if I try teaching about spirituality, their creativity wakes up.\"\u003c/p>\n\u003cp>These tips can help you commit to and deepen both your creative and spiritual practices.\u003c/p>\n\u003ch3>Creative Practice #1: \"Morning Pages\"\u003c/h3>\n\u003cp>This is the fundamental tool Cameron suggests for unblocking creativity. It \"brings clarity, direction, and productivity to every area of our lives,\" says Cameron. Here's how they work:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>First thing in the morning (Cameron says ideally no more than 45 minutes after waking), write three pages by hand about anything. Seriously, anything. The point is that you don't stop writing. If you're bored and can't think of what to write, write that.\u003c/p>\n\u003cp>\"Morning Pages serve as a kind of 'brain drain'\" says Cameron, \"that allows you to release the worries, fears, and distractions standing between you and your day.\" Morning Pages are a low-pressure way to express yourself. As Cameron says, \"there's no wrong way to do Morning Pages.\"\u003c/p>\n\u003cp>Just don't share your writing with anyone – these pages are meant to be a space where you can vent and share free of judgment, so don't censor yourself. It's OK if they turn into a grocery list, a rant at your sister or a poem.\u003c/p>\n\u003ch3>Creative Practice #2: \"Artist Date\"\u003c/h3>\n\u003cp>You don't have to consider yourself an artist to go on an Artist Date. Cameron describes it as a \"once-a-week, solo adventure that you take just for fun.\" Cameron's students say they \"find themselves befriending themselves\" on these dates.\u003c/p>\n\u003cp>Try and do something that delights you on your Artist Date: Eat at a new restaurant, peruse a bookstore, go to the beach or a movie. Your Artist Date doesn't need to be expensive – one of Cameron's favorite outings is to go visit bunnies at a pet store. The main point here is fun – do something fun and frivolous.\u003c/p>\n\u003ch3>Creative Practice #3: Walks\u003c/h3>\n\u003cp>Walks can help you \"commune with your own thoughts,\" says Cameron. Twice a week, take a solo, twenty-minute walk. Leave your phone at home. Don't run an errand on your way or bring the dog or a friend with you. Go alone and just walk.\u003c/p>\n\u003cp>Walking isn't just a creative practice, it's a spiritual practice as well. \"For centuries, spiritual seekers have walked — on quests, on pilgrimages, through labyrinths,\" says Cameron. Walking can be a way to connect to the world around you and to your higher power (however you define that).\u003c/p>\n\u003ch3>Creative Practice #4: Prayer\u003c/h3>\n\u003cp>Before you close this tab, know that Cameron defines prayer loosely. She's not mandating who you pray to or trying to define God for you. She just wants you to connect with a creative energy outside yourself.\u003c/p>\n\u003cp>Prayer will look, feel and sound different for all of us but it doesn't matter how it comes out – ultimately praying brings a kind of freedom, says Cameron. She suggests a few prayer practices for seeking wisdom:\u003c/p>\n\u003cp>\u003cstrong>Prayers of petition:\u003c/strong> This is what she calls the \"Santa Clause\" prayer. \"You're asking for something, and you're hoping that the higher power will deliver it.\"\u003c/p>\n\u003cp>Cameron recommends being super honest when praying, but also to remember that we have a limited point of view. \"You need to remind yourself that God is far-seeing ... and may have something better in store for you than what you yourself had planned.\"\u003c/p>\n\u003cp>\u003cstrong>Prayers of guidance: \u003c/strong>Once a day, write down a question that you have about your life and \"listen, and write out what comes back,\" she says. \"The point is to be willing to ask, and then be open to receiving. The answers that you hear may surprise you.\"\u003c/p>\n\u003cp>For example, maybe you are not sure what form your creativity should take. You could ask: what should I do or make with my creative desire? See what answer arises.\u003c/p>\n\u003cp>\u003cstrong>Prayers of gratitude: \u003c/strong>Talk about what you're grateful for. \"It might be, 'I'm grateful for my curly hair. I'm grateful for my dog.'\"\u003c/p>\n\u003cp>This practice, Cameron says, can transform pessimism into optimism, which she believes is a boon for creativity. \"We tend to believe in the image of a suffering artist. And that creativity is born out of pain. And what I have found is that creativity is born out of happiness, which is a radical step to take.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this story was produced by Clare Marie Schneider, with engineering support from Daniel Shukhin. \u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. If you have a good life hack, leave us a voicemail at \u003c/em>\u003ca href=\"tel:2022169823\">\u003cem>202-216-9823\u003c/em>\u003c/a>\u003cem> or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. Your tip could appear in an upcoming episode.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you love Life Kit and want more, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+to+make+creativity+part+of+your+daily+routine+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Julia Cameron, author of \u003cem>The Artist's Way\u003c/em> and architect of the famous creative practice \"Morning Pages,\" has spent her career teaching \"creative unblocking.\"In her new book, \u003cem>Seeking Wisdom: a spiritual path to creative connection\u003c/em>, she combines the creative practices of \u003cem>The Artist's Way\u003c/em>, with a new intentional practice – prayer. ","status":"publish","parent":0,"modified":1647010525,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":923},"headData":{"title":"Small steps to make creativity part of your daily routine - MindShift","description":"Julia Cameron, author of The Artist's Way and architect of the famous creative practice "Morning Pages," has spent her career teaching "creative unblocking."In her new book, Seeking Wisdom: a spiritual path to creative connection, she combines the creative practices of The Artist's Way, with a new intentional practice – prayer. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59170 https://ww2.kqed.org/mindshift/?p=59170","disqusUrl":"https://ww2.kqed.org/mindshift/2022/03/02/small-steps-to-make-creativity-part-of-your-daily-routine/","disqusTitle":"Small steps to make creativity part of your daily routine","nprByline":"Rachel Martin and Clare Marie Schneider","nprImageAgency":"Photo Illustration by Becky Harlan/NPR","nprStoryId":"1083493312","nprApiLink":"http://api.npr.org/query?id=1083493312&profileTypeId=15&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/02/28/1083493312/julia-cameron-author-of-artists-way-on-morning-pages-and-prayer?ft=nprml&f=1083493312","nprRetrievedStory":"1","nprPubDate":"Tue, 01 Mar 2022 19:23:00 -0500","nprStoryDate":"Tue, 01 Mar 2022 00:03:51 -0500","nprLastModifiedDate":"Tue, 01 Mar 2022 19:23:08 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2022/03/20220301_lifekit_julia_cameron_life_kit_me__-_final.mp3?orgId=1&topicId=1033&aggIds=676529561&d=880&p=510338&story=1083493312&t=podcast&e=1083493312&ft=nprml&f=1083493312","nprAudioM3u":"http://api.npr.org/m3u/11083543424-67b48a.m3u?orgId=1&topicId=1033&aggIds=676529561&d=880&p=510338&story=1083493312&t=podcast&e=1083493312&ft=nprml&f=1083493312","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2022/03/20220301_lifekit_julia_cameron_life_kit_me__-_final.mp3?orgId=1&topicId=1033&aggIds=676529561&d=880&p=510338&story=1083493312&t=podcast&e=1083493312&ft=nprml&f=1083493312","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Creativity can be elusive — whether you feel the pressure to make something \"good\" or can't find time for your artistic endeavors – it can be hard to dedicate yourself to a creative practice.\u003c/p>\n\u003cp>\u003ca href=\"https://juliacameronlive.com/about/\">Julia Cameron\u003c/a>, the author of the bestselling book \u003cem>The Artist's Way\u003c/em>, has spent her career teaching \"creative unblocking.\" In her new book, \u003ca href=\"https://us.macmillan.com/books/9781250809377/seekingwisdom\">\u003cem>Seeking Wisdom: a spiritual path to creative connection\u003c/em>\u003c/a>, Cameron combines the creative practices of \u003cem>The Artist's Way\u003c/em>, with a new intentional practice – prayer.\u003c/p>\n\u003cp>Cameron says that spirituality and prayer can deepen our creativity and vice versa. \"I have found that if I teach people to work on their creativity, their spirituality wakes up. And if I try teaching about spirituality, their creativity wakes up.\"\u003c/p>\n\u003cp>These tips can help you commit to and deepen both your creative and spiritual practices.\u003c/p>\n\u003ch3>Creative Practice #1: \"Morning Pages\"\u003c/h3>\n\u003cp>This is the fundamental tool Cameron suggests for unblocking creativity. It \"brings clarity, direction, and productivity to every area of our lives,\" says Cameron. Here's how they work:\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>First thing in the morning (Cameron says ideally no more than 45 minutes after waking), write three pages by hand about anything. Seriously, anything. The point is that you don't stop writing. If you're bored and can't think of what to write, write that.\u003c/p>\n\u003cp>\"Morning Pages serve as a kind of 'brain drain'\" says Cameron, \"that allows you to release the worries, fears, and distractions standing between you and your day.\" Morning Pages are a low-pressure way to express yourself. As Cameron says, \"there's no wrong way to do Morning Pages.\"\u003c/p>\n\u003cp>Just don't share your writing with anyone – these pages are meant to be a space where you can vent and share free of judgment, so don't censor yourself. It's OK if they turn into a grocery list, a rant at your sister or a poem.\u003c/p>\n\u003ch3>Creative Practice #2: \"Artist Date\"\u003c/h3>\n\u003cp>You don't have to consider yourself an artist to go on an Artist Date. Cameron describes it as a \"once-a-week, solo adventure that you take just for fun.\" Cameron's students say they \"find themselves befriending themselves\" on these dates.\u003c/p>\n\u003cp>Try and do something that delights you on your Artist Date: Eat at a new restaurant, peruse a bookstore, go to the beach or a movie. Your Artist Date doesn't need to be expensive – one of Cameron's favorite outings is to go visit bunnies at a pet store. The main point here is fun – do something fun and frivolous.\u003c/p>\n\u003ch3>Creative Practice #3: Walks\u003c/h3>\n\u003cp>Walks can help you \"commune with your own thoughts,\" says Cameron. Twice a week, take a solo, twenty-minute walk. Leave your phone at home. Don't run an errand on your way or bring the dog or a friend with you. Go alone and just walk.\u003c/p>\n\u003cp>Walking isn't just a creative practice, it's a spiritual practice as well. \"For centuries, spiritual seekers have walked — on quests, on pilgrimages, through labyrinths,\" says Cameron. Walking can be a way to connect to the world around you and to your higher power (however you define that).\u003c/p>\n\u003ch3>Creative Practice #4: Prayer\u003c/h3>\n\u003cp>Before you close this tab, know that Cameron defines prayer loosely. She's not mandating who you pray to or trying to define God for you. She just wants you to connect with a creative energy outside yourself.\u003c/p>\n\u003cp>Prayer will look, feel and sound different for all of us but it doesn't matter how it comes out – ultimately praying brings a kind of freedom, says Cameron. She suggests a few prayer practices for seeking wisdom:\u003c/p>\n\u003cp>\u003cstrong>Prayers of petition:\u003c/strong> This is what she calls the \"Santa Clause\" prayer. \"You're asking for something, and you're hoping that the higher power will deliver it.\"\u003c/p>\n\u003cp>Cameron recommends being super honest when praying, but also to remember that we have a limited point of view. \"You need to remind yourself that God is far-seeing ... and may have something better in store for you than what you yourself had planned.\"\u003c/p>\n\u003cp>\u003cstrong>Prayers of guidance: \u003c/strong>Once a day, write down a question that you have about your life and \"listen, and write out what comes back,\" she says. \"The point is to be willing to ask, and then be open to receiving. The answers that you hear may surprise you.\"\u003c/p>\n\u003cp>For example, maybe you are not sure what form your creativity should take. You could ask: what should I do or make with my creative desire? See what answer arises.\u003c/p>\n\u003cp>\u003cstrong>Prayers of gratitude: \u003c/strong>Talk about what you're grateful for. \"It might be, 'I'm grateful for my curly hair. I'm grateful for my dog.'\"\u003c/p>\n\u003cp>This practice, Cameron says, can transform pessimism into optimism, which she believes is a boon for creativity. \"We tend to believe in the image of a suffering artist. And that creativity is born out of pain. And what I have found is that creativity is born out of happiness, which is a radical step to take.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this story was produced by Clare Marie Schneider, with engineering support from Daniel Shukhin. \u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. If you have a good life hack, leave us a voicemail at \u003c/em>\u003ca href=\"tel:2022169823\">\u003cem>202-216-9823\u003c/em>\u003c/a>\u003cem> or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. Your tip could appear in an upcoming episode.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you love Life Kit and want more, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+to+make+creativity+part+of+your+daily+routine+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine","authors":["byline_mindshift_59170"],"categories":["mindshift_193"],"tags":["mindshift_20854","mindshift_862","mindshift_851"],"featImg":"mindshift_59179","label":"mindshift"},"mindshift_57585":{"type":"posts","id":"mindshift_57585","meta":{"index":"posts_1591205157","site":"mindshift","id":"57585","score":null,"sort":[1616481038000]},"guestAuthors":[],"slug":"six-strategies-to-help-you-focus-better","title":"Six Strategies to Help You Focus Better","publishDate":1616481038,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Getting and staying focused can be a challenge in the best of times. But with everything going on in the world, concentrating can often feel down-right impossible.\u003c/p>\n\u003cp>Testament to that challenge is the burgeoning self-help industry bursting with books, blogs, videos and TED Talks on the topic. There's even a site called \u003ca href=\"https://www.caveday.org/\">Caveday\u003c/a> where the focus-challenged gather together on Zoom — computer cameras switched on for accountability, all other technology put away — for deep-focus work sessions. Among other things, it requires that participants \"monotask,\" because multitasking distracts our brains and prevents us from entering true focus and flow.\u003c/p>\n\u003cp>What happens instead when we try to multitask, says \u003ca href=\"https://www.ics.uci.edu/~gmark/Home_page/Welcome.html\">Gloria Mark\u003c/a>, Ph.D., is that our brains switch among tasks, requiring more brain fuel than staying with one task at a time.\u003c/p>\n\u003cp>\"Every activity we do uses a different set of cognitive resources,\" says Mark, an informatics professor at the University of California, Irvine. \"If I do email, I'm using one set of cognitive resources. If I'm reading a report, I'm using a different set of resources. \"\u003c/p>\n\u003cp>The more tasks you try to do at any given time, the more cognitive energy you burn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another overconsumer of brain fuel is \u003cem>over\u003c/em>focusing, says Dr. Srini Pillay, a psychiatrist and the author of \u003ca href=\"https://tinkerdabble.com/\">\u003cem>Tinker Dabble Doodle Try: Unlock the Power of the Unfocused Mind\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>As the title suggests, Pillay believes \"unfocusing\" your mind, or purposefully letting it wander, is key to improving focus overall. The brain, he says, does its best work when it's allowed to toggle between focus and unfocus.\u003c/p>\n\u003cp>Which leads to the first of six tips to help you find your flow.\u003c/p>\n\u003cp>\u003cstrong>Unfocus your brain. \u003c/strong>Schedule into every workday some breaks from all that focusing and allow your mind to travel into what's called the \"default mode network\" for a bit of freestyle riffing. This network of brain circuitry is where magic happens, Pillay says. It's the place where our minds find innovation and creativity and often make better decisions than the focused mind. You can get yourself there, he says, with something called \"positive constructive daydreaming.\"\u003c/p>\n\u003cp>\u003cstrong>Engage in positive constructive daydreaming.\u003c/strong> This involves first turning your attention inward. Try traveling with your mind to someplace enjoyable — maybe it's a stroll through an imaginary forest or sunbathing on a warm, sandy beach. Pair your daydreaming with some form of low-key activity such as walking, knitting, gardening. Release your mind for about 20 minutes of this fun and watch what happens. Doing so — especially when working hard on a project — will help to open up the brain's \"default mode network.\" Doing this several times a day can offer your mind a fresh approach to the job at hand.\u003c/p>\n\u003cp>\u003cstrong>Block interruptions before diving into deep work. \u003c/strong>Our days are filled with distractions, from others \u003cem>and\u003c/em> ourselves. To help, turn off text messaging, notifications and social media alerts. Pretty basic? Sure, but vital when you want a deep dive into focus, Mark says. When distracting interruptions are shut off, our brains get a chance to complete full sentences of thought. Your important work, she says, benefits when you shut off or put away your phone and other screens. Then, plan a time to respond — after you've completed a period of sustained focus.\u003c/p>\n\u003cp>\u003cstrong>Know your chronobiology. \u003c/strong>Make friends with your body clock. Are you a lark who is sharp and alert in the morning? Or is night owl more your style? Either way, it doesn't matter as long as you schedule your most important projects during your brain's periods of peak performance. Mark says resist the temptation to spend your day — in particular your peak brain hours — doing busywork. Instead, reserve your best brain time for the big stuff.\u003c/p>\n\u003cp>\u003cstrong>Try new hobbies. \u003c/strong>Dabbling in hobbies not only is fun but can help us come up with new solutions to problems we're facing at work or home, Pillay says. Allowing your mind time to play is another way to invite innovation in ways that focusing doesn't.\u003c/p>\n\u003cp>\u003cstrong>Consider a digital sabbath. \u003c/strong>There's a lot of talk these days about the benefits of shutting off your devices — and for good reason. Taking a digital sabbath — intentionally setting aside time to rest from your screens and all their interruptions — offers an important benefit, Mark says. It reminds us there's a world outside our screens, helping us to \"reset and think about what's really important.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast version of this episode was produced by \u003c/em>\u003ca href=\"https://www.npr.org/people/747369843/audrey-nguyen\">\u003cem>Audrey Nguyen\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Too+Much+Focusing+Is+Draining.+Here%27s+A+Better+Strategy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Concentrating is hard. Concentrating during a pandemic is even harder. Daydreaming, taking breaks and cutting distractions are helpful examples of focus strategies that can be helpful for everyone trying to complete a task. ","status":"publish","parent":0,"modified":1616481038,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":811},"headData":{"title":"Six Strategies to Help You Focus Better - MindShift","description":"Daydreaming, taking breaks and cutting distractions are helpful examples of focus strategies that can be helpful for everyone trying to complete a task.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57585 https://ww2.kqed.org/mindshift/?p=57585","disqusUrl":"https://ww2.kqed.org/mindshift/2021/03/22/six-strategies-to-help-you-focus-better/","disqusTitle":"Six Strategies to Help You Focus Better","nprByline":"Stephanie O'Neill and Audrey Nguyen","nprImageAgency":"Photo illustration by Becky Harlan/NPR","nprStoryId":"979183329","nprApiLink":"http://api.npr.org/query?id=979183329&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/03/21/979183329/too-much-focusing-is-draining-heres-a-better-strategy?ft=nprml&f=979183329","nprRetrievedStory":"1","nprPubDate":"Mon, 22 Mar 2021 10:16:00 -0400","nprStoryDate":"Sun, 21 Mar 2021 07:00:26 -0400","nprLastModifiedDate":"Mon, 22 Mar 2021 10:16:33 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2021/03/20210322_lifekit_life_kit_-_how_to_focus__-_final.mp3?orgId=1&topicId=1128&aggIds=676529561&d=1037&story=979183329&ft=nprml&f=979183329","nprAudioM3u":"http://api.npr.org/m3u/1979946670-033166.m3u?orgId=1&topicId=1128&aggIds=676529561&d=1037&story=979183329&ft=nprml&f=979183329","path":"/mindshift/57585/six-strategies-to-help-you-focus-better","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2021/03/20210322_lifekit_life_kit_-_how_to_focus__-_final.mp3?orgId=1&topicId=1128&aggIds=676529561&d=1037&story=979183329&ft=nprml&f=979183329","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Getting and staying focused can be a challenge in the best of times. But with everything going on in the world, concentrating can often feel down-right impossible.\u003c/p>\n\u003cp>Testament to that challenge is the burgeoning self-help industry bursting with books, blogs, videos and TED Talks on the topic. There's even a site called \u003ca href=\"https://www.caveday.org/\">Caveday\u003c/a> where the focus-challenged gather together on Zoom — computer cameras switched on for accountability, all other technology put away — for deep-focus work sessions. Among other things, it requires that participants \"monotask,\" because multitasking distracts our brains and prevents us from entering true focus and flow.\u003c/p>\n\u003cp>What happens instead when we try to multitask, says \u003ca href=\"https://www.ics.uci.edu/~gmark/Home_page/Welcome.html\">Gloria Mark\u003c/a>, Ph.D., is that our brains switch among tasks, requiring more brain fuel than staying with one task at a time.\u003c/p>\n\u003cp>\"Every activity we do uses a different set of cognitive resources,\" says Mark, an informatics professor at the University of California, Irvine. \"If I do email, I'm using one set of cognitive resources. If I'm reading a report, I'm using a different set of resources. \"\u003c/p>\n\u003cp>The more tasks you try to do at any given time, the more cognitive energy you burn.\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>Another overconsumer of brain fuel is \u003cem>over\u003c/em>focusing, says Dr. Srini Pillay, a psychiatrist and the author of \u003ca href=\"https://tinkerdabble.com/\">\u003cem>Tinker Dabble Doodle Try: Unlock the Power of the Unfocused Mind\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>As the title suggests, Pillay believes \"unfocusing\" your mind, or purposefully letting it wander, is key to improving focus overall. The brain, he says, does its best work when it's allowed to toggle between focus and unfocus.\u003c/p>\n\u003cp>Which leads to the first of six tips to help you find your flow.\u003c/p>\n\u003cp>\u003cstrong>Unfocus your brain. \u003c/strong>Schedule into every workday some breaks from all that focusing and allow your mind to travel into what's called the \"default mode network\" for a bit of freestyle riffing. This network of brain circuitry is where magic happens, Pillay says. It's the place where our minds find innovation and creativity and often make better decisions than the focused mind. You can get yourself there, he says, with something called \"positive constructive daydreaming.\"\u003c/p>\n\u003cp>\u003cstrong>Engage in positive constructive daydreaming.\u003c/strong> This involves first turning your attention inward. Try traveling with your mind to someplace enjoyable — maybe it's a stroll through an imaginary forest or sunbathing on a warm, sandy beach. Pair your daydreaming with some form of low-key activity such as walking, knitting, gardening. Release your mind for about 20 minutes of this fun and watch what happens. Doing so — especially when working hard on a project — will help to open up the brain's \"default mode network.\" Doing this several times a day can offer your mind a fresh approach to the job at hand.\u003c/p>\n\u003cp>\u003cstrong>Block interruptions before diving into deep work. \u003c/strong>Our days are filled with distractions, from others \u003cem>and\u003c/em> ourselves. To help, turn off text messaging, notifications and social media alerts. Pretty basic? Sure, but vital when you want a deep dive into focus, Mark says. When distracting interruptions are shut off, our brains get a chance to complete full sentences of thought. Your important work, she says, benefits when you shut off or put away your phone and other screens. Then, plan a time to respond — after you've completed a period of sustained focus.\u003c/p>\n\u003cp>\u003cstrong>Know your chronobiology. \u003c/strong>Make friends with your body clock. Are you a lark who is sharp and alert in the morning? Or is night owl more your style? Either way, it doesn't matter as long as you schedule your most important projects during your brain's periods of peak performance. Mark says resist the temptation to spend your day — in particular your peak brain hours — doing busywork. Instead, reserve your best brain time for the big stuff.\u003c/p>\n\u003cp>\u003cstrong>Try new hobbies. \u003c/strong>Dabbling in hobbies not only is fun but can help us come up with new solutions to problems we're facing at work or home, Pillay says. Allowing your mind time to play is another way to invite innovation in ways that focusing doesn't.\u003c/p>\n\u003cp>\u003cstrong>Consider a digital sabbath. \u003c/strong>There's a lot of talk these days about the benefits of shutting off your devices — and for good reason. Taking a digital sabbath — intentionally setting aside time to rest from your screens and all their interruptions — offers an important benefit, Mark says. It reminds us there's a world outside our screens, helping us to \"reset and think about what's really important.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast version of this episode was produced by \u003c/em>\u003ca href=\"https://www.npr.org/people/747369843/audrey-nguyen\">\u003cem>Audrey Nguyen\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Too+Much+Focusing+Is+Draining.+Here%27s+A+Better+Strategy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57585/six-strategies-to-help-you-focus-better","authors":["byline_mindshift_57585"],"categories":["mindshift_193"],"tags":["mindshift_862","mindshift_20754","mindshift_20693","mindshift_20838","mindshift_20824","mindshift_21421"],"featImg":"mindshift_57586","label":"mindshift"},"mindshift_55081":{"type":"posts","id":"mindshift_55081","meta":{"index":"posts_1591205157","site":"mindshift","id":"55081","score":null,"sort":[1580714244000]},"guestAuthors":[],"slug":"when-teachers-make-room-for-their-own-curiosity-they-defend-it-for-children","title":"When Teachers Make Room For Their Own Curiosity They Defend It For Children","publishDate":1580714244,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://scholar.harvard.edu/kbrennan/home\">Dr. Karen Brennan\u003c/a> has long been fascinated by learning environments that encourage kids to be curious. She’s spent her career thinking about how students develop \u003ca href=\"http://scratched.gse.harvard.edu/guide/\">computational thinking\u003c/a>, and what makes a learning environment fertile for kids to show their ingenuity. She developed \u003ca href=\"https://scratched.gse.harvard.edu/\">ScratchEd\u003c/a>, an online platform to support educators using Scratch in their classrooms, and has studied elements of effective teaching through \u003ca href=\"https://www.media.mit.edu/groups/lifelong-kindergarten/overview/\">MIT Media Lab's Lifelong Kindergarten\u003c/a> research group. Now she's a faculty member at the Harvard Graduate School of Education, leading the \u003ca href=\"http://creativecomputing.gse.harvard.edu/\">Creative Computing Lab.\u003c/a>\u003c/p>\n\u003cp>Since Scratch launched 12 years ago, users have created 43 million projects. That’s a lot of creativity on display. From studying the way kids use the platform, as well as effective classrooms, Brennan has seen four crucial ingredients to curiosity:\u003c/p>\n\u003cul>\n\u003cli>Pursue a question that matters to the learner\u003c/li>\n\u003cli>Create different representations of an evolving understanding\u003c/li>\n\u003cli>Participate in a community of learners\u003c/li>\n\u003cli>Constantly reflect on the learning\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity\">Scratch is an interactive community\u003c/a> where kids can use evolving programming skills to showcase their creativity. But not every child has access to Scratch or to environments that foster this type of curiosity and independence. That’s where teachers come in.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-theme=\"light\">\n\u003cp dir=\"ltr\" lang=\"en\">Great keynote by \u003ca href=\"https://twitter.com/karen_brennan?ref_src=twsrc%5Etfw\">@karen_brennan\u003c/a> and engaging conversations! \u003ca href=\"https://twitter.com/hashtag/BLC19?src=hash&ref_src=twsrc%5Etfw\">#BLC19\u003c/a> \u003ca href=\"https://twitter.com/PeelSchools?ref_src=twsrc%5Etfw\">@PeelSchools\u003c/a> \u003ca href=\"https://twitter.com/hashtag/boston?src=hash&ref_src=twsrc%5Etfw\">#boston\u003c/a> \u003ca href=\"https://t.co/QS04qRcmAO\">pic.twitter.com/QS04qRcmAO\u003c/a>\u003c/p>\n\u003cp>— J Varriano (@j_varriano) \u003ca href=\"https://twitter.com/j_varriano/status/1151498071454486530?ref_src=twsrc%5Etfw\">July 17, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The role of the teacher is essential if we really want to make this learning accessible to everyone,” Brennan said at the \u003ca href=\"https://novemberlearning.com/education-conference/\">Building Learning Communities\u003c/a> conference. She cited a seminal book on teaching by Neil Postman and Charles Weingartner, \u003cem>\u003ca href=\"https://www.amazon.com/Teaching-Subversive-Activity-Neil-Postman/dp/0385290098\">Teaching as a Subversive Activity\u003c/a>\u003c/em>:\u003c/p>\n\u003cblockquote>\u003cp>\"There can be no significant innovation in education that does not have at its center the attitudes of teachers, and it is an illusion to think otherwise. The beliefs, feelings, and assumptions of teachers are the air of a learning environment; they determine the quality of life within it.\"\u003c/p>\u003c/blockquote>\n\u003cp>Given the critical role teachers play in creating spaces where curiosity thrives, Brennan has spent years observing skilled teachers as they do the work. She noticed that in the most creative, curiosity-filled classrooms teachers actively design opportunities to:\u003c/p>\n\u003cul>\n\u003cli>Cultivate curiosity – Are young people designing questions, asking questions?\u003c/li>\n\u003cli>Create – This could take many forms.\u003c/li>\n\u003cli>Collaborate – Learn from and with others\u003c/li>\n\u003cli>Contemplate – \"We know there's no learning without reflection,\" Brennan said. \"What are the opportunities to think about their thinking?\"\u003c/li>\n\u003c/ul>\n\u003cp>But it’s much easier to list elements of a creative classroom than to deal with the common roadblocks to creating that space. Brennan put forward three scenarios in which a teacher encounters a stumbling block, as well as some strategies teachers she has worked with used to get past them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://padlet.com/karen_brennan/BLC1\">Case Study #1\u003c/a>: \u003c/strong>\u003cbr>\n\u003cem>\u003cbr>\nAngela has just introduced her class of 7th-grade students to Scratch, offering them a brief introduction to how Scratch works and then inviting them to create an interactive book report based on something they have read this year. She expects the project to take several days and is excited to see which books her students will choose and how they will bring them to life with Scratch. At the end of the first day, Angela tours the classroom to see how projects are progressing. She talks with a student who has stopped working on their project and is playing a game. When she asks how things are going, the student—who has created a somewhat minimal project—proclaims, “I’m finished!” What advice would you give Angela?\u003c/em>\u003c/p>\n\u003cp>Asking the simple question: \"And what else could you do?\" had impressive effects in the classrooms Brennan observed. It was the nudge students needed to think more expansively.\u003c/p>\n\u003cp>\"That simple act of intervening with a question led to much more detail in the project,\" Brennan said. \"Suddenly you've got interactive sound, lightning bolts, a 'Fancy mode.'\"\u003c/p>\n\u003cp>Another technique successful teachers employed was to \u003ca href=\"https://hbr.org/2016/12/embracing-bad-ideas-to-get-to-good-ideas\">offer bad ideas\u003c/a>. The teacher offers the worst ideas they can think of to the student, paradoxically sparking more ingenuity.\u003c/p>\n\u003cp>\"What was so interesting about this strategy is it connects to business literature that bad ideas lead to good ideas,\" Brennan said.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://padlet.com/karen_brennan/BLC2\">Case Study #2\u003c/a>: \u003c/strong>\u003c/p>\n\u003cp>\u003cem>Guillermo has recently started teaching his first high school computer science course: a visual-arts-based introduction to programming with the Processing language. He has enjoyed preparing for the course, learning programming as he goes, and wants his students to enjoy the same type of creative exploration. Each day, Guillermo introduces a new concept and the students create self-directed projects based on the concept. As the course progresses and the concepts become more complicated, his students have an increasing number of questions—questions that he sometimes does not know how to answer. He is committed to open-ended work, but is anxious about not being able to help all students. What advice would you give Guillermo?\u003c/em>\u003c/p>\n\u003cp>This scenario is all too common in classrooms, especially when a teacher is new to a course. And it often makes many educators nervous. But it’s also the perfect opportunity to go on a learning journey together, modeling how to find quality resources and information when stuck.\u003c/p>\n\u003cp>Brennan’s research showed two strategies in particular helped with this type of situation. First, have students help one another. It takes the pressure off of the teacher as the \"one who knows,\" and encourages collaboration, communication and creativity among peers. One way to do this might be with snowball sharing, soliciting ideas on the problem from peers.\u003c/p>\n\u003cp>The second strategy that worked was \"midnight notes,\" stickies left on projects that pointed to a resource or idea that would further the project. This worked especially well when students were encouraged to leave midnight notes on one another's projects.\u003c/p>\n\u003cp>In the last scenario, a grade three teacher was having difficulty getting students to incorporate feedback into their projects.\u003c/p>\n\u003cp>Brennan’s research found that when students have an \u003ca href=\"https://www.kqed.org/mindshift/50443/whats-so-different-about-high-tech-high-anyway\">authentic audience\u003c/a> for their work they were more likely to incorporate feedback. One teacher developed a “works in progress showcase” just before the end of the project, when parents, community members and administration came into the classroom and talked with students about their projects. Afterwards, the students still had time to change their projects based on their interactions and feedback.\u003c/p>\n\u003cp>Other teachers gave each student a list of questions to reflect on in whatever modality they chose: writing, drawing, making a video. This helped them keep a running journal of how their learning was progressing.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Reflecting on \u003ca href=\"https://twitter.com/karen_brennan?ref_src=twsrc%5Etfw\">@karen_brennan\u003c/a>'s \u003ca href=\"https://twitter.com/hashtag/BLC19?src=hash&ref_src=twsrc%5Etfw\">#BLC19\u003c/a> keynote. One of my favorite things Karen said: \"Designing for students' curiosity depends on you designing for *your own* curiosity!\" I think this freedom to explore/implement/assess/iterate is one of my favorite things about being a teacher. \u003ca href=\"https://t.co/tePyhp7U53\">pic.twitter.com/tePyhp7U53\u003c/a>\u003c/p>\n\u003cp>— Stacey Roshan (@buddyxo) \u003ca href=\"https://twitter.com/buddyxo/status/1153011734044708865?ref_src=twsrc%5Etfw\">July 21, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Brennan believes \u003ca href=\"https://www.kqed.org/mindshift/34481/can-creativity-truly-be-fostered-in-classrooms-of-today\">fostering creativity\u003c/a> is an important goal in classrooms. Along with other researchers and economic analysts, she sees \u003ca href=\"https://www.kqed.org/mindshift/36412/employers-challenge-to-educators-make-school-relevant-to-students-lives\">the world changing\u003c/a>, requiring more flexible thinking, ingenuity, communication and collaboration skills. She also understands how mandates and required curricula can work against creativity, which is why she urges teachers who want to see more creative thinking in their students to first start with themselves.\u003c/p>\n\u003cp>“You need to design opportunities for yourself or for the teachers you support,” Brennan said, because without curiosity in teachers’ lives, it’s difficult to create that type of environment for students. In fact, her last recommendation to the teachers gathered at BLC quoted a teacher from the Bronx who said:\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Find your own voice, find your own path, find your own creativity. And then be willing to stand up and defend it for students.”\u003c/p>\n\n","blocks":[],"excerpt":"Harvard professor Dr. Karen Brennan makes the case that when teachers cultivate their own creativity they're more able to protect spaces in their classrooms for student creativity.","status":"publish","parent":0,"modified":1580744705,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1294},"headData":{"title":"When Teachers Make Room For Their Own Curiosity They Defend It For Children | KQED","description":"Harvard professor Dr. Karen Brennan makes the case that when teachers cultivate their own creativity they're more able to protect spaces in their classrooms for student creativity.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55081 https://ww2.kqed.org/mindshift/?p=55081","disqusUrl":"https://ww2.kqed.org/mindshift/2020/02/02/when-teachers-make-room-for-their-own-curiosity-they-defend-it-for-children/","disqusTitle":"When Teachers Make Room For Their Own Curiosity They Defend It For Children","path":"/mindshift/55081/when-teachers-make-room-for-their-own-curiosity-they-defend-it-for-children","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://scholar.harvard.edu/kbrennan/home\">Dr. Karen Brennan\u003c/a> has long been fascinated by learning environments that encourage kids to be curious. She’s spent her career thinking about how students develop \u003ca href=\"http://scratched.gse.harvard.edu/guide/\">computational thinking\u003c/a>, and what makes a learning environment fertile for kids to show their ingenuity. She developed \u003ca href=\"https://scratched.gse.harvard.edu/\">ScratchEd\u003c/a>, an online platform to support educators using Scratch in their classrooms, and has studied elements of effective teaching through \u003ca href=\"https://www.media.mit.edu/groups/lifelong-kindergarten/overview/\">MIT Media Lab's Lifelong Kindergarten\u003c/a> research group. Now she's a faculty member at the Harvard Graduate School of Education, leading the \u003ca href=\"http://creativecomputing.gse.harvard.edu/\">Creative Computing Lab.\u003c/a>\u003c/p>\n\u003cp>Since Scratch launched 12 years ago, users have created 43 million projects. That’s a lot of creativity on display. From studying the way kids use the platform, as well as effective classrooms, Brennan has seen four crucial ingredients to curiosity:\u003c/p>\n\u003cul>\n\u003cli>Pursue a question that matters to the learner\u003c/li>\n\u003cli>Create different representations of an evolving understanding\u003c/li>\n\u003cli>Participate in a community of learners\u003c/li>\n\u003cli>Constantly reflect on the learning\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity\">Scratch is an interactive community\u003c/a> where kids can use evolving programming skills to showcase their creativity. But not every child has access to Scratch or to environments that foster this type of curiosity and independence. That’s where teachers come in.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-theme=\"light\">\n\u003cp dir=\"ltr\" lang=\"en\">Great keynote by \u003ca href=\"https://twitter.com/karen_brennan?ref_src=twsrc%5Etfw\">@karen_brennan\u003c/a> and engaging conversations! \u003ca href=\"https://twitter.com/hashtag/BLC19?src=hash&ref_src=twsrc%5Etfw\">#BLC19\u003c/a> \u003ca href=\"https://twitter.com/PeelSchools?ref_src=twsrc%5Etfw\">@PeelSchools\u003c/a> \u003ca href=\"https://twitter.com/hashtag/boston?src=hash&ref_src=twsrc%5Etfw\">#boston\u003c/a> \u003ca href=\"https://t.co/QS04qRcmAO\">pic.twitter.com/QS04qRcmAO\u003c/a>\u003c/p>\n\u003cp>— J Varriano (@j_varriano) \u003ca href=\"https://twitter.com/j_varriano/status/1151498071454486530?ref_src=twsrc%5Etfw\">July 17, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The role of the teacher is essential if we really want to make this learning accessible to everyone,” Brennan said at the \u003ca href=\"https://novemberlearning.com/education-conference/\">Building Learning Communities\u003c/a> conference. She cited a seminal book on teaching by Neil Postman and Charles Weingartner, \u003cem>\u003ca href=\"https://www.amazon.com/Teaching-Subversive-Activity-Neil-Postman/dp/0385290098\">Teaching as a Subversive Activity\u003c/a>\u003c/em>:\u003c/p>\n\u003cblockquote>\u003cp>\"There can be no significant innovation in education that does not have at its center the attitudes of teachers, and it is an illusion to think otherwise. The beliefs, feelings, and assumptions of teachers are the air of a learning environment; they determine the quality of life within it.\"\u003c/p>\u003c/blockquote>\n\u003cp>Given the critical role teachers play in creating spaces where curiosity thrives, Brennan has spent years observing skilled teachers as they do the work. She noticed that in the most creative, curiosity-filled classrooms teachers actively design opportunities to:\u003c/p>\n\u003cul>\n\u003cli>Cultivate curiosity – Are young people designing questions, asking questions?\u003c/li>\n\u003cli>Create – This could take many forms.\u003c/li>\n\u003cli>Collaborate – Learn from and with others\u003c/li>\n\u003cli>Contemplate – \"We know there's no learning without reflection,\" Brennan said. \"What are the opportunities to think about their thinking?\"\u003c/li>\n\u003c/ul>\n\u003cp>But it’s much easier to list elements of a creative classroom than to deal with the common roadblocks to creating that space. Brennan put forward three scenarios in which a teacher encounters a stumbling block, as well as some strategies teachers she has worked with used to get past them.\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>\u003ca href=\"https://padlet.com/karen_brennan/BLC1\">Case Study #1\u003c/a>: \u003c/strong>\u003cbr>\n\u003cem>\u003cbr>\nAngela has just introduced her class of 7th-grade students to Scratch, offering them a brief introduction to how Scratch works and then inviting them to create an interactive book report based on something they have read this year. She expects the project to take several days and is excited to see which books her students will choose and how they will bring them to life with Scratch. At the end of the first day, Angela tours the classroom to see how projects are progressing. She talks with a student who has stopped working on their project and is playing a game. When she asks how things are going, the student—who has created a somewhat minimal project—proclaims, “I’m finished!” What advice would you give Angela?\u003c/em>\u003c/p>\n\u003cp>Asking the simple question: \"And what else could you do?\" had impressive effects in the classrooms Brennan observed. It was the nudge students needed to think more expansively.\u003c/p>\n\u003cp>\"That simple act of intervening with a question led to much more detail in the project,\" Brennan said. \"Suddenly you've got interactive sound, lightning bolts, a 'Fancy mode.'\"\u003c/p>\n\u003cp>Another technique successful teachers employed was to \u003ca href=\"https://hbr.org/2016/12/embracing-bad-ideas-to-get-to-good-ideas\">offer bad ideas\u003c/a>. The teacher offers the worst ideas they can think of to the student, paradoxically sparking more ingenuity.\u003c/p>\n\u003cp>\"What was so interesting about this strategy is it connects to business literature that bad ideas lead to good ideas,\" Brennan said.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://padlet.com/karen_brennan/BLC2\">Case Study #2\u003c/a>: \u003c/strong>\u003c/p>\n\u003cp>\u003cem>Guillermo has recently started teaching his first high school computer science course: a visual-arts-based introduction to programming with the Processing language. He has enjoyed preparing for the course, learning programming as he goes, and wants his students to enjoy the same type of creative exploration. Each day, Guillermo introduces a new concept and the students create self-directed projects based on the concept. As the course progresses and the concepts become more complicated, his students have an increasing number of questions—questions that he sometimes does not know how to answer. He is committed to open-ended work, but is anxious about not being able to help all students. What advice would you give Guillermo?\u003c/em>\u003c/p>\n\u003cp>This scenario is all too common in classrooms, especially when a teacher is new to a course. And it often makes many educators nervous. But it’s also the perfect opportunity to go on a learning journey together, modeling how to find quality resources and information when stuck.\u003c/p>\n\u003cp>Brennan’s research showed two strategies in particular helped with this type of situation. First, have students help one another. It takes the pressure off of the teacher as the \"one who knows,\" and encourages collaboration, communication and creativity among peers. One way to do this might be with snowball sharing, soliciting ideas on the problem from peers.\u003c/p>\n\u003cp>The second strategy that worked was \"midnight notes,\" stickies left on projects that pointed to a resource or idea that would further the project. This worked especially well when students were encouraged to leave midnight notes on one another's projects.\u003c/p>\n\u003cp>In the last scenario, a grade three teacher was having difficulty getting students to incorporate feedback into their projects.\u003c/p>\n\u003cp>Brennan’s research found that when students have an \u003ca href=\"https://www.kqed.org/mindshift/50443/whats-so-different-about-high-tech-high-anyway\">authentic audience\u003c/a> for their work they were more likely to incorporate feedback. One teacher developed a “works in progress showcase” just before the end of the project, when parents, community members and administration came into the classroom and talked with students about their projects. Afterwards, the students still had time to change their projects based on their interactions and feedback.\u003c/p>\n\u003cp>Other teachers gave each student a list of questions to reflect on in whatever modality they chose: writing, drawing, making a video. This helped them keep a running journal of how their learning was progressing.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Reflecting on \u003ca href=\"https://twitter.com/karen_brennan?ref_src=twsrc%5Etfw\">@karen_brennan\u003c/a>'s \u003ca href=\"https://twitter.com/hashtag/BLC19?src=hash&ref_src=twsrc%5Etfw\">#BLC19\u003c/a> keynote. One of my favorite things Karen said: \"Designing for students' curiosity depends on you designing for *your own* curiosity!\" I think this freedom to explore/implement/assess/iterate is one of my favorite things about being a teacher. \u003ca href=\"https://t.co/tePyhp7U53\">pic.twitter.com/tePyhp7U53\u003c/a>\u003c/p>\n\u003cp>— Stacey Roshan (@buddyxo) \u003ca href=\"https://twitter.com/buddyxo/status/1153011734044708865?ref_src=twsrc%5Etfw\">July 21, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Brennan believes \u003ca href=\"https://www.kqed.org/mindshift/34481/can-creativity-truly-be-fostered-in-classrooms-of-today\">fostering creativity\u003c/a> is an important goal in classrooms. Along with other researchers and economic analysts, she sees \u003ca href=\"https://www.kqed.org/mindshift/36412/employers-challenge-to-educators-make-school-relevant-to-students-lives\">the world changing\u003c/a>, requiring more flexible thinking, ingenuity, communication and collaboration skills. She also understands how mandates and required curricula can work against creativity, which is why she urges teachers who want to see more creative thinking in their students to first start with themselves.\u003c/p>\n\u003cp>“You need to design opportunities for yourself or for the teachers you support,” Brennan said, because without curiosity in teachers’ lives, it’s difficult to create that type of environment for students. In fact, her last recommendation to the teachers gathered at BLC quoted a teacher from the Bronx who said:\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>“Find your own voice, find your own path, find your own creativity. And then be willing to stand up and defend it for students.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55081/when-teachers-make-room-for-their-own-curiosity-they-defend-it-for-children","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20730","mindshift_862","mindshift_20784","mindshift_1040","mindshift_556","mindshift_500"],"featImg":"mindshift_55087","label":"mindshift"},"mindshift_51739":{"type":"posts","id":"mindshift_51739","meta":{"index":"posts_1591205157","site":"mindshift","id":"51739","score":null,"sort":[1533100617000]},"guestAuthors":[],"slug":"how-to-use-chromebooks-for-powerful-creation-in-school","title":"How To Use Chromebooks For Powerful Creation in School","publishDate":1533100617,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>As technology becomes more ubiquitous in classrooms, many schools are choosing Chromebooks because it’s one of the least expensive devices, a big win for schools balancing spending priorities. A 2017 report of the education market found Chromebooks dominate with \u003ca href=\"https://www.nytimes.com/2017/03/02/technology/apple-products-schools-education.html?_r=0\">58 percent\u003c/a> of the market for school mobile device purchases. But many teachers aren’t using these new tools for much \u003ca href=\"https://www.kqed.org/mindshift/33444/macbook-chromebook-ipads-moving-beyond-platforms\" target=\"_blank\" rel=\"noopener\">more than notetaking and slideshow presentations\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.tanyaavrith.com/about/\" target=\"_blank\" rel=\"noopener\">Tanya Avrith\u003c/a> is a self-proclaimed techy-teacher. She piloted iPads in one school she worked at and Chromebooks in another. “By January I felt like I hit a wall,” Avrith said. She found the Chromebook more limited for student project creation than iPads and started digging for Google apps and plug-ins that could add functionality.\u003c/p>\n\u003cp>She teamed up with \u003ca href=\"http://www.hollyclark.org/about/\" target=\"_blank\" rel=\"noopener\">Holly Clark\u003c/a>, an education strategist, to write \"\u003ca href=\"http://www.hollyclark.org/google-infused-classroom/\">The\u003c/a> \u003ca href=\"http://www.hollyclark.org/google-infused-classroom/\" target=\"_blank\" rel=\"noopener\">Google Infused Classroom\u003c/a>,\" a book they hope will help teachers see Chromebooks as more than a testing device or an expensive notebook.\u003c/p>\n\u003cp>“We’re trying to use the devices to make student thinking visible, to hear from every kid in our classes, and to share work,” said Holly Clark during a presentation at the 2018 gathering of the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education (ISTE)\u003c/a> in Chicago.\u003c/p>\n\u003cp>Technology like Socrative can make quick checks for understanding immediately visible so teachers know if a lesson landed, or when shared to the whole class, can offer opportunities for students to compare and contrast answers. The metacognition embedded in that process is the goal, but the technology allows it to happen quickly and easily.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This is why the people at the district office got you Chromebooks,” Clark said to the audience. “They want to keep the learning going.”\u003c/p>\n\u003cp>Avrith and Clark focused on two powerful tech tools to bring creation to Chromebook classrooms, encouraging teachers to think beyond the obvious uses for these tools.\u003c/p>\n\u003cp>\u003cstrong>BOOK CREATOR\u003c/strong>\u003c/p>\n\u003cp>“When people see Book Creator they see a place where kids can write a story,” Clark said. While that’s true, she and Avrith have seen teachers using the freemium tool (the first 40 books created are free, and after that there are fees) in many more innovative ways. (Note: Clark and Avrith are volunteer Book Creator \u003ca href=\"https://bookcreator.com/ambassadors/\">ambassadors\u003c/a>, a program through which they receive an upgraded account.)\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=pQ6PjQ7JpDQ\u003c/p>\n\u003cp>Avrith recently used \u003ca href=\"https://bookcreator.com/\" target=\"_blank\" rel=\"noopener\">Book Creator \u003c/a>for a digital citizenship lesson she taught to third-, fourth- and fifth-graders. She didn’t want to lecture students about appropriate online behavior and \u003ca href=\"https://www.kqed.org/mindshift/49607/making-media-literacy-central-to-digital-citizenship\" target=\"_blank\" rel=\"noopener\">media literacy\u003c/a> because she knows those kinds of lessons are easily forgotten. Instead, she got students creating a collaborative book -- 114 students contributed to it -- that took on a digital citizenship scenario from four potential angles.\u003c/p>\n\u003cp>“I want to shift the conversation with my students to being digital leaders,” Avrith said.\u003c/p>\n\u003cp>Students worked together to come up with solutions to the scenario Avrith presented. They were excited to share their ideas with peers and to read one another’s solutions. The project was memorable and it took only two 40-minute periods.\u003c/p>\n\u003cp>In another example, Avrith told her students she would be going to Haiti to work with some students there. Her American students were curious about their Haitian counterparts, so Avrith had them post their questions to Book Creator, where she translated them into Creole. When she was in Haiti, she showed the questions to the Haitian students while teaching them how to use Book Creator, and they posted answers. It turns out both Haitian students and American students like soccer and pizza.\u003c/p>\n\u003cp>“It was a really powerful way of collaborating with another place and building empathy and understanding,” Avrith said.\u003c/p>\n\u003cp>Clark likes to use Book Creator as a repository for learning over time. “They can show you what they learned from point A to point Z,” she said.\u003c/p>\n\u003cp>Students can upload videos of themselves reading, for example, and demonstrate improved fluency as the year progresses. Or, when studying the narrative arc, students might write and illustrate a comic book instead of a short story. Clark admits she hates the narrative writing unit in seventh grade because she has to read so much writing on the same themes. But when she encouraged students to represent their narrative any way they wanted in Book Creator, she received a much more varied display of students’ narrative understanding.\u003c/p>\n\u003cp>Other creative examples for Book Creator include an 11th-grade math teacher who made a supplemental math tutorial book for students, including video explanations. Or a U.S. history teacher who asked students to write their own history textbook in Book Creator using videos, text artifacts and anything else they wanted.\u003c/p>\n\u003cp>A newer version of Book Creator now allows students to embed almost anything: YouTube videos, Google Maps, Tynker, SoundCloud, Desmos, 360 videos, Flipgrid (now free for educators), Google forms and more.\u003c/p>\n\u003cp>“You can have them create their own 360 videos that they can then embed,” Avrith said. Then, students can annotate their videos to explain their thinking. “It’s not just the cool factor, it’s the thought processes. Through this tool you’re now able to make their thinking visible, hear from all your learners, and have them share.”\u003c/p>\n\u003cp>Avrith even uses Book Creator to make coding journals. She loves what students \u003ca href=\"https://www.kqed.org/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity\" target=\"_blank\" rel=\"noopener\">can do in Scratch\u003c/a>, but finds managing all the projects cumbersome. Now, students can embed Scratch projects in Book Creator, offering a digital portfolio of their skill progression.\u003cbr>\n“You can app smash in ways you could never app smash before!” Avrith said.\u003c/p>\n\u003cp>\u003cstrong>ADOBE SPARK\u003c/strong>\u003c/p>\n\u003cp>Clark and Avrith are also excited about updates to \u003ca href=\"https://spark.adobe.com/edu/\" target=\"_blank\" rel=\"noopener\">Adobe Spark\u003c/a> that allow teachers of students younger than 13 to sign up for administrator accounts that then give students access to enterprise accounts for free. If students are older than 13 they can already access enterprise accounts, which open up features and tools that previously required a paid account.\u003c/p>\n\u003cp>“Adobe is doing for creation what Google did for collaboration,” Avrith said. “You have this suite of amazing tools that are so simple to learn.” That’s particularly exciting to her because Chromebooks haven’t had many great video production tools. And, she’s found younger students have no trouble figuring out how to use Spark, which allows students to use templates or build their own from scratch.\u003c/p>\n\u003cp>Students can also upload their own photos or use those supplied by Spark, which are already Creative Commons licensed. The tool also allows students to pull free icons from the \u003ca href=\"https://thenounproject.com/\" target=\"_blank\" rel=\"noopener\">Noun Project\u003c/a> and it saves automatically as they work, “which is magic because how many fourth-graders remember to save anything? No. never,” Avrith said.\u003c/p>\n\u003cp>She has seen students make beautiful presentations with video on one side, text on the other. And students or teachers can add audio to every slide to explain the thinking or walk through a learning process.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“That takes creation and digital literacies to a whole other level,” she said. She’s excited to see tools that make it easier and more equitable for “creative problem-solving and telling beautiful stories” so that teachers and students can control the narrative about their own work.\u003c/p>\n\n","blocks":[],"excerpt":"Chromebooks have grown in popularity in education, but their use is often limited to note-taking and slideshow presentations. Two educators describe tools for Chromebooks, like Book Creator, that can help students tap many platforms within the same story creation program. ","status":"publish","parent":0,"modified":1533100617,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1232},"headData":{"title":"How To Use Chromebooks For Powerful Creation in School | KQED","description":"Chromebooks have grown in popularity in education, but their use is often limited to note-taking and slideshow presentations. Two educators describe tools for Chromebooks, like Book Creator, that can help students tap many platforms within the same story creation program. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51739 https://ww2.kqed.org/mindshift/?p=51739","disqusUrl":"https://ww2.kqed.org/mindshift/2018/07/31/how-to-use-chromebooks-for-powerful-creation-in-school/","disqusTitle":"How To Use Chromebooks For Powerful Creation in School","path":"/mindshift/51739/how-to-use-chromebooks-for-powerful-creation-in-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As technology becomes more ubiquitous in classrooms, many schools are choosing Chromebooks because it’s one of the least expensive devices, a big win for schools balancing spending priorities. A 2017 report of the education market found Chromebooks dominate with \u003ca href=\"https://www.nytimes.com/2017/03/02/technology/apple-products-schools-education.html?_r=0\">58 percent\u003c/a> of the market for school mobile device purchases. But many teachers aren’t using these new tools for much \u003ca href=\"https://www.kqed.org/mindshift/33444/macbook-chromebook-ipads-moving-beyond-platforms\" target=\"_blank\" rel=\"noopener\">more than notetaking and slideshow presentations\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.tanyaavrith.com/about/\" target=\"_blank\" rel=\"noopener\">Tanya Avrith\u003c/a> is a self-proclaimed techy-teacher. She piloted iPads in one school she worked at and Chromebooks in another. “By January I felt like I hit a wall,” Avrith said. She found the Chromebook more limited for student project creation than iPads and started digging for Google apps and plug-ins that could add functionality.\u003c/p>\n\u003cp>She teamed up with \u003ca href=\"http://www.hollyclark.org/about/\" target=\"_blank\" rel=\"noopener\">Holly Clark\u003c/a>, an education strategist, to write \"\u003ca href=\"http://www.hollyclark.org/google-infused-classroom/\">The\u003c/a> \u003ca href=\"http://www.hollyclark.org/google-infused-classroom/\" target=\"_blank\" rel=\"noopener\">Google Infused Classroom\u003c/a>,\" a book they hope will help teachers see Chromebooks as more than a testing device or an expensive notebook.\u003c/p>\n\u003cp>“We’re trying to use the devices to make student thinking visible, to hear from every kid in our classes, and to share work,” said Holly Clark during a presentation at the 2018 gathering of the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education (ISTE)\u003c/a> in Chicago.\u003c/p>\n\u003cp>Technology like Socrative can make quick checks for understanding immediately visible so teachers know if a lesson landed, or when shared to the whole class, can offer opportunities for students to compare and contrast answers. The metacognition embedded in that process is the goal, but the technology allows it to happen quickly and easily.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is why the people at the district office got you Chromebooks,” Clark said to the audience. “They want to keep the learning going.”\u003c/p>\n\u003cp>Avrith and Clark focused on two powerful tech tools to bring creation to Chromebook classrooms, encouraging teachers to think beyond the obvious uses for these tools.\u003c/p>\n\u003cp>\u003cstrong>BOOK CREATOR\u003c/strong>\u003c/p>\n\u003cp>“When people see Book Creator they see a place where kids can write a story,” Clark said. While that’s true, she and Avrith have seen teachers using the freemium tool (the first 40 books created are free, and after that there are fees) in many more innovative ways. (Note: Clark and Avrith are volunteer Book Creator \u003ca href=\"https://bookcreator.com/ambassadors/\">ambassadors\u003c/a>, a program through which they receive an upgraded account.)\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/pQ6PjQ7JpDQ'\n title='//www.youtube.com/embed/pQ6PjQ7JpDQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Avrith recently used \u003ca href=\"https://bookcreator.com/\" target=\"_blank\" rel=\"noopener\">Book Creator \u003c/a>for a digital citizenship lesson she taught to third-, fourth- and fifth-graders. She didn’t want to lecture students about appropriate online behavior and \u003ca href=\"https://www.kqed.org/mindshift/49607/making-media-literacy-central-to-digital-citizenship\" target=\"_blank\" rel=\"noopener\">media literacy\u003c/a> because she knows those kinds of lessons are easily forgotten. Instead, she got students creating a collaborative book -- 114 students contributed to it -- that took on a digital citizenship scenario from four potential angles.\u003c/p>\n\u003cp>“I want to shift the conversation with my students to being digital leaders,” Avrith said.\u003c/p>\n\u003cp>Students worked together to come up with solutions to the scenario Avrith presented. They were excited to share their ideas with peers and to read one another’s solutions. The project was memorable and it took only two 40-minute periods.\u003c/p>\n\u003cp>In another example, Avrith told her students she would be going to Haiti to work with some students there. Her American students were curious about their Haitian counterparts, so Avrith had them post their questions to Book Creator, where she translated them into Creole. When she was in Haiti, she showed the questions to the Haitian students while teaching them how to use Book Creator, and they posted answers. It turns out both Haitian students and American students like soccer and pizza.\u003c/p>\n\u003cp>“It was a really powerful way of collaborating with another place and building empathy and understanding,” Avrith said.\u003c/p>\n\u003cp>Clark likes to use Book Creator as a repository for learning over time. “They can show you what they learned from point A to point Z,” she said.\u003c/p>\n\u003cp>Students can upload videos of themselves reading, for example, and demonstrate improved fluency as the year progresses. Or, when studying the narrative arc, students might write and illustrate a comic book instead of a short story. Clark admits she hates the narrative writing unit in seventh grade because she has to read so much writing on the same themes. But when she encouraged students to represent their narrative any way they wanted in Book Creator, she received a much more varied display of students’ narrative understanding.\u003c/p>\n\u003cp>Other creative examples for Book Creator include an 11th-grade math teacher who made a supplemental math tutorial book for students, including video explanations. Or a U.S. history teacher who asked students to write their own history textbook in Book Creator using videos, text artifacts and anything else they wanted.\u003c/p>\n\u003cp>A newer version of Book Creator now allows students to embed almost anything: YouTube videos, Google Maps, Tynker, SoundCloud, Desmos, 360 videos, Flipgrid (now free for educators), Google forms and more.\u003c/p>\n\u003cp>“You can have them create their own 360 videos that they can then embed,” Avrith said. Then, students can annotate their videos to explain their thinking. “It’s not just the cool factor, it’s the thought processes. Through this tool you’re now able to make their thinking visible, hear from all your learners, and have them share.”\u003c/p>\n\u003cp>Avrith even uses Book Creator to make coding journals. She loves what students \u003ca href=\"https://www.kqed.org/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity\" target=\"_blank\" rel=\"noopener\">can do in Scratch\u003c/a>, but finds managing all the projects cumbersome. Now, students can embed Scratch projects in Book Creator, offering a digital portfolio of their skill progression.\u003cbr>\n“You can app smash in ways you could never app smash before!” Avrith said.\u003c/p>\n\u003cp>\u003cstrong>ADOBE SPARK\u003c/strong>\u003c/p>\n\u003cp>Clark and Avrith are also excited about updates to \u003ca href=\"https://spark.adobe.com/edu/\" target=\"_blank\" rel=\"noopener\">Adobe Spark\u003c/a> that allow teachers of students younger than 13 to sign up for administrator accounts that then give students access to enterprise accounts for free. If students are older than 13 they can already access enterprise accounts, which open up features and tools that previously required a paid account.\u003c/p>\n\u003cp>“Adobe is doing for creation what Google did for collaboration,” Avrith said. “You have this suite of amazing tools that are so simple to learn.” That’s particularly exciting to her because Chromebooks haven’t had many great video production tools. And, she’s found younger students have no trouble figuring out how to use Spark, which allows students to use templates or build their own from scratch.\u003c/p>\n\u003cp>Students can also upload their own photos or use those supplied by Spark, which are already Creative Commons licensed. The tool also allows students to pull free icons from the \u003ca href=\"https://thenounproject.com/\" target=\"_blank\" rel=\"noopener\">Noun Project\u003c/a> and it saves automatically as they work, “which is magic because how many fourth-graders remember to save anything? No. never,” Avrith said.\u003c/p>\n\u003cp>She has seen students make beautiful presentations with video on one side, text on the other. And students or teachers can add audio to every slide to explain the thinking or walk through a learning process.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“That takes creation and digital literacies to a whole other level,” she said. She’s excited to see tools that make it easier and more equitable for “creative problem-solving and telling beautiful stories” so that teachers and students can control the narrative about their own work.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51739/how-to-use-chromebooks-for-powerful-creation-in-school","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_495","mindshift_21209","mindshift_862","mindshift_785","mindshift_20678","mindshift_20784","mindshift_1040"],"featImg":"mindshift_51762","label":"mindshift"},"mindshift_51189":{"type":"posts","id":"mindshift_51189","meta":{"index":"posts_1591205157","site":"mindshift","id":"51189","score":null,"sort":[1525936784000]},"guestAuthors":[],"slug":"why-so-many-gifted-yet-struggling-students-are-hidden-in-plain-sight","title":"Why So Many Gifted Yet Struggling Students Are Hidden In Plain Sight","publishDate":1525936784,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Scott Barry Kaufman was placed in special education classes as a kid. He struggled with auditory information processing and with anxiety.\u003c/p>\n\u003cp>But with the support of his mother, and some teachers who saw his creativity and intellectual curiosity, Kaufman ended up with degrees from Yale and Cambridge.\u003c/p>\n\u003cp>Now he's a psychologist who cares passionately about a holistic approach to education, one that recognizes the capacity within each child. He recently edited a volume of experts writing about how to reach students like himself: \u003cem>Twice Exceptional: Supporting And Educating Bright And Creative Students With Learning Difficulties.\u003c/em>\u003c/p>\n\u003cp>I spoke with him about ways schools and teachers can help these twice exceptional, or \"2E,\" students thrive. Our conversation has been edited for length and clarity.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>So these are students with exceptional, far-ahead-of-the-curve intellectual ability, but who also struggle with a learning disability or difficulty. And as the authors talk about in the book, these students are found all over the place — in special ed, gifted, and in general education classes, too. \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That's right. The disability can be masked because they are functioning so high, or their disability may dominate, or each can mask the other.\u003c/p>\n\u003cp>\u003cstrong>Why is this group of students flying so under the radar? \u003c/strong>\u003c/p>\n\u003cp>Society still has this false dichotomy of, you're a superior human being or a weak loser with bad genes. This is a loss of a critical resource — students who don't graduate, don't pursue higher ed, become unemployed.\u003c/p>\n\u003cp>\u003cstrong>What do you mean by learning difficulties? \u003c/strong>\u003c/p>\n\u003cp>I want to be quite inclusive. You have the learning disorders — ADHD, autism, dyslexia — but I wanted to actually expand it to mental illnesses, like kids at risk for bipolar disorder, schizophrenia and depression — a really serious issue in our world today. We need a framework that incorporates them into this more positive psychology movement where we see greater potential.\u003c/p>\n\u003cp>\u003cstrong>And on the other side, you also have an expansive definition of giftedness — talk about that.\u003c/strong>\u003c/p>\n\u003cp>I talk about the 4 C's: capacity, competence, creativity and the fourth C is commitment — a higher purpose or a cause or a personal project that you believe in over the long term, like social activists. This is important because you shouldn't have to have a certain threshold on an IQ test to be able to make the world a better place.\u003c/p>\n\u003cp>\u003cstrong>The subtitle talks about bright and creative students with learning difficulties. Why do you single out creativity there?\u003c/strong>\u003c/p>\n\u003cp>I think we haven't fully come to terms with the fact that sometimes the things that we value in education, like expertise and intelligence and knowledge, conflict sometimes with creativity.\u003c/p>\n\u003cp>Creativity is just as important, and if we focus on intellectual power we're going to miss out on a lot of these kids that are going to really shake up the world, really change things.\u003c/p>\n\u003cp>Even at the neurological level, when you look at the brain [activity] of high IQ individuals, the network resembles someone who's really good at focusing, concentration, ignoring distraction.\u003c/p>\n\u003cp>With the creative person, sometimes you see the exact opposite pattern — the person who's open to new experiences, they can integrate seemingly disparate things.\u003c/p>\n\u003cp>\u003cstrong>So different kinds of intellectual abilities can be in tension with each other. Let's say you suspect you have a kid like this. What do you do?\u003c/strong>\u003c/p>\n\u003cp>Some people say, \"Oh, my child is smart, I'm going to fight for them to get into gifted classes,\" but maybe that's not always the right fight.\u003c/p>\n\u003cp>If you're seeing extraordinary creativity, you can help them find the right match in after-school activities or things outside of school. My mom signed me up for everything, to see what I would be interested in.\u003c/p>\n\u003cp>With commitment, I would really encourage your child to pursue that with full vigor and offer resources. Try to find a mentor in your community and help them get involved.\u003c/p>\n\u003cp>You do see cases where, when you get them involved in something where they feel good about themselves, it's almost like they forget to be disabled. Like Matt Lerner at Stony Brook University, who's done research putting kids with autism into improv classes.\u003c/p>\n\u003cp>Instead of saying, \"You have a social deficit,\" it's saying, \"We think you have great potential for some social creativity because you really think differently and you tell the truth.\"\u003c/p>\n\u003cp>\u003cstrong>Can a disorder really be that situational? \u003c/strong>\u003c/p>\n\u003cp>Well, anxiety is a big commonality among everyone on the twice-exceptional spectrum.\u003c/p>\n\u003cp>It's in so many ways conditional. It emerges from the interaction of their learning difficulties and the way they're being treated in school.\u003c/p>\n\u003cp>\u003cstrong>What about teachers? What can they do to support students like this? \u003c/strong>\u003c/p>\n\u003cp>Schools can respond in a number of ways. Teachers can take responsibility. Just being trained in the characteristics of twice-exceptionality, that's a huge leg up.\u003c/p>\n\u003cp>\u003cstrong>And what are some specific characteristics to look out for? \u003c/strong>\u003c/p>\n\u003cp>I have a \u003ca href=\"https://www.youtube.com/watch?v=ih5caeD06ms\">TEDx talk \u003c/a>about this. You'll see someone who has a great number of both strengths and challenges. A huge vocabulary, curious, great problem solver, wide range of interests, but also high anxiety, easily frustrated, argumentative and sensitive to criticism.\u003c/p>\n\u003cp>\u003cstrong>I remember reading about \u003c/strong>\u003ca href=\"https://www.nytimes.com/2007/12/05/business/worldbusiness/05iht-dyslexia.4.8602036.html\">\u003cstrong>studies showing a link\u003c/strong>\u003c/a>\u003cstrong> between dyslexia and entrepreneurship. \u003c/strong>\u003c/p>\n\u003cp>Yes. They might be low in capacity but high in commitment and competence. They might have uneven social skills, or be highly gifted verbally but not in math. If you look at total IQ scores, that's not where the real information is. It can mask someone who's extraordinarily gifted in visual-spatial skills, for example.\u003c/p>\n\u003cp>\u003cstrong>What I'm hearing is that this population is basically defined by heterogeneity. Which makes it hard to generalize about best practices, doesn't it?\u003c/strong>\u003c/p>\n\u003cp>I make the argument in this book that you should be screening for learning disabilities in both gifted and, of course, general education. I am such a firm believer in a holistic education. We need a humanitarian approach. The more we can learn about a whole person the more we can help them grow. I think that's the larger point there.\u003c/p>\n\u003cp>\u003cstrong>There's a chapter in the book by \u003c/strong>\u003ca href=\"https://www.nagc.org/bio/joy-lawson-davis\">Joy Lawson Davis\u003c/a>, \u003cstrong>about race and twice-exceptionality. Talk about that.\u003c/strong>\u003c/p>\n\u003cp>Gifted education is still \u003ca href=\"http://www.nber.org/papers/w21519\">virtually \u003c/a>entirely \u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1177/2332858415622175http://journals.sagepub.com/doi/10.1177/0016986208330564\">white\u003c/a>. Do you want to make the argument that that's the truth of the world? That's obviously not the case. There's obviously more going on.\u003c/p>\n\u003cp>For gifted programs that still rely on teacher nominations, \u003ca href=\"https://www.npr.org/sections/ed/2016/01/20/463190789/to-be-young-gifted-and-black-it-helps-to-have-a-black-teacher\">they tend to be picking the white ones.\u003c/a>\u003c/p>\n\u003cp>For culturally diverse gifted learners, some behaviors may be seen by classroom teachers as a deficit in need of correction, that in a white person would be interpreted as creativity. Jonathan Plucker \u003ca href=\"https://blogs.scientificamerican.com/beautiful-minds/talent-on-the-sidelines-the-widening-gap-in-excellence/\">published a report\u003c/a> called \"Talent On The Sidelines\" showing there's a widening gap in excellence between whites and blacks at the upper end of the achievement spectrum, as measured by achievement gaps, by IQ tests. We clearly still have a long way to go in understanding all of the causal factors at play here, and helping all students reach their optimal potential.\u003c/p>\n\u003cp>\u003cstrong>So this seems to be related to so many other conversations we've been having about diversity and difference and how different identities intersect in the classroom and beyond. \u003c/strong>\u003c/p>\n\u003cp>What I came out of this with is a sense of how left behind and in the cracks these kids are, how serious this is. I think at the heart of the 2E movement there's something deeper.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>We're getting at the heart of, what does it mean to grow up in a society on the margins? It's something more profound about humanity and ostracism.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+So+Many+Gifted+Yet+Struggling+Students+Are+Hidden+In+Plain+Sight&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"\"Twice-exceptional,\" or 2E students, find that one of their sides sometimes masks the other. Psychologist Scott Barry Kaufman says there are a lot more of them than you might think.","status":"publish","parent":0,"modified":1525936784,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":1315},"headData":{"title":"Why So Many Gifted Yet Struggling Students Are Hidden In Plain Sight | KQED","description":""Twice-exceptional," or 2E students, find that one of their sides sometimes masks the other. Psychologist Scott Barry Kaufman says there are a lot more of them than you might think.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51189 https://ww2.kqed.org/mindshift/?p=51189","disqusUrl":"https://ww2.kqed.org/mindshift/2018/05/10/why-so-many-gifted-yet-struggling-students-are-hidden-in-plain-sight/","disqusTitle":"Why So Many Gifted Yet Struggling Students Are Hidden In Plain Sight","nprByline":"Anya Kamenetz","nprImageAgency":"Sara Ariel Wong for NPR","nprStoryId":"608509143","nprApiLink":"http://api.npr.org/query?id=608509143&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/05/09/608509143/why-so-many-gifted-yet-struggling-students-are-hidden-in-plain-sight?ft=nprml&f=608509143","nprRetrievedStory":"1","nprPubDate":"Wed, 09 May 2018 09:29:00 -0400","nprStoryDate":"Wed, 09 May 2018 06:27:23 -0400","nprLastModifiedDate":"Wed, 09 May 2018 09:29:58 -0400","path":"/mindshift/51189/why-so-many-gifted-yet-struggling-students-are-hidden-in-plain-sight","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Scott Barry Kaufman was placed in special education classes as a kid. He struggled with auditory information processing and with anxiety.\u003c/p>\n\u003cp>But with the support of his mother, and some teachers who saw his creativity and intellectual curiosity, Kaufman ended up with degrees from Yale and Cambridge.\u003c/p>\n\u003cp>Now he's a psychologist who cares passionately about a holistic approach to education, one that recognizes the capacity within each child. He recently edited a volume of experts writing about how to reach students like himself: \u003cem>Twice Exceptional: Supporting And Educating Bright And Creative Students With Learning Difficulties.\u003c/em>\u003c/p>\n\u003cp>I spoke with him about ways schools and teachers can help these twice exceptional, or \"2E,\" students thrive. Our conversation has been edited for length and clarity.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>So these are students with exceptional, far-ahead-of-the-curve intellectual ability, but who also struggle with a learning disability or difficulty. And as the authors talk about in the book, these students are found all over the place — in special ed, gifted, and in general education classes, too. \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That's right. The disability can be masked because they are functioning so high, or their disability may dominate, or each can mask the other.\u003c/p>\n\u003cp>\u003cstrong>Why is this group of students flying so under the radar? \u003c/strong>\u003c/p>\n\u003cp>Society still has this false dichotomy of, you're a superior human being or a weak loser with bad genes. This is a loss of a critical resource — students who don't graduate, don't pursue higher ed, become unemployed.\u003c/p>\n\u003cp>\u003cstrong>What do you mean by learning difficulties? \u003c/strong>\u003c/p>\n\u003cp>I want to be quite inclusive. You have the learning disorders — ADHD, autism, dyslexia — but I wanted to actually expand it to mental illnesses, like kids at risk for bipolar disorder, schizophrenia and depression — a really serious issue in our world today. We need a framework that incorporates them into this more positive psychology movement where we see greater potential.\u003c/p>\n\u003cp>\u003cstrong>And on the other side, you also have an expansive definition of giftedness — talk about that.\u003c/strong>\u003c/p>\n\u003cp>I talk about the 4 C's: capacity, competence, creativity and the fourth C is commitment — a higher purpose or a cause or a personal project that you believe in over the long term, like social activists. This is important because you shouldn't have to have a certain threshold on an IQ test to be able to make the world a better place.\u003c/p>\n\u003cp>\u003cstrong>The subtitle talks about bright and creative students with learning difficulties. Why do you single out creativity there?\u003c/strong>\u003c/p>\n\u003cp>I think we haven't fully come to terms with the fact that sometimes the things that we value in education, like expertise and intelligence and knowledge, conflict sometimes with creativity.\u003c/p>\n\u003cp>Creativity is just as important, and if we focus on intellectual power we're going to miss out on a lot of these kids that are going to really shake up the world, really change things.\u003c/p>\n\u003cp>Even at the neurological level, when you look at the brain [activity] of high IQ individuals, the network resembles someone who's really good at focusing, concentration, ignoring distraction.\u003c/p>\n\u003cp>With the creative person, sometimes you see the exact opposite pattern — the person who's open to new experiences, they can integrate seemingly disparate things.\u003c/p>\n\u003cp>\u003cstrong>So different kinds of intellectual abilities can be in tension with each other. Let's say you suspect you have a kid like this. What do you do?\u003c/strong>\u003c/p>\n\u003cp>Some people say, \"Oh, my child is smart, I'm going to fight for them to get into gifted classes,\" but maybe that's not always the right fight.\u003c/p>\n\u003cp>If you're seeing extraordinary creativity, you can help them find the right match in after-school activities or things outside of school. My mom signed me up for everything, to see what I would be interested in.\u003c/p>\n\u003cp>With commitment, I would really encourage your child to pursue that with full vigor and offer resources. Try to find a mentor in your community and help them get involved.\u003c/p>\n\u003cp>You do see cases where, when you get them involved in something where they feel good about themselves, it's almost like they forget to be disabled. Like Matt Lerner at Stony Brook University, who's done research putting kids with autism into improv classes.\u003c/p>\n\u003cp>Instead of saying, \"You have a social deficit,\" it's saying, \"We think you have great potential for some social creativity because you really think differently and you tell the truth.\"\u003c/p>\n\u003cp>\u003cstrong>Can a disorder really be that situational? \u003c/strong>\u003c/p>\n\u003cp>Well, anxiety is a big commonality among everyone on the twice-exceptional spectrum.\u003c/p>\n\u003cp>It's in so many ways conditional. It emerges from the interaction of their learning difficulties and the way they're being treated in school.\u003c/p>\n\u003cp>\u003cstrong>What about teachers? What can they do to support students like this? \u003c/strong>\u003c/p>\n\u003cp>Schools can respond in a number of ways. Teachers can take responsibility. Just being trained in the characteristics of twice-exceptionality, that's a huge leg up.\u003c/p>\n\u003cp>\u003cstrong>And what are some specific characteristics to look out for? \u003c/strong>\u003c/p>\n\u003cp>I have a \u003ca href=\"https://www.youtube.com/watch?v=ih5caeD06ms\">TEDx talk \u003c/a>about this. You'll see someone who has a great number of both strengths and challenges. A huge vocabulary, curious, great problem solver, wide range of interests, but also high anxiety, easily frustrated, argumentative and sensitive to criticism.\u003c/p>\n\u003cp>\u003cstrong>I remember reading about \u003c/strong>\u003ca href=\"https://www.nytimes.com/2007/12/05/business/worldbusiness/05iht-dyslexia.4.8602036.html\">\u003cstrong>studies showing a link\u003c/strong>\u003c/a>\u003cstrong> between dyslexia and entrepreneurship. \u003c/strong>\u003c/p>\n\u003cp>Yes. They might be low in capacity but high in commitment and competence. They might have uneven social skills, or be highly gifted verbally but not in math. If you look at total IQ scores, that's not where the real information is. It can mask someone who's extraordinarily gifted in visual-spatial skills, for example.\u003c/p>\n\u003cp>\u003cstrong>What I'm hearing is that this population is basically defined by heterogeneity. Which makes it hard to generalize about best practices, doesn't it?\u003c/strong>\u003c/p>\n\u003cp>I make the argument in this book that you should be screening for learning disabilities in both gifted and, of course, general education. I am such a firm believer in a holistic education. We need a humanitarian approach. The more we can learn about a whole person the more we can help them grow. I think that's the larger point there.\u003c/p>\n\u003cp>\u003cstrong>There's a chapter in the book by \u003c/strong>\u003ca href=\"https://www.nagc.org/bio/joy-lawson-davis\">Joy Lawson Davis\u003c/a>, \u003cstrong>about race and twice-exceptionality. Talk about that.\u003c/strong>\u003c/p>\n\u003cp>Gifted education is still \u003ca href=\"http://www.nber.org/papers/w21519\">virtually \u003c/a>entirely \u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1177/2332858415622175http://journals.sagepub.com/doi/10.1177/0016986208330564\">white\u003c/a>. Do you want to make the argument that that's the truth of the world? That's obviously not the case. There's obviously more going on.\u003c/p>\n\u003cp>For gifted programs that still rely on teacher nominations, \u003ca href=\"https://www.npr.org/sections/ed/2016/01/20/463190789/to-be-young-gifted-and-black-it-helps-to-have-a-black-teacher\">they tend to be picking the white ones.\u003c/a>\u003c/p>\n\u003cp>For culturally diverse gifted learners, some behaviors may be seen by classroom teachers as a deficit in need of correction, that in a white person would be interpreted as creativity. Jonathan Plucker \u003ca href=\"https://blogs.scientificamerican.com/beautiful-minds/talent-on-the-sidelines-the-widening-gap-in-excellence/\">published a report\u003c/a> called \"Talent On The Sidelines\" showing there's a widening gap in excellence between whites and blacks at the upper end of the achievement spectrum, as measured by achievement gaps, by IQ tests. We clearly still have a long way to go in understanding all of the causal factors at play here, and helping all students reach their optimal potential.\u003c/p>\n\u003cp>\u003cstrong>So this seems to be related to so many other conversations we've been having about diversity and difference and how different identities intersect in the classroom and beyond. \u003c/strong>\u003c/p>\n\u003cp>What I came out of this with is a sense of how left behind and in the cracks these kids are, how serious this is. I think at the heart of the 2E movement there's something deeper.\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>We're getting at the heart of, what does it mean to grow up in a society on the margins? It's something more profound about humanity and ostracism.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+So+Many+Gifted+Yet+Struggling+Students+Are+Hidden+In+Plain+Sight&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51189/why-so-many-gifted-yet-struggling-students-are-hidden-in-plain-sight","authors":["byline_mindshift_51189"],"categories":["mindshift_192"],"tags":["mindshift_20862","mindshift_862","mindshift_20784","mindshift_1040","mindshift_20555","mindshift_20865","mindshift_21192"],"featImg":"mindshift_51190","label":"mindshift"},"mindshift_50874":{"type":"posts","id":"mindshift_50874","meta":{"index":"posts_1591205157","site":"mindshift","id":"50874","score":null,"sort":[1523258028000]},"guestAuthors":[],"slug":"what-happens-to-student-behavior-when-schools-prioritize-art","title":"What Happens to Student Behavior When Schools Prioritize Art","publishDate":1523258028,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p12\">\u003cem>Excerpt from \u003ca href=\"https://www.penguinrandomhouse.com/books/315396/you-your-child-and-school-by-sir-ken-robinson-phd-and-lou-aronica/9780670016723/\">You, Your Child, and School: Navigate Your Way to the Best Education\u003c/a> by Sir Ken Robinson, Ph. D and Lou Aronica, published on March 13, 2018 by Viking, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC. Copyright by Ken Robinson, 2018.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cb>Room to Maneuver\u003c/b>\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">There’s more \u003c/span>room to make changes within the current education system than many people think. Schools operate\u003cspan class=\"s1\"> as \u003c/span>they do \u003cspan class=\"s1\">not \u003c/span>because they have to\u003cspan class=\"s1\"> but \u003c/span>because they choose\u003cspan class=\"s1\"> to. \u003c/span>They\u003cspan class=\"s1\"> don’t \u003c/span>need to be that way; they\u003cspan class=\"s1\"> can \u003c/span>change and many\u003cspan class=\"s1\"> do. \u003c/span>Innovative schools everywhere are breaking the\u003cspan class=\"s1\"> mold \u003c/span>of\u003cspan class=\"s1\"> convention \u003c/span>to meet the best interests of their students, families, and communities. \u003cspan class=\"s1\">As \u003c/span>well\u003cspan class=\"s1\"> as \u003c/span>great teachers, what they have in common is visionary leadership. They have principals who are willing to make the changes that are needed to \u003cspan class=\"s1\">promote \u003c/span>the success of \u003cspan class=\"s1\">all \u003c/span>their students, whatever their circumstances and talents. A creative principal with the right powers of leadership\u003cspan class=\"s1\"> can \u003c/span>take a failing school and turn \u003cspan class=\"s1\">it \u003c/span>into a \u003cspan class=\"s1\">hot \u003c/span>spot of innovation and inclusion that benefits everyone \u003cspan class=\"s1\">it \u003c/span>touches.\u003c/p>\n\u003cp class=\"p6\">\u003cspan class=\"s1\">Take \u003c/span>Orchard Gardens elementary school in Roxbury, Massachusetts.\u003cspan class=\"s1\"> Ten \u003c/span>years ago Orchard Gardens was in the doldrums. \u003cspan class=\"s1\">By \u003c/span>most measures,\u003cspan class=\"s1\"> it \u003c/span>was\u003cspan class=\"s1\"> one \u003c/span>of the most troubled schools in the state. The school had five principals in its first seven years. Each fall, half the teachers did\u003cspan class=\"s1\"> not \u003c/span>return.\u003cspan class=\"s1\"> Test \u003c/span>scores were in the\u003cspan class=\"s1\"> bottom \u003c/span>5 percent of \u003cspan class=\"s1\">all \u003c/span>Massachusetts schools. The students were disaffected and unruly and there was a constant threat of violence. Students\u003cspan class=\"s1\"> weren’t \u003c/span>allowed to\u003cspan class=\"s1\"> carry \u003c/span>backpacks to school for fear that they might use them to conceal weapons, and there was \u003cspan class=\"s1\">an \u003c/span>expensive staff of security guards, costing\u003cspan class=\"s1\"> more \u003c/span>than $250,000 a year, to make sure they\u003cspan class=\"s1\"> didn’t. Remember, \u003c/span>this was\u003cspan class=\"s1\"> an \u003c/span>\u003cspan class=\"s2\">\u003ci>elementary\u003c/i>\u003c/span>\u003ci> \u003c/i>school.\u003c/p>\n\u003cp class=\"p6\">Principal number six, Andrew Bott, arrived in \u003cspan class=\"s1\">2010. People \u003c/span>had \u003cspan class=\"s1\">told \u003c/span>him that becoming principal at Orchard Gardens would be a career killer. He knew its reputation \u003cspan class=\"s1\">as one \u003c/span>of the worst-performing schools in Massachusetts and admits that when he arrived \u003cspan class=\"s1\">it \u003c/span>did feel like a prison. \u003cspan class=\"s1\">He \u003c/span>had a radically different \u003cspan class=\"s1\">solution \u003c/span>to its problems, which shocked many observers. \u003cspan class=\"s1\">He \u003c/span>decided to eliminate the security staff altogether and invest the money in \u003cspan class=\"s1\">arts \u003c/span>programs instead.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p6\">\u003ca href=\"https://www.penguinrandomhouse.com/books/315396/you-your-child-and-school-by-sir-ken-robinson-phd-and-lou-aronica/9780670016723/\">\u003cimg class=\"alignleft wp-image-50875\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Cover-e1522442201577.jpg\" alt=\"\" width=\"200\" height=\"302\">\u003c/a>The school was enlisted\u003cspan class=\"s1\"> as one \u003c/span>of eight pilot schools for a new plan created by \u003cspan class=\"s1\">President Obama’s \u003c/span>Committee on the \u003cspan class=\"s1\">Arts \u003c/span>and Humanities (PCAH). In the next two years, Bott replaced 80 percent of the teachers and recruited others with special \u003cspan class=\"s1\">exper\u003c/span>tise in the arts: teachers who believed in his new vision for the school. “This was a far better \u003cspan class=\"s1\">investment,” \u003c/span>said Bott, than “spending a quarter of a million dollars on six people to chase a few kids around who are misbehaving.” \u003cspan class=\"s1\">Together \u003c/span>they introduced strong systems to support students \u003cspan class=\"s1\">as \u003c/span>individuals. They lengthened the school day and started a data-driven approach to school \u003cspan class=\"s1\">improvement \u003c/span>from monitoring attendance to test scores. And they focused on reinvigorating the school culture \u003cspan class=\"s1\">as \u003c/span>a \u003cspan class=\"s1\">whole. \u003c/span>They bought instruments, invited artists to come into school to work with the children, and ran creative workshops for the teachers and parents. The\u003cspan class=\"s1\"> arts \u003c/span>classes gave the students fresh enthusiasm for learning, and the walls and corridors were soon covered with displays of their work, which itself created a \u003cspan class=\"s1\">more \u003c/span>stimulating environment and sense of ownership by the children. “Kids do \u003cspan class=\"s1\">well,” \u003c/span>Bott said, “when \u003cspan class=\"s1\">you \u003c/span>design and build a school that they want to be in. Having great \u003cspan class=\"s1\">arts \u003c/span>programs and athletics programs makes school \u003cspan class=\"s1\">an enjoyable \u003c/span>place to be and \u003cspan class=\"s1\">that’s \u003c/span>when \u003cspan class=\"s1\">you \u003c/span>see\u003cspan class=\"s1\"> success.”\u003c/span>\u003c/p>\n\u003cp class=\"p9\">The school had \u003cspan class=\"s1\">more \u003c/span>than eight hundred students, most of whom qualified for free or reduced lunches. Half the students were learning English\u003cspan class=\"s1\"> as \u003c/span>a second language, and\u003cspan class=\"s1\"> one \u003c/span>in five were on individual learning plans for special needs. The\u003cspan class=\"s1\"> school’s \u003c/span>problems were \u003cspan class=\"s1\">not \u003c/span>its students, Bott said. \u003cspan class=\"s1\">It \u003c/span>needed a new approach to education. Having a broader curriculum, rich in the arts, engaged the \u003cspan class=\"s1\">whole \u003c/span>student and \u003cspan class=\"s1\">promoted \u003c/span>higher levels of achieve\u003cspan class=\"s1\">ment \u003c/span>across the board.\u003c/p>\n\u003cp class=\"p9\">Students who were struggling in the \u003cspan class=\"s1\">old \u003c/span>system came alive and graduated with confidence to high school and beyond. \u003cspan class=\"s1\">For \u003c/span>some people, abandoning security in favor of \u003cspan class=\"s1\">arts \u003c/span>programs seemed like a crazy idea. Bott knew, and events proved, that \u003cspan class=\"s1\">it \u003c/span>was a bold innovation rooted in a sound understanding of what really motivates young people to learn. The transformation is not yet complete, but progress has been considerable. Bott has now moved on from Orchard Gardens, but the school continues to flourish under the leadership of the current principal, Megan Webb.\u003c/p>\n\u003cp class=\"p6\">The transformation of Orchard Gardens \u003cspan class=\"s1\">didn’t \u003c/span>depend on any new laws being passed. \u003cspan class=\"s1\">All it \u003c/span>took was a leader with the vi\u003cspan class=\"s1\">sion \u003c/span>to see beyond the conventional habits of schools to the opportunities to do education differently. The story of Orchard Gardens \u003cspan class=\"s1\">(and \u003c/span>others like \u003cspan class=\"s1\">it)\u003c/span>\u003cspan class=\"s4\"> \u003c/span>illustrates an essential truth in education. The \u003cspan class=\"s1\">problem \u003c/span>is \u003cspan class=\"s1\">not \u003c/span>usually the students; \u003cspan class=\"s1\">it \u003c/span>is the system. Change the system in the right ways and many of the \u003cspan class=\"s1\">problems \u003c/span>of poor \u003cspan class=\"s1\">behavior, \u003c/span>low motivation, and disengagement tend to disappear.\u003cspan class=\"s1\"> It can \u003c/span>be the system itself that creates the problems.\u003c/p>\n\u003cfigure id=\"attachment_50877\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-50877 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-160x184.png\" alt=\"\" width=\"160\" height=\"184\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-160x184.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-800x919.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-768x882.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-1020x1172.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-1180x1356.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-960x1103.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-240x276.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-375x431.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-520x597.png 520w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Sir Ken Robinson \u003ccite>(Todd Bigelow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003cstrong>Sir Ken Robinson\u003c/strong>, Ph.D., is an internationally recognized leader in the development of creativity, innovation, and human potential. For twelve years, he was professor of education at the University of Warwick in the UK and is now professor emeritus. He advises governments, corporations, education systems, and some of the world's leading cultural organizations. He is also the author of The Element (which has been translated into twenty-three languages), Finding Your Element, and Creative Schools. He lives in Los Angeles, CA.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003cem>\u003cstrong>Lou Aronica \u003c/strong>is the author of four novels and coauthor of several works of nonfiction, including the national bestseller The Culture Code (with Clotaire Rapaille) and The Element, Finding Your Element, and Creative Schools, all with Ken Robinson.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Sir Ken Robinson and Lou Aronica explain how a school redistributed funds to bring back arts education and saw student behavior improve dramatically. ","status":"publish","parent":0,"modified":1591563398,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":1025},"headData":{"title":"What Happens to Student Behavior When Schools Prioritize Art - MindShift","description":"Sir Ken Robinson and Lou Aronica explain how a school redistributed funds to bring back arts education and saw student behavior improve dramatically. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50874 https://ww2.kqed.org/mindshift/?p=50874","disqusUrl":"https://ww2.kqed.org/mindshift/2018/04/09/what-happens-to-student-behavior-when-schools-prioritize-art/","disqusTitle":"What Happens to Student Behavior When Schools Prioritize Art","nprByline":"Sir Ken Robinson and Lou Aronica","path":"/mindshift/50874/what-happens-to-student-behavior-when-schools-prioritize-art","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p12\">\u003cem>Excerpt from \u003ca href=\"https://www.penguinrandomhouse.com/books/315396/you-your-child-and-school-by-sir-ken-robinson-phd-and-lou-aronica/9780670016723/\">You, Your Child, and School: Navigate Your Way to the Best Education\u003c/a> by Sir Ken Robinson, Ph. D and Lou Aronica, published on March 13, 2018 by Viking, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC. Copyright by Ken Robinson, 2018.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cb>Room to Maneuver\u003c/b>\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">There’s more \u003c/span>room to make changes within the current education system than many people think. Schools operate\u003cspan class=\"s1\"> as \u003c/span>they do \u003cspan class=\"s1\">not \u003c/span>because they have to\u003cspan class=\"s1\"> but \u003c/span>because they choose\u003cspan class=\"s1\"> to. \u003c/span>They\u003cspan class=\"s1\"> don’t \u003c/span>need to be that way; they\u003cspan class=\"s1\"> can \u003c/span>change and many\u003cspan class=\"s1\"> do. \u003c/span>Innovative schools everywhere are breaking the\u003cspan class=\"s1\"> mold \u003c/span>of\u003cspan class=\"s1\"> convention \u003c/span>to meet the best interests of their students, families, and communities. \u003cspan class=\"s1\">As \u003c/span>well\u003cspan class=\"s1\"> as \u003c/span>great teachers, what they have in common is visionary leadership. They have principals who are willing to make the changes that are needed to \u003cspan class=\"s1\">promote \u003c/span>the success of \u003cspan class=\"s1\">all \u003c/span>their students, whatever their circumstances and talents. A creative principal with the right powers of leadership\u003cspan class=\"s1\"> can \u003c/span>take a failing school and turn \u003cspan class=\"s1\">it \u003c/span>into a \u003cspan class=\"s1\">hot \u003c/span>spot of innovation and inclusion that benefits everyone \u003cspan class=\"s1\">it \u003c/span>touches.\u003c/p>\n\u003cp class=\"p6\">\u003cspan class=\"s1\">Take \u003c/span>Orchard Gardens elementary school in Roxbury, Massachusetts.\u003cspan class=\"s1\"> Ten \u003c/span>years ago Orchard Gardens was in the doldrums. \u003cspan class=\"s1\">By \u003c/span>most measures,\u003cspan class=\"s1\"> it \u003c/span>was\u003cspan class=\"s1\"> one \u003c/span>of the most troubled schools in the state. The school had five principals in its first seven years. Each fall, half the teachers did\u003cspan class=\"s1\"> not \u003c/span>return.\u003cspan class=\"s1\"> Test \u003c/span>scores were in the\u003cspan class=\"s1\"> bottom \u003c/span>5 percent of \u003cspan class=\"s1\">all \u003c/span>Massachusetts schools. The students were disaffected and unruly and there was a constant threat of violence. Students\u003cspan class=\"s1\"> weren’t \u003c/span>allowed to\u003cspan class=\"s1\"> carry \u003c/span>backpacks to school for fear that they might use them to conceal weapons, and there was \u003cspan class=\"s1\">an \u003c/span>expensive staff of security guards, costing\u003cspan class=\"s1\"> more \u003c/span>than $250,000 a year, to make sure they\u003cspan class=\"s1\"> didn’t. Remember, \u003c/span>this was\u003cspan class=\"s1\"> an \u003c/span>\u003cspan class=\"s2\">\u003ci>elementary\u003c/i>\u003c/span>\u003ci> \u003c/i>school.\u003c/p>\n\u003cp class=\"p6\">Principal number six, Andrew Bott, arrived in \u003cspan class=\"s1\">2010. People \u003c/span>had \u003cspan class=\"s1\">told \u003c/span>him that becoming principal at Orchard Gardens would be a career killer. He knew its reputation \u003cspan class=\"s1\">as one \u003c/span>of the worst-performing schools in Massachusetts and admits that when he arrived \u003cspan class=\"s1\">it \u003c/span>did feel like a prison. \u003cspan class=\"s1\">He \u003c/span>had a radically different \u003cspan class=\"s1\">solution \u003c/span>to its problems, which shocked many observers. \u003cspan class=\"s1\">He \u003c/span>decided to eliminate the security staff altogether and invest the money in \u003cspan class=\"s1\">arts \u003c/span>programs instead.\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 class=\"p6\">\u003ca href=\"https://www.penguinrandomhouse.com/books/315396/you-your-child-and-school-by-sir-ken-robinson-phd-and-lou-aronica/9780670016723/\">\u003cimg class=\"alignleft wp-image-50875\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Cover-e1522442201577.jpg\" alt=\"\" width=\"200\" height=\"302\">\u003c/a>The school was enlisted\u003cspan class=\"s1\"> as one \u003c/span>of eight pilot schools for a new plan created by \u003cspan class=\"s1\">President Obama’s \u003c/span>Committee on the \u003cspan class=\"s1\">Arts \u003c/span>and Humanities (PCAH). In the next two years, Bott replaced 80 percent of the teachers and recruited others with special \u003cspan class=\"s1\">exper\u003c/span>tise in the arts: teachers who believed in his new vision for the school. “This was a far better \u003cspan class=\"s1\">investment,” \u003c/span>said Bott, than “spending a quarter of a million dollars on six people to chase a few kids around who are misbehaving.” \u003cspan class=\"s1\">Together \u003c/span>they introduced strong systems to support students \u003cspan class=\"s1\">as \u003c/span>individuals. They lengthened the school day and started a data-driven approach to school \u003cspan class=\"s1\">improvement \u003c/span>from monitoring attendance to test scores. And they focused on reinvigorating the school culture \u003cspan class=\"s1\">as \u003c/span>a \u003cspan class=\"s1\">whole. \u003c/span>They bought instruments, invited artists to come into school to work with the children, and ran creative workshops for the teachers and parents. The\u003cspan class=\"s1\"> arts \u003c/span>classes gave the students fresh enthusiasm for learning, and the walls and corridors were soon covered with displays of their work, which itself created a \u003cspan class=\"s1\">more \u003c/span>stimulating environment and sense of ownership by the children. “Kids do \u003cspan class=\"s1\">well,” \u003c/span>Bott said, “when \u003cspan class=\"s1\">you \u003c/span>design and build a school that they want to be in. Having great \u003cspan class=\"s1\">arts \u003c/span>programs and athletics programs makes school \u003cspan class=\"s1\">an enjoyable \u003c/span>place to be and \u003cspan class=\"s1\">that’s \u003c/span>when \u003cspan class=\"s1\">you \u003c/span>see\u003cspan class=\"s1\"> success.”\u003c/span>\u003c/p>\n\u003cp class=\"p9\">The school had \u003cspan class=\"s1\">more \u003c/span>than eight hundred students, most of whom qualified for free or reduced lunches. Half the students were learning English\u003cspan class=\"s1\"> as \u003c/span>a second language, and\u003cspan class=\"s1\"> one \u003c/span>in five were on individual learning plans for special needs. The\u003cspan class=\"s1\"> school’s \u003c/span>problems were \u003cspan class=\"s1\">not \u003c/span>its students, Bott said. \u003cspan class=\"s1\">It \u003c/span>needed a new approach to education. Having a broader curriculum, rich in the arts, engaged the \u003cspan class=\"s1\">whole \u003c/span>student and \u003cspan class=\"s1\">promoted \u003c/span>higher levels of achieve\u003cspan class=\"s1\">ment \u003c/span>across the board.\u003c/p>\n\u003cp class=\"p9\">Students who were struggling in the \u003cspan class=\"s1\">old \u003c/span>system came alive and graduated with confidence to high school and beyond. \u003cspan class=\"s1\">For \u003c/span>some people, abandoning security in favor of \u003cspan class=\"s1\">arts \u003c/span>programs seemed like a crazy idea. Bott knew, and events proved, that \u003cspan class=\"s1\">it \u003c/span>was a bold innovation rooted in a sound understanding of what really motivates young people to learn. The transformation is not yet complete, but progress has been considerable. Bott has now moved on from Orchard Gardens, but the school continues to flourish under the leadership of the current principal, Megan Webb.\u003c/p>\n\u003cp class=\"p6\">The transformation of Orchard Gardens \u003cspan class=\"s1\">didn’t \u003c/span>depend on any new laws being passed. \u003cspan class=\"s1\">All it \u003c/span>took was a leader with the vi\u003cspan class=\"s1\">sion \u003c/span>to see beyond the conventional habits of schools to the opportunities to do education differently. The story of Orchard Gardens \u003cspan class=\"s1\">(and \u003c/span>others like \u003cspan class=\"s1\">it)\u003c/span>\u003cspan class=\"s4\"> \u003c/span>illustrates an essential truth in education. The \u003cspan class=\"s1\">problem \u003c/span>is \u003cspan class=\"s1\">not \u003c/span>usually the students; \u003cspan class=\"s1\">it \u003c/span>is the system. Change the system in the right ways and many of the \u003cspan class=\"s1\">problems \u003c/span>of poor \u003cspan class=\"s1\">behavior, \u003c/span>low motivation, and disengagement tend to disappear.\u003cspan class=\"s1\"> It can \u003c/span>be the system itself that creates the problems.\u003c/p>\n\u003cfigure id=\"attachment_50877\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-50877 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-160x184.png\" alt=\"\" width=\"160\" height=\"184\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-160x184.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-800x919.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-768x882.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-1020x1172.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-1180x1356.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-960x1103.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-240x276.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-375x431.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-520x597.png 520w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Sir Ken Robinson \u003ccite>(Todd Bigelow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003cstrong>Sir Ken Robinson\u003c/strong>, Ph.D., is an internationally recognized leader in the development of creativity, innovation, and human potential. For twelve years, he was professor of education at the University of Warwick in the UK and is now professor emeritus. He advises governments, corporations, education systems, and some of the world's leading cultural organizations. He is also the author of The Element (which has been translated into twenty-three languages), Finding Your Element, and Creative Schools. He lives in Los Angeles, CA.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003cem>\u003cstrong>Lou Aronica \u003c/strong>is the author of four novels and coauthor of several works of nonfiction, including the national bestseller The Culture Code (with Clotaire Rapaille) and The Element, Finding Your Element, and Creative Schools, all with Ken Robinson.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50874/what-happens-to-student-behavior-when-schools-prioritize-art","authors":["byline_mindshift_50874"],"categories":["mindshift_192","mindshift_20579"],"tags":["mindshift_20854","mindshift_21018","mindshift_862","mindshift_20784","mindshift_1040","mindshift_238","mindshift_20577"],"featImg":"mindshift_51005","label":"mindshift"},"mindshift_50777":{"type":"posts","id":"mindshift_50777","meta":{"index":"posts_1591205157","site":"mindshift","id":"50777","score":null,"sort":[1521091337000]},"guestAuthors":[],"slug":"how-to-find-a-school-your-kids-will-love-and-that-you-will-too","title":"How To Find A School Your Kids Will Love (And That You Will, Too)","publishDate":1521091337,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\"Creativity now is as important in education as literacy, and we should treat it with the same status.\" That's one of the many quotes that has made Sir Ken Robinson's 2006 lecture on rethinking the nation's schools become one of the most popular TED talks — with more than 50 million views.\u003c/p>\n\u003cp>Over the past two decades, Robinson, an author, consultant and former education professor, has argued, among other things, that dance might be more important than math (though, he admits, both are important). And that our system of education is more like a fast food chain — robotic, formalized and industrial.\u003c/p>\n\u003cp>In his new book, \u003cem>You, Your Child, and School: Navigate Your Way to the Best Education,\u003c/em> Robinson takes his ideas about what a school should be and translates them into specific things parents can look for. Our conversation has been edited for length and clarity.\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>It can be hard to connect these big ideas — like how schools should be more creative — to when you, as a parent, go on a school visit. What are a couple of the things parents should keep an eye out for when they are in a new school? \u003c/strong>\u003c/p>\n\u003cp>There's so much pressure for them to believe that a good school is defined by high test scores and high rates of entrance to college and university, but there's a lot more to education than that.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/593291564/you-your-child-and-school-navigate-your-way-to-the-best-education\">\u003cimg class=\"alignright size-full wp-image-50791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Ken-Robinson-e1521091053125.jpg\" alt=\"\" width=\"250\" height=\"378\">\u003c/a>One of the things to look at is the balance of the curriculum — which in shorthand is what it is we want kids to learn, and learn from. You want to make sure that there is a real balance and dynamism in the school curriculum. Testing tends to focus schools, for understandable reasons, on the areas on which they themselves are going to be judged politically. So there's been a narrowing of the curriculum in many areas. We've seen a reduction in things like arts programs, in recess, in practical vocational programs, because they're not subject to these tests. The emphasis on STEM — science technology engineering and math — they're very important. But the arts, the humanities, physical education, are just as important. So that's the first thing. I always encourage parents to take a look at the curriculum.\u003c/p>\n\u003cp>Also look at the quality of teaching, that's the next thing. Assessment is important, it's a vital part of education and testing can have some constructive and important roles in it. It's about the balance. It's about asking what assessment's for, and it should ideally be there to support, encourage and inform children's development and achievement.\u003c/p>\n\u003cp>And then the other is the physical environment of the school. Look at what's on the walls. Is there kids' work on the walls? Exhibitions? That also taps into the overall culture — you know, what sort of values are school promoting and how closely does it work with parents and the broader community? I think these are all reasonable criteria for the health and vitality of a school.\u003c/p>\n\u003cp>\u003cstrong>When looking at a school culture, there are two themes that stick out in your talks and your books. 1: Not being afraid of mistakes. 2: Experimentation to find your passion, to play around and to try new things.\u003c/strong>\u003c/p>\n\u003cp>Trial and error, making mistakes, not getting it, is a natural part of learning and living. And it's a great tragedy I think that the pressure of testing and certain teaching patterns makes children afraid to make mistakes. They become embarrassed if they, say, make a mistake in front of their classmates or if they get a lower grade. They think that they're stupid or dumb for having done it. And it can be something that lives with you for a long time.\u003c/p>\n\u003cp>We're all of us a unique amalgam of our genetic inheritance and the experiences that we have along the way that our dispositions encourage us to have. And part of the role of parents is to understand and not be fearful of that diversity and to try and provide for it differently insofar as you can. And that's something I'm encouraging schools to do as well.\u003c/p>\n\u003cp>It seems to be such an obvious thing to do, that human life is as diverse and as marked by variety as the natural world around us. And if we try to homogenize our kids by offering them a single measured form of education, inevitably we're going to marginalize the talents of most of them.\u003c/p>\n\u003cp>\u003cstrong>The more you understand your own child, the more you can see what they need and then look for that in schools. \u003c/strong>\u003c/p>\n\u003cp>That's really what it is. And for parents, there's nothing more important than their relationship with their children and vice versa. School is a major influence that can enhance it or come between them. And I think if parents can be better informed, encouraged, be given a sense of their options and choices, and also understand more about what their kids are going through — both in school and on the way to it and on the way back from it and be encouraged to think differently about that, then hopefully they'll be able to come to a clearer understanding of the best way of handling it and in the case of their own family.\u003c/p>\n\u003cp>\u003cstrong>I read this book almost as a little bit of a love letter to public schools. Am I off there?\u003c/strong>\u003c/p>\n\u003cp>I think that we should be defending our public schools.\u003c/p>\n\u003cp>Public systems of education have been deeply influential and for many people liberating experiences. I owe everything I do to having gone through the public system of education in the U.K.\u003c/p>\n\u003cp>For the vast majority of kids — I mean the overwhelming majority of kids in Europe, the U.K., here — public education, as I say, isn't their best shot, it's their only shot. Many parents simply can't afford to go private and it's very unlikely anytime soon they would be able to. And there's no reason why a well-funded, well-supported, properly understood system of public education shouldn't meet all the needs that we have in mind.\u003c/p>\n\u003cp>There's an assumption out there that somehow charter schools are inherently better or independent schools are inherently better than well-supported public schools and they're not. I mean there are plenty of really wonderful public schools and plenty of really rather dreary charter schools and uninspiring independent schools too.\u003c/p>\n\u003cp>You know, there are better ways of encouraging, supporting and enabling a healthy system of public education than the ones we've had. All the money that gets spent on testing will be much better invested in the professional development of teachers. A lot of it would be much better invested in improving facilities at schools. A lot of it would be much better invested in creating partnerships with cultural and business organizations in local areas.\u003c/p>\n\u003cp>\u003cstrong>Do you think we've seen the error of our ways? Do you feel that there is some peel-back on testing?\u003c/strong>\u003c/p>\n\u003cp>I think yes, there are changes happening. One of the reasons that testing is being rolled back in some areas is partly because parents have organized and said that we've had this. And teachers, too. And that's also part of what I'm saying about schools, is that there is more room for change in the system than people realize. It isn't a question of lobbying Congress and not doing anything until they pass new legislation. There's an awful lot you can get on and be doing in the interstices of the current system. A lot of things that go on in schools are not a matter of a legal requirement, they're just habits that we fall into and they can be shifted. It's why there are so many good schools out there already doing it.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As a parent, you have an interest, and you have a role, and you have some influence and power. And like all the influence and power you need to understand what is and to use it responsibly.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Find+A+School+Your+Kids+Will+Love+%28And+That+You+Will%2C+Too%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"As a parent, how can you tell if a school is good? An education expert, known for his wildly popular TED talk, is out with a new book that helps parents navigate the choices.","status":"publish","parent":0,"modified":1521091337,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1397},"headData":{"title":"How To Find A School Your Kids Will Love (And That You Will, Too) | KQED","description":"As a parent, how can you tell if a school is good? An education expert, known for his wildly popular TED talk, is out with a new book that helps parents navigate the choices.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50777 https://ww2.kqed.org/mindshift/?p=50777","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/14/how-to-find-a-school-your-kids-will-love-and-that-you-will-too/","disqusTitle":"How To Find A School Your Kids Will Love (And That You Will, Too)","nprImageCredit":"LA Johnson","nprByline":"Elissa Nadworny","nprImageAgency":"NPR","nprStoryId":"592860859","nprApiLink":"http://api.npr.org/query?id=592860859&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/03/14/592860859/how-to-find-a-school-your-kids-will-love-and-that-you-will-too?ft=nprml&f=592860859","nprRetrievedStory":"1","nprPubDate":"Wed, 14 Mar 2018 11:31:00 -0400","nprStoryDate":"Wed, 14 Mar 2018 06:02:12 -0400","nprLastModifiedDate":"Wed, 14 Mar 2018 11:31:53 -0400","path":"/mindshift/50777/how-to-find-a-school-your-kids-will-love-and-that-you-will-too","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Creativity now is as important in education as literacy, and we should treat it with the same status.\" That's one of the many quotes that has made Sir Ken Robinson's 2006 lecture on rethinking the nation's schools become one of the most popular TED talks — with more than 50 million views.\u003c/p>\n\u003cp>Over the past two decades, Robinson, an author, consultant and former education professor, has argued, among other things, that dance might be more important than math (though, he admits, both are important). And that our system of education is more like a fast food chain — robotic, formalized and industrial.\u003c/p>\n\u003cp>In his new book, \u003cem>You, Your Child, and School: Navigate Your Way to the Best Education,\u003c/em> Robinson takes his ideas about what a school should be and translates them into specific things parents can look for. Our conversation has been edited for length and clarity.\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>It can be hard to connect these big ideas — like how schools should be more creative — to when you, as a parent, go on a school visit. What are a couple of the things parents should keep an eye out for when they are in a new school? \u003c/strong>\u003c/p>\n\u003cp>There's so much pressure for them to believe that a good school is defined by high test scores and high rates of entrance to college and university, but there's a lot more to education than that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/593291564/you-your-child-and-school-navigate-your-way-to-the-best-education\">\u003cimg class=\"alignright size-full wp-image-50791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Ken-Robinson-e1521091053125.jpg\" alt=\"\" width=\"250\" height=\"378\">\u003c/a>One of the things to look at is the balance of the curriculum — which in shorthand is what it is we want kids to learn, and learn from. You want to make sure that there is a real balance and dynamism in the school curriculum. Testing tends to focus schools, for understandable reasons, on the areas on which they themselves are going to be judged politically. So there's been a narrowing of the curriculum in many areas. We've seen a reduction in things like arts programs, in recess, in practical vocational programs, because they're not subject to these tests. The emphasis on STEM — science technology engineering and math — they're very important. But the arts, the humanities, physical education, are just as important. So that's the first thing. I always encourage parents to take a look at the curriculum.\u003c/p>\n\u003cp>Also look at the quality of teaching, that's the next thing. Assessment is important, it's a vital part of education and testing can have some constructive and important roles in it. It's about the balance. It's about asking what assessment's for, and it should ideally be there to support, encourage and inform children's development and achievement.\u003c/p>\n\u003cp>And then the other is the physical environment of the school. Look at what's on the walls. Is there kids' work on the walls? Exhibitions? That also taps into the overall culture — you know, what sort of values are school promoting and how closely does it work with parents and the broader community? I think these are all reasonable criteria for the health and vitality of a school.\u003c/p>\n\u003cp>\u003cstrong>When looking at a school culture, there are two themes that stick out in your talks and your books. 1: Not being afraid of mistakes. 2: Experimentation to find your passion, to play around and to try new things.\u003c/strong>\u003c/p>\n\u003cp>Trial and error, making mistakes, not getting it, is a natural part of learning and living. And it's a great tragedy I think that the pressure of testing and certain teaching patterns makes children afraid to make mistakes. They become embarrassed if they, say, make a mistake in front of their classmates or if they get a lower grade. They think that they're stupid or dumb for having done it. And it can be something that lives with you for a long time.\u003c/p>\n\u003cp>We're all of us a unique amalgam of our genetic inheritance and the experiences that we have along the way that our dispositions encourage us to have. And part of the role of parents is to understand and not be fearful of that diversity and to try and provide for it differently insofar as you can. And that's something I'm encouraging schools to do as well.\u003c/p>\n\u003cp>It seems to be such an obvious thing to do, that human life is as diverse and as marked by variety as the natural world around us. And if we try to homogenize our kids by offering them a single measured form of education, inevitably we're going to marginalize the talents of most of them.\u003c/p>\n\u003cp>\u003cstrong>The more you understand your own child, the more you can see what they need and then look for that in schools. \u003c/strong>\u003c/p>\n\u003cp>That's really what it is. And for parents, there's nothing more important than their relationship with their children and vice versa. School is a major influence that can enhance it or come between them. And I think if parents can be better informed, encouraged, be given a sense of their options and choices, and also understand more about what their kids are going through — both in school and on the way to it and on the way back from it and be encouraged to think differently about that, then hopefully they'll be able to come to a clearer understanding of the best way of handling it and in the case of their own family.\u003c/p>\n\u003cp>\u003cstrong>I read this book almost as a little bit of a love letter to public schools. Am I off there?\u003c/strong>\u003c/p>\n\u003cp>I think that we should be defending our public schools.\u003c/p>\n\u003cp>Public systems of education have been deeply influential and for many people liberating experiences. I owe everything I do to having gone through the public system of education in the U.K.\u003c/p>\n\u003cp>For the vast majority of kids — I mean the overwhelming majority of kids in Europe, the U.K., here — public education, as I say, isn't their best shot, it's their only shot. Many parents simply can't afford to go private and it's very unlikely anytime soon they would be able to. And there's no reason why a well-funded, well-supported, properly understood system of public education shouldn't meet all the needs that we have in mind.\u003c/p>\n\u003cp>There's an assumption out there that somehow charter schools are inherently better or independent schools are inherently better than well-supported public schools and they're not. I mean there are plenty of really wonderful public schools and plenty of really rather dreary charter schools and uninspiring independent schools too.\u003c/p>\n\u003cp>You know, there are better ways of encouraging, supporting and enabling a healthy system of public education than the ones we've had. All the money that gets spent on testing will be much better invested in the professional development of teachers. A lot of it would be much better invested in improving facilities at schools. A lot of it would be much better invested in creating partnerships with cultural and business organizations in local areas.\u003c/p>\n\u003cp>\u003cstrong>Do you think we've seen the error of our ways? Do you feel that there is some peel-back on testing?\u003c/strong>\u003c/p>\n\u003cp>I think yes, there are changes happening. One of the reasons that testing is being rolled back in some areas is partly because parents have organized and said that we've had this. And teachers, too. And that's also part of what I'm saying about schools, is that there is more room for change in the system than people realize. It isn't a question of lobbying Congress and not doing anything until they pass new legislation. There's an awful lot you can get on and be doing in the interstices of the current system. A lot of things that go on in schools are not a matter of a legal requirement, they're just habits that we fall into and they can be shifted. It's why there are so many good schools out there already doing it.\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>As a parent, you have an interest, and you have a role, and you have some influence and power. And like all the influence and power you need to understand what is and to use it responsibly.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Find+A+School+Your+Kids+Will+Love+%28And+That+You+Will%2C+Too%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50777/how-to-find-a-school-your-kids-will-love-and-that-you-will-too","authors":["byline_mindshift_50777"],"categories":["mindshift_192"],"tags":["mindshift_108","mindshift_862","mindshift_20784","mindshift_1040","mindshift_21049","mindshift_238","mindshift_883"],"featImg":"mindshift_50778","label":"mindshift"},"mindshift_50429":{"type":"posts","id":"mindshift_50429","meta":{"index":"posts_1591205157","site":"mindshift","id":"50429","score":null,"sort":[1517492961000]},"guestAuthors":[],"slug":"how-to-help-older-kids-develop-a-sense-of-imagination","title":"8 Ways to Help Older Kids Develop a Sense of Imagination","publishDate":1517492961,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Celebrated American author \u003ca href=\"http://www.ursulakleguin.com/\">Ursula K. Le Guin\u003c/a> -- dubbed by the Library of Congress in 2000 as a “living legend” for her contributions to science fiction, who died in January at the age of 88 -- had strong feelings about the imagination.\u003c/p>\n\u003cp>“In America the imagination is generally looked on as something that might be useful when the TV is out of order,” she \u003ca href=\"https://www.brainpickings.org/2017/04/13/ursula-k-le-guin-operating-instructions-words-are-my-matter/\">wrote\u003c/a> in \u003cem>Words Are My Matter\u003c/em>. But the ability to imagine is what drives all creativity, enables clear thinking and inspires a sense of humanity. “I think the imagination is the single most useful tool mankind possesses,” she wrote.\u003c/p>\n\u003cp>Imaginative play comes naturally to children, but it’s a habit of mind that needs to be taught and reinforced throughout life: “Young human beings need exercises in imagination as they need exercise in all the basic skills of life, bodily and mental: for growth, for health, for competence, for joy,\" Le Guin wrote. \"This need continues as long as the mind is alive.”\u003c/p>\n\u003cp>Imagination might be vital to a clear mind, but it’s not something that’s widely taught or understood, especially among older students. In a 2007 study of prospective teachers, 68 percent \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S1871187108000266\">said\u003c/a> they believed students needed to focus on memorizing the right answer rather than thinking imaginatively. In his improbably popular TED talk on creativity and schools, Sir Ken Robinson \u003ca href=\"https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity/transcript?language=en\">said\u003c/a> that humans are born with creativity and “we get educated out of it.” Jenny Smith, who graduated from Millburn High School in 2013, said that her secondary school focused singularly on academic benchmarks. “No one really cared about trying to develop our imaginations,” she said. “There was a curriculum, and they stuck to it.\"\u003c/p>\n\u003cp>Researcher \u003ca href=\"http://www.ascd.org/Publications/Books/Overview/Cultivating-Curiosity-in-K-12-Classrooms.aspx\">Wendy Ostroff\u003c/a>, author of \u003cem>Cultivating Curiosity in K-12 Classrooms\u003c/em>, is a student of imagination and curiosity. Like Robinson, Ostroff believes many schools are set up in such a way as to wring out kids’ natural imaginativeness. “School is very oriented towards concepts,” she said, with walls between the creative classes like art and drama and “real” subjects where students have to perform. Lacking flexibility and time, teachers are required to hit “learning outcomes” and hew closely to lesson plans. Students respond by trying to please the teacher and get A’s, often losing any intrinsic interest in the subject along the way. “This is the opposite of imagination and creativity,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Because imaginative thinking hones creativity and improves students’ social and emotional skills, it’s something that teachers and schools should fold into their planning. Ostroff identified several strategies teachers can adopt to encourage older students to activate their dormant imaginations.\u003c/p>\n\u003cp>\u003cstrong>Give students more control\u003c/strong>. Loosening the classroom structure and allowing students more power over their work can activate their curiosity. Ostroff encourages teachers to “flip the system,” so that students understand that the learning is for them, and not the teachers. As a practical matter, this might mean assigning essays and allowing the students to determine their length, or telling kids to turn the papers in when they’re done rather than on a particular day, or simply offering a free-write period, where students write what they please for their eyes only. Teachers also can invite students to decide for themselves how a paper or assignment is assessed, and to encourage kids to reflect on and evaluate their own work. “They start to crack open when they feel like they’re in charge,” Ostroff said.\u003c/p>\n\u003cp>\u003cstrong>Have students track their Google searches.\u003c/strong> Internet search engines can seem to provide all the answers, blocking students from thinking expansively. For Ostroff, “Google is the beginning of the learning, not the end.” She recommends the following assignment: Ask students to Google something that they find intensely interesting. Then, suggest that they click the hyperlink that’s most appealing, and then the one after that. They should keep track of what interested them in each link, so they develop an awareness of their own process. A student might start by searching “Mayans,” then move to “jewelry they wore,” then “precious metals,” then to “mining.” The point is to understand that learning is not simply finding an answer; it’s going deeper to figure out the next question. The first Google search should be the start of a larger inquiry. “Learning is about letting yourself get carried away,” Ostroff said.\u003c/p>\n\u003cp>\u003cstrong>Tell collaborative stories\u003c/strong>. Reading and telling stories is an effective way to learn. To spark imagination, the teacher might start by writing the first few lines of a story or poem on a piece of paper. She then passes the paper to a student, who adds more to the story. Every student receives the paper in turn, but reads only the written contribution of the student before her. (The paper should be folded to conceal all but the most recent addition.) This kind of impromptu storytelling, with its unpredictable outcome, keeps students engaged and thinking creatively.\u003c/p>\n\u003cp>\u003cstrong>Try improv\u003c/strong>. Once the domain of jazz musicians and comedians, improvisation has found its way into businesses and \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/30/how-improv-can-open-up-the-mind-to-learning-in-the-classroom-and-beyond/\">schools\u003c/a>. Improv is the practice of telling stories, or playing music, without scripts. One person begins the story with a few lines, and turns to the person next to her to continue it, and so on, until everyone in the group has contributed. The inviolate rule of improv is “yes, and”—meaning every contribution is accepted, regardless of its randomness, and woven into the story. Improv sparks creativity and spontaneity, and its nonjudgmental tone frees up the introverted or fearful. Because improv tends toward playfulness, it also allows some lightness into the classroom, and to learning.\u003c/p>\n\u003cp>\u003cstrong>Introduce real-life experiences whenever possible.\u003c/strong> What might seem bloodless or irrelevant in the classroom can come alive if students see the subject play out before them. To bring energy to science and math, for example, a teacher might take her class to a Maker Faire, where kids (and sometimes adults) use their imaginations and minds to create new things. Ostroff suggests something as simple as taking a walk in pursuit of objects that can be used to build sculptures; or, if a manufacturer is nearby, asking for their remnants to build machines. Another interesting project for teenagers is building a “\u003ca href=\"http://cubekc.org/\">box city\u003c/a>,” in which students construct their own buildings and work to combine them into a model city. Done right, the box city will take into account economics, geography, history and culture, and give children hands-on experience with design and urban planning.\u003c/p>\n\u003cp>\u003cstrong>Encourage doodling\u003c/strong>. Drawing pictures or coloring while listening is both common and useful: it enables the \u003ca href=\"http://www.proquest.com/blog/pqblog/2015/K122015-Current-Research-Supports-Doodling-.html\">doodler\u003c/a> to stay focused and heightens intellectual arousal. Teachers can capitalize on that benefit by including doodling in class work. For example, students can be given notebooks to doodle in when listening, and asked to do a “doodle content analysis” of their scribbles. As well, teachers might ask students to select one or more drawings to modify for an art project, or to combine several doodles into a mural. The point is to be mindful of the value of doodling—how it enhances imagination and improves focus—and to invite students to continue the practice.\u003c/p>\n\u003cp>\u003cstrong>Imagine a classroom “creative council.” \u003c/strong>The council is an imaginary body of visionaries and experts that the students could “create” and then look to for answers to problems. A teacher might ask students to recommend people from the past or present who could “sit” on this council and serve as sources of wisdom. Ostroff writes, “We can tap into their knowledge virtually, by imagining and researching their potential responses and actions.” If students selected Marie Curie, for example, they would speculate about how she would respond to a particular issue. How would she approach the problem? What would she say we’re forgetting? This kind of made-up collective compels students to better understand how another thinks and even provides a kind of “imaginary mentorship.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Lighten up.\u003c/strong> “The message kids are getting in school is that learning isn’t fun,” Ostroff said. High school kids especially, who are reminded regularly to get serious about their studies, lose their sense of playfulness and replace it with a grim determination to do well. For their part, teachers feel the weight of lesson plans and standardized testing, all of it compressed into shorter days. Ostroff appreciates the challenge for students and teachers who are caught up in an efficiency model of education. By relaxing lesson plans, trying improv and giving students more voice in their education, teachers can shed some of the burden and restore the joy in learning.\u003c/p>\n\n","blocks":[],"excerpt":"As kids get older, the activities that cultivate imagination often get sidelined by the demands of academics. Professor Wendy Ostroff explains why imagination is so important and has suggestions for bringing back the spark.","status":"publish","parent":0,"modified":1517508682,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1498},"headData":{"title":"8 Ways to Help Older Kids Develop a Sense of Imagination | KQED","description":"As kids get older, the activities that cultivate imagination often get sidelined by the demands of academics. Professor Wendy Ostroff explains why imagination is so important and has suggestions for bringing back the spark.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50429 https://ww2.kqed.org/mindshift/?p=50429","disqusUrl":"https://ww2.kqed.org/mindshift/2018/02/01/how-to-help-older-kids-develop-a-sense-of-imagination/","disqusTitle":"8 Ways to Help Older Kids Develop a Sense of Imagination","path":"/mindshift/50429/how-to-help-older-kids-develop-a-sense-of-imagination","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Celebrated American author \u003ca href=\"http://www.ursulakleguin.com/\">Ursula K. Le Guin\u003c/a> -- dubbed by the Library of Congress in 2000 as a “living legend” for her contributions to science fiction, who died in January at the age of 88 -- had strong feelings about the imagination.\u003c/p>\n\u003cp>“In America the imagination is generally looked on as something that might be useful when the TV is out of order,” she \u003ca href=\"https://www.brainpickings.org/2017/04/13/ursula-k-le-guin-operating-instructions-words-are-my-matter/\">wrote\u003c/a> in \u003cem>Words Are My Matter\u003c/em>. But the ability to imagine is what drives all creativity, enables clear thinking and inspires a sense of humanity. “I think the imagination is the single most useful tool mankind possesses,” she wrote.\u003c/p>\n\u003cp>Imaginative play comes naturally to children, but it’s a habit of mind that needs to be taught and reinforced throughout life: “Young human beings need exercises in imagination as they need exercise in all the basic skills of life, bodily and mental: for growth, for health, for competence, for joy,\" Le Guin wrote. \"This need continues as long as the mind is alive.”\u003c/p>\n\u003cp>Imagination might be vital to a clear mind, but it’s not something that’s widely taught or understood, especially among older students. In a 2007 study of prospective teachers, 68 percent \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S1871187108000266\">said\u003c/a> they believed students needed to focus on memorizing the right answer rather than thinking imaginatively. In his improbably popular TED talk on creativity and schools, Sir Ken Robinson \u003ca href=\"https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity/transcript?language=en\">said\u003c/a> that humans are born with creativity and “we get educated out of it.” Jenny Smith, who graduated from Millburn High School in 2013, said that her secondary school focused singularly on academic benchmarks. “No one really cared about trying to develop our imaginations,” she said. “There was a curriculum, and they stuck to it.\"\u003c/p>\n\u003cp>Researcher \u003ca href=\"http://www.ascd.org/Publications/Books/Overview/Cultivating-Curiosity-in-K-12-Classrooms.aspx\">Wendy Ostroff\u003c/a>, author of \u003cem>Cultivating Curiosity in K-12 Classrooms\u003c/em>, is a student of imagination and curiosity. Like Robinson, Ostroff believes many schools are set up in such a way as to wring out kids’ natural imaginativeness. “School is very oriented towards concepts,” she said, with walls between the creative classes like art and drama and “real” subjects where students have to perform. Lacking flexibility and time, teachers are required to hit “learning outcomes” and hew closely to lesson plans. Students respond by trying to please the teacher and get A’s, often losing any intrinsic interest in the subject along the way. “This is the opposite of imagination and creativity,” she said.\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>Because imaginative thinking hones creativity and improves students’ social and emotional skills, it’s something that teachers and schools should fold into their planning. Ostroff identified several strategies teachers can adopt to encourage older students to activate their dormant imaginations.\u003c/p>\n\u003cp>\u003cstrong>Give students more control\u003c/strong>. Loosening the classroom structure and allowing students more power over their work can activate their curiosity. Ostroff encourages teachers to “flip the system,” so that students understand that the learning is for them, and not the teachers. As a practical matter, this might mean assigning essays and allowing the students to determine their length, or telling kids to turn the papers in when they’re done rather than on a particular day, or simply offering a free-write period, where students write what they please for their eyes only. Teachers also can invite students to decide for themselves how a paper or assignment is assessed, and to encourage kids to reflect on and evaluate their own work. “They start to crack open when they feel like they’re in charge,” Ostroff said.\u003c/p>\n\u003cp>\u003cstrong>Have students track their Google searches.\u003c/strong> Internet search engines can seem to provide all the answers, blocking students from thinking expansively. For Ostroff, “Google is the beginning of the learning, not the end.” She recommends the following assignment: Ask students to Google something that they find intensely interesting. Then, suggest that they click the hyperlink that’s most appealing, and then the one after that. They should keep track of what interested them in each link, so they develop an awareness of their own process. A student might start by searching “Mayans,” then move to “jewelry they wore,” then “precious metals,” then to “mining.” The point is to understand that learning is not simply finding an answer; it’s going deeper to figure out the next question. The first Google search should be the start of a larger inquiry. “Learning is about letting yourself get carried away,” Ostroff said.\u003c/p>\n\u003cp>\u003cstrong>Tell collaborative stories\u003c/strong>. Reading and telling stories is an effective way to learn. To spark imagination, the teacher might start by writing the first few lines of a story or poem on a piece of paper. She then passes the paper to a student, who adds more to the story. Every student receives the paper in turn, but reads only the written contribution of the student before her. (The paper should be folded to conceal all but the most recent addition.) This kind of impromptu storytelling, with its unpredictable outcome, keeps students engaged and thinking creatively.\u003c/p>\n\u003cp>\u003cstrong>Try improv\u003c/strong>. Once the domain of jazz musicians and comedians, improvisation has found its way into businesses and \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/30/how-improv-can-open-up-the-mind-to-learning-in-the-classroom-and-beyond/\">schools\u003c/a>. Improv is the practice of telling stories, or playing music, without scripts. One person begins the story with a few lines, and turns to the person next to her to continue it, and so on, until everyone in the group has contributed. The inviolate rule of improv is “yes, and”—meaning every contribution is accepted, regardless of its randomness, and woven into the story. Improv sparks creativity and spontaneity, and its nonjudgmental tone frees up the introverted or fearful. Because improv tends toward playfulness, it also allows some lightness into the classroom, and to learning.\u003c/p>\n\u003cp>\u003cstrong>Introduce real-life experiences whenever possible.\u003c/strong> What might seem bloodless or irrelevant in the classroom can come alive if students see the subject play out before them. To bring energy to science and math, for example, a teacher might take her class to a Maker Faire, where kids (and sometimes adults) use their imaginations and minds to create new things. Ostroff suggests something as simple as taking a walk in pursuit of objects that can be used to build sculptures; or, if a manufacturer is nearby, asking for their remnants to build machines. Another interesting project for teenagers is building a “\u003ca href=\"http://cubekc.org/\">box city\u003c/a>,” in which students construct their own buildings and work to combine them into a model city. Done right, the box city will take into account economics, geography, history and culture, and give children hands-on experience with design and urban planning.\u003c/p>\n\u003cp>\u003cstrong>Encourage doodling\u003c/strong>. Drawing pictures or coloring while listening is both common and useful: it enables the \u003ca href=\"http://www.proquest.com/blog/pqblog/2015/K122015-Current-Research-Supports-Doodling-.html\">doodler\u003c/a> to stay focused and heightens intellectual arousal. Teachers can capitalize on that benefit by including doodling in class work. For example, students can be given notebooks to doodle in when listening, and asked to do a “doodle content analysis” of their scribbles. As well, teachers might ask students to select one or more drawings to modify for an art project, or to combine several doodles into a mural. The point is to be mindful of the value of doodling—how it enhances imagination and improves focus—and to invite students to continue the practice.\u003c/p>\n\u003cp>\u003cstrong>Imagine a classroom “creative council.” \u003c/strong>The council is an imaginary body of visionaries and experts that the students could “create” and then look to for answers to problems. A teacher might ask students to recommend people from the past or present who could “sit” on this council and serve as sources of wisdom. Ostroff writes, “We can tap into their knowledge virtually, by imagining and researching their potential responses and actions.” If students selected Marie Curie, for example, they would speculate about how she would respond to a particular issue. How would she approach the problem? What would she say we’re forgetting? This kind of made-up collective compels students to better understand how another thinks and even provides a kind of “imaginary mentorship.”\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>\u003cstrong>Lighten up.\u003c/strong> “The message kids are getting in school is that learning isn’t fun,” Ostroff said. High school kids especially, who are reminded regularly to get serious about their studies, lose their sense of playfulness and replace it with a grim determination to do well. For their part, teachers feel the weight of lesson plans and standardized testing, all of it compressed into shorter days. Ostroff appreciates the challenge for students and teachers who are caught up in an efficiency model of education. By relaxing lesson plans, trying improv and giving students more voice in their education, teachers can shed some of the burden and restore the joy in learning.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50429/how-to-help-older-kids-develop-a-sense-of-imagination","authors":["4613"],"categories":["mindshift_192"],"tags":["mindshift_862","mindshift_20838","mindshift_20784","mindshift_1040","mindshift_20983","mindshift_20812","mindshift_21166","mindshift_20852","mindshift_1038"],"featImg":"mindshift_50454","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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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. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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