Using picture books and classroom dialogue to honor and respect students' names
In elementary classrooms, demand grows for play-based learning
How to Stay Physically, but Not Emotionally, Distant with Kindergarten and Pre-K Students
How Elementary Teachers are Marking the End of School Amid Grief for Lost Time with Students
Why Deeply Diving Into Content Could Be the Key to Reading Comprehension
Teaching 6-Year-Olds About Privilege and Power
Building Teamwork and Perseverance in Early Elementary Students with Breakouts
Will New Standards Improve Elementary Science Education?
Why Even Young Students Benefit From Connecting Globally
Sponsored
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href=\"https://www.kqed.org/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly\">\u003cspan style=\"font-weight: 400\">they introduce themselves to their teachers each school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For these students, whose names might be misspelled in emails or autocorrected in text messages, this annual ritual carries significance. It often determines what they will be called for the entire school year. “This is a matter children feel strongly about, yet adults aren’t always as attentive to,” said elementary school teacher \u003c/span>\u003ca href=\"https://twitter.com/jenorr?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Jennifer Orr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">According to a \u003c/span>\u003cspan style=\"font-weight: 400\">2011 study\u003c/span>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003cspan style=\"font-weight: 400\"> daily mispronunciations of names are microaggressions that can significantly affect \u003ca href=\"https://www.sjsu.edu/people/marcos.pizarro/courses/185/s1/Names.pdf\">students’ self-perception and sense of belonging\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Names are one of the topics covered in \u003c/span>\u003ca href=\"https://stenhouse.com/products/9781625315755_were-gonna-keep-on-talking\">\u003ci>\u003cspan style=\"font-weight: 400\">We’re Gonna Keep on Talking\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, which Orr co-authored with Philadelphia educator \u003c/span>\u003ca href=\"https://twitter.com/MattRKay?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Matthew R. Kay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The book guides educators through how to foster meaningful conversations about race with elementary school students. The names unit, which Orr has done about five times over the last 15 years, uses books to initiate discussions within the classroom. The authors recommend how to structure partner and class dialogues and how to create a supportive environment for students to share their experiences related to names. The unit also encourages students to delve deeper into their own identities by gathering information about their names from their families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Kay’s previous work, \u003c/span>\u003ca href=\"https://stenhouse.com/products/9781625310989_not-light-but-fire\">\u003ci>\u003cspan style=\"font-weight: 400\">Not Light, But Fire\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, explored how to facilitate discussions about race with high schoolers, this sequel tailors the approach to the needs of younger learners. “You don’t get [elementary school] kids’ attention for 45 minutes, even in the upper grades. That’s a long period of time for a child to stay focused,” said Orr. “These discussions have to happen over months instead of class periods.” Regardless of grade level, Kay and Orr agreed that these are conversations children are eager to have.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploring names through engaging books\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr said it’s important to create a \u003ca href=\"https://www.kqed.org/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish\">supportive and inclusive classroom community\u003c/a> before getting into discussions about names. “I don’t want kids to end up feeling raw or vulnerable because we haven’t built the space for that kind of a conversation,” she said. It’s crucial to establish foundations of trust and effective communication even with students one may have taught in previous years. According to Kay, a \u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">strong teacher-student rapport\u003c/a> should never be taken for granted. As he put it, “You can’t spend last year’s currency.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr’s approach includes practicing active listening and respectful engagement with her students. She often does interactive read-alouds, pausing at planned points while reading picture books to encourage and hone students’ discussion and listening skills. Orr uses books to open the door to the conversation. “There are children’s books coming out all the time on names in a way that is so exciting,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.candlewick.com/cat.asp?mode=book&isbn=0763693553&browse=Title\">\u003ci>\u003cspan style=\"font-weight: 400\">Alma and How She Got Her Name\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Juana Martinez-Neal is one of Orr’s go-to books for kicking off the unit. In this book, Alma Sofia Esperanza José Pura Candela wants to know why she has so many names. Her father explains how she got each one. After the character Alma is introduced, Orr asks students to share their thoughts about her name. “Does it seem too long?” Students will often use this opportunity to relate in with comments like “I’m named after my grandma too!” She also stops for discussion halfway through \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Alma and How She Got Her Name\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> so students have the opportunity to discuss with a partner. “What do you think of Alma’s name now?” Orr asks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another book that Orr uses is \u003c/span>\u003ca href=\"https://www.theinnovationpress.com/your-name-is-a-song\">\u003ci>\u003cspan style=\"font-weight: 400\">Your Name Is a Song\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Jamilah Thompkins-Bigelow and Luisa Uribe. The book follows a young girl who is upset that no one is pronouncing her name correctly. The main character’s mom teaches her about the musicality of names from other cultures. The story resonates with students, bridging the common experience of name mispronunciation. Through these books, students begin to grasp that names can carry rich histories, Orr said. In all, each read-aloud and discussion takes about 25 minutes, so that her young students don’t get bored or restless.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Extending conversations beyond the classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books also serve as a catalyst for taking the conversation beyond the classroom walls. Recognizing the importance of\u003c/span>\u003ca href=\"https://www2.ed.gov/documents/family-community/partners-education.pdf\">\u003cspan style=\"font-weight: 400\"> collaboration between school and home in nurturing a child’s sense of identity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she suggests that students go home and initiate discussions with their families about the significance and stories behind their names. This part of the unit can lead to self exploration for students and open up a window to their parents’ decisions, according to Kay. Orr proactively reaches out to families to inform them about the discussions taking place in class, so they won’t be blindsided by their child’s questions. She emphasizes that participation in these conversations at home is optional, as is sharing in class. “They can make it fit their comfort level,” Orr said.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC1058124335&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class, Orr and Kay recommend starting the next conversation with “Who wants to share what they’ve learned about their name from their family?” This dialogue allows students to share their newfound understanding and feelings about their names. Orr is often surprised by the unique stories and experiences that students bring forward. Some Latino students have told her that other teachers Americanized their names. For example, instead of “David,” where the “i” is pronounced with a long “e” sound, a teacher might use the flat “i” like the sound in zip. She also remembered a fifth grader one year who was a recent immigrant from China. “I swear she spent a week trying to get me to say her name properly,” she admitted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr noted that elementary school students will often just accept the way their name is pronounced until they have this conversation in class. She said that name discussions may not always result in kids being able to advocate for themselves but they become more likely to advocate for other students. “That power between adults and kids is still so strong. And yet, on behalf of someone else, they’ll stand up to that power and they’ll make it clear that actually, no, that’s not how you say it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school teacher, Kay is excited by the prospect of not being the first one to have conversations about identity and culture with students. “I can see the inquiry seeds,” he said. Orr and Kay envision a future where elementary school teachers continue to introduce these conversations, paving the way for students to advocate for the pronunciation of their names as well as for the respect and recognition of others’ identities.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Editor’s note: This story was updated to include the name of the illustrator of \u003c/em>Your Name Is a Song.\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong> Matthew R. Kay is a high school English teacher in Philadelphia. He’s also the author behind the book \u003cem>Not Light, But Fire. \u003c/em>And he knows how to spark meaningful conversations with high schoolers. In the book, he shares a lesson that’s an absolute hit with his students. And it’s all about their names\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay: \u003c/strong> I think every teacher has that one lesson where like, if you’re going to observe me, I’m going to look like a rock star. Like the principal walks through, you’re like, “Say less. I got this”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is your knock it out of the park lesson? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> Oh, easy, easy. This is the one where the kids are lined up afterwards to say they didn’t get a chance to share. This is the one where I have to apologize to my colleagues. I’m like, “What can I do? I’m sorry.” It’s so juicy and it feels so good. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matt teamed up with elementary school teacher Jennifer Orr for their new book, \u003cem>We’re Gonna Keep on Talking.\u003c/em> They’ve taken lessons from his high school teaching experience and tailored them for younger students. Today’s episode features a conversation about how Matt’s lesson about names looks in Jen’s elementary school classroom. We’ll get into that conversation after the break\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matt, you wrote \u003cem>Not Light But Fire\u003c/em> about your experience teaching in high school classrooms a few years ago. Can you tell me about your decision to add \u003cem>We’re Gonna Keep On Talking\u003c/em> to the canon?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> One of the biggest thing that was asked of me, teachers would come up to me and they would say, When are you going to come up with the elementary books? And that was something that I normally kind of brushed aside. Like I respected it, but I was kind of like, well, you know, never because I’m not an elementary teacher. \u003c/span>\u003cspan style=\"font-weight: 400\"> But I feel like what separated \u003cem>Not Light\u003c/em> was my storytelling . \u003c/span>\u003cspan style=\"font-weight: 400\">And I feel like that’s the part that’s hardest for someone who doesn’t teach high school — the actual visualization of what does this conversation look like? \u003c/span>\u003cspan style=\"font-weight: 400\">That’s why I decided to see if I could find an elementary teacher who could who could help with that. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Jen, this book is all about your experience in the classroom with elementary school students. There’s a part where you talk about a lesson on students’ names, and it’s different from the lesson that Matt uses with his students. Can you tell me how you scaffold this conversation for younger kids?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> Sure. \u003c/span>\u003cspan style=\"font-weight: 400\">I’ve taught in several different schools in my school district and in almost all of them. There have been kids who have really struggled with their with name, pronunciation, children whose who they or their families had emigrated to this country. And their names do not fit our kind of Americanized way of saying things. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> And as many things are in my elementary classroom and in many, it’s tied into a lot of literature. So there’s several different books that we read throughout the course of the unit and really talk through things through the lens of the books as a way to kind of open the door to the conversation and then make it much more personal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> It was always designed around discussing kids first names. Where does your name come from? What does your name mean? Knowing that some families may not want to have that conversation. Keeping it open ended for kids they could choose to share or not share. The conversation then grew into last names as well as kids started to notice things about each other’s last names, \u003c/span>\u003cspan style=\"font-weight: 400\"> noticing kind of beginning to really build an understanding of why people are names and what those what weight is carried in names and where that can carry history as well as for your own self. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong> Talking about names can get vulnerable because it can bring up stuff about race and identity. What are some strategies that can teachers use to ensure students feel valued in conversations like these and respected by not only you as the teacher, but also the other kids in the room.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> That’s a huge question because none of this works if we don’t start from that point. A\u003c/span>\u003cspan style=\"font-weight: 400\">t the start of each school year. It’s not only important that we build that community within our classroom, which is huge and crucial, and we talk about some different ways to do that in the book, but also to build that community with our colleagues and with the families of our students because we’re all going to be involved in this. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Even the conversation around names, in my classroom, it doesn’t happen in the first week of school because we haven’t had a chance yet to build that community. I don’t want kids to end up feeling raw or vulnerable because we haven’t built that space for that kind of a conversation before we have it. So we have to be careful that we’re not jumping into it too soon. T\u003c/span>\u003cspan style=\"font-weight: 400\">hat may or may not be true for Matt…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> To be honest, it’s the same in in secondary. I\u003c/span>\u003cspan style=\"font-weight: 400\">n one of my PD sessions to talk about myths about safe spaces and one of them is that it’s permanent. Ou\u003c/span>\u003cspan style=\"font-weight: 400\">r metaphors that we use for safe spaces like building and stuff like that probably need a little bit of work because it like leads to the assumption that you build it and then it’s built right. But it’s really it’s more about building and maintaining and maintaining and maintaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> You can you can’t spend last year’s currency like the kids I’m about to meet in a month, it’s best for me to assume that they don’t know me from a can of paint , even if I work with them last year. Because who knows what happened this summer. They could be a different kid. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir\u003c/strong>: So what I’m hearing is that it takes intentional time and you actually keep spending that time. You don’t get to just bank it.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> I think that’s true of almost anything in a classroom. You spend the start of the school year setting all of these things up and making sure they’re established but that doesn’t mean you’re done with it.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Jen, you mentioned that this unit takes a lot more time at the elementary school level because you’re working with little ones who – let’s be honest, can have a really short attention span. I love the idea of using books to initiate that broad conversation and then slowly getting more and more focused. Can you tell me some of the picture books that you read during this unit?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> \u003cem>My Name Is a Song\u003c/em>, which is a beautiful one of a young girl who is complaining about how no one pronounces her name correctly. \u003c/span>\u003cspan style=\"font-weight: 400\"> And her mom really sort of reassuring her about the way that that names are songs and how beautiful that is. And by the end of the book, I’m not sure if she’s fully convinced of the beauty of it and the fact that she knows her name is still going to be mispronounced, but she definitely has some reassurance\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Another one is Juana Martinez Neal’s book, \u003cem>Alma and How She Got Her Name\u003c/em>. And Alma has I can’t remember it now, you know, maybe six or seven names in her name. And the book is her father explaining to her where each of those names came from, which is our great introduction into then talking about where did your name come from and inviting children and their families into that conversation through that book.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Something I’ve heard you say is that nothing happens at the elementary school level without getting families involved. How do you involve parents and caregivers in this unit?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> At the end of that first day of digging into the book, I will reach out to families and say, We read this book. We had this conversation. Kids may be asking you where their name came from and if you’re willing to share with them and if they want to share with the class we’ll be talking about that in the coming weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> There’s a lot going on with names. There are all these situations that I don’t want kids to feel uncomfortable with. And then sometimes it’s a single parent and it may also come down to this child is living with someone who is not their parent who may not even know their name story. A bit part of it is to make sure that families that this is an option and we’re really interested and that we’re not trying to put anyone on the spot and that kids have that same sense.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> What is really cool about this unit is that it gives students the opportunity to learn more about their teachers because it sounds like you two also talk about your names with your students.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> I just really love the self-exploration and the showing kids the power and also like opening up a window to their parents decisions, I think, which is something that’s really cool. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay: \u003c/strong> I get to open up about myself, you know, like I’m Matt is boring. Oh, there’s no meaning behind it, all that kind of stuff. But that’s because my parents both had unique names and they didn’t like everybody always jacking their name up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> Matt could be a white dude and I until you meet me. So they didn’t want me to have any kind of disadvantages on resumes and stuff. So they were really intentional about Matt. And then I went and turned around, gave my daughters two very unique names that they will always have to correct people. And so it’s just weird about it how that cycle keeps going. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Unique names are very character building. I’m saying that as some one with a unique name.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> You always have to spell it out\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Yeah, yeah my name has an ‘H’ at the end, so I had to learn how to correct people as they were spelling it. How about you, Jen?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> I was one of those kids I probably wouldn’t have wanted had this conversation because I have no story behind my name. Something I still hold against my parents. \u003c/span>\u003cspan style=\"font-weight: 400\"> And like Matt I, my children have names that have stories behind them because I always hated that my parents were like “I don’t know. It was pretty.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> In this name activity were there any surprising moments or stories that emerged during this name unit that stood out to you that were meaningful or impactful.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> There’s a lot of good stories in that chapter. J\u003c/span>\u003cspan style=\"font-weight: 400\">elly was one of them. S\u003c/span>\u003cspan style=\"font-weight: 400\">ome early teacher couldn’t pronounce her name, and so she they gave her the nickname and then she went with it. \u003c/span>\u003cspan style=\"font-weight: 400\">We recognize a teacher probably overstepped their bounds. We recognize all those things. \u003c/span>\u003cspan style=\"font-weight: 400\">I didn’t force her to not go by this nickname. Unfortunately, a lot of well-intentioned teachers can push so hard, and the kid’s like, really fine with the nickname. W\u003c/span>e just examined what happened. I’m not moralizing.\u003cspan style=\"font-weight: 400\"> My job is to help you understand things, right? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Every year there are things that come as a surprise to me. Even when I have spent weeks with these kids or have had conversations with families. The piece that really stands out to me is that I had a couple of students over the years, several students, but with LatinX names who who had regularly had teachers Americanize them. So instead of David, who was David. \u003c/span>\u003cspan style=\"font-weight: 400\">These young ones just accept that their name is being mispronounced until we have this conversation often. And then they will say “But that’s not how we say my name at home. That’s not my name.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> But even when they realize this isn’t okay, they often would not at first grade or kindergarten advocate for themselves, but they advocate for each other. And so I would notice, you know, they would be a substitute teacher who hadn’t yet gotten this, who’s going through the role in P.E. or something, and says David David would just be like, “Yeah,” but others are like “It’s David.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> It was really interesting to see that they felt strongly about their names but that power between adults and kids is still so strong and yet on behalf of someone else they’ll stand up to that power\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And I feel like this unit tells students Oh no, you can advocate for how it is pronounced and what other people call you. And that’s an important lesson, I think at a young age, at the elementary school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> It’s similar at the high school level too. O\u003c/span>\u003cspan style=\"font-weight: 400\">ften it’ll be someone else who tells me something about a name or pronoun. It’ll be a classmate. If they’re speaking up to me, that means that teachers before them have made it okay to speak to them in a critical way. \u003c/span>In ninth grade, I’m like a gateway teacher to high school. It’s kind of like, hey, look, you’re going to have to if you don’t advocate for yourself, that’s going to be a problem. Like, it’s going to be a problem in a way that it might not have been a problem before. It’s going to definitely be a problem now because like things are coming at you a little fast. Things are like you got to be able to say, I need more time, I need an extension, I need this, I need that. I need you to call me by his name, like those things. And so I love it when that work has been done early so that they come in and that’s one less kid you have that initial conversation with.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matthew R. Kay is going into his 18th year teaching in Philadelphia. His other book is called \u003cem>Not Light But Fire.\u003c/em> Jennifer Orr has been teaching elementary school for 25 years. The book she wrote with Matthew is called \u003cem>We’re Gonna Keep on Talking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, , Kara Newhouse, and Marlena Jackson-Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien , Katie Sprenger, Cesar Saldaña and Holly Kernan. MindShift is supported, in part, by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers Jennifer Orr and Matthew R. Kay discuss how teachers can empower students to advocate for correct pronunciation of their names.","status":"publish","parent":0,"modified":1706576757,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":60,"wordCount":4040},"headData":{"title":"Using picture books and classroom dialogue to honor and respect students' names | KQED","description":"Teachers Jennifer Orr and Matthew R. Kay discuss how teachers can empower students to advocate for correct pronunciation of their names.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teachers Jennifer Orr and Matthew R. Kay discuss how teachers can empower students to advocate for correct pronunciation of their names."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC1058124335.mp3?updated=1699923421","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enunciated syllables, slow speech and spelling — these are the adjustments some students find themselves making as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly\">\u003cspan style=\"font-weight: 400\">they introduce themselves to their teachers each school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For these students, whose names might be misspelled in emails or autocorrected in text messages, this annual ritual carries significance. It often determines what they will be called for the entire school year. “This is a matter children feel strongly about, yet adults aren’t always as attentive to,” said elementary school teacher \u003c/span>\u003ca href=\"https://twitter.com/jenorr?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Jennifer Orr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">According to a \u003c/span>\u003cspan style=\"font-weight: 400\">2011 study\u003c/span>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003cspan style=\"font-weight: 400\"> daily mispronunciations of names are microaggressions that can significantly affect \u003ca href=\"https://www.sjsu.edu/people/marcos.pizarro/courses/185/s1/Names.pdf\">students’ self-perception and sense of belonging\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Names are one of the topics covered in \u003c/span>\u003ca href=\"https://stenhouse.com/products/9781625315755_were-gonna-keep-on-talking\">\u003ci>\u003cspan style=\"font-weight: 400\">We’re Gonna Keep on Talking\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, which Orr co-authored with Philadelphia educator \u003c/span>\u003ca href=\"https://twitter.com/MattRKay?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Matthew R. Kay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The book guides educators through how to foster meaningful conversations about race with elementary school students. The names unit, which Orr has done about five times over the last 15 years, uses books to initiate discussions within the classroom. The authors recommend how to structure partner and class dialogues and how to create a supportive environment for students to share their experiences related to names. The unit also encourages students to delve deeper into their own identities by gathering information about their names from their families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Kay’s previous work, \u003c/span>\u003ca href=\"https://stenhouse.com/products/9781625310989_not-light-but-fire\">\u003ci>\u003cspan style=\"font-weight: 400\">Not Light, But Fire\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, explored how to facilitate discussions about race with high schoolers, this sequel tailors the approach to the needs of younger learners. “You don’t get [elementary school] kids’ attention for 45 minutes, even in the upper grades. That’s a long period of time for a child to stay focused,” said Orr. “These discussions have to happen over months instead of class periods.” Regardless of grade level, Kay and Orr agreed that these are conversations children are eager to have.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploring names through engaging books\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr said it’s important to create a \u003ca href=\"https://www.kqed.org/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish\">supportive and inclusive classroom community\u003c/a> before getting into discussions about names. “I don’t want kids to end up feeling raw or vulnerable because we haven’t built the space for that kind of a conversation,” she said. It’s crucial to establish foundations of trust and effective communication even with students one may have taught in previous years. According to Kay, a \u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">strong teacher-student rapport\u003c/a> should never be taken for granted. As he put it, “You can’t spend last year’s currency.”\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\">Orr’s approach includes practicing active listening and respectful engagement with her students. She often does interactive read-alouds, pausing at planned points while reading picture books to encourage and hone students’ discussion and listening skills. Orr uses books to open the door to the conversation. “There are children’s books coming out all the time on names in a way that is so exciting,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.candlewick.com/cat.asp?mode=book&isbn=0763693553&browse=Title\">\u003ci>\u003cspan style=\"font-weight: 400\">Alma and How She Got Her Name\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Juana Martinez-Neal is one of Orr’s go-to books for kicking off the unit. In this book, Alma Sofia Esperanza José Pura Candela wants to know why she has so many names. Her father explains how she got each one. After the character Alma is introduced, Orr asks students to share their thoughts about her name. “Does it seem too long?” Students will often use this opportunity to relate in with comments like “I’m named after my grandma too!” She also stops for discussion halfway through \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Alma and How She Got Her Name\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> so students have the opportunity to discuss with a partner. “What do you think of Alma’s name now?” Orr asks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another book that Orr uses is \u003c/span>\u003ca href=\"https://www.theinnovationpress.com/your-name-is-a-song\">\u003ci>\u003cspan style=\"font-weight: 400\">Your Name Is a Song\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Jamilah Thompkins-Bigelow and Luisa Uribe. The book follows a young girl who is upset that no one is pronouncing her name correctly. The main character’s mom teaches her about the musicality of names from other cultures. The story resonates with students, bridging the common experience of name mispronunciation. Through these books, students begin to grasp that names can carry rich histories, Orr said. In all, each read-aloud and discussion takes about 25 minutes, so that her young students don’t get bored or restless.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Extending conversations beyond the classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books also serve as a catalyst for taking the conversation beyond the classroom walls. Recognizing the importance of\u003c/span>\u003ca href=\"https://www2.ed.gov/documents/family-community/partners-education.pdf\">\u003cspan style=\"font-weight: 400\"> collaboration between school and home in nurturing a child’s sense of identity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she suggests that students go home and initiate discussions with their families about the significance and stories behind their names. This part of the unit can lead to self exploration for students and open up a window to their parents’ decisions, according to Kay. Orr proactively reaches out to families to inform them about the discussions taking place in class, so they won’t be blindsided by their child’s questions. She emphasizes that participation in these conversations at home is optional, as is sharing in class. “They can make it fit their comfort level,” Orr said.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC1058124335&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class, Orr and Kay recommend starting the next conversation with “Who wants to share what they’ve learned about their name from their family?” This dialogue allows students to share their newfound understanding and feelings about their names. Orr is often surprised by the unique stories and experiences that students bring forward. Some Latino students have told her that other teachers Americanized their names. For example, instead of “David,” where the “i” is pronounced with a long “e” sound, a teacher might use the flat “i” like the sound in zip. She also remembered a fifth grader one year who was a recent immigrant from China. “I swear she spent a week trying to get me to say her name properly,” she admitted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr noted that elementary school students will often just accept the way their name is pronounced until they have this conversation in class. She said that name discussions may not always result in kids being able to advocate for themselves but they become more likely to advocate for other students. “That power between adults and kids is still so strong. And yet, on behalf of someone else, they’ll stand up to that power and they’ll make it clear that actually, no, that’s not how you say it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school teacher, Kay is excited by the prospect of not being the first one to have conversations about identity and culture with students. “I can see the inquiry seeds,” he said. Orr and Kay envision a future where elementary school teachers continue to introduce these conversations, paving the way for students to advocate for the pronunciation of their names as well as for the respect and recognition of others’ identities.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Editor’s note: This story was updated to include the name of the illustrator of \u003c/em>Your Name Is a Song.\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong> Matthew R. Kay is a high school English teacher in Philadelphia. He’s also the author behind the book \u003cem>Not Light, But Fire. \u003c/em>And he knows how to spark meaningful conversations with high schoolers. In the book, he shares a lesson that’s an absolute hit with his students. And it’s all about their names\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay: \u003c/strong> I think every teacher has that one lesson where like, if you’re going to observe me, I’m going to look like a rock star. Like the principal walks through, you’re like, “Say less. I got this”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is your knock it out of the park lesson? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> Oh, easy, easy. This is the one where the kids are lined up afterwards to say they didn’t get a chance to share. This is the one where I have to apologize to my colleagues. I’m like, “What can I do? I’m sorry.” It’s so juicy and it feels so good. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matt teamed up with elementary school teacher Jennifer Orr for their new book, \u003cem>We’re Gonna Keep on Talking.\u003c/em> They’ve taken lessons from his high school teaching experience and tailored them for younger students. Today’s episode features a conversation about how Matt’s lesson about names looks in Jen’s elementary school classroom. We’ll get into that conversation after the break\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matt, you wrote \u003cem>Not Light But Fire\u003c/em> about your experience teaching in high school classrooms a few years ago. Can you tell me about your decision to add \u003cem>We’re Gonna Keep On Talking\u003c/em> to the canon?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> One of the biggest thing that was asked of me, teachers would come up to me and they would say, When are you going to come up with the elementary books? And that was something that I normally kind of brushed aside. Like I respected it, but I was kind of like, well, you know, never because I’m not an elementary teacher. \u003c/span>\u003cspan style=\"font-weight: 400\"> But I feel like what separated \u003cem>Not Light\u003c/em> was my storytelling . \u003c/span>\u003cspan style=\"font-weight: 400\">And I feel like that’s the part that’s hardest for someone who doesn’t teach high school — the actual visualization of what does this conversation look like? \u003c/span>\u003cspan style=\"font-weight: 400\">That’s why I decided to see if I could find an elementary teacher who could who could help with that. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Jen, this book is all about your experience in the classroom with elementary school students. There’s a part where you talk about a lesson on students’ names, and it’s different from the lesson that Matt uses with his students. Can you tell me how you scaffold this conversation for younger kids?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> Sure. \u003c/span>\u003cspan style=\"font-weight: 400\">I’ve taught in several different schools in my school district and in almost all of them. There have been kids who have really struggled with their with name, pronunciation, children whose who they or their families had emigrated to this country. And their names do not fit our kind of Americanized way of saying things. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> And as many things are in my elementary classroom and in many, it’s tied into a lot of literature. So there’s several different books that we read throughout the course of the unit and really talk through things through the lens of the books as a way to kind of open the door to the conversation and then make it much more personal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> It was always designed around discussing kids first names. Where does your name come from? What does your name mean? Knowing that some families may not want to have that conversation. Keeping it open ended for kids they could choose to share or not share. The conversation then grew into last names as well as kids started to notice things about each other’s last names, \u003c/span>\u003cspan style=\"font-weight: 400\"> noticing kind of beginning to really build an understanding of why people are names and what those what weight is carried in names and where that can carry history as well as for your own self. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong> Talking about names can get vulnerable because it can bring up stuff about race and identity. What are some strategies that can teachers use to ensure students feel valued in conversations like these and respected by not only you as the teacher, but also the other kids in the room.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> That’s a huge question because none of this works if we don’t start from that point. A\u003c/span>\u003cspan style=\"font-weight: 400\">t the start of each school year. It’s not only important that we build that community within our classroom, which is huge and crucial, and we talk about some different ways to do that in the book, but also to build that community with our colleagues and with the families of our students because we’re all going to be involved in this. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Even the conversation around names, in my classroom, it doesn’t happen in the first week of school because we haven’t had a chance yet to build that community. I don’t want kids to end up feeling raw or vulnerable because we haven’t built that space for that kind of a conversation before we have it. So we have to be careful that we’re not jumping into it too soon. T\u003c/span>\u003cspan style=\"font-weight: 400\">hat may or may not be true for Matt…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> To be honest, it’s the same in in secondary. I\u003c/span>\u003cspan style=\"font-weight: 400\">n one of my PD sessions to talk about myths about safe spaces and one of them is that it’s permanent. Ou\u003c/span>\u003cspan style=\"font-weight: 400\">r metaphors that we use for safe spaces like building and stuff like that probably need a little bit of work because it like leads to the assumption that you build it and then it’s built right. But it’s really it’s more about building and maintaining and maintaining and maintaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> You can you can’t spend last year’s currency like the kids I’m about to meet in a month, it’s best for me to assume that they don’t know me from a can of paint , even if I work with them last year. Because who knows what happened this summer. They could be a different kid. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir\u003c/strong>: So what I’m hearing is that it takes intentional time and you actually keep spending that time. You don’t get to just bank it.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> I think that’s true of almost anything in a classroom. You spend the start of the school year setting all of these things up and making sure they’re established but that doesn’t mean you’re done with it.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Jen, you mentioned that this unit takes a lot more time at the elementary school level because you’re working with little ones who – let’s be honest, can have a really short attention span. I love the idea of using books to initiate that broad conversation and then slowly getting more and more focused. Can you tell me some of the picture books that you read during this unit?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> \u003cem>My Name Is a Song\u003c/em>, which is a beautiful one of a young girl who is complaining about how no one pronounces her name correctly. \u003c/span>\u003cspan style=\"font-weight: 400\"> And her mom really sort of reassuring her about the way that that names are songs and how beautiful that is. And by the end of the book, I’m not sure if she’s fully convinced of the beauty of it and the fact that she knows her name is still going to be mispronounced, but she definitely has some reassurance\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Another one is Juana Martinez Neal’s book, \u003cem>Alma and How She Got Her Name\u003c/em>. And Alma has I can’t remember it now, you know, maybe six or seven names in her name. And the book is her father explaining to her where each of those names came from, which is our great introduction into then talking about where did your name come from and inviting children and their families into that conversation through that book.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Something I’ve heard you say is that nothing happens at the elementary school level without getting families involved. How do you involve parents and caregivers in this unit?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> At the end of that first day of digging into the book, I will reach out to families and say, We read this book. We had this conversation. Kids may be asking you where their name came from and if you’re willing to share with them and if they want to share with the class we’ll be talking about that in the coming weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> There’s a lot going on with names. There are all these situations that I don’t want kids to feel uncomfortable with. And then sometimes it’s a single parent and it may also come down to this child is living with someone who is not their parent who may not even know their name story. A bit part of it is to make sure that families that this is an option and we’re really interested and that we’re not trying to put anyone on the spot and that kids have that same sense.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> What is really cool about this unit is that it gives students the opportunity to learn more about their teachers because it sounds like you two also talk about your names with your students.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> I just really love the self-exploration and the showing kids the power and also like opening up a window to their parents decisions, I think, which is something that’s really cool. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay: \u003c/strong> I get to open up about myself, you know, like I’m Matt is boring. Oh, there’s no meaning behind it, all that kind of stuff. But that’s because my parents both had unique names and they didn’t like everybody always jacking their name up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> Matt could be a white dude and I until you meet me. So they didn’t want me to have any kind of disadvantages on resumes and stuff. So they were really intentional about Matt. And then I went and turned around, gave my daughters two very unique names that they will always have to correct people. And so it’s just weird about it how that cycle keeps going. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Unique names are very character building. I’m saying that as some one with a unique name.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> You always have to spell it out\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Yeah, yeah my name has an ‘H’ at the end, so I had to learn how to correct people as they were spelling it. How about you, Jen?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> I was one of those kids I probably wouldn’t have wanted had this conversation because I have no story behind my name. Something I still hold against my parents. \u003c/span>\u003cspan style=\"font-weight: 400\"> And like Matt I, my children have names that have stories behind them because I always hated that my parents were like “I don’t know. It was pretty.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> In this name activity were there any surprising moments or stories that emerged during this name unit that stood out to you that were meaningful or impactful.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> There’s a lot of good stories in that chapter. J\u003c/span>\u003cspan style=\"font-weight: 400\">elly was one of them. S\u003c/span>\u003cspan style=\"font-weight: 400\">ome early teacher couldn’t pronounce her name, and so she they gave her the nickname and then she went with it. \u003c/span>\u003cspan style=\"font-weight: 400\">We recognize a teacher probably overstepped their bounds. We recognize all those things. \u003c/span>\u003cspan style=\"font-weight: 400\">I didn’t force her to not go by this nickname. Unfortunately, a lot of well-intentioned teachers can push so hard, and the kid’s like, really fine with the nickname. W\u003c/span>e just examined what happened. I’m not moralizing.\u003cspan style=\"font-weight: 400\"> My job is to help you understand things, right? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Every year there are things that come as a surprise to me. Even when I have spent weeks with these kids or have had conversations with families. The piece that really stands out to me is that I had a couple of students over the years, several students, but with LatinX names who who had regularly had teachers Americanize them. So instead of David, who was David. \u003c/span>\u003cspan style=\"font-weight: 400\">These young ones just accept that their name is being mispronounced until we have this conversation often. And then they will say “But that’s not how we say my name at home. That’s not my name.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> But even when they realize this isn’t okay, they often would not at first grade or kindergarten advocate for themselves, but they advocate for each other. And so I would notice, you know, they would be a substitute teacher who hadn’t yet gotten this, who’s going through the role in P.E. or something, and says David David would just be like, “Yeah,” but others are like “It’s David.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> It was really interesting to see that they felt strongly about their names but that power between adults and kids is still so strong and yet on behalf of someone else they’ll stand up to that power\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And I feel like this unit tells students Oh no, you can advocate for how it is pronounced and what other people call you. And that’s an important lesson, I think at a young age, at the elementary school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> It’s similar at the high school level too. O\u003c/span>\u003cspan style=\"font-weight: 400\">ften it’ll be someone else who tells me something about a name or pronoun. It’ll be a classmate. If they’re speaking up to me, that means that teachers before them have made it okay to speak to them in a critical way. \u003c/span>In ninth grade, I’m like a gateway teacher to high school. It’s kind of like, hey, look, you’re going to have to if you don’t advocate for yourself, that’s going to be a problem. Like, it’s going to be a problem in a way that it might not have been a problem before. It’s going to definitely be a problem now because like things are coming at you a little fast. Things are like you got to be able to say, I need more time, I need an extension, I need this, I need that. I need you to call me by his name, like those things. And so I love it when that work has been done early so that they come in and that’s one less kid you have that initial conversation with.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matthew R. Kay is going into his 18th year teaching in Philadelphia. His other book is called \u003cem>Not Light But Fire.\u003c/em> Jennifer Orr has been teaching elementary school for 25 years. The book she wrote with Matthew is called \u003cem>We’re Gonna Keep on Talking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing.\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>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, , Kara Newhouse, and Marlena Jackson-Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien , Katie Sprenger, Cesar Saldaña and Holly Kernan. MindShift is supported, in part, by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name","authors":["11721"],"categories":["mindshift_20729","mindshift_21512","mindshift_194","mindshift_21130","mindshift_20960"],"tags":["mindshift_21101","mindshift_21707","mindshift_21230","mindshift_21015","mindshift_797","mindshift_21222","mindshift_231","mindshift_290","mindshift_21284","mindshift_21742"],"featImg":"mindshift_62674","label":"mindshift"},"mindshift_60255":{"type":"posts","id":"mindshift_60255","meta":{"index":"posts_1591205157","site":"mindshift","id":"60255","score":null,"sort":[1668596451000]},"guestAuthors":[],"slug":"in-elementary-classrooms-demand-grows-for-play-based-learning","title":"In elementary classrooms, demand grows for play-based learning","publishDate":1668596451,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">OKLAHOMA CITY — Two third-graders sat on the floor of their classroom and lined up a row of dominoes along the edge of a low-lying table. They positioned themselves at each end of the row of rectangles, leaned in, and blew. The dominoes tumbled forward, crashing into each other. The girls flung their heads back and laughed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In another part of the room, two students spontaneously connected a set of wooden orbs to sticks to mimic planets circling a sun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a solar system,” one of the students said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third-graders in Crystal O’Brien’s class darted from station to station — laughing, arguing, playing. But it wasn’t indoor recess — play is one of the ways students learn every day in O’Brien’s science and social studies class at Shidler Elementary School. Throughout the day, O’Brien weaves free and structured play into her class time. During structured play, O’Brien guides the topic and provides parameters. But during free play, she only asks them to connect something they learned that day to their chosen play activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They are able to choose whatever materials they want to play with in the room, but I encourage them to think about what we've been doing in our science block when they're playing,” O’Brien said. “And sometimes they'll just naturally do that. They'll tell me, ‘Look, this is an example of gravity. This is an unbalanced force. This is a chain reaction.’”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While play-based learning remains relatively rare in elementary classrooms, Oklahoma City is among a small number of school districts across the country experimenting with increased play time for children as old as 8 or 9. In Watertown, New York, for example, educators have been teaching through play in pre-K and kindergarten for years, said former Superintendent Patti LaBarr, but the district recently shifted to encouraging play for older elementary students, too. And in Austin, Texas, one school official has started training elementary teachers to use Lego Education products toys as a play-based learning tool during class time.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60270\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60270\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary4-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">A third grade student sets the last domino down in a row along the edge of a table while playing in Crystal O’Brien’s classroom at Shidler Elementary School in Oklahoma City. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The growing focus on play in older grades is not always easy, as teachers contend with pressure to meet standardized testing mandates and a lack of support from some administrators. But educators who have turned to play-based learning say the approach is particularly helpful now, as pandemic disruptions have left students with social, emotional and behavioral gaps.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to explain what play-based learning looks like, said Mara Krechevsky, senior researcher at Project Zero, an education research group in Harvard’s Graduate School of Education. Over the past seven years, Krechevsky and her research team have been working on a project called the \u003c/span>\u003ca href=\"http://www.pz.harvard.edu/projects/pedagogy-of-play\">\u003cspan style=\"font-weight: 400\">Pedagogy of Play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, studying play-based learning at schools in Boston, Denmark, South Africa and Colombia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through their research, Krechevsky’s group came up with three basic tenets for playful learning: students should be able to help lead their own learning, explore the unknown, and find joy. Under this framework, play time doesn’t have to be the reward for completing work and learning. Play can actually be the work, Krechevsky said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much of the impetus for the shift in Oklahoma City comes from Stephanie Hinton, who started overseeing pre-K through second grade at Oklahoma City Public Schools a few years ago. She knew she wanted to encourage hands-on, playful learning as much as possible. The approach worked for her as a teacher, and it’s \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13730\">\u003cspan style=\"font-weight: 400\">backed up by research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Shidler Elementary, most students qualify for free and reduced lunch and test scores have \u003c/span>\u003ca href=\"https://oklaschools.com/school/988/\">\u003cspan style=\"font-weight: 400\">historically been low\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s the kind of school where, typically, it’s difficult to get everyone on board with play-based learning, Hinton said. Despite those challenges, play has begun to catch on in its classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is this push for skill and drill in schools and communities where we're not passing the test,” Hinton said. It can be easy to think the solution is assigning more schoolwork and sending home more worksheets, Hinton added. That’s because worksheets are black and white — either the student knows the answer to the questions on the assignment or they don’t. But Hinton said regurgitating answers on a piece of paper isn’t a sign of understanding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not authentic, it’s not true learning,” she said. \"And we know from research that when it comes down to it, it hasn’t engaged enough of the brain to make it permanent learning.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60269\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60269\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Crystal O’Brien, center, plays with her third grade students during free play time in her classroom at Shidler Elementary School in Oklahoma City. Free play, which is when O’Brien lets students play any way they want, is a regular part of their class time. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But letting kids learn through play is hard to grasp for educators who have been trained to follow the rules and structure of a traditional school setting, said Peg Drappo, who runs the pre-K program in Watertown City School District in New York. Watertown began to increase its focus on playful learning in 2015, when the district received a federal grant that helped expand play in its pre-K program. In the seven years since, Drappo and the district’s superintendent have been helping teachers of the older grades who approached them about adding play to their own classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But when she was an elementary school principal several years ago, Drappo didn’t understand what playful learning was supposed to look like. Now, when she speaks at conferences on play-based learning, she tells a story about visiting a kindergarten classroom when she was a principal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The kids were all over the place, all over the floor doing things — just like a kindergarten classroom should be. But I did not know this world of pre-K and play, so I said to [the teacher], ‘I'll come back to your classroom when you're teaching,’” Drappo said. “Now when I walk into a classroom and it’s loud and a teacher apologizes, I say, ‘Stop apologizing. This is how it’s supposed to sound.’”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60271\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60271\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary5-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">A group of third graders in Crystal O’Brien’s class at Shidler Elementary School in Oklahoma City play with toys during a part of class time in which they are allowed to play however they want. At other times of the day, O’Brien guides the students through playful lessons. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Oklahoma, playful learning has support from lawmakers as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before becoming a teacher, Oklahoma state Rep. Jacob Rosecrants, a Democrat, thought all students were taught lessons through play. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I became a teacher back in 2012 and I realized it’s [play] not even accepted anymore as a way to learn, even in the younger grades,” Rosecrants said. “Some schools do it great, but I'm talking about the way that I learned — going outside, playing, discovering — that type of thing was not something that was focused on in any of the public schools I went to [as a teacher].” (Rosecrants left teaching in 2017 when he was elected to represent Norman, Oklahoma in the state house.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a middle school teacher, Rosecrants said, he rebelled against the idea that students should learn via memorization, drills, and worksheets. In 2021, the Oklahoma legislature \u003c/span>\u003ca href=\"http://webserver1.lsb.state.ok.us/cf_pdf/2021-22%20ENR/hB/HB1569%20ENR.PDF\">\u003cspan style=\"font-weight: 400\">passed a law\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that encourages the use of play in pre-K through third grade classrooms. The law, which was written by Rosecrants with bi-partisan assistance, also forbids administrators from prohibiting educators’ use of a play-based approach to teaching.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I've had a lot of teachers who asked me to print it out so they can post it in their classroom, because administrators will come in and be like, ‘Hey, we gotta hit this standard, what are you doing?’ And they're like, ‘Well, we're hitting this standard, but we're [doing it] with blocks,’” Rosecrants said. “I want to add a piece to [the law] probably this year … to require training for play-based learning for all administrators in pre-K through third grade.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60273\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60273\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Educators at Blake Manor Elementary School say that students learn important math and problem-solving skills while they build, code and play with robots. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools are trying to increase play by turning to STEM-focused activities, like building robots with Lego Education products. Manor Independent School District, a district of about 9,000 students just east of Austin, Texas, launched a robotics program around a decade ago, in an attempt to bring more playful learning to students in the early years of elementary school. For several years, robotics was mostly confined to an after-school program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jacob Luevano, the innovative teaching strategist at Manor ISD, said he has been working to train teachers to integrate robotics into their classrooms. “I think now more than ever, we need [playful learning] in the classrooms,\" Luevano said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So far, Luevano has had more success in getting robotics activities introduced to classrooms in kindergarten through second grade than in upper elementary, which he attributes, in part, to the pressure of standardized testing that starts in third grade. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60272\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60272\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary7-800x562.jpg\" alt=\"\" width=\"800\" height=\"562\">\u003cfigcaption class=\"wp-caption-text\">A student at Blake Manor Elementary School in Manor, Texas, works on a Lego Robotics program during a morning meeting of the school's robotics club. The Manor Independent School District is trying to increase play opportunities for students by using Lego Robotics. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">As children recover from the isolation of the Covid-19 pandemic, active, playful learning is more important than ever because it strengthens social and emotional skills, said Hinton in Oklahoma City. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This isn't just about play. This is about building relationships, and social-emotional learning,” Hinton said. “Sometimes when an adult is losing their mind about something, I think: I wonder what your play behaviors were like as a child?” It helps, she clarifies, if children have already experienced losing in a cooperative setting — whether at Monopoly, Hi Ho! Cherry-O or another game. “How you handle that, it says a lot about where you are in your social emotional development,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In O’Brien’s classroom in Oklahoma City, there are no desks. Instead, students sit at round tables or on a rug in front of the whiteboard, depending on the activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, the class learned about static electricity. O’Brien set up stations with different items — balloons, tissue, paper — to show the kids how static electricity works. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I asked them to figure out how they could make these different materials move without directly touching them,” O’Brien said. After that, she led a discussion on what the students discovered and presented them with some technical, scientific terms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year is O’Brien’s first back at Shidler Elementary. She left the district in 2021 to get a master’s degree in early childhood education and work at a private preschool in Colorado that uses the \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/04/19/parenting/reggio-emilia-preschool.html\">\u003cspan style=\"font-weight: 400\">Reggio Emilia approach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to teaching, an approach born in Italy that encompasses significant play.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like other play-based programs, Reggio Emilia is most often seen in private and affluent preschool classrooms. When O’Brien made the decision to return to Shidler Elementary, she was partly on a mission to bring play-based learning to a public setting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not something that should just be for the elite, and I think all children can benefit from learning this way,” O’Brien said.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/in-elementary-classrooms-demand-grows-for-play-based-learning/\">play-based learning\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger Reporter newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Jackie Mader contributed reporting to this story.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Correction: This story has been updated to note that Manor ISD in Texas is using LEGO Education products.\u003c/p>\n\n","blocks":[],"excerpt":"As students returned from remote learning with gaps in social emotional skills, elementary schools across the United States have started teaching more students through play — an approach to learning typically confined to preschools.","status":"publish","parent":0,"modified":1668710811,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":2122},"headData":{"title":"In elementary classrooms, demand grows for play-based learning - MindShift","description":"As students returned from remote learning with gaps in social emotional skills, elementary schools across the United States have started teaching more students through play — an approach to learning typically confined to preschools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"60255 https://ww2.kqed.org/mindshift/?p=60255","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/16/in-elementary-classrooms-demand-grows-for-play-based-learning/","disqusTitle":"In elementary classrooms, demand grows for play-based learning","nprByline":"Ariel Gilreath, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/60255/in-elementary-classrooms-demand-grows-for-play-based-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">OKLAHOMA CITY — Two third-graders sat on the floor of their classroom and lined up a row of dominoes along the edge of a low-lying table. They positioned themselves at each end of the row of rectangles, leaned in, and blew. The dominoes tumbled forward, crashing into each other. The girls flung their heads back and laughed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In another part of the room, two students spontaneously connected a set of wooden orbs to sticks to mimic planets circling a sun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a solar system,” one of the students said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third-graders in Crystal O’Brien’s class darted from station to station — laughing, arguing, playing. But it wasn’t indoor recess — play is one of the ways students learn every day in O’Brien’s science and social studies class at Shidler Elementary School. Throughout the day, O’Brien weaves free and structured play into her class time. During structured play, O’Brien guides the topic and provides parameters. But during free play, she only asks them to connect something they learned that day to their chosen play activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They are able to choose whatever materials they want to play with in the room, but I encourage them to think about what we've been doing in our science block when they're playing,” O’Brien said. “And sometimes they'll just naturally do that. They'll tell me, ‘Look, this is an example of gravity. This is an unbalanced force. This is a chain reaction.’”\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\">While play-based learning remains relatively rare in elementary classrooms, Oklahoma City is among a small number of school districts across the country experimenting with increased play time for children as old as 8 or 9. In Watertown, New York, for example, educators have been teaching through play in pre-K and kindergarten for years, said former Superintendent Patti LaBarr, but the district recently shifted to encouraging play for older elementary students, too. And in Austin, Texas, one school official has started training elementary teachers to use Lego Education products toys as a play-based learning tool during class time.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60270\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60270\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary4-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">A third grade student sets the last domino down in a row along the edge of a table while playing in Crystal O’Brien’s classroom at Shidler Elementary School in Oklahoma City. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The growing focus on play in older grades is not always easy, as teachers contend with pressure to meet standardized testing mandates and a lack of support from some administrators. But educators who have turned to play-based learning say the approach is particularly helpful now, as pandemic disruptions have left students with social, emotional and behavioral gaps.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to explain what play-based learning looks like, said Mara Krechevsky, senior researcher at Project Zero, an education research group in Harvard’s Graduate School of Education. Over the past seven years, Krechevsky and her research team have been working on a project called the \u003c/span>\u003ca href=\"http://www.pz.harvard.edu/projects/pedagogy-of-play\">\u003cspan style=\"font-weight: 400\">Pedagogy of Play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, studying play-based learning at schools in Boston, Denmark, South Africa and Colombia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through their research, Krechevsky’s group came up with three basic tenets for playful learning: students should be able to help lead their own learning, explore the unknown, and find joy. Under this framework, play time doesn’t have to be the reward for completing work and learning. Play can actually be the work, Krechevsky said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much of the impetus for the shift in Oklahoma City comes from Stephanie Hinton, who started overseeing pre-K through second grade at Oklahoma City Public Schools a few years ago. She knew she wanted to encourage hands-on, playful learning as much as possible. The approach worked for her as a teacher, and it’s \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13730\">\u003cspan style=\"font-weight: 400\">backed up by research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Shidler Elementary, most students qualify for free and reduced lunch and test scores have \u003c/span>\u003ca href=\"https://oklaschools.com/school/988/\">\u003cspan style=\"font-weight: 400\">historically been low\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s the kind of school where, typically, it’s difficult to get everyone on board with play-based learning, Hinton said. Despite those challenges, play has begun to catch on in its classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is this push for skill and drill in schools and communities where we're not passing the test,” Hinton said. It can be easy to think the solution is assigning more schoolwork and sending home more worksheets, Hinton added. That’s because worksheets are black and white — either the student knows the answer to the questions on the assignment or they don’t. But Hinton said regurgitating answers on a piece of paper isn’t a sign of understanding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not authentic, it’s not true learning,” she said. \"And we know from research that when it comes down to it, it hasn’t engaged enough of the brain to make it permanent learning.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60269\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60269\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Crystal O’Brien, center, plays with her third grade students during free play time in her classroom at Shidler Elementary School in Oklahoma City. Free play, which is when O’Brien lets students play any way they want, is a regular part of their class time. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But letting kids learn through play is hard to grasp for educators who have been trained to follow the rules and structure of a traditional school setting, said Peg Drappo, who runs the pre-K program in Watertown City School District in New York. Watertown began to increase its focus on playful learning in 2015, when the district received a federal grant that helped expand play in its pre-K program. In the seven years since, Drappo and the district’s superintendent have been helping teachers of the older grades who approached them about adding play to their own classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But when she was an elementary school principal several years ago, Drappo didn’t understand what playful learning was supposed to look like. Now, when she speaks at conferences on play-based learning, she tells a story about visiting a kindergarten classroom when she was a principal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The kids were all over the place, all over the floor doing things — just like a kindergarten classroom should be. But I did not know this world of pre-K and play, so I said to [the teacher], ‘I'll come back to your classroom when you're teaching,’” Drappo said. “Now when I walk into a classroom and it’s loud and a teacher apologizes, I say, ‘Stop apologizing. This is how it’s supposed to sound.’”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60271\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60271\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary5-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">A group of third graders in Crystal O’Brien’s class at Shidler Elementary School in Oklahoma City play with toys during a part of class time in which they are allowed to play however they want. At other times of the day, O’Brien guides the students through playful lessons. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Oklahoma, playful learning has support from lawmakers as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before becoming a teacher, Oklahoma state Rep. Jacob Rosecrants, a Democrat, thought all students were taught lessons through play. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I became a teacher back in 2012 and I realized it’s [play] not even accepted anymore as a way to learn, even in the younger grades,” Rosecrants said. “Some schools do it great, but I'm talking about the way that I learned — going outside, playing, discovering — that type of thing was not something that was focused on in any of the public schools I went to [as a teacher].” (Rosecrants left teaching in 2017 when he was elected to represent Norman, Oklahoma in the state house.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a middle school teacher, Rosecrants said, he rebelled against the idea that students should learn via memorization, drills, and worksheets. In 2021, the Oklahoma legislature \u003c/span>\u003ca href=\"http://webserver1.lsb.state.ok.us/cf_pdf/2021-22%20ENR/hB/HB1569%20ENR.PDF\">\u003cspan style=\"font-weight: 400\">passed a law\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that encourages the use of play in pre-K through third grade classrooms. The law, which was written by Rosecrants with bi-partisan assistance, also forbids administrators from prohibiting educators’ use of a play-based approach to teaching.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I've had a lot of teachers who asked me to print it out so they can post it in their classroom, because administrators will come in and be like, ‘Hey, we gotta hit this standard, what are you doing?’ And they're like, ‘Well, we're hitting this standard, but we're [doing it] with blocks,’” Rosecrants said. “I want to add a piece to [the law] probably this year … to require training for play-based learning for all administrators in pre-K through third grade.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60273\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60273\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Educators at Blake Manor Elementary School say that students learn important math and problem-solving skills while they build, code and play with robots. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools are trying to increase play by turning to STEM-focused activities, like building robots with Lego Education products. Manor Independent School District, a district of about 9,000 students just east of Austin, Texas, launched a robotics program around a decade ago, in an attempt to bring more playful learning to students in the early years of elementary school. For several years, robotics was mostly confined to an after-school program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jacob Luevano, the innovative teaching strategist at Manor ISD, said he has been working to train teachers to integrate robotics into their classrooms. “I think now more than ever, we need [playful learning] in the classrooms,\" Luevano said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So far, Luevano has had more success in getting robotics activities introduced to classrooms in kindergarten through second grade than in upper elementary, which he attributes, in part, to the pressure of standardized testing that starts in third grade. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60272\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60272\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary7-800x562.jpg\" alt=\"\" width=\"800\" height=\"562\">\u003cfigcaption class=\"wp-caption-text\">A student at Blake Manor Elementary School in Manor, Texas, works on a Lego Robotics program during a morning meeting of the school's robotics club. The Manor Independent School District is trying to increase play opportunities for students by using Lego Robotics. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">As children recover from the isolation of the Covid-19 pandemic, active, playful learning is more important than ever because it strengthens social and emotional skills, said Hinton in Oklahoma City. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This isn't just about play. This is about building relationships, and social-emotional learning,” Hinton said. “Sometimes when an adult is losing their mind about something, I think: I wonder what your play behaviors were like as a child?” It helps, she clarifies, if children have already experienced losing in a cooperative setting — whether at Monopoly, Hi Ho! Cherry-O or another game. “How you handle that, it says a lot about where you are in your social emotional development,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In O’Brien’s classroom in Oklahoma City, there are no desks. Instead, students sit at round tables or on a rug in front of the whiteboard, depending on the activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, the class learned about static electricity. O’Brien set up stations with different items — balloons, tissue, paper — to show the kids how static electricity works. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I asked them to figure out how they could make these different materials move without directly touching them,” O’Brien said. After that, she led a discussion on what the students discovered and presented them with some technical, scientific terms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year is O’Brien’s first back at Shidler Elementary. She left the district in 2021 to get a master’s degree in early childhood education and work at a private preschool in Colorado that uses the \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/04/19/parenting/reggio-emilia-preschool.html\">\u003cspan style=\"font-weight: 400\">Reggio Emilia approach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to teaching, an approach born in Italy that encompasses significant play.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like other play-based programs, Reggio Emilia is most often seen in private and affluent preschool classrooms. When O’Brien made the decision to return to Shidler Elementary, she was partly on a mission to bring play-based learning to a public setting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not something that should just be for the elite, and I think all children can benefit from learning this way,” O’Brien said.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/in-elementary-classrooms-demand-grows-for-play-based-learning/\">play-based learning\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger Reporter newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Jackie Mader contributed reporting to this story.\u003c/span>\u003c/i>\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>Correction: This story has been updated to note that Manor ISD in Texas is using LEGO Education products.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60255/in-elementary-classrooms-demand-grows-for-play-based-learning","authors":["byline_mindshift_60255"],"categories":["mindshift_192","mindshift_21345"],"tags":["mindshift_767","mindshift_21078","mindshift_20720","mindshift_21101","mindshift_21214","mindshift_21184","mindshift_46","mindshift_498"],"featImg":"mindshift_60268","label":"mindshift"},"mindshift_56320":{"type":"posts","id":"mindshift_56320","meta":{"index":"posts_1591205157","site":"mindshift","id":"56320","score":null,"sort":[1596527666000]},"guestAuthors":[],"slug":"how-to-stay-physically-but-not-emotionally-distant-with-kindergarten-and-pre-k-students","title":"How to Stay Physically, but Not Emotionally, Distant with Kindergarten and Pre-K Students","publishDate":1596527666,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>If this were a normal summer, Katy Phinney and her colleagues would be organizing their Pre-K classrooms for the new school year, choosing classroom themes and wall décor. Instead, Phinney is worried about what Pre-K will look like if and when students return to classrooms. “My biggest concern is teachers needing to balance the importance of safety procedures with creating a welcoming and loving environment for our students,” says Phinney, the Pre-K program director in Richardson Independent School District in Texas.\u003c/p>\n\u003cp>Early childhood classrooms are going to look different this year, even if school buildings are open – no desk clusters with kids sharing materials, no cozy circles on the rug, no holding hands on the way to the bathroom. \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/index.html\">CDC guidelines\u003c/a> recommend social distancing, keeping students in one classroom throughout the day, and masks for adults. (In many schools, young children will be encouraged but not required to wear masks.)\u003c/p>\n\u003cp>These measures are necessary to protect everyone’s physical health, but what will be the effects on young children’s social and emotional health? Pre-K and kindergarten are \u003ca href=\"https://www.kqed.org/mindshift/49205/why-preschool-is-the-most-important-year-in-a-childs-development\">pivotal points in a child’s education,\u003c/a> in part because they set the tone for long-term feelings about school. “How are we going to not make this a traumatic experience for our littlest learners?” Phinney wonders.\u003c/p>\n\u003ch2>\u003cstrong>Physically but not emotionally distant \u003c/strong>\u003c/h2>\n\u003cp>Trusting, nurturing relationships are the foundation of a smooth transition to school, and they are more important now than ever. “You want to encourage children to be physically distant but not emotionally distant,” says Angela Searcy, a child development instructor at the Erikson Institute and owner of Simple Solutions Educational Services, which provides consultation to early childhood educators.\u003c/p>\n\u003cp>That will take some creative thinking. For example, circle time and morning meeting will be challenging. Teachers can encourage distancing by asking kids to picture themselves in a giant bubble that will help them monitor whether they’re staying 6 feet apart.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Facial expressions are an important way of communicating and building relationships, so some early childhood educators plan to wear face shields or masks with clear windows around the mouth, “so the kids can see our smiles!,” says Phinney. Searcy suggests teachers take pictures of themselves and students making different facial expressions and then put the photos on keyrings or lanyards so everyone can point to the picture that expresses the emotions they’re feeling.\u003c/p>\n\u003cp>She also recommends “intensifying the use of visuals,” like sign language to complement speech and visual checklists for routines, which many teachers already use. Teachers can draw from the \u003ca href=\"https://www.kqed.org/mindshift/56195/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins\">principles of universal design\u003c/a>, incorporating strategies developed for students with disabilities to make learning more accessible to everyone.\u003c/p>\n\u003cp>\u003ca href=\"https://health.oregonstate.edu/people/megan-mcclelland\">Megan McClelland\u003c/a>, director of the Hallie E. Ford Center for Healthy Children and Families at Oregon State University, highlights the importance of building children’s self-regulation skills to help them navigate this time. She has researched how educators can use brief, fun \u003ca href=\"https://health.oregonstate.edu/biblio/stop-think-act-integrating-self-regulation-early-childhood-classroom\">games to build skills like impulse control, emotion regulation, and cognitive flexibility\u003c/a>. The games are adaptable for different situations and contexts, and the researchers find that teachers are accustomed to making those modifications based on the space and time they have. McClelland says that simply “adding a little bit of intentionality to the strategies teachers are already doing to support self-regulation can be really helpful.”\u003c/p>\n\u003ch2>\u003cstrong>The absence of touch \u003c/strong>\u003c/h2>\n\u003cp>Still, the absence of touch will be a loss for young children and their teachers, some experts say. Melissa Ali-Bell, an administrator at Baldwin Hills Elementary School in Los Angeles says, “I think it’s going to be extremely difficult for the little ones to not touch. That’s how they show their love for you and each other.” Positive touch can be reassuring for children who are stressed or who have experienced trauma, according to \u003ca href=\"https://ampersand.gseis.ucla.edu/tunette-powell-creating-a-safe-place-for-black-parents/\">Tunette Powell\u003c/a>, interim director of the UCLA Parent Empowerment Project.\u003c/p>\n\u003cp>Powell urges schools to think about other ways to establish emotional safety for students, such as applying the principles of \u003ca href=\"https://www.kqed.org/mindshift/tag/trauma-informed-teaching\">trauma-informed teaching\u003c/a>, and to be wary of focusing only on physical safety. “You can give everybody masks and testing, and you can go through a whole school year where no one has COVID, but if you didn’t think about safety in terms of love and restoration and care, that wasn’t safe,” she says.\u003c/p>\n\u003cp>Part of creating an emotionally safe environment is \u003cstrong>supporting rather than punishing children when they struggle to follow the health guidelines.\u003c/strong> “It’s important to keep the adult response focused on empathy and teaching,” says Allyson Apsey, principal of Quincy Elementary in Zeeland, Michigan. That includes focusing on “do’s” rather than “don’ts” and using images like emulating superheroes by wearing masks. Teachers and administrators should \u003ca href=\"http://www.educationalleadership-digital.com/educationalleadership/201809/MobilePagedArticle.action?articleId=1419398#articleId1419398\">avoid using behavior charts\u003c/a> and other tactics that shame children.\u003c/p>\n\u003cp>Ali-Bell is concerned that some teachers will send children out of classrooms or even suspend them if they have trouble following the distancing guidelines. This could have lasting negative impacts on children, especially Black children, who are \u003ca href=\"https://www.instituteforchildsuccess.org/wp-content/uploads/2018/12/ICS-2018-PreschoolSuspensionBrief-WEB.pdf\">suspended and expelled from preschool at disproportionate rates,\u003c/a> feeding the \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/10665684.2014.958965?casa_token=G_peJoPItBsAAAAA%3AkCFjtrP8heiqLARagHHQQLtmPGHxc84atM-1gEfvUfMiL0vhGTUJKbU05YV5Ok0nrDoX7lI3VPhL\">school-to-prison pipeline\u003c/a> at a shockingly early age. Powell, who went into education after speaking out about her sons’ repeated preschool suspensions, cautions that “we’re going to have schools that look a bit more like prison than ever before,” with strict guidelines such as how children walk through the hallways. Educators must do everything they can to make young children feel like school is a positive and loving place, she says.\u003c/p>\n\u003ch2>\u003cstrong>Adults set the tone \u003c/strong>\u003c/h2>\n\u003cp>Following the health guidelines may not be as hard for children as adults fear, say some educators.\u003c/p>\n\u003cp>“A lot of people have said this is going to be so hard on the kids, but it’s actually harder on the adults. The kids are happy and healthy,” says Janna Baasch, a program director at Play Palz 101 in Kankakee, Illinois, which stayed open as an emergency childcare center for essential workers and has recently expanded its capacity. Children at her center do not have trouble sitting several feet apart and have responded well to new curriculum elements about hygiene, she says, adding, “They really get it.”\u003c/p>\n\u003cp>Young children take their cues from adults, reminds teachers and child development specialists. “Children are mirrors of our own emotions,” principal Apsey says. If teachers and parents are calm, children will be, too. That’s not necessarily easy at a time when all of us are stressed and anxious – and when we are stressed, we are more likely to be \u003ca href=\"https://developingchild.harvard.edu/resources/building-core-capabilities-for-life/\">on the alert for perceived threats and to lose our temper or lash out\u003c/a>. To minimize the chance of such counterproductive reactions, Powell advises that “we’re going to have to invest in early childhood educators – not only in paying them more but in superb training and access to mental health services.” That might include opportunities for teachers to talk about their fears and practice calming strategies like \u003ca href=\"https://greatergood.berkeley.edu/article/item/seven_ways_mindfulness_can_help_teachers\">mindfulness.\u003c/a>\u003c/p>\n\u003cp>Educators can also help parents set a calm, reassuring tone with children. Baasch talks frequently with parents on the phone because they aren’t allowed in the center right now. She updates them, listens to their fears, and reassures them about safety protocols. Even though many of the families are new to her center in recent months, she says they and their children already feel strong bonds with the staff.\u003c/p>\n\u003cp>Julie Fatt, who has taught kindergarten through second grade at P.S. 121 in Brooklyn, NY for over 30 years, is also beefing up her family outreach. She says her school has always placed a high priority on family relationships but “we went above and beyond” when schools closed last spring, having regular one-on-one video calls with families to check in and offer support. Fatt and her colleagues are planning an event to help families prepare their children for the hybrid learning model New York City public schools are currently planning to implement.\u003c/p>\n\u003cp>It remains to be seen when classrooms in New York and around the country will actually open, and what they will look like when they do. Fortunately, teachers of young children are used to being creative and adjusting on the fly. Fatt’s motto right now is “be patient, go with the flow, and we’ll figure it out as we go.” That philosophy surely feels normal to many early childhood educators, even at a time when so little else does.\u003c/p>\n\u003cp>\u003cem>Suzanne Bouffard is the author of \"\u003ca href=\"https://www.penguinrandomhouse.com/books/534830/the-most-important-year-by-suzanne-bouffard/\">The Most Important Year: \u003c/a>\u003ca href=\"https://www.penguinrandomhouse.com/books/534830/the-most-important-year-by-suzanne-bouffard/\">Pre-Kindergarten and the Future of our Children\u003c/a>.\" You can follow her at \u003ca href=\"https://twitter.com/SuzanneBouffard\">@SuzanneBouffard\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Social distancing poses several challenges for younger children whose physical and emotional needs differ from older kids. Educators have identified ways to keep kids safe while giving them the environment needed to learn and feel cared for.","status":"publish","parent":0,"modified":1596660993,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1535},"headData":{"title":"How to Stay Physically, but Not Emotionally, Distant with Kindergarten and Pre-K Students - MindShift","description":"Social distancing poses several challenges for younger children whose physical and emotional needs differ from older kids. Educators have identified ways to keep kids safe while giving them the environment needed to learn and feel cared for.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56320 https://ww2.kqed.org/mindshift/?p=56320","disqusUrl":"https://ww2.kqed.org/mindshift/2020/08/04/how-to-stay-physically-but-not-emotionally-distant-with-kindergarten-and-pre-k-students/","disqusTitle":"How to Stay Physically, but Not Emotionally, Distant with Kindergarten and Pre-K Students","nprByline":"Suzanne Bouffard","path":"/mindshift/56320/how-to-stay-physically-but-not-emotionally-distant-with-kindergarten-and-pre-k-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>If this were a normal summer, Katy Phinney and her colleagues would be organizing their Pre-K classrooms for the new school year, choosing classroom themes and wall décor. Instead, Phinney is worried about what Pre-K will look like if and when students return to classrooms. “My biggest concern is teachers needing to balance the importance of safety procedures with creating a welcoming and loving environment for our students,” says Phinney, the Pre-K program director in Richardson Independent School District in Texas.\u003c/p>\n\u003cp>Early childhood classrooms are going to look different this year, even if school buildings are open – no desk clusters with kids sharing materials, no cozy circles on the rug, no holding hands on the way to the bathroom. \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/index.html\">CDC guidelines\u003c/a> recommend social distancing, keeping students in one classroom throughout the day, and masks for adults. (In many schools, young children will be encouraged but not required to wear masks.)\u003c/p>\n\u003cp>These measures are necessary to protect everyone’s physical health, but what will be the effects on young children’s social and emotional health? Pre-K and kindergarten are \u003ca href=\"https://www.kqed.org/mindshift/49205/why-preschool-is-the-most-important-year-in-a-childs-development\">pivotal points in a child’s education,\u003c/a> in part because they set the tone for long-term feelings about school. “How are we going to not make this a traumatic experience for our littlest learners?” Phinney wonders.\u003c/p>\n\u003ch2>\u003cstrong>Physically but not emotionally distant \u003c/strong>\u003c/h2>\n\u003cp>Trusting, nurturing relationships are the foundation of a smooth transition to school, and they are more important now than ever. “You want to encourage children to be physically distant but not emotionally distant,” says Angela Searcy, a child development instructor at the Erikson Institute and owner of Simple Solutions Educational Services, which provides consultation to early childhood educators.\u003c/p>\n\u003cp>That will take some creative thinking. For example, circle time and morning meeting will be challenging. Teachers can encourage distancing by asking kids to picture themselves in a giant bubble that will help them monitor whether they’re staying 6 feet apart.\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>Facial expressions are an important way of communicating and building relationships, so some early childhood educators plan to wear face shields or masks with clear windows around the mouth, “so the kids can see our smiles!,” says Phinney. Searcy suggests teachers take pictures of themselves and students making different facial expressions and then put the photos on keyrings or lanyards so everyone can point to the picture that expresses the emotions they’re feeling.\u003c/p>\n\u003cp>She also recommends “intensifying the use of visuals,” like sign language to complement speech and visual checklists for routines, which many teachers already use. Teachers can draw from the \u003ca href=\"https://www.kqed.org/mindshift/56195/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins\">principles of universal design\u003c/a>, incorporating strategies developed for students with disabilities to make learning more accessible to everyone.\u003c/p>\n\u003cp>\u003ca href=\"https://health.oregonstate.edu/people/megan-mcclelland\">Megan McClelland\u003c/a>, director of the Hallie E. Ford Center for Healthy Children and Families at Oregon State University, highlights the importance of building children’s self-regulation skills to help them navigate this time. She has researched how educators can use brief, fun \u003ca href=\"https://health.oregonstate.edu/biblio/stop-think-act-integrating-self-regulation-early-childhood-classroom\">games to build skills like impulse control, emotion regulation, and cognitive flexibility\u003c/a>. The games are adaptable for different situations and contexts, and the researchers find that teachers are accustomed to making those modifications based on the space and time they have. McClelland says that simply “adding a little bit of intentionality to the strategies teachers are already doing to support self-regulation can be really helpful.”\u003c/p>\n\u003ch2>\u003cstrong>The absence of touch \u003c/strong>\u003c/h2>\n\u003cp>Still, the absence of touch will be a loss for young children and their teachers, some experts say. Melissa Ali-Bell, an administrator at Baldwin Hills Elementary School in Los Angeles says, “I think it’s going to be extremely difficult for the little ones to not touch. That’s how they show their love for you and each other.” Positive touch can be reassuring for children who are stressed or who have experienced trauma, according to \u003ca href=\"https://ampersand.gseis.ucla.edu/tunette-powell-creating-a-safe-place-for-black-parents/\">Tunette Powell\u003c/a>, interim director of the UCLA Parent Empowerment Project.\u003c/p>\n\u003cp>Powell urges schools to think about other ways to establish emotional safety for students, such as applying the principles of \u003ca href=\"https://www.kqed.org/mindshift/tag/trauma-informed-teaching\">trauma-informed teaching\u003c/a>, and to be wary of focusing only on physical safety. “You can give everybody masks and testing, and you can go through a whole school year where no one has COVID, but if you didn’t think about safety in terms of love and restoration and care, that wasn’t safe,” she says.\u003c/p>\n\u003cp>Part of creating an emotionally safe environment is \u003cstrong>supporting rather than punishing children when they struggle to follow the health guidelines.\u003c/strong> “It’s important to keep the adult response focused on empathy and teaching,” says Allyson Apsey, principal of Quincy Elementary in Zeeland, Michigan. That includes focusing on “do’s” rather than “don’ts” and using images like emulating superheroes by wearing masks. Teachers and administrators should \u003ca href=\"http://www.educationalleadership-digital.com/educationalleadership/201809/MobilePagedArticle.action?articleId=1419398#articleId1419398\">avoid using behavior charts\u003c/a> and other tactics that shame children.\u003c/p>\n\u003cp>Ali-Bell is concerned that some teachers will send children out of classrooms or even suspend them if they have trouble following the distancing guidelines. This could have lasting negative impacts on children, especially Black children, who are \u003ca href=\"https://www.instituteforchildsuccess.org/wp-content/uploads/2018/12/ICS-2018-PreschoolSuspensionBrief-WEB.pdf\">suspended and expelled from preschool at disproportionate rates,\u003c/a> feeding the \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/10665684.2014.958965?casa_token=G_peJoPItBsAAAAA%3AkCFjtrP8heiqLARagHHQQLtmPGHxc84atM-1gEfvUfMiL0vhGTUJKbU05YV5Ok0nrDoX7lI3VPhL\">school-to-prison pipeline\u003c/a> at a shockingly early age. Powell, who went into education after speaking out about her sons’ repeated preschool suspensions, cautions that “we’re going to have schools that look a bit more like prison than ever before,” with strict guidelines such as how children walk through the hallways. Educators must do everything they can to make young children feel like school is a positive and loving place, she says.\u003c/p>\n\u003ch2>\u003cstrong>Adults set the tone \u003c/strong>\u003c/h2>\n\u003cp>Following the health guidelines may not be as hard for children as adults fear, say some educators.\u003c/p>\n\u003cp>“A lot of people have said this is going to be so hard on the kids, but it’s actually harder on the adults. The kids are happy and healthy,” says Janna Baasch, a program director at Play Palz 101 in Kankakee, Illinois, which stayed open as an emergency childcare center for essential workers and has recently expanded its capacity. Children at her center do not have trouble sitting several feet apart and have responded well to new curriculum elements about hygiene, she says, adding, “They really get it.”\u003c/p>\n\u003cp>Young children take their cues from adults, reminds teachers and child development specialists. “Children are mirrors of our own emotions,” principal Apsey says. If teachers and parents are calm, children will be, too. That’s not necessarily easy at a time when all of us are stressed and anxious – and when we are stressed, we are more likely to be \u003ca href=\"https://developingchild.harvard.edu/resources/building-core-capabilities-for-life/\">on the alert for perceived threats and to lose our temper or lash out\u003c/a>. To minimize the chance of such counterproductive reactions, Powell advises that “we’re going to have to invest in early childhood educators – not only in paying them more but in superb training and access to mental health services.” That might include opportunities for teachers to talk about their fears and practice calming strategies like \u003ca href=\"https://greatergood.berkeley.edu/article/item/seven_ways_mindfulness_can_help_teachers\">mindfulness.\u003c/a>\u003c/p>\n\u003cp>Educators can also help parents set a calm, reassuring tone with children. Baasch talks frequently with parents on the phone because they aren’t allowed in the center right now. She updates them, listens to their fears, and reassures them about safety protocols. Even though many of the families are new to her center in recent months, she says they and their children already feel strong bonds with the staff.\u003c/p>\n\u003cp>Julie Fatt, who has taught kindergarten through second grade at P.S. 121 in Brooklyn, NY for over 30 years, is also beefing up her family outreach. She says her school has always placed a high priority on family relationships but “we went above and beyond” when schools closed last spring, having regular one-on-one video calls with families to check in and offer support. Fatt and her colleagues are planning an event to help families prepare their children for the hybrid learning model New York City public schools are currently planning to implement.\u003c/p>\n\u003cp>It remains to be seen when classrooms in New York and around the country will actually open, and what they will look like when they do. Fortunately, teachers of young children are used to being creative and adjusting on the fly. Fatt’s motto right now is “be patient, go with the flow, and we’ll figure it out as we go.” That philosophy surely feels normal to many early childhood educators, even at a time when so little else does.\u003c/p>\n\u003cp>\u003cem>Suzanne Bouffard is the author of \"\u003ca href=\"https://www.penguinrandomhouse.com/books/534830/the-most-important-year-by-suzanne-bouffard/\">The Most Important Year: \u003c/a>\u003ca href=\"https://www.penguinrandomhouse.com/books/534830/the-most-important-year-by-suzanne-bouffard/\">Pre-Kindergarten and the Future of our Children\u003c/a>.\" You can follow her at \u003ca href=\"https://twitter.com/SuzanneBouffard\">@SuzanneBouffard\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56320/how-to-stay-physically-but-not-emotionally-distant-with-kindergarten-and-pre-k-students","authors":["byline_mindshift_56320"],"categories":["mindshift_21358"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_20720","mindshift_21101","mindshift_480","mindshift_790","mindshift_152","mindshift_21359","mindshift_943"],"featImg":"mindshift_56403","label":"mindshift"},"mindshift_56102":{"type":"posts","id":"mindshift_56102","meta":{"index":"posts_1591205157","site":"mindshift","id":"56102","score":null,"sort":[1592291409000]},"guestAuthors":[],"slug":"how-elementary-teachers-are-marking-the-end-of-school-amid-grief-for-lost-time-with-students","title":"How Elementary Teachers are Marking the End of School Amid Grief for Lost Time with Students","publishDate":1592291409,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">For LaNesha Tabb, the arc of the school year is a bit like a joke being played on kindergarten teachers: “You work all year long to get these kids awesome. By April and May, you're like, ‘Yes!’ And then they leave and you get a whole new batch of brand new babies that need your help.” This year, the punch line came early for Tabb, who teaches near Indianapolis, Indiana. With school closed since March because of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, her class missed out on what she called the “golden months” of teaching — when all the hard work pays off and student growth becomes visible. “That is so hard to not have been able to witness this particular group of children get to that threshold,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The disappointment is not exclusive to kindergarten teachers. Across grades levels, educators \u003c/span>\u003ca href=\"https://medium.com/@ursulawolfe/what-i-mean-when-i-say-i-am-a-teacher-grieving-the-remainder-of-this-school-year-178254be8ae7\">\u003cspan style=\"font-weight: 400\">mourned\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the chance to see both individuals and their classes as a whole mature and cohere this spring. “Grief is real right now, and a lot of people are losing a lot of really valuable and important things and jobs. A lot of people have died. But that doesn't make it any less sad when you lose something that you've looked forward to,” said Colby Sharp, who teaches in Parma, Michigan. In addition to processing those feelings for themselves, teachers faced the task of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">validating students’ emotions from afar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In April, Sharp made a video, “\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=_D_aXu0atcw\">\u003cspan style=\"font-weight: 400\">Dear Fifth Graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” from inside his classroom. In it, he told his students that he was heartbroken that they would miss out on reading books together, sharing jokes-of-the-day and participating in year-end traditions, such as field day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The end of fifth grade is really special. And it's not fair. And it really stinks. And I think that's OK,” Sharp said. “I've tried to convey that message to [my students] that it's OK to be upset and sad. And it's also OK to be kind of happy, like just encouraging them to feel what their heart tells them to feel.” Heading into summer, kids’ feelings varied. Quinn Losse, a fifth-grader in Nevada, was bummed about not getting to do a \u003c/span>\u003ca href=\"https://www.daytondailynews.com/news/local/brookville-teachers-continue-annual-clap-out-for-students/qwvjHOqiIfIeiHiwDC3uSL/\">\u003cspan style=\"font-weight: 400\">“clap-out,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which teachers and younger students line the hallways to high five the fifth-graders as they leave school for the last time. Raheem Langa, a fifth-grader in North Carolina, said he was sad that \u003c/span>\u003ca href=\"https://www.usatoday.com/story/sports/2020/05/20/coronavirus-when-safe-youth-sports-return-play/5206202002/\">\u003cspan style=\"font-weight: 400\">spring soccer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and his graduation ceremony were both canceled. But Kara Pham, a sixth-grader in Pennsylvania, didn’t mind missing the pomp and circumstance of a commencement. “Too many people,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56106\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049.png\" alt=\"\" width=\"1100\" height=\"825\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049.png 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-1020x765.png 1020w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent weeks, many elementary schools organized car parades, created slideshows and distributed class T-shirts or other mementos \u003c/span>\u003ca href=\"https://www.thelily.com/car-parades-goody-bags-heartfelt-messages-teachers-are-doing-their-best-to-mark-the-end-of-an-unusual-year/\">\u003cspan style=\"font-weight: 400\">to celebrate the end of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the eldest students in particular. For Keifer Froom, a fifth-grader in North Carolina, knowing his school would hold a car parade offset the sadness of a canceled graduation. “I felt like we were still getting something,” he said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even for younger grades, distance learning disrupted traditional goodbyes. Teachers' plans for creating closure varied by circumstances. Tabb, the kindergarten teacher, said she kept her final virtual class pretty normal at the request of parents whose kids were already upset by the upheaval of the pandemic. For teachers looking to add something special to their final class meeting, Angela Watson, host of the “Truth for Teachers” podcast, compiled ideas for \u003c/span>\u003ca href=\"https://thecornerstoneforteachers.com/truth-for-teachers-podcast/ending-the-school-year-in-a-virtual-classroom/\">\u003cspan style=\"font-weight: 400\">ways to end the school year virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including making time capsules, holding a video talent show, and organizing an end-of-year toast.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56109\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052.png\" alt=\"\" width=\"1100\" height=\"618\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052.png 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-800x449.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-768x431.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-1020x573.png 1020w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Memphis, Tennessee, teacher Melissa Collins, decided that a virtual celebration wouldn’t cut it. Each year in May Collins assigns her second-graders to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\">\u003cspan style=\"font-weight: 400\">write a future plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for themselves. She usually holds a classroom ceremony during which students read their plans while wearing Collins’ graduation cap and doctoral hood. This year, the teacher invited her students to a physically distanced ceremony on her front lawn. All of the children and parents wore masks and stayed at least six feet apart. A pediatrician who had been a guest speaker during distance learning attended to help students remember the importance of physical distancing. Instead of letting students don her own cap, Collins bought mortar boards for each student and decorated them with the message “Oh! The places you’ll go!” A friend who is a photographer took photos, and other friends donated treats.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The event not only brought sweetness to the close of an unusual year, it also instilled a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students\">\u003cspan style=\"font-weight: 400\">mindset of aiming high\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Though Collins refers to her students as her “babies,” she's already picturing them as adults. When writing their future plans, she asks the second-graders to include their goal, the steps it will take to get there and a motivational quote. She also asks parents to sign the plans as a way to prompt families to start having those conversations early. Among this year’s class, students wrote future plans to become a scientist, a football player, a police officer, a professional singer and more. In her plan, D’Miya Dasher wrote that she would graduate in the top 10% of her high school class, attend university and land an internship before working for the FBI to process fingerprints and DNA analysis. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All but two families from Collins’ class attended the ceremony at the end of May. Some wore their Sunday best and others sported college-branded apparel. In photos, children held their framed future plans, while Collins stood at a distance with a sign that said “you matter.” Afterward, parents sent emails thanking her for creating such a special day, according to Collins. For her, the effort was an extension of the necessary creativity that COVID-19 brought. “When (my students) remember what I did for them, they’ll know that they matter and that their future is going to be bright, regardless of what happened this year,” she said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"It's been an emotional year because of school closures. Teachers found ways to celebrate students. ","status":"publish","parent":0,"modified":1592324089,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":1039},"headData":{"title":"How Elementary Teachers are Marking the End of School Amid Grief for Lost Time with Students - MindShift","description":"It's been an emotional year because of school closures. Teachers found ways to celebrate students. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56102 https://ww2.kqed.org/mindshift/?p=56102","disqusUrl":"https://ww2.kqed.org/mindshift/2020/06/16/how-elementary-teachers-are-marking-the-end-of-school-amid-grief-for-lost-time-with-students/","disqusTitle":"How Elementary Teachers are Marking the End of School Amid Grief for Lost Time with Students","path":"/mindshift/56102/how-elementary-teachers-are-marking-the-end-of-school-amid-grief-for-lost-time-with-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For LaNesha Tabb, the arc of the school year is a bit like a joke being played on kindergarten teachers: “You work all year long to get these kids awesome. By April and May, you're like, ‘Yes!’ And then they leave and you get a whole new batch of brand new babies that need your help.” This year, the punch line came early for Tabb, who teaches near Indianapolis, Indiana. With school closed since March because of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, her class missed out on what she called the “golden months” of teaching — when all the hard work pays off and student growth becomes visible. “That is so hard to not have been able to witness this particular group of children get to that threshold,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The disappointment is not exclusive to kindergarten teachers. Across grades levels, educators \u003c/span>\u003ca href=\"https://medium.com/@ursulawolfe/what-i-mean-when-i-say-i-am-a-teacher-grieving-the-remainder-of-this-school-year-178254be8ae7\">\u003cspan style=\"font-weight: 400\">mourned\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the chance to see both individuals and their classes as a whole mature and cohere this spring. “Grief is real right now, and a lot of people are losing a lot of really valuable and important things and jobs. A lot of people have died. But that doesn't make it any less sad when you lose something that you've looked forward to,” said Colby Sharp, who teaches in Parma, Michigan. In addition to processing those feelings for themselves, teachers faced the task of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">validating students’ emotions from afar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In April, Sharp made a video, “\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=_D_aXu0atcw\">\u003cspan style=\"font-weight: 400\">Dear Fifth Graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” from inside his classroom. In it, he told his students that he was heartbroken that they would miss out on reading books together, sharing jokes-of-the-day and participating in year-end traditions, such as field day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The end of fifth grade is really special. And it's not fair. And it really stinks. And I think that's OK,” Sharp said. “I've tried to convey that message to [my students] that it's OK to be upset and sad. And it's also OK to be kind of happy, like just encouraging them to feel what their heart tells them to feel.” Heading into summer, kids’ feelings varied. Quinn Losse, a fifth-grader in Nevada, was bummed about not getting to do a \u003c/span>\u003ca href=\"https://www.daytondailynews.com/news/local/brookville-teachers-continue-annual-clap-out-for-students/qwvjHOqiIfIeiHiwDC3uSL/\">\u003cspan style=\"font-weight: 400\">“clap-out,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which teachers and younger students line the hallways to high five the fifth-graders as they leave school for the last time. Raheem Langa, a fifth-grader in North Carolina, said he was sad that \u003c/span>\u003ca href=\"https://www.usatoday.com/story/sports/2020/05/20/coronavirus-when-safe-youth-sports-return-play/5206202002/\">\u003cspan style=\"font-weight: 400\">spring soccer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and his graduation ceremony were both canceled. But Kara Pham, a sixth-grader in Pennsylvania, didn’t mind missing the pomp and circumstance of a commencement. “Too many people,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56106\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049.png\" alt=\"\" width=\"1100\" height=\"825\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049.png 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-1020x765.png 1020w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent weeks, many elementary schools organized car parades, created slideshows and distributed class T-shirts or other mementos \u003c/span>\u003ca href=\"https://www.thelily.com/car-parades-goody-bags-heartfelt-messages-teachers-are-doing-their-best-to-mark-the-end-of-an-unusual-year/\">\u003cspan style=\"font-weight: 400\">to celebrate the end of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the eldest students in particular. For Keifer Froom, a fifth-grader in North Carolina, knowing his school would hold a car parade offset the sadness of a canceled graduation. “I felt like we were still getting something,” he said.\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\">Even for younger grades, distance learning disrupted traditional goodbyes. Teachers' plans for creating closure varied by circumstances. Tabb, the kindergarten teacher, said she kept her final virtual class pretty normal at the request of parents whose kids were already upset by the upheaval of the pandemic. For teachers looking to add something special to their final class meeting, Angela Watson, host of the “Truth for Teachers” podcast, compiled ideas for \u003c/span>\u003ca href=\"https://thecornerstoneforteachers.com/truth-for-teachers-podcast/ending-the-school-year-in-a-virtual-classroom/\">\u003cspan style=\"font-weight: 400\">ways to end the school year virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including making time capsules, holding a video talent show, and organizing an end-of-year toast.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56109\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052.png\" alt=\"\" width=\"1100\" height=\"618\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052.png 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-800x449.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-768x431.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-1020x573.png 1020w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Memphis, Tennessee, teacher Melissa Collins, decided that a virtual celebration wouldn’t cut it. Each year in May Collins assigns her second-graders to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\">\u003cspan style=\"font-weight: 400\">write a future plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for themselves. She usually holds a classroom ceremony during which students read their plans while wearing Collins’ graduation cap and doctoral hood. This year, the teacher invited her students to a physically distanced ceremony on her front lawn. All of the children and parents wore masks and stayed at least six feet apart. A pediatrician who had been a guest speaker during distance learning attended to help students remember the importance of physical distancing. Instead of letting students don her own cap, Collins bought mortar boards for each student and decorated them with the message “Oh! The places you’ll go!” A friend who is a photographer took photos, and other friends donated treats.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The event not only brought sweetness to the close of an unusual year, it also instilled a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students\">\u003cspan style=\"font-weight: 400\">mindset of aiming high\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Though Collins refers to her students as her “babies,” she's already picturing them as adults. When writing their future plans, she asks the second-graders to include their goal, the steps it will take to get there and a motivational quote. She also asks parents to sign the plans as a way to prompt families to start having those conversations early. Among this year’s class, students wrote future plans to become a scientist, a football player, a police officer, a professional singer and more. In her plan, D’Miya Dasher wrote that she would graduate in the top 10% of her high school class, attend university and land an internship before working for the FBI to process fingerprints and DNA analysis. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All but two families from Collins’ class attended the ceremony at the end of May. Some wore their Sunday best and others sported college-branded apparel. In photos, children held their framed future plans, while Collins stood at a distance with a sign that said “you matter.” Afterward, parents sent emails thanking her for creating such a special day, according to Collins. For her, the effort was an extension of the necessary creativity that COVID-19 brought. “When (my students) remember what I did for them, they’ll know that they matter and that their future is going to be bright, regardless of what happened this year,” she said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56102/how-elementary-teachers-are-marking-the-end-of-school-amid-grief-for-lost-time-with-students","authors":["11487"],"categories":["mindshift_21358"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_21101","mindshift_20784","mindshift_1040"],"featImg":"mindshift_56103","label":"mindshift"},"mindshift_54452":{"type":"posts","id":"mindshift_54452","meta":{"index":"posts_1591205157","site":"mindshift","id":"54452","score":null,"sort":[1571810747000]},"guestAuthors":[],"slug":"why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension","title":"Why Deeply Diving Into Content Could Be the Key to Reading Comprehension","publishDate":1571810747,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A lot of people are concerned that American kids aren't learning to read. And rightly so. The \u003ca href=\"https://www.nationsreportcard.gov/reading_2017/nation/achievement?grade=4\" target=\"_blank\" rel=\"noopener\">National Assessment of Educational Progress (NAEP) shows \u003c/a>only about a third of fourth-graders are proficient in reading. Much of the \u003ca href=\"https://www.apmreports.org/story/2019/08/22/whats-wrong-how-schools-teach-reading\" target=\"_blank\" rel=\"noopener\">recent debate\u003c/a> has been a return to an old battle between advocates of phonics instruction versus those who favor a whole-language approach to teaching the building blocks of reading. But that debate focuses on early learning and the mechanics of reading. Education journalist \u003ca href=\"https://nataliewexler.com/\" target=\"_blank\" rel=\"noopener\">Natalie Wexler\u003c/a> has a whole different argument to make that \u003ca href=\"https://www.kqed.org/mindshift/54054/how-testing-kids-for-skills-hurts-those-lacking-knowledge\" target=\"_blank\" rel=\"noopener\">focuses on why kids often don’t comprehend what they read\u003c/a>.\u003c/p>\n\u003cp>“There are really two different aspects to reading,” said Wexler on \u003ca href=\"https://www.kqed.org/forum/2010101872903/closing-the-knowledge-gap-through-content-rich-primary-education\" target=\"_blank\" rel=\"noopener\">KQED’s Forum program\u003c/a>. \"One is decoding, just matching sounds to letters. That really is a set of skills that you need to be taught directly. But reading comprehension skills are different.\"\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Natalie Wexler, author of \u003cem>The Knowledge Gap\u003c/em>']'If kids don't have the vocabulary and knowledge to read the passage in the first place, they're not going to be able to find the main idea.'[/pullquote]\u003c/p>\n\u003cp>Wexler contends that most elementary schools teach reading comprehension as free-floating skills, detached from the content a child is reading. The teacher is focused on teaching students how to make inferences or find the main idea, regardless of the topic. For her book, \"\u003ca href=\"https://www.penguinrandomhouse.com/books/547653/the-knowledge-gap-by-natalie-wexler/9780735213555\" target=\"_blank\" rel=\"noopener\">The Knowledge Gap: The Hidden Cause of America’s Broken Education System–and How to Fix It\u003c/a>,\" Wexler dove deeply into the \u003ca href=\"https://www.kqed.org/mindshift/54470/why-content-knowledge-is-crucial-to-effective-critical-thinking\">cognitive science of reading\u003c/a>. She found that\u003ca href=\"https://www.aft.org/periodical/american-educator/spring-2006/how-knowledge-helps\" target=\"_blank\" rel=\"noopener\"> cognitive scientists have agreed for decades\u003c/a> that the most important element of reading comprehension is knowledge and vocabulary about the topic.\u003c/p>\n\u003cp>There’s an iconic experiment researchers like to cite from the 1980s \u003ca href=\"https://www.literacyhow.org/wp-content/uploads/2016/03/Effect-of-Prior-Knowledge-on-Good-and-Poor-Readers-Memory-of-Text.pdf\" target=\"_blank\" rel=\"noopener\">about baseball\u003c/a>. Researchers chose baseball because it’s the type of topic that kids who might not be all-around good readers would know something about. The goal of the study was to figure out what was more important to reading comprehension: general reading skills or knowledge of the topic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“What they found was the kids who knew about baseball did very well, regardless of whether they tested as good or poor readers,” Wexler said. And even more telling, the kids who knew more about baseball, but had been identified as “poor” readers, performed better on the baseball-focused reading comprehension task than children who were deemed “good” readers, but who didn’t know much about baseball. Wexler says that study has been replicated in many other contexts.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=RiP-ijdxqEc&w=640&h=360]\u003c/p>\n\u003cp>This “knowledge gap” that concerns Wexler also helps explain the achievement gap. Largely mirroring \u003ca href=\"https://www.brookings.edu/blog/social-mobility-memos/2018/01/11/raj-chetty-in-14-charts-big-findings-on-opportunity-and-mobility-we-should-know/\" target=\"_blank\" rel=\"noopener\">growing income inequality\u003c/a>, the achievement gap has remained stubbornly wide, despite concentrated efforts to close it. Wexler contends it’s not just about being rich or poor, \u003ca href=\"https://eric.ed.gov/?id=EJ1050199\" target=\"_blank\" rel=\"noopener\">it’s about the education level of parents\u003c/a>. And, generally speaking, wealthier parents are more highly educated.\u003c/p>\n\u003cp>“Children with highly educated parents are immersed in sophisticated knowledge and vocabulary from birth, so they start school with more of that type of knowledge,” Wexler said. And, when they get to school, they continue to build on all that they knew before, whereas less affluent children often start school with less exposure to knowledge, and the gap only widens.\u003c/p>\n\u003cp>“So if schools are not providing [content-rich curriculum] in a systematic way, they can get to high school with huge, really crippling gaps in their knowledge,” Wexler said.\u003c/p>\n\u003cp>The severity of this comprehension gap often doesn’t make itself \u003ca href=\"https://chalkbeat.org/posts/us/2019/09/16/knowledge-gap-author-natalie-wexler/\" target=\"_blank\" rel=\"noopener\">fully known until high school\u003c/a>, when teachers assume students have more knowledge, the content is more complicated, and the texts more complex. Worse, Wexler said, tests designed to measure reading play into the idea that reading comprehension skills are generalizable.\u003c/p>\n\u003cp>“I’m not against testing per se,” Wexler said. \"Testing has uncovered a lot of deficiencies that were hidden before. It has revealed these gaps and that’s important information to have. The problem with reading tests is they seem to be testing these general skills.”\u003c/p>\n\u003cp>When kids sit down to take their standardized reading test, most often \u003ca href=\"https://www.kqed.org/mindshift/49773/are-we-thinking-about-reading-comprehension-all-wrong\" target=\"_blank\" rel=\"noopener\">the passages aren’t about anything they’ve been learning\u003c/a> in class. In fact, they’re designed that way, to prevent any group from having an advantage. But Wexler contends most elementary schools aren’t teaching kids much content anyway. Instead, they read one-off articles about a topic that allow kids to practice the “skills” of reading comprehension.\u003c/p>\n\u003cp>“If kids don’t have the vocab and knowledge to read the passage in the first place, they’re not going to be able to find the main idea, or whatever,” Wexler said.\u003c/p>\n\u003cp>She also points out that the type of knowledge she’s talking about, the kind that leads to really good comprehension, is a long-term project. Each bit of knowledge builds on something that came before, so it can’t be measured in one or two year increments. It’s something that continues from year to year.\u003c/p>\n\u003cp>“If we want change to occur, we can’t just rely on teachers alone to do it,” Wexler said. “They do need to be on board, but building knowledge is a gradual, cumulative process and one teacher is not going to be able to do it.”\u003c/p>\n\u003cp>That’s why she’s excited to see some states dipping a toe into content-rich curriculum. Ironically it’s Louisiana, a state at the bottom of most measures of educational quality, that is pioneering \u003ca href=\"https://www.louisianabelieves.com/academics/louisiana-content-leaders\" target=\"_blank\" rel=\"noopener\">content-based curricula\u003c/a> and tests that align to it. The state is also experimenting with giving a reading test to students that covers topics they’ve covered in English and social studies.\u003c/p>\n\u003cp>“This both levels the playing field for kids, and it also gives teachers an incentive to focus on content and not these illusory skills,” Wexler said.\u003c/p>\n\u003cp>While the results of Louisiana’s experiment aren’t known yet, France inadvertently provided a massive case study on content-rich curriculum in 1989. \u003ca href=\"https://www.coreknowledge.org/about-us/e-d-hirsch-jr/articles-e-d-hirsch-jr/\" target=\"_blank\" rel=\"noopener\">E.D.Hirsch\u003c/a> details the change in his book, \"Why Knowledge Matters.\" French lawmakers passed legislation changing elementary school education in France to a skills-based approach to reading. Prior to 1989, the national curriculum had been focused on content. French children performed fairly well compared to their international peers, and wealthy kids performed at about the same level as poorer kids.\u003c/p>\n\u003cp>After the switch, however, things changed. In just a few decades, French children’s performance on international tests overall declined and the gap between wealthier and poorer students grew.\u003c/p>\n\u003cp>\u003cstrong>What Should Teaching Reading Look Like, Then?\u003c/strong>\u003c/p>\n\u003cp>For Wexler, it would be ideal for elementary school classrooms to dig into one topic for several weeks. Teachers could use read-alouds to expose children to complex texts, ones with more complicated syntax and vocabulary. In this way, kids learn about the topic and become familiar with the vocabulary. Together the class could discuss those ideas and connect them to the information they’ve already learned. Then, students might read simpler texts on their own about the same topic, but they will already be primed with some background knowledge and vocabulary.\u003c/p>\n\u003cp>[pullquote size='medium' align='left' citation='Natalie Wexler']'There's much more that even kids living in difficult situations could be learning in school. We're not even trying to teach them anything substantive. And not only is that unfair to them and damaging for their future chances, but it's really boring.'[/pullquote]\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/48112/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea\" target=\"_blank\" rel=\"noopener\">After students have learned a fair amount of background knowledge\u003c/a> from the teacher, in discussion, and from their own reading, they might \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">dive into an inquiry project\u003c/a> to investigate an area of particular interest to them. Wexler is concerned that some progressively-minded educators throw students into project-based learning or an independent inquiry when they don’t yet have much background knowledge on the topic. In that case, it may favor kids from more affluent families.\u003c/p>\n\u003cp>“When kids or people generally don’t know much about a topic, it’s going to be very inefficient for them to learn by inquiry or discovery,” Wexler said. And, how would a child know if they’re interested in learning more about dinosaurs or space exploration if they haven’t been exposed to those topics before?\u003c/p>\n\u003cp>“There’s much more that even kids living in difficult situations could be learning in school,” Wexler said. “We’re not even trying to teach them anything substantive. And not only is that unfair to them and damaging for their future chances, but it’s really boring.”\u003c/p>\n\u003cp>For her research on “The Knowledge Gap,” Wexler spent time in two Washington, D.C., classrooms that primarily serve low-income children of color. The only real difference, she said, was that one class taught reading through the typical, skills-based curriculum approach, while the other used a content-rich curriculum.\u003c/p>\n\u003cp>“The kids in the content-focused classrooms were having these rich, interesting discussions,” Wexler said. “They were using vocabulary like revenge, opponent and labyrinth.” And many of these students didn’t speak English as their first language and were still mastering it.\u003c/p>\n\u003cp>Wexler \u003ca href=\"https://www.theatlantic.com/education/archive/2016/09/dont-blame-the-teachers/500552/\" target=\"_blank\" rel=\"noopener\">doesn’t blame teachers\u003c/a> for the gap between the research on reading comprehension and how it is taught. She points to an entire education system oriented toward curricula organized by skill, tests designed to measure those skills, and the slow pace at which learning science makes its way into real classrooms. She hopes informed parents can push for curriculum reform because it shouldn’t be the job of individual teachers to develop content-rich curriculum from scratch.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Where they need to really devote their efforts is in adapting a curriculum,” Wexler said. The district should provide them with a high-quality curriculum, support in teaching it, and freedom to adapt it to their needs and students.\u003c/p>\n\n","blocks":[],"excerpt":"Natalie Wexler contends that elementary schools have been teaching reading comprehension as a bundle of skills that can be applied to any text. In reality, cognitive scientists have known for years that knowledge and vocabulary play an outsized role.","status":"publish","parent":0,"modified":1571810747,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1728},"headData":{"title":"Why Deeply Diving Into Content Could Be the Key to Reading Comprehension | KQED","description":"Natalie Wexler contends that elementary schools have been teaching reading comprehension as a bundle of skills that can be applied to any text. In reality, cognitive scientists have known for years that knowledge and vocabulary play an outsized role.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54452 https://ww2.kqed.org/mindshift/?p=54452","disqusUrl":"https://ww2.kqed.org/mindshift/2019/10/22/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension/","disqusTitle":"Why Deeply Diving Into Content Could Be the Key to Reading Comprehension","path":"/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A lot of people are concerned that American kids aren't learning to read. And rightly so. The \u003ca href=\"https://www.nationsreportcard.gov/reading_2017/nation/achievement?grade=4\" target=\"_blank\" rel=\"noopener\">National Assessment of Educational Progress (NAEP) shows \u003c/a>only about a third of fourth-graders are proficient in reading. Much of the \u003ca href=\"https://www.apmreports.org/story/2019/08/22/whats-wrong-how-schools-teach-reading\" target=\"_blank\" rel=\"noopener\">recent debate\u003c/a> has been a return to an old battle between advocates of phonics instruction versus those who favor a whole-language approach to teaching the building blocks of reading. But that debate focuses on early learning and the mechanics of reading. Education journalist \u003ca href=\"https://nataliewexler.com/\" target=\"_blank\" rel=\"noopener\">Natalie Wexler\u003c/a> has a whole different argument to make that \u003ca href=\"https://www.kqed.org/mindshift/54054/how-testing-kids-for-skills-hurts-those-lacking-knowledge\" target=\"_blank\" rel=\"noopener\">focuses on why kids often don’t comprehend what they read\u003c/a>.\u003c/p>\n\u003cp>“There are really two different aspects to reading,” said Wexler on \u003ca href=\"https://www.kqed.org/forum/2010101872903/closing-the-knowledge-gap-through-content-rich-primary-education\" target=\"_blank\" rel=\"noopener\">KQED’s Forum program\u003c/a>. \"One is decoding, just matching sounds to letters. That really is a set of skills that you need to be taught directly. But reading comprehension skills are different.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'If kids don't have the vocabulary and knowledge to read the passage in the first place, they're not going to be able to find the main idea.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Natalie Wexler, author of \u003cem>The Knowledge Gap\u003c/em>","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Wexler contends that most elementary schools teach reading comprehension as free-floating skills, detached from the content a child is reading. The teacher is focused on teaching students how to make inferences or find the main idea, regardless of the topic. For her book, \"\u003ca href=\"https://www.penguinrandomhouse.com/books/547653/the-knowledge-gap-by-natalie-wexler/9780735213555\" target=\"_blank\" rel=\"noopener\">The Knowledge Gap: The Hidden Cause of America’s Broken Education System–and How to Fix It\u003c/a>,\" Wexler dove deeply into the \u003ca href=\"https://www.kqed.org/mindshift/54470/why-content-knowledge-is-crucial-to-effective-critical-thinking\">cognitive science of reading\u003c/a>. She found that\u003ca href=\"https://www.aft.org/periodical/american-educator/spring-2006/how-knowledge-helps\" target=\"_blank\" rel=\"noopener\"> cognitive scientists have agreed for decades\u003c/a> that the most important element of reading comprehension is knowledge and vocabulary about the topic.\u003c/p>\n\u003cp>There’s an iconic experiment researchers like to cite from the 1980s \u003ca href=\"https://www.literacyhow.org/wp-content/uploads/2016/03/Effect-of-Prior-Knowledge-on-Good-and-Poor-Readers-Memory-of-Text.pdf\" target=\"_blank\" rel=\"noopener\">about baseball\u003c/a>. Researchers chose baseball because it’s the type of topic that kids who might not be all-around good readers would know something about. The goal of the study was to figure out what was more important to reading comprehension: general reading skills or knowledge of the topic.\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>“What they found was the kids who knew about baseball did very well, regardless of whether they tested as good or poor readers,” Wexler said. And even more telling, the kids who knew more about baseball, but had been identified as “poor” readers, performed better on the baseball-focused reading comprehension task than children who were deemed “good” readers, but who didn’t know much about baseball. Wexler says that study has been replicated in many other contexts.\u003c/p>\n\u003cp>\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/RiP-ijdxqEc'\n title='//www.youtube.com/embed/RiP-ijdxqEc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>This “knowledge gap” that concerns Wexler also helps explain the achievement gap. Largely mirroring \u003ca href=\"https://www.brookings.edu/blog/social-mobility-memos/2018/01/11/raj-chetty-in-14-charts-big-findings-on-opportunity-and-mobility-we-should-know/\" target=\"_blank\" rel=\"noopener\">growing income inequality\u003c/a>, the achievement gap has remained stubbornly wide, despite concentrated efforts to close it. Wexler contends it’s not just about being rich or poor, \u003ca href=\"https://eric.ed.gov/?id=EJ1050199\" target=\"_blank\" rel=\"noopener\">it’s about the education level of parents\u003c/a>. And, generally speaking, wealthier parents are more highly educated.\u003c/p>\n\u003cp>“Children with highly educated parents are immersed in sophisticated knowledge and vocabulary from birth, so they start school with more of that type of knowledge,” Wexler said. And, when they get to school, they continue to build on all that they knew before, whereas less affluent children often start school with less exposure to knowledge, and the gap only widens.\u003c/p>\n\u003cp>“So if schools are not providing [content-rich curriculum] in a systematic way, they can get to high school with huge, really crippling gaps in their knowledge,” Wexler said.\u003c/p>\n\u003cp>The severity of this comprehension gap often doesn’t make itself \u003ca href=\"https://chalkbeat.org/posts/us/2019/09/16/knowledge-gap-author-natalie-wexler/\" target=\"_blank\" rel=\"noopener\">fully known until high school\u003c/a>, when teachers assume students have more knowledge, the content is more complicated, and the texts more complex. Worse, Wexler said, tests designed to measure reading play into the idea that reading comprehension skills are generalizable.\u003c/p>\n\u003cp>“I’m not against testing per se,” Wexler said. \"Testing has uncovered a lot of deficiencies that were hidden before. It has revealed these gaps and that’s important information to have. The problem with reading tests is they seem to be testing these general skills.”\u003c/p>\n\u003cp>When kids sit down to take their standardized reading test, most often \u003ca href=\"https://www.kqed.org/mindshift/49773/are-we-thinking-about-reading-comprehension-all-wrong\" target=\"_blank\" rel=\"noopener\">the passages aren’t about anything they’ve been learning\u003c/a> in class. In fact, they’re designed that way, to prevent any group from having an advantage. But Wexler contends most elementary schools aren’t teaching kids much content anyway. Instead, they read one-off articles about a topic that allow kids to practice the “skills” of reading comprehension.\u003c/p>\n\u003cp>“If kids don’t have the vocab and knowledge to read the passage in the first place, they’re not going to be able to find the main idea, or whatever,” Wexler said.\u003c/p>\n\u003cp>She also points out that the type of knowledge she’s talking about, the kind that leads to really good comprehension, is a long-term project. Each bit of knowledge builds on something that came before, so it can’t be measured in one or two year increments. It’s something that continues from year to year.\u003c/p>\n\u003cp>“If we want change to occur, we can’t just rely on teachers alone to do it,” Wexler said. “They do need to be on board, but building knowledge is a gradual, cumulative process and one teacher is not going to be able to do it.”\u003c/p>\n\u003cp>That’s why she’s excited to see some states dipping a toe into content-rich curriculum. Ironically it’s Louisiana, a state at the bottom of most measures of educational quality, that is pioneering \u003ca href=\"https://www.louisianabelieves.com/academics/louisiana-content-leaders\" target=\"_blank\" rel=\"noopener\">content-based curricula\u003c/a> and tests that align to it. The state is also experimenting with giving a reading test to students that covers topics they’ve covered in English and social studies.\u003c/p>\n\u003cp>“This both levels the playing field for kids, and it also gives teachers an incentive to focus on content and not these illusory skills,” Wexler said.\u003c/p>\n\u003cp>While the results of Louisiana’s experiment aren’t known yet, France inadvertently provided a massive case study on content-rich curriculum in 1989. \u003ca href=\"https://www.coreknowledge.org/about-us/e-d-hirsch-jr/articles-e-d-hirsch-jr/\" target=\"_blank\" rel=\"noopener\">E.D.Hirsch\u003c/a> details the change in his book, \"Why Knowledge Matters.\" French lawmakers passed legislation changing elementary school education in France to a skills-based approach to reading. Prior to 1989, the national curriculum had been focused on content. French children performed fairly well compared to their international peers, and wealthy kids performed at about the same level as poorer kids.\u003c/p>\n\u003cp>After the switch, however, things changed. In just a few decades, French children’s performance on international tests overall declined and the gap between wealthier and poorer students grew.\u003c/p>\n\u003cp>\u003cstrong>What Should Teaching Reading Look Like, Then?\u003c/strong>\u003c/p>\n\u003cp>For Wexler, it would be ideal for elementary school classrooms to dig into one topic for several weeks. Teachers could use read-alouds to expose children to complex texts, ones with more complicated syntax and vocabulary. In this way, kids learn about the topic and become familiar with the vocabulary. Together the class could discuss those ideas and connect them to the information they’ve already learned. Then, students might read simpler texts on their own about the same topic, but they will already be primed with some background knowledge and vocabulary.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'There's much more that even kids living in difficult situations could be learning in school. We're not even trying to teach them anything substantive. And not only is that unfair to them and damaging for their future chances, but it's really boring.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"left","citation":"Natalie Wexler","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/48112/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea\" target=\"_blank\" rel=\"noopener\">After students have learned a fair amount of background knowledge\u003c/a> from the teacher, in discussion, and from their own reading, they might \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">dive into an inquiry project\u003c/a> to investigate an area of particular interest to them. Wexler is concerned that some progressively-minded educators throw students into project-based learning or an independent inquiry when they don’t yet have much background knowledge on the topic. In that case, it may favor kids from more affluent families.\u003c/p>\n\u003cp>“When kids or people generally don’t know much about a topic, it’s going to be very inefficient for them to learn by inquiry or discovery,” Wexler said. And, how would a child know if they’re interested in learning more about dinosaurs or space exploration if they haven’t been exposed to those topics before?\u003c/p>\n\u003cp>“There’s much more that even kids living in difficult situations could be learning in school,” Wexler said. “We’re not even trying to teach them anything substantive. And not only is that unfair to them and damaging for their future chances, but it’s really boring.”\u003c/p>\n\u003cp>For her research on “The Knowledge Gap,” Wexler spent time in two Washington, D.C., classrooms that primarily serve low-income children of color. The only real difference, she said, was that one class taught reading through the typical, skills-based curriculum approach, while the other used a content-rich curriculum.\u003c/p>\n\u003cp>“The kids in the content-focused classrooms were having these rich, interesting discussions,” Wexler said. “They were using vocabulary like revenge, opponent and labyrinth.” And many of these students didn’t speak English as their first language and were still mastering it.\u003c/p>\n\u003cp>Wexler \u003ca href=\"https://www.theatlantic.com/education/archive/2016/09/dont-blame-the-teachers/500552/\" target=\"_blank\" rel=\"noopener\">doesn’t blame teachers\u003c/a> for the gap between the research on reading comprehension and how it is taught. She points to an entire education system oriented toward curricula organized by skill, tests designed to measure those skills, and the slow pace at which learning science makes its way into real classrooms. She hopes informed parents can push for curriculum reform because it shouldn’t be the job of individual teachers to develop content-rich curriculum from scratch.\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>“Where they need to really devote their efforts is in adapting a curriculum,” Wexler said. The district should provide them with a high-quality curriculum, support in teaching it, and freedom to adapt it to their needs and students.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_21101","mindshift_20784","mindshift_1040","mindshift_444","mindshift_550","mindshift_21128"],"featImg":"mindshift_54458","label":"mindshift"},"mindshift_54150":{"type":"posts","id":"mindshift_54150","meta":{"index":"posts_1591205157","site":"mindshift","id":"54150","score":null,"sort":[1568703713000]},"guestAuthors":[],"slug":"teaching-6-year-olds-about-privilege-and-power","title":"Teaching 6-Year-Olds About Privilege and Power","publishDate":1568703713,"format":"audio","headTitle":"Teaching 6-Year-Olds About Privilege and Power | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/teaching-6-year-olds-about-privilege-and-power/id1078765985?i=1000450074054\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=63953148&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/761469217:761469219\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/7b9pcHbvc6LVWLIkAcqhZ5\"> via Spotify\u003c/a> | \u003ca href=\"https://www.kqed.org/mindshift/transcript-teaching-six-year-olds-about-privilege-and-power\">Transcript\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>On a sunny day in April, I drove to \u003ca href=\"https://www.headroyce.org/\">Head-Royce School\u003c/a> in the hills of Oakland, California, to join circle time in \u003ca href=\"https://twitter.com/bretjturner?lang=en\">Bret Turner\u003c/a>’s first-grade classroom. I had asked Turner if I could sit in on some lessons after reading \u003ca href=\"https://www.tolerance.org/magazine/teaching-firstgraders-about-microaggressions-the-small-moments-add-up\">an article\u003c/a> he wrote describing how he teaches about some surprising topics — like race and class — in an elementary school classroom. I wanted to see what that looked like and what kind of conversations first-graders at this private school would have around such complicated and fraught topics.\u003c/p>\n\u003cp>After students sang a song to welcome each other to a new day of learning, went over the schedule and played a quick movement game, Turner settled his 6-year-olds on the rug for a discussion about homelessness.\u003c/p>\n\u003cp>The class had been studying homelessness for weeks and was preparing to present what they learned to parents in an upcoming performance. In this lesson, Turner wanted to talk about a statistic some of the students discovered when doing internet research about homelessness in Alameda County, where their school is located. Students found that a disproportionate number of the county’s homeless population is African American. Rather than skipping over this factoid, Turner leaned into it.\u003c/p>\n\u003cp>“What do we know about what causes homelessness? What causes people to be pushed down rather than lifted up?” Turner asked the class. “Because when I see that half of homeless people in Alameda County are black, that doesn’t make sense to me when I first look at it. It doesn’t seem fair to me. And then I start to think there must be some reasons. What are some of those reasons?”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It was clear his students were used to this type of question. They immediately started throwing out ideas.\u003c/p>\n\u003cp>“I think why African American people end up on the street is because they lose jobs because people were treating them badly, and then they end up on the street with no home,” said one girl.\u003c/p>\n\u003cp>“Some people might also be homeless if they try to apply for jobs, but they keep getting denied because of the color of their skin,” suggested a boy.\u003c/p>\n\u003cp>Turner and his students have been discussing all year long how power and privilege are built into all aspects of society. He often takes opportunities like this one to ask students to connect those prior conversations to whatever topic is at hand. In fact, the structural inequalities that lead to homelessness is one of the least potentially controversial topics they’ve tackled. They’ve also discussed \u003ca href=\"https://www.tolerance.org/magazine/teaching-firstgraders-about-microaggressions-the-small-moments-add-up\">microaggressions\u003c/a>, gender inequality, gender identity and \u003ca href=\"https://www.tolerance.org/magazine/when-a-firstgrader-is-called-a-racist\">structural racism\u003c/a>.\u003c/p>\n\u003cp>“I think that kids can handle a lot more nuance than we generally give them credit for,” Turner said. “You can talk about anything with kids. You can make anything accessible, no matter how uncomfortable or atrocious it may seem.”\u003c/p>\n\u003cp>Some people may think first grade is a bit early for some of these heavy topics. Some parents have pushed back against Turner’s approach, and he’s received many critical — and sometimes hateful — comments online from people who disagree with him. But Turner says kids are aware of race from a very early age, \u003ca href=\"https://www.utoronto.ca/news/racial-bias-may-begin-babies-six-months-u-t-research-reveals\">as early as 6 months old\u003c/a>. And his students bring their own honest questions to class.\u003c/p>\n\u003cp>Turner sees what he’s doing as planting seeds of inquiry and offering students some tools so they can continue to grapple with issues that are at the core of American society as they grow up. He says that, as a white man, he had the privilege not to think about how his race, class and sexuality smoothed his way through life. He’s doing a lot of that work now, and he says teachers owe it to both their white students and their students of color to initiate these conversations in safe and developmentally appropriate ways.\u003c/p>\n\u003cp>But when recess comes, they still run around with friends, play in the dirt and have fun. The difference is that when they see something on TV or encounter discrimination on the playground, they’re empowered to talk about it outright.\u003c/p>\n\u003cp>\u003cstrong>GIVING KIDS TOOLS TO GRAPPLE WITH DIFFICULT TOPICS\u003c/strong>\u003c/p>\n\u003cp>About half of Turner’s students are kids of color. Turner wants his students to feel comfortable talking about privilege and power so they can move through life aware of how these issues play out all around them. He wants to equip them with the vocabulary, tools and confidence to continue engaging difficult subjects as their understanding gets more nuanced. He says they aren’t too young. In fact, he’s found his students are often better at talking about difficult issues than most adults. They just process them from a 6-year-old’s perspective.\u003c/p>\n\u003cp>Take fairness. Turner noted that it’s common for young kids to exclude one another in games and on the playground based on differences, including racial differences. When that happens, Turner doesn’t ignore the racial aspect of the exclusion. He talks about it openly with kids.\u003c/p>\n\u003cp>“I mean, if you’ve ever seen kids try to get into line and like who goes in front of who, and cutting in line, you’ll know immediately that kids want everything to be fair. So it actually doesn’t take that much for kids to enter into the conversation about racism and privilege.”\u003c/p>\n\u003cp>Turner is also careful to weave these discussions into everything he does. He doesn’t isolate discussions of race to Black History Month, or talk about Native Americans only around Thanksgiving. When his class \u003ca href=\"https://www.tolerance.org/magazine/open-secrets-in-firstgrade-math-teaching-about-white-supremacy-on-american-currency\">studied money\u003c/a>, for example, they noticed that only white men are pictured. Or, when the class was learning to skip-count by twos, Turner had them practice by tallying the number of men and women in the U.S. Senate. From there, they had a fruitful discussion about unequal representation in Congress and whether that’s fair. Students had mixed opinions, which Turner loves.\u003c/p>\n\u003cp>“That is a lesson that stuck with a lot of kids and it gets referenced a lot,” he said.\u003c/p>\n\u003cp>Check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast/\">MindShift Podcast\u003c/a> to hear what these conversations sound like in Bret Turner’s classroom. Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/teaching-6-year-olds-about-privilege-and-power/id1078765985?i=1000450074054\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Dzk5p67roecs3fevprhyl5ydqcy?t=Teaching_6-Year-Olds_About_Privilege_and_Power-MindShift_Podcast\">Google Play\u003c/a>, \u003ca href=\"https://one.npr.org/i/761469217:761469219\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/7b9pcHbvc6LVWLIkAcqhZ5\">Spotify\u003c/a> or wherever you get your podcasts to learn more about what brought Turner, a straight white man, to teach this way. And, hear about some of the gratitude and pushback he’s gotten from parents.\u003c/p>\n\u003cp>\u003cstrong>BRET TURNER’S JOURNEY TO TEACHING ABOUT POWER AND PRIVILEGE\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_54157\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-54157\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/PrivilegePower2.jpg\" alt=\"Bret Turner helps students practice for their performance on homelessness.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower2.jpg 2500w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower2-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower2-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower2-1200x675.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower2-1920x1080.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Bret Turner helps students practice for their performance on homelessness. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Turner didn’t always teach this way. In his early years of teaching, when students would ask a question that implicated race or asked why there were more white characters in their classroom books than kids of color, he would steer the conversation back to the lesson. He’d say they’d talk about it later or brush past the topic. But he began to realize that he was sending kids the message that they shouldn’t talk about those issues.\u003c/p>\n\u003cp>“All of the evidence, both academic and anecdotal, that I’ve ever seen suggests that you actually have to talk to kids about it,” Turner said. “And if you don’t, you are unfortunately perpetuating the idea that it is not to be talked about, that white privilege is off-limits, that racism has been solved.”\u003c/p>\n\u003cp>But that doesn’t mean it’s comfortable for him. Turner is acutely aware that he’s a straight white man with a lot of privileges. He was worried he didn’t have the depth of understanding, or the personal experience, to teach about these difficult topics well. He also knows he’s not the only one doing this work — many teachers of color have been bringing these types of lessons into their classrooms for years. Still, \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=28\">80 percent of classroom teachers are white\u003c/a>, so he sees it as his duty to help students navigate these tricky issues.\u003c/p>\n\u003cp>“When I realized that opting out of conversations and difficult questions was potentially damaging, I realized I couldn’t do it anymore,” Turner said. “As uncomfortable as I might be sometimes.”\u003c/p>\n\u003cp>Still, he admits there are logistical challenges to teaching this way. He has a jampacked curriculum to get through, and every time one of these conversations comes up, it takes time. He understands that many teachers fear messing up or not knowing all the answers, and that can be a barrier to even starting this type of classroom conversation. At first he felt that way, too, but gradually he came to a place where he’d rather try, admit what he doesn’t know, and model being a learner to find the answers.\u003c/p>\n\u003cp>Turner is also careful to set expectations at the start of the year with parents. He tells them at back-to-school night that in his classroom, they will be talking about all the “isms” — racism and sexism among them — because kids bring questions about them into the classroom. And he uses his newsletter to communicate to parents when a potentially fraught conversation took place spontaneously, or if one is planned.\u003c/p>\n\u003cp>“I don’t want any of this to seem like cloak-and-dagger stuff where I’m doing this ‘indoctrination’ behind their backs in class,” Turner said. When it’s relevant, he also sends articles home, videos of the class, and recaps of the discussions, “just so I can be as open and clear as possible, so it doesn’t take people by surprise.”\u003c/p>\n\u003cfigure id=\"attachment_54159\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-54159\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/PrivilegePower3.jpg\" alt=\"Students in Bret Turner's class working quietly.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower3.jpg 2500w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower3-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower3-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower3-1200x675.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower3-1920x1080.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students in Bret Turner’s class working quietly. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Oakland mother Carla Wicks appreciates Turner’s leadership. She’s an African American parent whose daughter, Kendal, was in Turner’s class last year. When she heard his back-to-school speech about the “isms,” she approached him afterward to thank him for his “courage.”\u003c/p>\n\u003cp>Wicks and her husband didn’t have to sit their kids down to talk about racism — it comes up all the time. When Kendal was in preschool, she was already hearing messages that lighter skin colors are more beautiful.\u003c/p>\n\u003cp>“These are the conversations that we have, as people of color, very early on, all the time,” Wicks said.\u003c/p>\n\u003cp>She sees it as a teacher’s job to be culturally literate and sensitive so they can respond nimbly when issues of race, privilege or power come up in the classroom. She trusts her kids’ teachers to understand what’s developmentally appropriate, and they should be able to have difficult conversations with kids in ways that equip them to live in a complicated world.\u003c/p>\n\u003cp>“I think if most human beings going through our education system had these conversations at this early age, then we’d probably be in a different place than we are today,” she said.\u003c/p>\n\u003cp>But Turner said other parents have objected to his approach. They’ve told him these topics are too heavy for young children, or that he’s abusing his position of power as a teacher to push a “liberal agenda.”\u003c/p>\n\u003cp>Turner has taken that critique to heart, analyzing his classroom practice for whether there’s truth in those claims. He understands that young kids want to please their teachers, but says he’s not telling his students what to think. He asks questions that help kids to see patterns of injustice, and encourages them to make connections across the curriculum.\u003c/p>\n\u003cp>“I don’t know what we want of kids other than for them to be critical thinkers and to question when things don’t seem right,” Turner said.\u003cbr>\n\u003cstrong>\u003cbr>\nCLASSROOM RESOURCES BRET TURNER USES TO TEACH ABOUT POWER AND PRIVILEGE\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.tolerance.org/\">Teaching Tolerance\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.theconsciouskid.org/\">The Conscious Kid\u003c/a> (much of their work is on \u003ca href=\"https://www.instagram.com/theconsciouskid/\">Instagram\u003c/a>)\u003c/li>\n\u003cli>\u003ca href=\"https://www.rethinkingschools.org/\">Rethinking Schools\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://abundantbeginnings.org/resources\">Abundant Beginnings\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.glsen.org/educate/resources\">GLSEN\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Turner also shares these resources with parents:\u003c/p>\n\u003cul>\n\u003cli>Scene on Radio Podcast series \u003ca href=\"https://www.sceneonradio.org/seeing-white/\">“Seeing White”\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.readbrightly.com/how-to-talk-to-kids-about-race-books-and-resources-that-can-help/\">“How to Talk to Kids About Race: Books and Resources That Can Help”\u003c/a> by Olugbemisola Rhuday-Perkovich\u003c/li>\n\u003cli>\u003ca href=\"https://www.nais.org/magazine/independent-school/summer-2014/what-white-children-need-to-know-about-race/\">“What White Children Need to Know About Race”\u003c/a> by Ali Michael and Eleonora Bartoli\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>MORE RESOURCES FOR PARENTS\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>NPR Life Kit: \u003ca href=\"https://www.npr.org/2019/04/24/716700866/talking-race-with-young-children\">“Talking Race With Young Children”\u003c/a>\u003c/li>\n\u003cli>University of Toronto \u003ca href=\"https://www.utoronto.ca/news/racial-bias-may-begin-babies-six-months-u-t-research-reveals\">research\u003c/a> showing children begin to notice race by 6 months old and show signs of racial bias.\u003c/li>\n\u003cli>\u003ca href=\"https://www.adl.org/what-we-do/promote-respect/anti-bias\">Anti-Defamation League anti-bias resources\u003c/a>\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":"Privilege and power play out in the world all around us every day. And kids notice. First-grade teacher Bret Turner has decided not to avoid the difficult conversations and questions his students bring to class. Instead, he's weaving discussions of things like racism and gender inequality into everything he does.","status":"publish","parent":0,"modified":1700528829,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":2178},"headData":{"title":"Teaching 6-Year-Olds About Privilege and Power | KQED","description":"Privilege and power play out in the world all around us every day. And kids notice. First-grade teacher Bret Turner has decided not to avoid the difficult conversations and questions his students bring to class. Instead, he's weaving discussions of things like racism and gender inequality into everything he does.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"audioTrackLength":1267,"path":"/mindshift/54150/teaching-6-year-olds-about-privilege-and-power","audioUrl":"https://www.kqed.org/.stream/anon/radio/storiesteachersshare/2019/09/TeachingSixYearOldsAboutPrivilegeandPowerQC.mp3","audioDuration":1267000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/teaching-6-year-olds-about-privilege-and-power/id1078765985?i=1000450074054\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=63953148&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/761469217:761469219\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/7b9pcHbvc6LVWLIkAcqhZ5\"> via Spotify\u003c/a> | \u003ca href=\"https://www.kqed.org/mindshift/transcript-teaching-six-year-olds-about-privilege-and-power\">Transcript\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>On a sunny day in April, I drove to \u003ca href=\"https://www.headroyce.org/\">Head-Royce School\u003c/a> in the hills of Oakland, California, to join circle time in \u003ca href=\"https://twitter.com/bretjturner?lang=en\">Bret Turner\u003c/a>’s first-grade classroom. I had asked Turner if I could sit in on some lessons after reading \u003ca href=\"https://www.tolerance.org/magazine/teaching-firstgraders-about-microaggressions-the-small-moments-add-up\">an article\u003c/a> he wrote describing how he teaches about some surprising topics — like race and class — in an elementary school classroom. I wanted to see what that looked like and what kind of conversations first-graders at this private school would have around such complicated and fraught topics.\u003c/p>\n\u003cp>After students sang a song to welcome each other to a new day of learning, went over the schedule and played a quick movement game, Turner settled his 6-year-olds on the rug for a discussion about homelessness.\u003c/p>\n\u003cp>The class had been studying homelessness for weeks and was preparing to present what they learned to parents in an upcoming performance. In this lesson, Turner wanted to talk about a statistic some of the students discovered when doing internet research about homelessness in Alameda County, where their school is located. Students found that a disproportionate number of the county’s homeless population is African American. Rather than skipping over this factoid, Turner leaned into it.\u003c/p>\n\u003cp>“What do we know about what causes homelessness? What causes people to be pushed down rather than lifted up?” Turner asked the class. “Because when I see that half of homeless people in Alameda County are black, that doesn’t make sense to me when I first look at it. It doesn’t seem fair to me. And then I start to think there must be some reasons. What are some of those reasons?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It was clear his students were used to this type of question. They immediately started throwing out ideas.\u003c/p>\n\u003cp>“I think why African American people end up on the street is because they lose jobs because people were treating them badly, and then they end up on the street with no home,” said one girl.\u003c/p>\n\u003cp>“Some people might also be homeless if they try to apply for jobs, but they keep getting denied because of the color of their skin,” suggested a boy.\u003c/p>\n\u003cp>Turner and his students have been discussing all year long how power and privilege are built into all aspects of society. He often takes opportunities like this one to ask students to connect those prior conversations to whatever topic is at hand. In fact, the structural inequalities that lead to homelessness is one of the least potentially controversial topics they’ve tackled. They’ve also discussed \u003ca href=\"https://www.tolerance.org/magazine/teaching-firstgraders-about-microaggressions-the-small-moments-add-up\">microaggressions\u003c/a>, gender inequality, gender identity and \u003ca href=\"https://www.tolerance.org/magazine/when-a-firstgrader-is-called-a-racist\">structural racism\u003c/a>.\u003c/p>\n\u003cp>“I think that kids can handle a lot more nuance than we generally give them credit for,” Turner said. “You can talk about anything with kids. You can make anything accessible, no matter how uncomfortable or atrocious it may seem.”\u003c/p>\n\u003cp>Some people may think first grade is a bit early for some of these heavy topics. Some parents have pushed back against Turner’s approach, and he’s received many critical — and sometimes hateful — comments online from people who disagree with him. But Turner says kids are aware of race from a very early age, \u003ca href=\"https://www.utoronto.ca/news/racial-bias-may-begin-babies-six-months-u-t-research-reveals\">as early as 6 months old\u003c/a>. And his students bring their own honest questions to class.\u003c/p>\n\u003cp>Turner sees what he’s doing as planting seeds of inquiry and offering students some tools so they can continue to grapple with issues that are at the core of American society as they grow up. He says that, as a white man, he had the privilege not to think about how his race, class and sexuality smoothed his way through life. He’s doing a lot of that work now, and he says teachers owe it to both their white students and their students of color to initiate these conversations in safe and developmentally appropriate ways.\u003c/p>\n\u003cp>But when recess comes, they still run around with friends, play in the dirt and have fun. The difference is that when they see something on TV or encounter discrimination on the playground, they’re empowered to talk about it outright.\u003c/p>\n\u003cp>\u003cstrong>GIVING KIDS TOOLS TO GRAPPLE WITH DIFFICULT TOPICS\u003c/strong>\u003c/p>\n\u003cp>About half of Turner’s students are kids of color. Turner wants his students to feel comfortable talking about privilege and power so they can move through life aware of how these issues play out all around them. He wants to equip them with the vocabulary, tools and confidence to continue engaging difficult subjects as their understanding gets more nuanced. He says they aren’t too young. In fact, he’s found his students are often better at talking about difficult issues than most adults. They just process them from a 6-year-old’s perspective.\u003c/p>\n\u003cp>Take fairness. Turner noted that it’s common for young kids to exclude one another in games and on the playground based on differences, including racial differences. When that happens, Turner doesn’t ignore the racial aspect of the exclusion. He talks about it openly with kids.\u003c/p>\n\u003cp>“I mean, if you’ve ever seen kids try to get into line and like who goes in front of who, and cutting in line, you’ll know immediately that kids want everything to be fair. So it actually doesn’t take that much for kids to enter into the conversation about racism and privilege.”\u003c/p>\n\u003cp>Turner is also careful to weave these discussions into everything he does. He doesn’t isolate discussions of race to Black History Month, or talk about Native Americans only around Thanksgiving. When his class \u003ca href=\"https://www.tolerance.org/magazine/open-secrets-in-firstgrade-math-teaching-about-white-supremacy-on-american-currency\">studied money\u003c/a>, for example, they noticed that only white men are pictured. Or, when the class was learning to skip-count by twos, Turner had them practice by tallying the number of men and women in the U.S. Senate. From there, they had a fruitful discussion about unequal representation in Congress and whether that’s fair. Students had mixed opinions, which Turner loves.\u003c/p>\n\u003cp>“That is a lesson that stuck with a lot of kids and it gets referenced a lot,” he said.\u003c/p>\n\u003cp>Check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast/\">MindShift Podcast\u003c/a> to hear what these conversations sound like in Bret Turner’s classroom. Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/teaching-6-year-olds-about-privilege-and-power/id1078765985?i=1000450074054\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Dzk5p67roecs3fevprhyl5ydqcy?t=Teaching_6-Year-Olds_About_Privilege_and_Power-MindShift_Podcast\">Google Play\u003c/a>, \u003ca href=\"https://one.npr.org/i/761469217:761469219\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/7b9pcHbvc6LVWLIkAcqhZ5\">Spotify\u003c/a> or wherever you get your podcasts to learn more about what brought Turner, a straight white man, to teach this way. And, hear about some of the gratitude and pushback he’s gotten from parents.\u003c/p>\n\u003cp>\u003cstrong>BRET TURNER’S JOURNEY TO TEACHING ABOUT POWER AND PRIVILEGE\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_54157\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-54157\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/PrivilegePower2.jpg\" alt=\"Bret Turner helps students practice for their performance on homelessness.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower2.jpg 2500w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower2-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower2-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower2-1200x675.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower2-1920x1080.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Bret Turner helps students practice for their performance on homelessness. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Turner didn’t always teach this way. In his early years of teaching, when students would ask a question that implicated race or asked why there were more white characters in their classroom books than kids of color, he would steer the conversation back to the lesson. He’d say they’d talk about it later or brush past the topic. But he began to realize that he was sending kids the message that they shouldn’t talk about those issues.\u003c/p>\n\u003cp>“All of the evidence, both academic and anecdotal, that I’ve ever seen suggests that you actually have to talk to kids about it,” Turner said. “And if you don’t, you are unfortunately perpetuating the idea that it is not to be talked about, that white privilege is off-limits, that racism has been solved.”\u003c/p>\n\u003cp>But that doesn’t mean it’s comfortable for him. Turner is acutely aware that he’s a straight white man with a lot of privileges. He was worried he didn’t have the depth of understanding, or the personal experience, to teach about these difficult topics well. He also knows he’s not the only one doing this work — many teachers of color have been bringing these types of lessons into their classrooms for years. Still, \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=28\">80 percent of classroom teachers are white\u003c/a>, so he sees it as his duty to help students navigate these tricky issues.\u003c/p>\n\u003cp>“When I realized that opting out of conversations and difficult questions was potentially damaging, I realized I couldn’t do it anymore,” Turner said. “As uncomfortable as I might be sometimes.”\u003c/p>\n\u003cp>Still, he admits there are logistical challenges to teaching this way. He has a jampacked curriculum to get through, and every time one of these conversations comes up, it takes time. He understands that many teachers fear messing up or not knowing all the answers, and that can be a barrier to even starting this type of classroom conversation. At first he felt that way, too, but gradually he came to a place where he’d rather try, admit what he doesn’t know, and model being a learner to find the answers.\u003c/p>\n\u003cp>Turner is also careful to set expectations at the start of the year with parents. He tells them at back-to-school night that in his classroom, they will be talking about all the “isms” — racism and sexism among them — because kids bring questions about them into the classroom. And he uses his newsletter to communicate to parents when a potentially fraught conversation took place spontaneously, or if one is planned.\u003c/p>\n\u003cp>“I don’t want any of this to seem like cloak-and-dagger stuff where I’m doing this ‘indoctrination’ behind their backs in class,” Turner said. When it’s relevant, he also sends articles home, videos of the class, and recaps of the discussions, “just so I can be as open and clear as possible, so it doesn’t take people by surprise.”\u003c/p>\n\u003cfigure id=\"attachment_54159\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-54159\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/PrivilegePower3.jpg\" alt=\"Students in Bret Turner's class working quietly.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower3.jpg 2500w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower3-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower3-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower3-1200x675.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/PrivilegePower3-1920x1080.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students in Bret Turner’s class working quietly. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Oakland mother Carla Wicks appreciates Turner’s leadership. She’s an African American parent whose daughter, Kendal, was in Turner’s class last year. When she heard his back-to-school speech about the “isms,” she approached him afterward to thank him for his “courage.”\u003c/p>\n\u003cp>Wicks and her husband didn’t have to sit their kids down to talk about racism — it comes up all the time. When Kendal was in preschool, she was already hearing messages that lighter skin colors are more beautiful.\u003c/p>\n\u003cp>“These are the conversations that we have, as people of color, very early on, all the time,” Wicks said.\u003c/p>\n\u003cp>She sees it as a teacher’s job to be culturally literate and sensitive so they can respond nimbly when issues of race, privilege or power come up in the classroom. She trusts her kids’ teachers to understand what’s developmentally appropriate, and they should be able to have difficult conversations with kids in ways that equip them to live in a complicated world.\u003c/p>\n\u003cp>“I think if most human beings going through our education system had these conversations at this early age, then we’d probably be in a different place than we are today,” she said.\u003c/p>\n\u003cp>But Turner said other parents have objected to his approach. They’ve told him these topics are too heavy for young children, or that he’s abusing his position of power as a teacher to push a “liberal agenda.”\u003c/p>\n\u003cp>Turner has taken that critique to heart, analyzing his classroom practice for whether there’s truth in those claims. He understands that young kids want to please their teachers, but says he’s not telling his students what to think. He asks questions that help kids to see patterns of injustice, and encourages them to make connections across the curriculum.\u003c/p>\n\u003cp>“I don’t know what we want of kids other than for them to be critical thinkers and to question when things don’t seem right,” Turner said.\u003cbr>\n\u003cstrong>\u003cbr>\nCLASSROOM RESOURCES BRET TURNER USES TO TEACH ABOUT POWER AND PRIVILEGE\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.tolerance.org/\">Teaching Tolerance\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.theconsciouskid.org/\">The Conscious Kid\u003c/a> (much of their work is on \u003ca href=\"https://www.instagram.com/theconsciouskid/\">Instagram\u003c/a>)\u003c/li>\n\u003cli>\u003ca href=\"https://www.rethinkingschools.org/\">Rethinking Schools\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://abundantbeginnings.org/resources\">Abundant Beginnings\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.glsen.org/educate/resources\">GLSEN\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Turner also shares these resources with parents:\u003c/p>\n\u003cul>\n\u003cli>Scene on Radio Podcast series \u003ca href=\"https://www.sceneonradio.org/seeing-white/\">“Seeing White”\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.readbrightly.com/how-to-talk-to-kids-about-race-books-and-resources-that-can-help/\">“How to Talk to Kids About Race: Books and Resources That Can Help”\u003c/a> by Olugbemisola Rhuday-Perkovich\u003c/li>\n\u003cli>\u003ca href=\"https://www.nais.org/magazine/independent-school/summer-2014/what-white-children-need-to-know-about-race/\">“What White Children Need to Know About Race”\u003c/a> by Ali Michael and Eleonora Bartoli\u003c/li>\n\u003c/ul>\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>MORE RESOURCES FOR PARENTS\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>NPR Life Kit: \u003ca href=\"https://www.npr.org/2019/04/24/716700866/talking-race-with-young-children\">“Talking Race With Young Children”\u003c/a>\u003c/li>\n\u003cli>University of Toronto \u003ca href=\"https://www.utoronto.ca/news/racial-bias-may-begin-babies-six-months-u-t-research-reveals\">research\u003c/a> showing children begin to notice race by 6 months old and show signs of racial bias.\u003c/li>\n\u003cli>\u003ca href=\"https://www.adl.org/what-we-do/promote-respect/anti-bias\">Anti-Defamation League anti-bias resources\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54150/teaching-6-year-olds-about-privilege-and-power","authors":["234"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_21126","mindshift_21101","mindshift_20784","mindshift_1040","mindshift_21291","mindshift_21132","mindshift_21284"],"featImg":"mindshift_54153","label":"mindshift_21847"},"mindshift_52723":{"type":"posts","id":"mindshift_52723","meta":{"index":"posts_1591205157","site":"mindshift","id":"52723","score":null,"sort":[1548401767000]},"guestAuthors":[],"slug":"building-teamwork-and-perseverance-in-early-elementary-students-with-breakouts","title":"Building Teamwork and Perseverance in Early Elementary Students with Breakouts","publishDate":1548401767,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The first Breakout Angie Sutherland designed was in response to a teacher’s request for an activity to help her students improve their teamwork skills. The teacher was concerned that her students didn’t communicate well when they collaborated on projects and that they gave up too easily when an academic task became challenging. Sutherland immediately thought of Breakouts, \u003ca href=\"https://www.breakoutedu.com/\" target=\"_blank\" rel=\"noopener noreferrer\">activities based on the popular escape room experience\u003c/a> where groups of people working together under time pressure solve a series of puzzles. As a technology integrationist for Batavia Public Schools, a district outside Chicago, Sutherland was excited to give the strategy a try.\u003c/p>\n\u003cp>“The growth for students when doing something like that goes beyond the curriculum,” Sutherland said. “I think it’s so important for us to encourage kids to have that productive struggle and how to handle that once you've encountered it. And this particular activity has so much value in helping kids overcome some fears for taking risks and failure.”\u003c/p>\n\u003cfigure id=\"attachment_52726\" class=\"wp-caption alignnone\" style=\"max-width: 676px\">\u003cimg class=\"size-full wp-image-52726\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Breakout4.jpg\" alt=\"Students work together on a puzzle.\" width=\"676\" height=\"774\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4.jpg 676w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4-160x183.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4-240x275.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4-375x429.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4-520x595.jpg 520w\" sizes=\"(max-width: 676px) 100vw, 676px\">\u003cfigcaption class=\"wp-caption-text\">Students work together on a puzzle. \u003ccite>(Courtesy Batavia Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After the success of the first Breakout, more teachers starting asking Sutherland for help designing the experience around their content goals. At this point, she’s done them in almost every grade -- kindergarten through seniors in high school. This might feel like a \u003ca href=\"https://www.middleweb.com/37552/heres-how-to-stage-a-breakout-game-in-class/\" target=\"_blank\" rel=\"noopener noreferrer\">natural fit for older kids\u003c/a>, but not all teachers think their youngest learners can handle this much self direction. Sutherland says they can with thoughtful planning.\u003c/p>\n\u003cp>“Not surprisingly we need to scaffold some things a little bit for the younger children,” Sutherland said.\u003c/p>\n\u003cp>In early grade classrooms many children aren’t reading yet or still struggle with reading, so clues need to be visual or involve audio. While teachers of older students have designed digital Breakouts that can be reused, designing for younger kids requires more physical activities. When there’s a digital element, like a recording students listen to or a video to watch, Sutherland has found it works well to have that already pulled up and ready to go.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“With little kids, maybe the biggest barrier is mindset in that they can’t do it. Or the feeling that they wouldn’t be able to be in charge of themselves,” she said.\u003c/p>\n\u003cp>The goal of a Breakout is for groups of students to work together to solve a series of puzzles. Each correct puzzle yields a part of the final code, which opens a locked box. If groups can complete all the puzzles and get the correct code in one hour, they successfully “breakout.”\u003c/p>\n\u003cfigure id=\"attachment_52728\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52728\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Breakout3-1020x632.jpg\" alt=\"Batavia schools don't give prizes for breaking out, instead students take a victory picture.\" width=\"640\" height=\"397\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-1020x632.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-160x99.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-800x495.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-768x476.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-1200x743.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-1180x731.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-960x595.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-240x149.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-375x232.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-520x322.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Batavia schools don't give prizes for breaking out, instead students snap a victory picture. \u003ccite>(Courtesy Batavia Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Batavia, the tech integrationists have found that even kindergarteners like this self-directed learning experience -- and can be successful at it -- with the right preparation. They recommend having a conversation with kids before beginning so they both know what to expect from the Breakout experience and have talked through some strategies they can use if they get frustrated. What can they say when they don’t feel heard by the group? What strategies can they use to calm down if they get frustrated?\u003c/p>\n\u003cp>“In elementary classrooms where they can wander around and touch anything and anything could be a clue, this is not a model to use, unless you want someone to cry,” said Kristin Stern, another technology integrationist in the district during a session on Breakouts with younger children at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE)\u003c/a> conference.\u003c/p>\n\u003cp>Instead, they’ve found a station-rotation model to be the most effective. If there are five groups, make sure there are six stations so no group is waiting around with no puzzle to solve. Make the boundaries of the activity clear and straightforward. And let kids struggle through the activity -- that’s a big part of its value.\u003c/p>\n\u003cp>“It’s very hard to not prompt the students and support them through,” said Jennifer Duffy, another technology integrationist for the district. This is one of the hardest parts for teachers and other adults who may be helping in the room. She’ll often tell each group that they get two hints, but they have to agree on when to use them.\u003c/p>\n\u003cp>“The discussion among students figuring out if they want to use a hint or not, I feel like I could write a PhD on the thinking that goes into that,” Duffy said.\u003c/p>\n\u003cp>\u003cstrong>IDEAS FOR BUILDING BREAKOUTS FOR LITTLES\u003c/strong>\u003c/p>\n\u003cp>Jigsaw puzzles: \u003ca href=\"https://www.jigsawplanet.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Jigsaw planet\u003c/a> allows users to upload an image and choose how many puzzle pieces to make. It works on any device or can be cut out and put together physically. In one Breakout, the puzzle was a math problem. Once they put the puzzle together, students had to solve the math problem and the answer was part of the code.\u003c/p>\n\u003cfigure id=\"attachment_52734\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52734\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Breakout6-1020x788.jpg\" alt=\"Teachers build Breakouts around their content standards.\" width=\"640\" height=\"494\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-1020x788.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-160x124.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-800x618.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-768x593.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-960x742.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-240x185.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-375x290.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-520x402.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6.jpg 1108w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teachers build Breakouts around their content standards. \u003ccite>(Courtesy Batavia Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://twistedwave.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Twisted Wave\u003c/a> is an app that allows users to combine sounds together. In one puzzle, the teacher matched picture cards to different sounds. Students listened to the sequence and had to put the picture cards in order. At the bottom of each card was a number and when the cards were lined up it gave a four digit code.\u003c/p>\n\u003cp>Teachers have used Google Forms set to auto-correct. Students can only move onto the next question if they got the previous one correct. At the end of a series of questions was a lock code.\u003c/p>\n\u003cp>The iPhone app \u003ca href=\"http://www.duckduckmoose.com/educational-iphone-itouch-apps-for-kids/chatterpix/\" target=\"_blank\" rel=\"noopener noreferrer\">Chatterpix\u003c/a> lets teachers turn any image into a talking clue. This or other video clues are useful for younger students. Often the puzzles are a combination of physical activities and clues with a small digital component that’s easy to access.\u003c/p>\n\u003cp>One important element of a successful Breakout is not to give too many directions. Part of the fun, and the challenge, of Breakouts are figuring out the goal of each activity and where the clue or code is hidden.\u003c/p>\n\u003cp>\u003cstrong>HOW TO SET UP THE ROOM\u003c/strong>\u003c/p>\n\u003cp>There are two ways to set up a classroom Breakout activity:\u003c/p>\n\u003col>\n\u003cli>Put one box at the center of the room with a series of locks on it that represent the different activities spread around the room. Put a timer near this lockbox so students can come up and try out their answers for a set amount of time, but can’t camp out randomly trying combinations. “I don’t believe that design model works best for the younger kids,” Sutherland said. “It works better for older kids who have a bit more self control.”\u003c/li>\n\u003cli>The station-rotation model is the other way. Each station is a self-contained lockbox with all the materials to figure out the clue. Students keep track of their codes on a lock tracking sheet and may have a final box to open at the end.\u003c/li>\n\u003c/ol>\n\u003cfigure id=\"attachment_52727\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52727\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Breakout5-e1544658612496-1020x1360.jpg\" alt=\"Teachers often help students decide who is going to open each lock ahead of time to prevent tears with younger students.\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-900x1200.jpg 900w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-520x693.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teachers often help students decide who is going to open each lock ahead of time to prevent tears with younger students. \u003ccite>(Courtesy Batavia Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ACCESSIBILITY ISSUES\u003c/strong>\u003c/p>\n\u003cp>Duffy used to be a special education teacher and is particularly attuned to making sure all students in a classroom have access to the puzzles. She often meets with the social worker to talk about strategies for kids who have behavioral Individual Education Programs (IEPs). They might decide to let that student try a puzzle beforehand, for example, so he knows what to expect during the activity. They also never force students to participate, but even reluctant students will often jump in when they see that other students are having fun.\u003c/p>\n\u003cp>At one elementary school she supports, Duffy collaborated with the speech pathologist to design a Breakout that required general education students to use the communication tools that their non-verbal peers use daily. The two educators have been working to make the whole community more aware of the assistive technology being used in the school and this was a chance for students to engage with what can be complicated software in a purposeful way.\u003c/p>\n\u003cp>“It really opened their eyes to how much effort this requires for students who aren’t verbal,” Duffy said. “It was a great way to work on empathy.”\u003c/p>\n\u003cp>She also likes doing Breakouts with the sheltered classes because the experience helps students recognize the skills they already have, lifting their confidence. She remembers one girl who was still working on her English skills and whose family moved so often she rarely got to set down roots in a school. She didn’t participate in the first Breakout, but on the second one, themed around Dr. Seuss, she became the hero. One of the questions asked when Dr. Seuss was born; it was information that could be found on a poster she made earlier in the unit and that hung on the wall.\u003c/p>\n\u003cp>In the debrief after the activity, students reflected that they wouldn’t have been able to Breakout without the student’s poster. This reflection process is a crucial element of making sure the social and emotional learning from this activity transfers into other aspects of classwork. Students can reflect through a group conversation or make videos responding to prompts, but it’s important for them to think about what went well and what they would do differently next time.\u003c/p>\n\u003cp>“With a Breakout it doesn’t matter if you’re good at school or not good at school,” Duffy said. “It’s kind of a level playing field. If a student is a creative thinker but doesn’t know their sight words yet they can still do a good job.”\u003c/p>\n\u003cp>In Batavia schools, the technology integrationists are coaches. They often work with teachers to integrate a strategy the first time, then act as consultants, and finally just observe and give tips. After several years of doing Breakouts with all ages, many teachers are designing their own Breakouts, sharing templates and digital versions, and even asking students to create the Breakout experience.\u003c/p>\n\u003cp>And Breakouts aren’t just for fun here, they fit into an overall strategy in the district to help students become self-directed learners. Throughout everything they do, teachers reinforce what they call the RESET model, a set of strategies students can turn to when they’re unsure of what to do next. RESET stands for:\u003c/p>\n\u003cp>\u003cstrong>R - Review \u003c/strong>(What do you already know? Did you look at the directions?)\u003cbr>\n\u003cstrong>E - Evaluating the resources\u003c/strong> (What haven't you considered yet?)\u003cbr>\n\u003cstrong>S - Seek a peer\u003c/strong> (Who else besides the teacher might know the answer to my question?)\u003cbr>\n\u003cstrong>E - Enact the plan\u003c/strong> (How do I begin my task? What's my plan to move forward? Am I missing anything?)\u003cbr>\n\u003cstrong>T - Try again\u003c/strong> ( The process of iteration. If it didn’t work first time, try something different)\u003c/p>\n\u003cp>“Activities like [Breakouts] in combination with being aware of what those steps are really makes the most impact,” Sutherland said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She always reminds teachers that using technology in the classroom is about the learning goal first, the tool or strategy second. No activity is perfect for every learning goal, so balance is important. That goes for work on content, as well as social learning.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers of even the youngest learners in kindergarten through second grade are finding that their students can collaborate, problem-solve, and push through struggle when doing a Breakout activity.","status":"publish","parent":0,"modified":1589995806,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1910},"headData":{"title":"Building Teamwork and Perseverance in Early Elementary Students with Breakouts | KQED","description":"Teachers of even the youngest learners in kindergarten through second grade are finding that their students can collaborate, problem-solve, and push through struggle when doing a Breakout activity.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52723 https://ww2.kqed.org/mindshift/?p=52723","disqusUrl":"https://ww2.kqed.org/mindshift/2019/01/24/building-teamwork-and-perseverance-in-early-elementary-students-with-breakouts/","disqusTitle":"Building Teamwork and Perseverance in Early Elementary Students with Breakouts","templateType":"standard","featuredImageType":"standard","path":"/mindshift/52723/building-teamwork-and-perseverance-in-early-elementary-students-with-breakouts","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The first Breakout Angie Sutherland designed was in response to a teacher’s request for an activity to help her students improve their teamwork skills. The teacher was concerned that her students didn’t communicate well when they collaborated on projects and that they gave up too easily when an academic task became challenging. Sutherland immediately thought of Breakouts, \u003ca href=\"https://www.breakoutedu.com/\" target=\"_blank\" rel=\"noopener noreferrer\">activities based on the popular escape room experience\u003c/a> where groups of people working together under time pressure solve a series of puzzles. As a technology integrationist for Batavia Public Schools, a district outside Chicago, Sutherland was excited to give the strategy a try.\u003c/p>\n\u003cp>“The growth for students when doing something like that goes beyond the curriculum,” Sutherland said. “I think it’s so important for us to encourage kids to have that productive struggle and how to handle that once you've encountered it. And this particular activity has so much value in helping kids overcome some fears for taking risks and failure.”\u003c/p>\n\u003cfigure id=\"attachment_52726\" class=\"wp-caption alignnone\" style=\"max-width: 676px\">\u003cimg class=\"size-full wp-image-52726\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Breakout4.jpg\" alt=\"Students work together on a puzzle.\" width=\"676\" height=\"774\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4.jpg 676w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4-160x183.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4-240x275.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4-375x429.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4-520x595.jpg 520w\" sizes=\"(max-width: 676px) 100vw, 676px\">\u003cfigcaption class=\"wp-caption-text\">Students work together on a puzzle. \u003ccite>(Courtesy Batavia Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After the success of the first Breakout, more teachers starting asking Sutherland for help designing the experience around their content goals. At this point, she’s done them in almost every grade -- kindergarten through seniors in high school. This might feel like a \u003ca href=\"https://www.middleweb.com/37552/heres-how-to-stage-a-breakout-game-in-class/\" target=\"_blank\" rel=\"noopener noreferrer\">natural fit for older kids\u003c/a>, but not all teachers think their youngest learners can handle this much self direction. Sutherland says they can with thoughtful planning.\u003c/p>\n\u003cp>“Not surprisingly we need to scaffold some things a little bit for the younger children,” Sutherland said.\u003c/p>\n\u003cp>In early grade classrooms many children aren’t reading yet or still struggle with reading, so clues need to be visual or involve audio. While teachers of older students have designed digital Breakouts that can be reused, designing for younger kids requires more physical activities. When there’s a digital element, like a recording students listen to or a video to watch, Sutherland has found it works well to have that already pulled up and ready to go.\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>“With little kids, maybe the biggest barrier is mindset in that they can’t do it. Or the feeling that they wouldn’t be able to be in charge of themselves,” she said.\u003c/p>\n\u003cp>The goal of a Breakout is for groups of students to work together to solve a series of puzzles. Each correct puzzle yields a part of the final code, which opens a locked box. If groups can complete all the puzzles and get the correct code in one hour, they successfully “breakout.”\u003c/p>\n\u003cfigure id=\"attachment_52728\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52728\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Breakout3-1020x632.jpg\" alt=\"Batavia schools don't give prizes for breaking out, instead students take a victory picture.\" width=\"640\" height=\"397\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-1020x632.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-160x99.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-800x495.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-768x476.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-1200x743.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-1180x731.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-960x595.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-240x149.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-375x232.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-520x322.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Batavia schools don't give prizes for breaking out, instead students snap a victory picture. \u003ccite>(Courtesy Batavia Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Batavia, the tech integrationists have found that even kindergarteners like this self-directed learning experience -- and can be successful at it -- with the right preparation. They recommend having a conversation with kids before beginning so they both know what to expect from the Breakout experience and have talked through some strategies they can use if they get frustrated. What can they say when they don’t feel heard by the group? What strategies can they use to calm down if they get frustrated?\u003c/p>\n\u003cp>“In elementary classrooms where they can wander around and touch anything and anything could be a clue, this is not a model to use, unless you want someone to cry,” said Kristin Stern, another technology integrationist in the district during a session on Breakouts with younger children at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE)\u003c/a> conference.\u003c/p>\n\u003cp>Instead, they’ve found a station-rotation model to be the most effective. If there are five groups, make sure there are six stations so no group is waiting around with no puzzle to solve. Make the boundaries of the activity clear and straightforward. And let kids struggle through the activity -- that’s a big part of its value.\u003c/p>\n\u003cp>“It’s very hard to not prompt the students and support them through,” said Jennifer Duffy, another technology integrationist for the district. This is one of the hardest parts for teachers and other adults who may be helping in the room. She’ll often tell each group that they get two hints, but they have to agree on when to use them.\u003c/p>\n\u003cp>“The discussion among students figuring out if they want to use a hint or not, I feel like I could write a PhD on the thinking that goes into that,” Duffy said.\u003c/p>\n\u003cp>\u003cstrong>IDEAS FOR BUILDING BREAKOUTS FOR LITTLES\u003c/strong>\u003c/p>\n\u003cp>Jigsaw puzzles: \u003ca href=\"https://www.jigsawplanet.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Jigsaw planet\u003c/a> allows users to upload an image and choose how many puzzle pieces to make. It works on any device or can be cut out and put together physically. In one Breakout, the puzzle was a math problem. Once they put the puzzle together, students had to solve the math problem and the answer was part of the code.\u003c/p>\n\u003cfigure id=\"attachment_52734\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52734\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Breakout6-1020x788.jpg\" alt=\"Teachers build Breakouts around their content standards.\" width=\"640\" height=\"494\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-1020x788.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-160x124.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-800x618.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-768x593.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-960x742.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-240x185.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-375x290.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-520x402.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6.jpg 1108w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teachers build Breakouts around their content standards. \u003ccite>(Courtesy Batavia Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://twistedwave.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Twisted Wave\u003c/a> is an app that allows users to combine sounds together. In one puzzle, the teacher matched picture cards to different sounds. Students listened to the sequence and had to put the picture cards in order. At the bottom of each card was a number and when the cards were lined up it gave a four digit code.\u003c/p>\n\u003cp>Teachers have used Google Forms set to auto-correct. Students can only move onto the next question if they got the previous one correct. At the end of a series of questions was a lock code.\u003c/p>\n\u003cp>The iPhone app \u003ca href=\"http://www.duckduckmoose.com/educational-iphone-itouch-apps-for-kids/chatterpix/\" target=\"_blank\" rel=\"noopener noreferrer\">Chatterpix\u003c/a> lets teachers turn any image into a talking clue. This or other video clues are useful for younger students. Often the puzzles are a combination of physical activities and clues with a small digital component that’s easy to access.\u003c/p>\n\u003cp>One important element of a successful Breakout is not to give too many directions. Part of the fun, and the challenge, of Breakouts are figuring out the goal of each activity and where the clue or code is hidden.\u003c/p>\n\u003cp>\u003cstrong>HOW TO SET UP THE ROOM\u003c/strong>\u003c/p>\n\u003cp>There are two ways to set up a classroom Breakout activity:\u003c/p>\n\u003col>\n\u003cli>Put one box at the center of the room with a series of locks on it that represent the different activities spread around the room. Put a timer near this lockbox so students can come up and try out their answers for a set amount of time, but can’t camp out randomly trying combinations. “I don’t believe that design model works best for the younger kids,” Sutherland said. “It works better for older kids who have a bit more self control.”\u003c/li>\n\u003cli>The station-rotation model is the other way. Each station is a self-contained lockbox with all the materials to figure out the clue. Students keep track of their codes on a lock tracking sheet and may have a final box to open at the end.\u003c/li>\n\u003c/ol>\n\u003cfigure id=\"attachment_52727\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52727\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Breakout5-e1544658612496-1020x1360.jpg\" alt=\"Teachers often help students decide who is going to open each lock ahead of time to prevent tears with younger students.\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-900x1200.jpg 900w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-520x693.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teachers often help students decide who is going to open each lock ahead of time to prevent tears with younger students. \u003ccite>(Courtesy Batavia Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ACCESSIBILITY ISSUES\u003c/strong>\u003c/p>\n\u003cp>Duffy used to be a special education teacher and is particularly attuned to making sure all students in a classroom have access to the puzzles. She often meets with the social worker to talk about strategies for kids who have behavioral Individual Education Programs (IEPs). They might decide to let that student try a puzzle beforehand, for example, so he knows what to expect during the activity. They also never force students to participate, but even reluctant students will often jump in when they see that other students are having fun.\u003c/p>\n\u003cp>At one elementary school she supports, Duffy collaborated with the speech pathologist to design a Breakout that required general education students to use the communication tools that their non-verbal peers use daily. The two educators have been working to make the whole community more aware of the assistive technology being used in the school and this was a chance for students to engage with what can be complicated software in a purposeful way.\u003c/p>\n\u003cp>“It really opened their eyes to how much effort this requires for students who aren’t verbal,” Duffy said. “It was a great way to work on empathy.”\u003c/p>\n\u003cp>She also likes doing Breakouts with the sheltered classes because the experience helps students recognize the skills they already have, lifting their confidence. She remembers one girl who was still working on her English skills and whose family moved so often she rarely got to set down roots in a school. She didn’t participate in the first Breakout, but on the second one, themed around Dr. Seuss, she became the hero. One of the questions asked when Dr. Seuss was born; it was information that could be found on a poster she made earlier in the unit and that hung on the wall.\u003c/p>\n\u003cp>In the debrief after the activity, students reflected that they wouldn’t have been able to Breakout without the student’s poster. This reflection process is a crucial element of making sure the social and emotional learning from this activity transfers into other aspects of classwork. Students can reflect through a group conversation or make videos responding to prompts, but it’s important for them to think about what went well and what they would do differently next time.\u003c/p>\n\u003cp>“With a Breakout it doesn’t matter if you’re good at school or not good at school,” Duffy said. “It’s kind of a level playing field. If a student is a creative thinker but doesn’t know their sight words yet they can still do a good job.”\u003c/p>\n\u003cp>In Batavia schools, the technology integrationists are coaches. They often work with teachers to integrate a strategy the first time, then act as consultants, and finally just observe and give tips. After several years of doing Breakouts with all ages, many teachers are designing their own Breakouts, sharing templates and digital versions, and even asking students to create the Breakout experience.\u003c/p>\n\u003cp>And Breakouts aren’t just for fun here, they fit into an overall strategy in the district to help students become self-directed learners. Throughout everything they do, teachers reinforce what they call the RESET model, a set of strategies students can turn to when they’re unsure of what to do next. RESET stands for:\u003c/p>\n\u003cp>\u003cstrong>R - Review \u003c/strong>(What do you already know? Did you look at the directions?)\u003cbr>\n\u003cstrong>E - Evaluating the resources\u003c/strong> (What haven't you considered yet?)\u003cbr>\n\u003cstrong>S - Seek a peer\u003c/strong> (Who else besides the teacher might know the answer to my question?)\u003cbr>\n\u003cstrong>E - Enact the plan\u003c/strong> (How do I begin my task? What's my plan to move forward? Am I missing anything?)\u003cbr>\n\u003cstrong>T - Try again\u003c/strong> ( The process of iteration. If it didn’t work first time, try something different)\u003c/p>\n\u003cp>“Activities like [Breakouts] in combination with being aware of what those steps are really makes the most impact,” Sutherland 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>She always reminds teachers that using technology in the classroom is about the learning goal first, the tool or strategy second. No activity is perfect for every learning goal, so balance is important. That goes for work on content, as well as social learning.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52723/building-teamwork-and-perseverance-in-early-elementary-students-with-breakouts","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_21237","mindshift_20678","mindshift_21101","mindshift_20784","mindshift_1040"],"featImg":"mindshift_52748","label":"mindshift"},"mindshift_51644":{"type":"posts","id":"mindshift_51644","meta":{"index":"posts_1591205157","site":"mindshift","id":"51644","score":null,"sort":[1531289192000]},"guestAuthors":[],"slug":"will-new-standards-improve-elementary-science-education","title":"Will New Standards Improve Elementary Science Education?","publishDate":1531289192,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science instruction\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>.\u003c/p>\n\u003cp>Science could be considered the perfect elementary school subject. It provides real life applications for reading and math and develops critical thinking skills that help students solve problems in other subjects. Plus, it’s interesting. It helps answer all those “why” questions — Why is the sun hot? Why do fish swim? Why are some people tall and other people short? — that 5- to 8-year-old children are so famous for asking.\u003c/p>\n\u003cp>Young children are “super curious,” said Matt Krehbiel, director of science for Achieve, a nonprofit organization dedicated to helping students graduate high school ready to start college or to pursue a career. “We want them to be able to harness that curiosity to help them make sense of the world around them.”\u003c/p>\n\u003cp>But science has long been given short shrift in the first few years of school. Most elementary school teachers have little scientific background and many say they feel unprepared to teach the subject well, according to a \u003ca href=\"http://www.horizon-research.com/2012nssme/wp-content/uploads/2013/02/2012-NSSME-Full-Report1.pdf\">national survey\u003c/a> of science and mathematics education conducted by a North Carolina research firm in 2012. Just 44 percent of K-2 teachers felt they were “well prepared” to teach science, according to the survey, compared to 86 percent who felt well prepared to teach reading.\u003c/p>\n\u003cp>Possibly as a result, the average first- through fourth-grade student spent just \u003ca href=\"https://nces.ed.gov/surveys/sass/tables/sass1112_20161012001_t1n.asp\">2.5 hours per week\u003c/a> on science during the 2011-12 school year, the last for which data is available, according to the National Center for Education Statistics. And that could be why just \u003ca href=\"https://www.nationsreportcard.gov/science_2015/#?grade=4\">38 percent fourth grade students performed at or above proficient\u003c/a> on the latest National Assessment of Education Progress for science, which was administered in 2015.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That’s a problem because careers in science, engineering and math are some of the fastest growing (and best paid) sectors of the American economy. Such jobs made up 6.2 percent of all U.S. employment in 2015, \u003ca href=\"https://www.bls.gov/spotlight/2017/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future/pdf/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future.pdf\">according to the U.S. Department of Commerce\u003c/a>, and that’s not counting healthcare jobs, which \u003ca href=\"https://www.kff.org/other/state-indicator/health-care-employment-as-total/?currentTimeframe=0&selectedRows=%7B%22wrapups%22:%7B%22united-states%22:%7B%7D%7D%7D&sortModel=%7B%22colId%22:%22Location%22,%22sort%22:%22asc%22%7D\">make up another 9.1 percent\u003c/a>. If today’s grade school children aren’t science literate, they’ll have a much bigger hurdle to overcome when they try to enter those fields in the early 2030s.\u003c/p>\n\u003cfigure id=\"attachment_51647\" class=\"wp-caption alignnone\" style=\"max-width: 1125px\">\u003cimg class=\"size-full wp-image-51647\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo6.jpg\" alt=\"\" width=\"1125\" height=\"1500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6.jpg 1125w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-900x1200.jpg 900w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-520x693.jpg 520w\" sizes=\"(max-width: 1125px) 100vw, 1125px\">\u003cfigcaption class=\"wp-caption-text\">Experts say students will understand more about scientific concepts if they participate in hands-on experiments like the one outlined in this Redmond, Oregon classroom. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the \u003ca href=\"https://www.nextgenscience.org/\">Next Generation Science Standards\u003c/a> (NGSS), first released in 2013, could be changing all that. The standards, adopted in full by 19 states and the District of Columbia (another 19 states adopted very similar new standards), are meant to help teachers focus on the importance of learning science by conducting experiments, collecting and recording information and evaluating evidence. Getting schools and teachers to begin effectively teaching to the new learning goals is a multi-year process.\u003c/p>\n\u003cp>“The reality of implementation is that it ends up being all over the map for a variety of reasons,” Krehbiel said. “Some [states] are moving forward great guns, others not so much.”\u003c/p>\n\u003cp>A new national science test and a new national survey, both due out in 2019, will show whether science achievement has improved and whether time spent on science has increased; in the meantime, the standards are definitely spurring some to action.\u003c/p>\n\u003cp>“When there are new standards, there is new attention put on what the standards are asking us to do,” said Cristina Trecha, director of the Oregon Science Project, an organization that provides science education training to rural and semi-rural teachers in Oregon, which adopted the standards in 2014. “NGSS is going to give us a reason to teach science.”\u003c/p>\n\u003cp>That’s been true for Redmond, Oregon kindergarten teacher Jennifer Callahan.\u003c/p>\n\u003cp>“We weren’t doing much at all,” Callahan said. “There was a curriculum, but in the time I’d been here, there was no training. It was whatever we came up with ourselves. It didn’t have as much weight as reading, writing and math.”\u003c/p>\n\u003cp>It does now.\u003c/p>\n\u003cfigure id=\"attachment_51652\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51652\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo1.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jennifer Callahan explains the concept of a gentle force moving an object a short distance to her 21 kindergartners at the Redmond Early Learning Center in Redmond, Oregon. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a Wednesday in May, Callahan’s classroom at the Redmond Early Learning Center, which houses all of the semi-rural district’s 400 kindergartners, was alive with scientific discovery. Callahan’s students were arrayed in a big circle rolling a ball across the rug to various classmates. After each roll, Callahan asked if it had taken a strong force or a gentle force to move the ball. Kids answered with a hand signal — one hand petting the other for gentle, a flexed bicep for strong — then explained their answer to their partner before Callahan called on a student to say what he or she thought.\u003c/p>\n\u003cp>Next, students matched images of scenes — a toy car being pushed up a ramp or two people tossing a ball, for example — with the correct word identifying the type of force depicted: strong or gentle. After practicing as a class, kids broke into small groups to sort more images.\u003c/p>\n\u003cp>At one table, four students worked together to quickly place all their image cards under the correct header.\u003c/p>\n\u003cp>“He didn’t put that much force,” said Lorenzo Glasser, 6, as he placed an image of a boy juggling a soccer ball with his knees under the word “gentle.” How could Lorenzo tell the boy hadn’t used much force? “It made it [the ball] go not that far,” he explained.\u003c/p>\n\u003cp>Lorenzo’s classmate, Scout Simonsen, also 6, said they were old hands at understanding forces. They’d been working on it “a long time, a few weeks,” she said. She threw her hands up in the air, seeming exasperated. “It feels like 5,000 years!”\u003c/p>\n\u003cfigure id=\"attachment_51651\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51651\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo2.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Kindergartner Lorenzo Glasser, 6, (Nike shirt) hands out illustrations to his Redmond, Oregon classmates for them to sort into according to whether a strong or gentle force is pictured. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sorting done, the class gathered back on the rug to go through the cards as a group and tell each other how they got their answers. Then it was time to continue their ongoing experiment with forces by taking out their “pinball machines” — open cardboard boxes with elastic bands stretched across, which acted as launchers for tennis balls.\u003c/p>\n\u003cp>“If you pull the launcher back really far, the ball can go a long distance,” Heidi Variz, 6, reminded the class before they got started with the next step in the experiment. What would happen if they used a shoelace, instead of their finger, to activate the launcher?\u003c/p>\n\u003cp>Reese Homann, 6, wasn’t sure about this new development. She raised her hand. “I don’t understand why we have to use the shoelace to make it different,” she said. “That’s not what was on the video.”\u003c/p>\n\u003cp>“Good question,” Callahan said. The video the class had watched before they built their pinball machines “was just the beginning,” she told Reese. “But as we do new things, we learn more.”\u003c/p>\n\u003cp>Learning more by trying new things is what Callahan loves about the NGSS-inspired science lessons she’s running in her class this year. Today’s lesson on force comes from Amplify Science, a curriculum developed by educators at Amplify, a curriculum vendor, and researchers at the \u003ca href=\"https://www.lawrencehallofscience.org/about\">Lawrence Hall of Science\u003c/a>, a public science center at the University of California, Berkeley. It’s one of three elementary school science curriculums Callahan is helping to pilot now that her district decided to re-commit to elementary science education.\u003c/p>\n\u003cfigure id=\"attachment_51646\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51646\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo7.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten students in Redmond, Oregon are asked to draw diagrams of their experiments as part of a new focus on science learning in the early grades. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Callahan has become a particularly fervent believer in the power of science education in her classroom. In 2016, she was accepted as a trainer for the Oregon Science Project. Along with 200 other Oregon educators, more than half of whom were elementary school teachers, Callahan spent the 2016-17 school year learning best practices for teaching kindergarten science. In the summer of 2017, she passed that training on to 19 of her Redmond colleagues who wanted to learn more about teaching science in their elementary school classrooms.\u003c/p>\n\u003cp>“I’m thrilled with NGSS because of all the hands-on opportunities,” Callahan said. Her students also learn the value of taking risks, making mistakes and problem solving. “That higher level thinking … I don’t think we were really pushing that before.”\u003c/p>\n\u003cp>Getting students beyond activities like memorizing the stages of a butterfly’s lifecycle or learning the parts of a plant is just what NGSS is meant to inspire. The standards list scientific concepts and practices students should understand at the end of each grade level, as well as specific ideas they should know.\u003c/p>\n\u003cp>Compiled by state leaders, the National Research Council, the National Science Teacher Association and others, the standards were warmly received by many educators when they were first released. \u003ca href=\"http://blogs.edweek.org/edweek/curriculum/2013/04/new_science_standards_encounte.html?r=261484884\">Not everyone loved them though\u003c/a>. Critics complained the standards overemphasize skills while relegating factual scientific knowledge to secondary importance. And some conservatives decried the standards’ references to climate change and evolution as so much political maneuvering.\u003c/p>\n\u003cp>But Achieve’s Krehbiel, formerly a high school science teacher in Kansas, believes the standards can make a positive difference for students.\u003c/p>\n\u003cp>“It’s all about kids being able to explain the world around them and being thoughtful about scientific information,” Krehbiel said. “If you teach in this way, kids will show an increased likelihood to pursue a career in science, see science as relevant to their lives and show an increased interest in science.”\u003c/p>\n\u003cfigure id=\"attachment_51648\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51648\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo5.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Pictured form left to right, Nathaniel Carpoff, 5, Aleigha Moss, 5, and Ladaysha Davis, 6, all kindergartners in Redmond, Oregon, tell each other what they learned from experimenting with their “pinball” machines. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Oregon educators are hoping that proves true here. The state, which \u003ca href=\"http://www.csss-science.org/downloads/NAEPElemScienceData.pdf\">ranked dead last for time spent on science in elementary school\u003c/a> in 2009, is aggressively trying to get better. The Oregon Science Project was initially funded by \u003ca href=\"https://www2.ed.gov/programs/mathsci/index.html?exp=0\">a grant from the federal government\u003c/a> and will continue with funding from the state and from professional development fees charged to districts. The state also published \u003ca href=\"http://www.oregon.gov/ode/about-us/stateboard/Documents/April%202016%20board%20documents/1.6_1--oregon-stem-strategic-plan-1.21.pdf\">a science and math education strategic plan\u003c/a> in 2016. Among other goals, the plan calls for increasing the time spent on science in elementary school to above the national average.\u003c/p>\n\u003cp>Trecha, of the Oregon Science Project, said the state’s focus is beginning to make a difference, though she acknowledges there’s still a long way to go. When speaking with teachers from all over the state, Trecha said she heard that some elementary schools don’t have science as part of their weekly schedule and many districts don’t have an up-to-date science curriculum, although having one is required by state law.\u003c/p>\n\u003cp>“We’ve asked [elementary students] to make things sink or float, but we haven’t asked them to make sense of it or explain it,” Trecha said. She said children should be asked to draw diagrams of floating objects, think about invisible forces like buoyancy, or wrestle with tricky concepts like density to deepen their understanding of why some objects sink and others float.\u003c/p>\n\u003cp>It’s also important to do a better job reaching all students, Trecha said. Black and Latino students and students from low-income homes tend to perform less well on the national fourth grade science assessment. \u003ca href=\"https://nces.ed.gov/nationsreportcard/subject/publications/stt2015/pdf/2016157OR4.pdf\">That pattern holds true in Oregon\u003c/a>. Just 14 percent of Latino students, 10 percent of American Indian/Alaska native students and 23 percent of students who qualify for free or reduced-price lunch, an indicator of low family income, scored at or above proficient in science in 2015. (Not enough black Oregonians took the test to accurately measure the group’s performance.) In contrast, 37 percent of Oregon’s entire fourth grade population scored at or above proficient. These disparate outcomes persist through middle and high school, where \u003ca href=\"https://www.nationsreportcard.gov/science_2015/#groups?grade=12\">girls also start to perform less well\u003c/a> than their male peers.\u003c/p>\n\u003cp>Against that backdrop, improving science instruction in \u003ca href=\"http://www.redmond.k12.or.us/files/2017/10/1617-ReportCard-1977-1.pdf\">districts like Redmond\u003c/a>, where 74 percent of K-3 students qualify for free or reduced-price lunch and 18 percent are Latino, is especially important, Trecha would argue.\u003c/p>\n\u003cp>Back in Callahan’s classroom, Malachi Ballinger, 6, and Alyssa Akre, 6, are tugging on shoelaces now attached to their rubber band launchers and observing how the tennis balls react to the forces they are now exerting on them.\u003c/p>\n\u003cp>“When we used our fingers [the ball] went off the edge,” Alyssa said. That’s not happening with the shoelace tied to the launcher, so, she concluded, the force is “kind of less now.”\u003c/p>\n\u003cp>Next, it was time to take notes on their experiment. The notes are important, Malachi said as he carefully drew a diagram of his pinball machine, “because that helps us know stuff — know how forces move.” Besides, he added, taking notes is what scientists do “so they can remember.”\u003c/p>\n\u003cp>“[Scientists] always say what happens,” Alyssa chimed in.\u003c/p>\n\u003cp>“They say ‘because’ a lot,” added Kyah Higgins, 5.\u003c/p>\n\u003cp>So, that’s what scientists do, but what do they look like?\u003c/p>\n\u003cp>Laughing, Alyssa said, as if it were the most obvious thing in the world: “They look like us!”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story \u003c/em>\u003cem>was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Science education is rarely a priority in elementary schools. That may be changing under the Next Generation Science Standards, adopted in whole or in part by 38 states and the District of Columbia. ","status":"publish","parent":0,"modified":1531289192,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":44,"wordCount":2414},"headData":{"title":"Will New Standards Improve Elementary Science Education? | KQED","description":"Science education is rarely a priority in elementary schools. That may be changing under the Next Generation Science Standards, adopted in whole or in part by 38 states and the District of Columbia. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51644 https://ww2.kqed.org/mindshift/?p=51644","disqusUrl":"https://ww2.kqed.org/mindshift/2018/07/10/will-new-standards-improve-elementary-science-education/","disqusTitle":"Will New Standards Improve Elementary Science Education?","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Lillian Mongeau, The Hechinger Report\u003c/a>","path":"/mindshift/51644/will-new-standards-improve-elementary-science-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science instruction\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>.\u003c/p>\n\u003cp>Science could be considered the perfect elementary school subject. It provides real life applications for reading and math and develops critical thinking skills that help students solve problems in other subjects. Plus, it’s interesting. It helps answer all those “why” questions — Why is the sun hot? Why do fish swim? Why are some people tall and other people short? — that 5- to 8-year-old children are so famous for asking.\u003c/p>\n\u003cp>Young children are “super curious,” said Matt Krehbiel, director of science for Achieve, a nonprofit organization dedicated to helping students graduate high school ready to start college or to pursue a career. “We want them to be able to harness that curiosity to help them make sense of the world around them.”\u003c/p>\n\u003cp>But science has long been given short shrift in the first few years of school. Most elementary school teachers have little scientific background and many say they feel unprepared to teach the subject well, according to a \u003ca href=\"http://www.horizon-research.com/2012nssme/wp-content/uploads/2013/02/2012-NSSME-Full-Report1.pdf\">national survey\u003c/a> of science and mathematics education conducted by a North Carolina research firm in 2012. Just 44 percent of K-2 teachers felt they were “well prepared” to teach science, according to the survey, compared to 86 percent who felt well prepared to teach reading.\u003c/p>\n\u003cp>Possibly as a result, the average first- through fourth-grade student spent just \u003ca href=\"https://nces.ed.gov/surveys/sass/tables/sass1112_20161012001_t1n.asp\">2.5 hours per week\u003c/a> on science during the 2011-12 school year, the last for which data is available, according to the National Center for Education Statistics. And that could be why just \u003ca href=\"https://www.nationsreportcard.gov/science_2015/#?grade=4\">38 percent fourth grade students performed at or above proficient\u003c/a> on the latest National Assessment of Education Progress for science, which was administered in 2015.\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 a problem because careers in science, engineering and math are some of the fastest growing (and best paid) sectors of the American economy. Such jobs made up 6.2 percent of all U.S. employment in 2015, \u003ca href=\"https://www.bls.gov/spotlight/2017/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future/pdf/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future.pdf\">according to the U.S. Department of Commerce\u003c/a>, and that’s not counting healthcare jobs, which \u003ca href=\"https://www.kff.org/other/state-indicator/health-care-employment-as-total/?currentTimeframe=0&selectedRows=%7B%22wrapups%22:%7B%22united-states%22:%7B%7D%7D%7D&sortModel=%7B%22colId%22:%22Location%22,%22sort%22:%22asc%22%7D\">make up another 9.1 percent\u003c/a>. If today’s grade school children aren’t science literate, they’ll have a much bigger hurdle to overcome when they try to enter those fields in the early 2030s.\u003c/p>\n\u003cfigure id=\"attachment_51647\" class=\"wp-caption alignnone\" style=\"max-width: 1125px\">\u003cimg class=\"size-full wp-image-51647\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo6.jpg\" alt=\"\" width=\"1125\" height=\"1500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6.jpg 1125w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-900x1200.jpg 900w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-520x693.jpg 520w\" sizes=\"(max-width: 1125px) 100vw, 1125px\">\u003cfigcaption class=\"wp-caption-text\">Experts say students will understand more about scientific concepts if they participate in hands-on experiments like the one outlined in this Redmond, Oregon classroom. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the \u003ca href=\"https://www.nextgenscience.org/\">Next Generation Science Standards\u003c/a> (NGSS), first released in 2013, could be changing all that. The standards, adopted in full by 19 states and the District of Columbia (another 19 states adopted very similar new standards), are meant to help teachers focus on the importance of learning science by conducting experiments, collecting and recording information and evaluating evidence. Getting schools and teachers to begin effectively teaching to the new learning goals is a multi-year process.\u003c/p>\n\u003cp>“The reality of implementation is that it ends up being all over the map for a variety of reasons,” Krehbiel said. “Some [states] are moving forward great guns, others not so much.”\u003c/p>\n\u003cp>A new national science test and a new national survey, both due out in 2019, will show whether science achievement has improved and whether time spent on science has increased; in the meantime, the standards are definitely spurring some to action.\u003c/p>\n\u003cp>“When there are new standards, there is new attention put on what the standards are asking us to do,” said Cristina Trecha, director of the Oregon Science Project, an organization that provides science education training to rural and semi-rural teachers in Oregon, which adopted the standards in 2014. “NGSS is going to give us a reason to teach science.”\u003c/p>\n\u003cp>That’s been true for Redmond, Oregon kindergarten teacher Jennifer Callahan.\u003c/p>\n\u003cp>“We weren’t doing much at all,” Callahan said. “There was a curriculum, but in the time I’d been here, there was no training. It was whatever we came up with ourselves. It didn’t have as much weight as reading, writing and math.”\u003c/p>\n\u003cp>It does now.\u003c/p>\n\u003cfigure id=\"attachment_51652\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51652\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo1.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jennifer Callahan explains the concept of a gentle force moving an object a short distance to her 21 kindergartners at the Redmond Early Learning Center in Redmond, Oregon. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a Wednesday in May, Callahan’s classroom at the Redmond Early Learning Center, which houses all of the semi-rural district’s 400 kindergartners, was alive with scientific discovery. Callahan’s students were arrayed in a big circle rolling a ball across the rug to various classmates. After each roll, Callahan asked if it had taken a strong force or a gentle force to move the ball. Kids answered with a hand signal — one hand petting the other for gentle, a flexed bicep for strong — then explained their answer to their partner before Callahan called on a student to say what he or she thought.\u003c/p>\n\u003cp>Next, students matched images of scenes — a toy car being pushed up a ramp or two people tossing a ball, for example — with the correct word identifying the type of force depicted: strong or gentle. After practicing as a class, kids broke into small groups to sort more images.\u003c/p>\n\u003cp>At one table, four students worked together to quickly place all their image cards under the correct header.\u003c/p>\n\u003cp>“He didn’t put that much force,” said Lorenzo Glasser, 6, as he placed an image of a boy juggling a soccer ball with his knees under the word “gentle.” How could Lorenzo tell the boy hadn’t used much force? “It made it [the ball] go not that far,” he explained.\u003c/p>\n\u003cp>Lorenzo’s classmate, Scout Simonsen, also 6, said they were old hands at understanding forces. They’d been working on it “a long time, a few weeks,” she said. She threw her hands up in the air, seeming exasperated. “It feels like 5,000 years!”\u003c/p>\n\u003cfigure id=\"attachment_51651\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51651\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo2.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Kindergartner Lorenzo Glasser, 6, (Nike shirt) hands out illustrations to his Redmond, Oregon classmates for them to sort into according to whether a strong or gentle force is pictured. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sorting done, the class gathered back on the rug to go through the cards as a group and tell each other how they got their answers. Then it was time to continue their ongoing experiment with forces by taking out their “pinball machines” — open cardboard boxes with elastic bands stretched across, which acted as launchers for tennis balls.\u003c/p>\n\u003cp>“If you pull the launcher back really far, the ball can go a long distance,” Heidi Variz, 6, reminded the class before they got started with the next step in the experiment. What would happen if they used a shoelace, instead of their finger, to activate the launcher?\u003c/p>\n\u003cp>Reese Homann, 6, wasn’t sure about this new development. She raised her hand. “I don’t understand why we have to use the shoelace to make it different,” she said. “That’s not what was on the video.”\u003c/p>\n\u003cp>“Good question,” Callahan said. The video the class had watched before they built their pinball machines “was just the beginning,” she told Reese. “But as we do new things, we learn more.”\u003c/p>\n\u003cp>Learning more by trying new things is what Callahan loves about the NGSS-inspired science lessons she’s running in her class this year. Today’s lesson on force comes from Amplify Science, a curriculum developed by educators at Amplify, a curriculum vendor, and researchers at the \u003ca href=\"https://www.lawrencehallofscience.org/about\">Lawrence Hall of Science\u003c/a>, a public science center at the University of California, Berkeley. It’s one of three elementary school science curriculums Callahan is helping to pilot now that her district decided to re-commit to elementary science education.\u003c/p>\n\u003cfigure id=\"attachment_51646\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51646\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo7.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten students in Redmond, Oregon are asked to draw diagrams of their experiments as part of a new focus on science learning in the early grades. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Callahan has become a particularly fervent believer in the power of science education in her classroom. In 2016, she was accepted as a trainer for the Oregon Science Project. Along with 200 other Oregon educators, more than half of whom were elementary school teachers, Callahan spent the 2016-17 school year learning best practices for teaching kindergarten science. In the summer of 2017, she passed that training on to 19 of her Redmond colleagues who wanted to learn more about teaching science in their elementary school classrooms.\u003c/p>\n\u003cp>“I’m thrilled with NGSS because of all the hands-on opportunities,” Callahan said. Her students also learn the value of taking risks, making mistakes and problem solving. “That higher level thinking … I don’t think we were really pushing that before.”\u003c/p>\n\u003cp>Getting students beyond activities like memorizing the stages of a butterfly’s lifecycle or learning the parts of a plant is just what NGSS is meant to inspire. The standards list scientific concepts and practices students should understand at the end of each grade level, as well as specific ideas they should know.\u003c/p>\n\u003cp>Compiled by state leaders, the National Research Council, the National Science Teacher Association and others, the standards were warmly received by many educators when they were first released. \u003ca href=\"http://blogs.edweek.org/edweek/curriculum/2013/04/new_science_standards_encounte.html?r=261484884\">Not everyone loved them though\u003c/a>. Critics complained the standards overemphasize skills while relegating factual scientific knowledge to secondary importance. And some conservatives decried the standards’ references to climate change and evolution as so much political maneuvering.\u003c/p>\n\u003cp>But Achieve’s Krehbiel, formerly a high school science teacher in Kansas, believes the standards can make a positive difference for students.\u003c/p>\n\u003cp>“It’s all about kids being able to explain the world around them and being thoughtful about scientific information,” Krehbiel said. “If you teach in this way, kids will show an increased likelihood to pursue a career in science, see science as relevant to their lives and show an increased interest in science.”\u003c/p>\n\u003cfigure id=\"attachment_51648\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51648\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo5.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Pictured form left to right, Nathaniel Carpoff, 5, Aleigha Moss, 5, and Ladaysha Davis, 6, all kindergartners in Redmond, Oregon, tell each other what they learned from experimenting with their “pinball” machines. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Oregon educators are hoping that proves true here. The state, which \u003ca href=\"http://www.csss-science.org/downloads/NAEPElemScienceData.pdf\">ranked dead last for time spent on science in elementary school\u003c/a> in 2009, is aggressively trying to get better. The Oregon Science Project was initially funded by \u003ca href=\"https://www2.ed.gov/programs/mathsci/index.html?exp=0\">a grant from the federal government\u003c/a> and will continue with funding from the state and from professional development fees charged to districts. The state also published \u003ca href=\"http://www.oregon.gov/ode/about-us/stateboard/Documents/April%202016%20board%20documents/1.6_1--oregon-stem-strategic-plan-1.21.pdf\">a science and math education strategic plan\u003c/a> in 2016. Among other goals, the plan calls for increasing the time spent on science in elementary school to above the national average.\u003c/p>\n\u003cp>Trecha, of the Oregon Science Project, said the state’s focus is beginning to make a difference, though she acknowledges there’s still a long way to go. When speaking with teachers from all over the state, Trecha said she heard that some elementary schools don’t have science as part of their weekly schedule and many districts don’t have an up-to-date science curriculum, although having one is required by state law.\u003c/p>\n\u003cp>“We’ve asked [elementary students] to make things sink or float, but we haven’t asked them to make sense of it or explain it,” Trecha said. She said children should be asked to draw diagrams of floating objects, think about invisible forces like buoyancy, or wrestle with tricky concepts like density to deepen their understanding of why some objects sink and others float.\u003c/p>\n\u003cp>It’s also important to do a better job reaching all students, Trecha said. Black and Latino students and students from low-income homes tend to perform less well on the national fourth grade science assessment. \u003ca href=\"https://nces.ed.gov/nationsreportcard/subject/publications/stt2015/pdf/2016157OR4.pdf\">That pattern holds true in Oregon\u003c/a>. Just 14 percent of Latino students, 10 percent of American Indian/Alaska native students and 23 percent of students who qualify for free or reduced-price lunch, an indicator of low family income, scored at or above proficient in science in 2015. (Not enough black Oregonians took the test to accurately measure the group’s performance.) In contrast, 37 percent of Oregon’s entire fourth grade population scored at or above proficient. These disparate outcomes persist through middle and high school, where \u003ca href=\"https://www.nationsreportcard.gov/science_2015/#groups?grade=12\">girls also start to perform less well\u003c/a> than their male peers.\u003c/p>\n\u003cp>Against that backdrop, improving science instruction in \u003ca href=\"http://www.redmond.k12.or.us/files/2017/10/1617-ReportCard-1977-1.pdf\">districts like Redmond\u003c/a>, where 74 percent of K-3 students qualify for free or reduced-price lunch and 18 percent are Latino, is especially important, Trecha would argue.\u003c/p>\n\u003cp>Back in Callahan’s classroom, Malachi Ballinger, 6, and Alyssa Akre, 6, are tugging on shoelaces now attached to their rubber band launchers and observing how the tennis balls react to the forces they are now exerting on them.\u003c/p>\n\u003cp>“When we used our fingers [the ball] went off the edge,” Alyssa said. That’s not happening with the shoelace tied to the launcher, so, she concluded, the force is “kind of less now.”\u003c/p>\n\u003cp>Next, it was time to take notes on their experiment. The notes are important, Malachi said as he carefully drew a diagram of his pinball machine, “because that helps us know stuff — know how forces move.” Besides, he added, taking notes is what scientists do “so they can remember.”\u003c/p>\n\u003cp>“[Scientists] always say what happens,” Alyssa chimed in.\u003c/p>\n\u003cp>“They say ‘because’ a lot,” added Kyah Higgins, 5.\u003c/p>\n\u003cp>So, that’s what scientists do, but what do they look like?\u003c/p>\n\u003cp>Laughing, Alyssa said, as if it were the most obvious thing in the world: “They look like us!”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story \u003c/em>\u003cem>was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51644/will-new-standards-improve-elementary-science-education","authors":["byline_mindshift_51644"],"categories":["mindshift_193"],"tags":["mindshift_21101","mindshift_20784","mindshift_1040","mindshift_20946","mindshift_1022","mindshift_391"],"featImg":"mindshift_51649","label":"mindshift"},"mindshift_49391":{"type":"posts","id":"mindshift_49391","meta":{"index":"posts_1591205157","site":"mindshift","id":"49391","score":null,"sort":[1518418482000]},"guestAuthors":[],"slug":"why-even-young-students-benefit-from-connecting-globally","title":"Why Even Young Students Benefit From Connecting Globally","publishDate":1518418482,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>The excerpt below is from the book \u003ca href=\"https://www.amazon.com/Connected-Start-Global-Learning-Primary-ebook/dp/B00V8T8Z1S\" target=\"_blank\" rel=\"noopener\">“Connected From the Start: Global Learning In the Primary Grades,”\u003c/a> by Kathy Cassidy, published by \u003ca href=\"http://plpnetwork.com/connected-from-the-start-book/\" target=\"_blank\" rel=\"noopener\">Powerful Learning Press\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Kathy Cassidy\u003c/strong>\u003c/p>\n\u003cp>Some teachers I talk to say they do not have time to connect with other classrooms because they are too busy covering their curriculum. In fact, connecting with others is not an addition to our curriculum. It is not something we do after we have finished our reading and math for the day. It is the way we do our curriculum. From practicing counting by fives or comparing similarities and differences via Skype, to writing for a worldwide audience, to making and sharing videos of social studies concepts on our blogs, we connect and invite the world to learn with us and to help us learn. Although learning from others is a key reason why I continue to connect my classroom online, there are many other reasons as well.\u003c/p>\n\u003cp>\u003cstrong>1. Our Students Will Be Part Of a Hyper-Connected World\u003c/strong>\u003c/p>\n\u003cp>The world seems to shrink a bit more every day. This has been the pattern for many decades. As this trend continues, the world that my students will be part of in their adult lives will be incredibly connected. Twenty-five years ago, I spent some time living in Thailand. When my husband and I left Canada to move there, we knew that our only connection with our family and friends would be letters and an occasional (and expensive) telephone call. If we were to make that move now, there would be a multitude of ways we could connect with home, both synchronously and asynchronously, anytime we chose. Although having a computer or device with an internet connection in my students’ homes becomes a little more common every year, not every child in my class has this access. Sometimes these children and their parents are able to access the Internet from a relative’s home or from the public library. What is clear is that we are continually moving toward the point at which every family will be connected.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These connections are not restricted to our private lives. Business is also becoming more globally connected. It is possible and perhaps even probable that our students will spend much of their working lives in some kind of virtual conversation with colleagues from around the world. If that is even a possibility, we owe it to them to begin to prepare them for that option. We want to get them ready for the world they will be part of, not the world that we lived in as children, or even the world we live in now.\u003c/p>\n\u003cp>\u003cstrong>2. A Global Perspective Increases Empathy\u003c/strong>\u003c/p>\n\u003cp>The enthusiasm of my students at the discovery of the volcano near the Voyagers’ school was tempered by the fact that they knew volcanoes could be extremely dangerous. Because of our online connection and conversations, they felt about the students in New Zealand the same way as they did about the students in the classroom next door. They were concerned for their safety, and it was important to them to find out if their friends were in danger in the event of a volcanic eruption. It is easy to brush off dangers or catastrophic events when they do not personally affect your life. Knowing others who may be affected by that danger takes something abstract and makes it personal. You begin to care. My students were relieved to discover that the volcano in New Zealand did not spew lava—only ash—and that the ash had never endangered any of the students at the school in Palmerston North.\u003c/p>\n\u003cp>From children in places far from where we live, my students have learned that not everyone has the same alphabet, that people speak other languages, that some areas do not have snow in the winter, that children everywhere learn to read and write, that school rules can be different, and that, yes, there are trees in Wisconsin. Without our online connections, these global understandings might not have been gained for many years, if ever.\u003c/p>\n\u003cp>\u003cstrong>3. Kids Often Learn Best From Other Kids\u003c/strong>\u003c/p>\n\u003cp>Kids can often learn better from a classmate or another child than they can from their teacher. If you are a teacher, I’m sure you’ve seen this in your own classroom. I certainly have.\u003c/p>\n\u003cfigure id=\"attachment_49425\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/kathycassidy/\">\u003cimg class=\"wp-image-49425 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1020x765.jpg\" alt=\"A student practices reading with his Skype partner.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student practices reading with a teacher-in-training on Skype. \u003ccite>(Kathy Cassidy/\u003ca href=\"https://www.flickr.com/photos/kathycassidy/\">Flickr\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I remember one of the moments that this was hammered home to me. One of the objectives in my curriculum at the time was learning the difference between needs and wants. I planned and taught a couple of what I thought were fabulous lessons about what each of these concepts was and the difference between the two. Then, I asked the students to make a Common Craft type of video to show what they had learned. If you are not familiar with Common Craft, they have a series of simple but brilliant videos explaining concepts such as Twitter, social media, RSS and wikis. The camera points at a table and films the narrator’s hands. As he talks, the narrator pulls pieces of paper with simple drawings or words in and out of the camera’s view.\u003c/p>\n\u003cp>My students’ task was to create a similar video to show what they had learned about the difference between needs and wants. When the videos were completed, it was obvious that despite my brilliant teaching, three of the students still did not understand the difference between these two words. Instead of re-teaching, I took those three students aside and showed them videos created by students who obviously had a clear grasp of the concepts.\u003c/p>\n\u003cp>It was like the lights went on. After having seen what their peers had created, those three students all clearly understood the differences, and they were able to go on to create a new video showing this learning. You can probably think of similar things that have happened in your own classroom.\u003c/p>\n\u003cp>Now, imagine those “aha” moments happening through a connection with a child in another place your students have never been and will probably never have a chance to visit. I could have simply told my students that there are volcanoes in New Zealand, or read a book about children who wear uniforms to school, or shown a video about children who live near the ocean. Would my teaching have provoked the same learning? I don’t think so. As we talked with our Kiwi friends below the equator, the children could ask questions and get answers. They could observe the learning of the other children in response to the answers we gave. My students could be part of the lives of people who lived on the other side of the world. This vivid personal connection both inspired their learning and made it more meaningful to them.\u003c/p>\n\u003cp>\u003cstrong>4. We Learn about Online Etiquette and Safety\u003c/strong>\u003c/p>\n\u003cp>Some people worry that young children should not be online because they cannot be safe. Instead, I worry that young children who are isolated from social technologies will not learn HOW to be safe online. In our increasingly connected world, it is important for even five and six-year-olds to begin to learn what is appropriate when using technology to connect.\u003c/p>\n\u003cfigure id=\"attachment_49427\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/kathycassidy/8522478858/in/photolist-dZ6W3E-4u1Qzg-6p7Ay8\">\u003cimg class=\"wp-image-49427 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1020x966.jpg\" alt=\"Kathy Cassidy with her student.\" width=\"640\" height=\"606\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1020x966.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-160x152.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-800x758.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-768x728.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1180x1118.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-960x910.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-240x227.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-375x355.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-520x493.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h.jpg 1600w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kathy Cassidy with her student. \u003ccite>(A student)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While I agree we need to take steps to protect children, I think it is equally important that we begin to teach them how to handle themselves in virtual settings. Having them create digital content and interact in a safe manner is essential learning for a child growing up in the Internet age. Unfortunately, we are not having many conversations about this at the level where decisions are made about education policy and practice.\u003c/p>\n\u003cp>Almost everyone knows the story of an adult who, because of something that was posted online, was denied a chance at a job, or lost their employment, or was censured in some way. I know of a young man who was denied a chance to compete for a coveted job in tourism because the sponsoring organization found a video of him online using profanity at a professional football game. Incidents such as this are happening more and more often.\u003c/p>\n\u003cp>The issue of online bullying is also gaining worldwide media attention. Many children and adults do not realize that once something is online, it stays online. You may be able to delete it from your website or Facebook page, but you must assume there will always be a record of what you posted somewhere in cyberspace. As significant as this issue has become in our lives, it will become even more important in the future as our world continues to become more connected.\u003c/p>\n\u003cp>Even 10 years ago, we could never have predicted how important the Internet and the connections it allows would become. A positive digital footprint is on its way to becoming an essential part of all our lives. Even five and six year olds can begin to understand this concept.\u003c/p>\n\u003cp>My curriculum asks me to teach the students how to recognize potential safety risks in play areas. To my students, the Internet is a play area. Online safety is just one of the forms of safety that they need to learn to be healthy and secure as they grow.\u003c/p>\n\u003cp>When my own children were too young to cross the street on their own, I took their hand and crossed with them. As they grew, I let go of their hand and walked beside them. When they were ready, I watched as they crossed the street on their own. Finally, they were ready to do it entirely without me.\u003c/p>\n\u003cp>When my primary-aged students begin to interact online, I do not set them loose to explore on their own. I figuratively take their hand and we do things together. After much modeling, I let the students do it while I watch. When those habits are firmly established, I watch from afar while they do it without me. I do this to ensure that they interact online in a safe and appropriate way.\u003c/p>\n\u003cp>\u003cstrong>5. I Place a High Value on Serendipity\u003c/strong>\u003c/p>\n\u003cp>Time and again, our classroom interactions with students far away have resulted in unforeseen learning. When we began connecting with the classroom in New Zealand, I had no idea that they lived near the ocean or that they had a volcano nearby. Those unexpected realities led to serendipitous learning.\u003c/p>\n\u003cp>Over the years, we have “accidentally” discovered that some schools have no girls, that some people go swimming on Christmas Day and that some schools have no school buses. We’ve learned what it looks like to have a tornado drill in a classroom. Year after year, I have let the students “discover” for themselves that when we chat with students in Australia or New Zealand, it is already the next day there. The learning is much stickier when they suddenly perceive that the kids down under are having summer when we are having winter and that not everyone wears snow clothes for four months of the year.\u003c/p>\n\u003cp>One day my class received a package in the mail from New Zealand. It contained some wonderful treasures such as kina and paua shells and ash from a “real” volcano. This led to more wonderful questions about why the pumice was so light and how the paua shell got to be blue inside, and why anyone would think to eat the spiky kina shellfish! More serendipity.\u003c/p>\n\u003cp>These kinds of connections bring something to the classroom that nothing else can. Connecting globally has changed my classroom and my teaching practice in such a profound way that I feel almost claustrophobic thinking about old-style instruction. Maybe you already enjoy this same sense of freedom to connect. If not, let me introduce you to the tools I use to lower our classroom walls and welcome the world in.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\" target=\"_blank\" rel=\"noopener\">Kathy Cassidy\u003c/a> is a Grade One teacher for Prairie South Schools in Moose Jaw, SK, Canada, and an Apple Distinguished Educator. Since 2005, she has been integrating various technologies into her teaching practice to help “connect” her primary-grades students so they can become global learners. In addition to her widely followed \u003ca href=\"http://mscassidysclass.edublogs.org/\" target=\"_blank\" rel=\"noopener\">classroom blog\u003c/a>, she writes about her professional work at \u003ca href=\"http://kathycassidy.com/\" target=\"_blank\" rel=\"noopener\">Primary Preoccupation\u003c/a> and for the \u003ca href=\"http://plpnetwork.com/category/voices/\" target=\"_blank\" rel=\"noopener\">Voices from the Learning Revolution\u003c/a> group blog.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"First grade teacher Kathy Cassidy shares why she believes it's important to connect her young students with learners around the world.","status":"publish","parent":0,"modified":1518418482,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":2093},"headData":{"title":"Why Even Young Students Benefit From Connecting Globally | KQED","description":"First grade teacher Kathy Cassidy shares why she believes it's important to connect her young students with learners around the world.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49391 https://ww2.kqed.org/mindshift/?p=49391","disqusUrl":"https://ww2.kqed.org/mindshift/2018/02/11/why-even-young-students-benefit-from-connecting-globally/","disqusTitle":"Why Even Young Students Benefit From Connecting Globally","path":"/mindshift/49391/why-even-young-students-benefit-from-connecting-globally","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>The excerpt below is from the book \u003ca href=\"https://www.amazon.com/Connected-Start-Global-Learning-Primary-ebook/dp/B00V8T8Z1S\" target=\"_blank\" rel=\"noopener\">“Connected From the Start: Global Learning In the Primary Grades,”\u003c/a> by Kathy Cassidy, published by \u003ca href=\"http://plpnetwork.com/connected-from-the-start-book/\" target=\"_blank\" rel=\"noopener\">Powerful Learning Press\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Kathy Cassidy\u003c/strong>\u003c/p>\n\u003cp>Some teachers I talk to say they do not have time to connect with other classrooms because they are too busy covering their curriculum. In fact, connecting with others is not an addition to our curriculum. It is not something we do after we have finished our reading and math for the day. It is the way we do our curriculum. From practicing counting by fives or comparing similarities and differences via Skype, to writing for a worldwide audience, to making and sharing videos of social studies concepts on our blogs, we connect and invite the world to learn with us and to help us learn. Although learning from others is a key reason why I continue to connect my classroom online, there are many other reasons as well.\u003c/p>\n\u003cp>\u003cstrong>1. Our Students Will Be Part Of a Hyper-Connected World\u003c/strong>\u003c/p>\n\u003cp>The world seems to shrink a bit more every day. This has been the pattern for many decades. As this trend continues, the world that my students will be part of in their adult lives will be incredibly connected. Twenty-five years ago, I spent some time living in Thailand. When my husband and I left Canada to move there, we knew that our only connection with our family and friends would be letters and an occasional (and expensive) telephone call. If we were to make that move now, there would be a multitude of ways we could connect with home, both synchronously and asynchronously, anytime we chose. Although having a computer or device with an internet connection in my students’ homes becomes a little more common every year, not every child in my class has this access. Sometimes these children and their parents are able to access the Internet from a relative’s home or from the public library. What is clear is that we are continually moving toward the point at which every family will be connected.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These connections are not restricted to our private lives. Business is also becoming more globally connected. It is possible and perhaps even probable that our students will spend much of their working lives in some kind of virtual conversation with colleagues from around the world. If that is even a possibility, we owe it to them to begin to prepare them for that option. We want to get them ready for the world they will be part of, not the world that we lived in as children, or even the world we live in now.\u003c/p>\n\u003cp>\u003cstrong>2. A Global Perspective Increases Empathy\u003c/strong>\u003c/p>\n\u003cp>The enthusiasm of my students at the discovery of the volcano near the Voyagers’ school was tempered by the fact that they knew volcanoes could be extremely dangerous. Because of our online connection and conversations, they felt about the students in New Zealand the same way as they did about the students in the classroom next door. They were concerned for their safety, and it was important to them to find out if their friends were in danger in the event of a volcanic eruption. It is easy to brush off dangers or catastrophic events when they do not personally affect your life. Knowing others who may be affected by that danger takes something abstract and makes it personal. You begin to care. My students were relieved to discover that the volcano in New Zealand did not spew lava—only ash—and that the ash had never endangered any of the students at the school in Palmerston North.\u003c/p>\n\u003cp>From children in places far from where we live, my students have learned that not everyone has the same alphabet, that people speak other languages, that some areas do not have snow in the winter, that children everywhere learn to read and write, that school rules can be different, and that, yes, there are trees in Wisconsin. Without our online connections, these global understandings might not have been gained for many years, if ever.\u003c/p>\n\u003cp>\u003cstrong>3. Kids Often Learn Best From Other Kids\u003c/strong>\u003c/p>\n\u003cp>Kids can often learn better from a classmate or another child than they can from their teacher. If you are a teacher, I’m sure you’ve seen this in your own classroom. I certainly have.\u003c/p>\n\u003cfigure id=\"attachment_49425\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/kathycassidy/\">\u003cimg class=\"wp-image-49425 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1020x765.jpg\" alt=\"A student practices reading with his Skype partner.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student practices reading with a teacher-in-training on Skype. \u003ccite>(Kathy Cassidy/\u003ca href=\"https://www.flickr.com/photos/kathycassidy/\">Flickr\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I remember one of the moments that this was hammered home to me. One of the objectives in my curriculum at the time was learning the difference between needs and wants. I planned and taught a couple of what I thought were fabulous lessons about what each of these concepts was and the difference between the two. Then, I asked the students to make a Common Craft type of video to show what they had learned. If you are not familiar with Common Craft, they have a series of simple but brilliant videos explaining concepts such as Twitter, social media, RSS and wikis. The camera points at a table and films the narrator’s hands. As he talks, the narrator pulls pieces of paper with simple drawings or words in and out of the camera’s view.\u003c/p>\n\u003cp>My students’ task was to create a similar video to show what they had learned about the difference between needs and wants. When the videos were completed, it was obvious that despite my brilliant teaching, three of the students still did not understand the difference between these two words. Instead of re-teaching, I took those three students aside and showed them videos created by students who obviously had a clear grasp of the concepts.\u003c/p>\n\u003cp>It was like the lights went on. After having seen what their peers had created, those three students all clearly understood the differences, and they were able to go on to create a new video showing this learning. You can probably think of similar things that have happened in your own classroom.\u003c/p>\n\u003cp>Now, imagine those “aha” moments happening through a connection with a child in another place your students have never been and will probably never have a chance to visit. I could have simply told my students that there are volcanoes in New Zealand, or read a book about children who wear uniforms to school, or shown a video about children who live near the ocean. Would my teaching have provoked the same learning? I don’t think so. As we talked with our Kiwi friends below the equator, the children could ask questions and get answers. They could observe the learning of the other children in response to the answers we gave. My students could be part of the lives of people who lived on the other side of the world. This vivid personal connection both inspired their learning and made it more meaningful to them.\u003c/p>\n\u003cp>\u003cstrong>4. We Learn about Online Etiquette and Safety\u003c/strong>\u003c/p>\n\u003cp>Some people worry that young children should not be online because they cannot be safe. Instead, I worry that young children who are isolated from social technologies will not learn HOW to be safe online. In our increasingly connected world, it is important for even five and six-year-olds to begin to learn what is appropriate when using technology to connect.\u003c/p>\n\u003cfigure id=\"attachment_49427\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/kathycassidy/8522478858/in/photolist-dZ6W3E-4u1Qzg-6p7Ay8\">\u003cimg class=\"wp-image-49427 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1020x966.jpg\" alt=\"Kathy Cassidy with her student.\" width=\"640\" height=\"606\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1020x966.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-160x152.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-800x758.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-768x728.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1180x1118.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-960x910.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-240x227.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-375x355.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-520x493.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h.jpg 1600w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kathy Cassidy with her student. \u003ccite>(A student)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While I agree we need to take steps to protect children, I think it is equally important that we begin to teach them how to handle themselves in virtual settings. Having them create digital content and interact in a safe manner is essential learning for a child growing up in the Internet age. Unfortunately, we are not having many conversations about this at the level where decisions are made about education policy and practice.\u003c/p>\n\u003cp>Almost everyone knows the story of an adult who, because of something that was posted online, was denied a chance at a job, or lost their employment, or was censured in some way. I know of a young man who was denied a chance to compete for a coveted job in tourism because the sponsoring organization found a video of him online using profanity at a professional football game. Incidents such as this are happening more and more often.\u003c/p>\n\u003cp>The issue of online bullying is also gaining worldwide media attention. Many children and adults do not realize that once something is online, it stays online. You may be able to delete it from your website or Facebook page, but you must assume there will always be a record of what you posted somewhere in cyberspace. As significant as this issue has become in our lives, it will become even more important in the future as our world continues to become more connected.\u003c/p>\n\u003cp>Even 10 years ago, we could never have predicted how important the Internet and the connections it allows would become. A positive digital footprint is on its way to becoming an essential part of all our lives. Even five and six year olds can begin to understand this concept.\u003c/p>\n\u003cp>My curriculum asks me to teach the students how to recognize potential safety risks in play areas. To my students, the Internet is a play area. Online safety is just one of the forms of safety that they need to learn to be healthy and secure as they grow.\u003c/p>\n\u003cp>When my own children were too young to cross the street on their own, I took their hand and crossed with them. As they grew, I let go of their hand and walked beside them. When they were ready, I watched as they crossed the street on their own. Finally, they were ready to do it entirely without me.\u003c/p>\n\u003cp>When my primary-aged students begin to interact online, I do not set them loose to explore on their own. I figuratively take their hand and we do things together. After much modeling, I let the students do it while I watch. When those habits are firmly established, I watch from afar while they do it without me. I do this to ensure that they interact online in a safe and appropriate way.\u003c/p>\n\u003cp>\u003cstrong>5. I Place a High Value on Serendipity\u003c/strong>\u003c/p>\n\u003cp>Time and again, our classroom interactions with students far away have resulted in unforeseen learning. When we began connecting with the classroom in New Zealand, I had no idea that they lived near the ocean or that they had a volcano nearby. Those unexpected realities led to serendipitous learning.\u003c/p>\n\u003cp>Over the years, we have “accidentally” discovered that some schools have no girls, that some people go swimming on Christmas Day and that some schools have no school buses. We’ve learned what it looks like to have a tornado drill in a classroom. Year after year, I have let the students “discover” for themselves that when we chat with students in Australia or New Zealand, it is already the next day there. The learning is much stickier when they suddenly perceive that the kids down under are having summer when we are having winter and that not everyone wears snow clothes for four months of the year.\u003c/p>\n\u003cp>One day my class received a package in the mail from New Zealand. It contained some wonderful treasures such as kina and paua shells and ash from a “real” volcano. This led to more wonderful questions about why the pumice was so light and how the paua shell got to be blue inside, and why anyone would think to eat the spiky kina shellfish! More serendipity.\u003c/p>\n\u003cp>These kinds of connections bring something to the classroom that nothing else can. Connecting globally has changed my classroom and my teaching practice in such a profound way that I feel almost claustrophobic thinking about old-style instruction. Maybe you already enjoy this same sense of freedom to connect. If not, let me introduce you to the tools I use to lower our classroom walls and welcome the world in.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\" target=\"_blank\" rel=\"noopener\">Kathy Cassidy\u003c/a> is a Grade One teacher for Prairie South Schools in Moose Jaw, SK, Canada, and an Apple Distinguished Educator. Since 2005, she has been integrating various technologies into her teaching practice to help “connect” her primary-grades students so they can become global learners. In addition to her widely followed \u003ca href=\"http://mscassidysclass.edublogs.org/\" target=\"_blank\" rel=\"noopener\">classroom blog\u003c/a>, she writes about her professional work at \u003ca href=\"http://kathycassidy.com/\" target=\"_blank\" rel=\"noopener\">Primary Preoccupation\u003c/a> and for the \u003ca href=\"http://plpnetwork.com/category/voices/\" target=\"_blank\" rel=\"noopener\">Voices from the Learning Revolution\u003c/a> group blog.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49391/why-even-young-students-benefit-from-connecting-globally","authors":["4354"],"categories":["mindshift_20546","mindshift_195","mindshift_193"],"tags":["mindshift_1015","mindshift_20678","mindshift_21101","mindshift_20784","mindshift_1040","mindshift_85","mindshift_30"],"featImg":"mindshift_49424","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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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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