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42 Ways to Boost Learning by Applying Our Bodies, Surroundings and Relationships
How Movement and Gestures Can Improve Student Learning
Learning About Christopher Columbus By Putting Him on Trial
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What Teachers and Sports Coaches Can Learn From Each Other
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FM","link":"/"}},"mindshift_58698":{"type":"posts","id":"mindshift_58698","meta":{"index":"posts_1591205157","site":"mindshift","id":"58698","score":null,"sort":[1638254829000]},"guestAuthors":[],"slug":"how-to-fend-off-educational-numbness-with-experiential-learning","title":"How to fend off 'educational numbness' with experiential learning","publishDate":1638254829,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In her first year as an English language arts (ELA) teacher, Lorena Germán remembers trying to steer her students through reading a district-assigned fiction book while ensuring they understood the text, retained what they learned and passed standardized tests. With her teaching options limited by a strict curriculum and students’ learning tied to aggressive benchmarks, it felt like an impossible task. So she started to experiment to find better ways to teach her students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her new book “\u003ca href=\"https://www.heinemann.com/products/e12041.aspx\">Textured Teaching: A Framework for Culturally Sustaining Practices\u003c/a>,” Germán shares what she gathered from her ten years of teaching about creating meaningful, justice-centered lessons. Her framework addresses what she calls “educational numbness” in today’s students, which is a result of how testing-centered schooling calls for students to be completely compliant, sit still and do assignments. “They're not supposed to be too sad or too emotional or angry. They're just supposed to receive and consume information and be OK with it,” said Germán. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational numbness has been further intensified by pandemic restrictions, according to Germán. Now, as students return to school buildings and readapt to their learning environments, they are at a breaking point. Teachers have noticed behavioral issues such as fighting and\u003c/span>\u003ca href=\"https://www.krgv.com/news/students-destroy-steal-school-property-for-viral-tiktok-challenge/\">\u003cspan style=\"font-weight: 400\"> “trash your school” challenges.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “We’re seeing a very visceral reaction,” said Germán. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://content.gallup.com/origin/gallupinc/GallupSpaces/Production/Cms/TGBCMS/8glunhrdqkypqkxwxqqtog.png\">\u003cimg class=\"alignnone\" src=\"https://content.gallup.com/origin/gallupinc/GallupSpaces/Production/Cms/TGBCMS/8glunhrdqkypqkxwxqqtog.png\" alt=\"\" width=\"1140\" height=\"699\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational numbness is especially common in ELA because it is a high stakes testing subject, said Germán. A \u003c/span>\u003ca href=\"https://news.gallup.com/opinion/gallup/170525/school-cliff-student-engagement-drops-school-year.aspx\">\u003cspan style=\"font-weight: 400\">series of Gallup surveys \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">calls the decline in engagement from grades 5 through 12 an \"\u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\">engagement\u003c/a>\u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\"> cliff.\u003c/a>\" In order to keep them engaged, students have called for more relevant curriculum, meaningful work and hope, according to the \u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\">survey\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Germán said creating experiential learning moments in ELA classes creates opportunities for students to learn in a way that applies their senses and resists the passiveness many learning environments seem to demand. “Textured Teaching said you're a human being who has feelings, who is sentient, and I want you to bring that in here,” said Germán. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identifying moments in the text for experiential activities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Germán said that students, particularly\u003c/span>\u003ca href=\"https://opa.hhs.gov/adolescent-health/adolescent-development-explained/cognitive-development\">\u003cspan style=\"font-weight: 400\"> adolescents, need a lot of stimulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to retain information and then apply it. “I want [students] to sit and read that book, and it moves you so much that maybe you cry,” said Germán. “I want those emotions in there. I want that passion in there because it's OK and it is conducive to learning.” She focuses on engaging the five senses to bring texts to life, incorporating ways for students to see, touch, hear, smell and even taste things that are relevant to what they are reading at the time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make sure experiential learning activities are rooted in academic skill development, Germán targets moments in texts that help students analyze and comprehend six core concepts: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Characterization\u003c/b>\u003cspan style=\"font-weight: 400\">. How has the author developed the characters?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Theme\u003c/b>\u003cspan style=\"font-weight: 400\">. What are central or reoccurring ideas that the author explores?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Setting.\u003c/b>\u003cspan style=\"font-weight: 400\"> Where are things taking place and how does that influence the characters?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Plot.\u003c/b>\u003cspan style=\"font-weight: 400\"> What is the story’s arc?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Social justice.\u003c/b>\u003cspan style=\"font-weight: 400\"> What are the ideas the author explores that are related to race and inclusivity?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Text-to-self connections.\u003c/b>\u003cspan style=\"font-weight: 400\"> Are there experiences from the story that are unfamiliar to students, but relevant to the present day?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often these core concepts may overlap and can expose students to parts of the book that may have gone unnoticed. For example, when Germán was reading “The Adventures of Huckleberry Finn” with her students, she took them to the Colorado River to help them understand how the characters would have experienced running away on the Mississippi River. She felt this experiential learning opportunity allowed her to better communicate the dangers that the character Jim would have felt as a formerly enslaved runaway. “Students touched the ground, felt the cold water, walked past branches and physically felt what the space was like,” said Germán. \u003c/span>\u003c/p>\n\u003cp>However, s\u003cspan style=\"font-weight: 400\">ome teachers are familiar with experiential learning because they’ve seen the ways it has gone wrong and turned into a potentially harmful simulation. \u003c/span>\u003cspan style=\"font-weight: 400\">Simulations enact\u003c/span>\u003ca href=\"https://www.learningforjustice.org/magazine/spring-2020/ending-curriculum-violence\">\u003cspan style=\"font-weight: 400\"> “curriculum violence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and negatively impact the emotional wellbeing of certain learners. Germán cautions educators to avoid scenarios that recreate oppressive structures or expose marginalized students to harm, such as \u003c/span>\u003ca href=\"https://blavity.com/mother-livid-after-school-uses-her-child-to-reenact-little-rock-nine-abuse?category1=news\">\u003cspan style=\"font-weight: 400\">historical reenactments \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">or performing stereotypes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Part of what people are trying to do with these horribly terrible simulations is inspire empathy,” said Germán. “We can do that without asking people to relive war crimes, for example, or slavery,” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, one year, Germán was teaching “Night,” a memoir by Elie Wiesel about the Holocaust. Her students were having trouble conceptualizing the railroad cars that were used to take Jewish people and others to concentration camps. She started by showing her students pictures, but when they still didn’t grasp the concept, she worked with a small group of students to measure out the dimensions of the train car on the floor with cardboard. Together they wrote details from the book on the board such as the weather in the country at the time and characteristics of the cars. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.heinemann.com/products/e12041.aspx\">\u003cimg class=\"alignright wp-image-58792\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching-160x200.jpeg\" alt=\"\" width=\"200\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching-160x200.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching.jpeg 230w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>She did not require students to get inside the structure or simulate the moments described in the book because that could create harm. Instead, she had students stand around the outside and talk about what they noticed and how having a physical representation of the dimensions strengthened their understanding of the book. “That helps them to both see it, imagine a little bit and have some empathy without me saying, ‘Let's practice being in a war crime.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If teachers do make mistakes that veer off into being a simulation when they’re trying to engage students in an experiential learning activity, Germán advises that they take a beat to reflect on what went wrong moment-by-moment. “Owning your mistake is going to be very important here,” she writes in Textured Teaching. If needed, teachers should get in touch with their administrators, share what went wrong and what their next steps are. Teachers can sit down with their students to apologize and clarify any incorrect information or misconceptions. “You should refrain from doing any other re-creations until you get a better grasp of the difference between re-creations and simulations and how to plan one effectively.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting people into your classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way to facilitate an experiential moment is to have someone come to the classroom to talk to students. Germán said this adds “auditory texture” to the class. Teachers can start by asking themselves what voices are missing in their lessons and invite people who can create a more \u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/\">\u003cspan style=\"font-weight: 400\">holistic understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of what students are learning in class. “Often, English classrooms feel restrictive and stiff because they overwhelmingly involve reading and writing while sitting quietly at desks. This is a good opportunity to move out of the desks, get into a community circle and listen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Germán encourages teachers to consider inviting to the classroom community members who do not speak English as a primary language. “Who you bring in communicates who you value,” she said. Bringing in other voices can also make students more aware of how certain identities have been excluded from U.S. schooling. \u003c/span>\u003cspan style=\"font-weight: 400\">Before welcoming speakers into the classroom, teachers can get students ready to engage with visitors. “There's got to be this foundation of how to ask questions respectfully,” said Germán. She also wants to make sure students understand how to ask questions that go beyond identity and into the content. “So that they’re not just sitting here asking you about your culture, but about how your culture impacts the thing you're talking about.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Debriefs are essential to bringing experiential activities to a close. She usually gives students three options: independent journal time, talking with a partner or talking together as a whole class. “I always offer a prompt,” she said. “I think sometimes debriefing doesn't work well because teachers just want to say, ‘What did you think?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of her tried and true prompts are “What came up for you today during this learning experience that you had not considered before?” or “Are you having a new thought about the things that we’ve been talking about?”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experiential learning activities offer an entry point into potentially challenging subject matter and help students fully engage in ELA. While having kids get out of desks to engage in an activity that asks them to move around the classroom can make educators a bit nervous, it can result in committed learners with a better understanding of what they are learning and opportunities to apply their new knowledge to other subjects.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Lorena Germán’s Textured Teaching framework says ELA educators can engage students' senses as a way to motivate them to learn.","status":"publish","parent":0,"modified":1638254829,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1546},"headData":{"title":"How to fend off 'educational numbness' with experiential learning - MindShift","description":"Lorena Germán’s Textured Teaching framework says ELA educators can engage students' senses as a way to motivate them to learn.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58698 https://ww2.kqed.org/mindshift/?p=58698","disqusUrl":"https://ww2.kqed.org/mindshift/2021/11/29/how-to-fend-off-educational-numbness-with-experiential-learning/","disqusTitle":"How to fend off 'educational numbness' with experiential learning","excludeFromSiteSearch":"Include","path":"/mindshift/58698/how-to-fend-off-educational-numbness-with-experiential-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In her first year as an English language arts (ELA) teacher, Lorena Germán remembers trying to steer her students through reading a district-assigned fiction book while ensuring they understood the text, retained what they learned and passed standardized tests. With her teaching options limited by a strict curriculum and students’ learning tied to aggressive benchmarks, it felt like an impossible task. So she started to experiment to find better ways to teach her students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her new book “\u003ca href=\"https://www.heinemann.com/products/e12041.aspx\">Textured Teaching: A Framework for Culturally Sustaining Practices\u003c/a>,” Germán shares what she gathered from her ten years of teaching about creating meaningful, justice-centered lessons. Her framework addresses what she calls “educational numbness” in today’s students, which is a result of how testing-centered schooling calls for students to be completely compliant, sit still and do assignments. “They're not supposed to be too sad or too emotional or angry. They're just supposed to receive and consume information and be OK with it,” said Germán. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational numbness has been further intensified by pandemic restrictions, according to Germán. Now, as students return to school buildings and readapt to their learning environments, they are at a breaking point. Teachers have noticed behavioral issues such as fighting and\u003c/span>\u003ca href=\"https://www.krgv.com/news/students-destroy-steal-school-property-for-viral-tiktok-challenge/\">\u003cspan style=\"font-weight: 400\"> “trash your school” challenges.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “We’re seeing a very visceral reaction,” said Germán. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://content.gallup.com/origin/gallupinc/GallupSpaces/Production/Cms/TGBCMS/8glunhrdqkypqkxwxqqtog.png\">\u003cimg class=\"alignnone\" src=\"https://content.gallup.com/origin/gallupinc/GallupSpaces/Production/Cms/TGBCMS/8glunhrdqkypqkxwxqqtog.png\" alt=\"\" width=\"1140\" height=\"699\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational numbness is especially common in ELA because it is a high stakes testing subject, said Germán. A \u003c/span>\u003ca href=\"https://news.gallup.com/opinion/gallup/170525/school-cliff-student-engagement-drops-school-year.aspx\">\u003cspan style=\"font-weight: 400\">series of Gallup surveys \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">calls the decline in engagement from grades 5 through 12 an \"\u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\">engagement\u003c/a>\u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\"> cliff.\u003c/a>\" In order to keep them engaged, students have called for more relevant curriculum, meaningful work and hope, according to the \u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\">survey\u003c/a>. \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\">Germán said creating experiential learning moments in ELA classes creates opportunities for students to learn in a way that applies their senses and resists the passiveness many learning environments seem to demand. “Textured Teaching said you're a human being who has feelings, who is sentient, and I want you to bring that in here,” said Germán. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identifying moments in the text for experiential activities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Germán said that students, particularly\u003c/span>\u003ca href=\"https://opa.hhs.gov/adolescent-health/adolescent-development-explained/cognitive-development\">\u003cspan style=\"font-weight: 400\"> adolescents, need a lot of stimulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to retain information and then apply it. “I want [students] to sit and read that book, and it moves you so much that maybe you cry,” said Germán. “I want those emotions in there. I want that passion in there because it's OK and it is conducive to learning.” She focuses on engaging the five senses to bring texts to life, incorporating ways for students to see, touch, hear, smell and even taste things that are relevant to what they are reading at the time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make sure experiential learning activities are rooted in academic skill development, Germán targets moments in texts that help students analyze and comprehend six core concepts: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Characterization\u003c/b>\u003cspan style=\"font-weight: 400\">. How has the author developed the characters?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Theme\u003c/b>\u003cspan style=\"font-weight: 400\">. What are central or reoccurring ideas that the author explores?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Setting.\u003c/b>\u003cspan style=\"font-weight: 400\"> Where are things taking place and how does that influence the characters?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Plot.\u003c/b>\u003cspan style=\"font-weight: 400\"> What is the story’s arc?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Social justice.\u003c/b>\u003cspan style=\"font-weight: 400\"> What are the ideas the author explores that are related to race and inclusivity?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Text-to-self connections.\u003c/b>\u003cspan style=\"font-weight: 400\"> Are there experiences from the story that are unfamiliar to students, but relevant to the present day?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often these core concepts may overlap and can expose students to parts of the book that may have gone unnoticed. For example, when Germán was reading “The Adventures of Huckleberry Finn” with her students, she took them to the Colorado River to help them understand how the characters would have experienced running away on the Mississippi River. She felt this experiential learning opportunity allowed her to better communicate the dangers that the character Jim would have felt as a formerly enslaved runaway. “Students touched the ground, felt the cold water, walked past branches and physically felt what the space was like,” said Germán. \u003c/span>\u003c/p>\n\u003cp>However, s\u003cspan style=\"font-weight: 400\">ome teachers are familiar with experiential learning because they’ve seen the ways it has gone wrong and turned into a potentially harmful simulation. \u003c/span>\u003cspan style=\"font-weight: 400\">Simulations enact\u003c/span>\u003ca href=\"https://www.learningforjustice.org/magazine/spring-2020/ending-curriculum-violence\">\u003cspan style=\"font-weight: 400\"> “curriculum violence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and negatively impact the emotional wellbeing of certain learners. Germán cautions educators to avoid scenarios that recreate oppressive structures or expose marginalized students to harm, such as \u003c/span>\u003ca href=\"https://blavity.com/mother-livid-after-school-uses-her-child-to-reenact-little-rock-nine-abuse?category1=news\">\u003cspan style=\"font-weight: 400\">historical reenactments \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">or performing stereotypes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Part of what people are trying to do with these horribly terrible simulations is inspire empathy,” said Germán. “We can do that without asking people to relive war crimes, for example, or slavery,” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, one year, Germán was teaching “Night,” a memoir by Elie Wiesel about the Holocaust. Her students were having trouble conceptualizing the railroad cars that were used to take Jewish people and others to concentration camps. She started by showing her students pictures, but when they still didn’t grasp the concept, she worked with a small group of students to measure out the dimensions of the train car on the floor with cardboard. Together they wrote details from the book on the board such as the weather in the country at the time and characteristics of the cars. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.heinemann.com/products/e12041.aspx\">\u003cimg class=\"alignright wp-image-58792\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching-160x200.jpeg\" alt=\"\" width=\"200\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching-160x200.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching.jpeg 230w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>She did not require students to get inside the structure or simulate the moments described in the book because that could create harm. Instead, she had students stand around the outside and talk about what they noticed and how having a physical representation of the dimensions strengthened their understanding of the book. “That helps them to both see it, imagine a little bit and have some empathy without me saying, ‘Let's practice being in a war crime.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If teachers do make mistakes that veer off into being a simulation when they’re trying to engage students in an experiential learning activity, Germán advises that they take a beat to reflect on what went wrong moment-by-moment. “Owning your mistake is going to be very important here,” she writes in Textured Teaching. If needed, teachers should get in touch with their administrators, share what went wrong and what their next steps are. Teachers can sit down with their students to apologize and clarify any incorrect information or misconceptions. “You should refrain from doing any other re-creations until you get a better grasp of the difference between re-creations and simulations and how to plan one effectively.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting people into your classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way to facilitate an experiential moment is to have someone come to the classroom to talk to students. Germán said this adds “auditory texture” to the class. Teachers can start by asking themselves what voices are missing in their lessons and invite people who can create a more \u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/\">\u003cspan style=\"font-weight: 400\">holistic understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of what students are learning in class. “Often, English classrooms feel restrictive and stiff because they overwhelmingly involve reading and writing while sitting quietly at desks. This is a good opportunity to move out of the desks, get into a community circle and listen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Germán encourages teachers to consider inviting to the classroom community members who do not speak English as a primary language. “Who you bring in communicates who you value,” she said. Bringing in other voices can also make students more aware of how certain identities have been excluded from U.S. schooling. \u003c/span>\u003cspan style=\"font-weight: 400\">Before welcoming speakers into the classroom, teachers can get students ready to engage with visitors. “There's got to be this foundation of how to ask questions respectfully,” said Germán. She also wants to make sure students understand how to ask questions that go beyond identity and into the content. “So that they’re not just sitting here asking you about your culture, but about how your culture impacts the thing you're talking about.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Debriefs are essential to bringing experiential activities to a close. She usually gives students three options: independent journal time, talking with a partner or talking together as a whole class. “I always offer a prompt,” she said. “I think sometimes debriefing doesn't work well because teachers just want to say, ‘What did you think?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of her tried and true prompts are “What came up for you today during this learning experience that you had not considered before?” or “Are you having a new thought about the things that we’ve been talking about?”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experiential learning activities offer an entry point into potentially challenging subject matter and help students fully engage in ELA. While having kids get out of desks to engage in an activity that asks them to move around the classroom can make educators a bit nervous, it can result in committed learners with a better understanding of what they are learning and opportunities to apply their new knowledge to other subjects.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58698/how-to-fend-off-educational-numbness-with-experiential-learning","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21319","mindshift_21403","mindshift_20711","mindshift_20646","mindshift_20985","mindshift_20839","mindshift_20616","mindshift_20557"],"featImg":"mindshift_58700","label":"mindshift"},"mindshift_58053":{"type":"posts","id":"mindshift_58053","meta":{"index":"posts_1591205157","site":"mindshift","id":"58053","score":null,"sort":[1628148703000]},"guestAuthors":[],"slug":"42-ways-to-boost-learning-by-applying-our-bodies-surroundings-and-relationships","title":"42 Ways to Boost Learning by Applying Our Bodies, Surroundings and Relationships","publishDate":1628148703,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Our education system is dominated by a \u003cem>neurocentric\u003c/em> model of thinking: we assume that students’ mental activity is contained inside their heads. But we open up a world of new possibilities when we encourage students to think \u003cem>outside\u003c/em> the brain: that is, to use external resources to enhance their mental processes.\u003c/p>\n\u003cp>Such outside-the-head resources include the sensations and movements of students’ bodies; the physical spaces in which students learn and play; and the social interactions students engage in with others. My new book, \"\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">The Extended Mind: The Power of Thinking Outside the Brain\u003c/a>\u003cem>,\"\u003c/em> offers an array of practical strategies for engaging these mental “extensions”; here, is a selection especially for teachers and parents.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Gesture\u003c/strong>\u003c/h2>\n\u003cp>Gesture isn’t mere hand-waving; it’s an essential part of a cognitive loop in which our hand motions influence our thoughts and vice versa. Becoming more aware of gesture, and using it more intentionally, can help teachers and students think more cogently, speak more fluently, and understand others more deeply.\u003c/p>\n\u003cp>\u003cstrong>Explicitly encourage gesture:\u003c/strong> When you see a student struggling to generate an explanation or solve a problem, offer a simple suggestion: “Could you try \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5182093/\">moving your hands\u003c/a> as you say that?”\u003c/p>\n\u003cp>\u003cstrong>Listen to gesture:\u003c/strong> Pay \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/0010027786900533\">close attention\u003c/a> to the hand motions of learners, especially at moments when what their hands are “saying” is different from the message conveyed by their words. This mismatched state indicates they are ready to learn and receptive to instruction.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Supply “visual artifacts”:\u003c/strong> Students are more likely to gesture (and in so doing acquire a deeper understanding) when there are \u003ca href=\"https://journals.sagepub.com/doi/10.3102/00346543071003365\">relevant objects\u003c/a> nearby to gesture \u003cem>at\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Put students on the spot:\u003c/strong> Improvising a description or an explanation is hard mental work, so students \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1871187115300134\">automatically offload\u003c/a> some of it onto their hands. The increased rate of gesture prompted by the act of improvisation can help them develop a deeper understanding of the material they’re talking about.\u003c/p>\n\u003cp>\u003cstrong>For every word, a gesture:\u003c/strong> Pair each new vocabulary word to be learned with a gesture in order to reinforce memory. When students \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2014.01467/full\">add a hand motion\u003c/a> to the actions of reading or speaking aloud a word, they’re sinking another “hook” into the material that will allow them to reel it in later.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Natural Spaces\u003c/strong>\u003c/h2>\n\u003cp>Over eons of evolution, our perceptual faculties were “tuned” to the kind of sensory information present in nature. While spending time in built interiors and urban settings drains students’ attentional resources, spending time outside refills the tank, restoring their ability to focus.\u003c/p>\n\u003cp>\u003cstrong>Think in terms of “environmental self-regulation”:\u003c/strong> Instead of asking students to get a grip on their thoughts and feelings from the inside, use exposure to the \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494489800386\">outside world\u003c/a>—especially nature—to help them restore their equilibrium and refresh their attention.\u003c/p>\n\u003cp>\u003cstrong>Have students practice “soft gazing”:\u003c/strong> When in nature, encourage students to relinquish the sharp-edged focus that is required by schoolwork. This involves allowing their gaze to become \u003ca href=\"https://edrl.berkeley.edu/wp-content/uploads/2019/06/Morgan.Abrahamson.2018JOCI.workshop-report.pdf?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=adefa6f6e5-EMAIL_CAMPAIGN_6-7-2021&utm_medium=email&utm_term=0_9c734401c1-adefa6f6e5-311867093\">relaxed and diffuse\u003c/a>, drawn here and there by whatever attracts it.\u003c/p>\n\u003cp>\u003cstrong>Direct students to seek out “micro-restorative opportunities”:\u003c/strong> Research shows that looking at a scene of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494415000328\">natural greenery\u003c/a>—even through a window—for as little as 40 seconds offers mental benefits, including improved concentration.\u003c/p>\n\u003cp>\u003cstrong>Bring nature inside:\u003c/strong> Natural light, potted plants, and even images and motifs borrowed from nature help students enter a state of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494410001027\">relaxed alertness\u003c/a>. During a break in learning, try showing students a nature video.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with the Space of Ideas\u003c/strong>\u003c/h2>\n\u003cp>We all tend to do too much “in our heads.” Students can think more effectively and more efficiently when they find ways to offload their mental contents onto physical space—whether it be the space of a whiteboard, a physical model, or a bunch of Post-It Notes. They can then interact with their ideas as if they were physical objects or a 3-D landscape, applying the spatial and navigational capacities that come so naturally to human beings.\u003c/p>\n\u003cp>\u003cstrong>Have students create a “concept map”:\u003c/strong> The brain treats abstract ideas like a landscape through which it must navigate. A \u003ca href=\"https://ctl.byu.edu/tip/concept-mapping\">concept map\u003c/a> makes this mental terrain visible, allowing us to recognize patterns and make new connections.\u003c/p>\n\u003cp>\u003cstrong>Direct students to write it down:\u003c/strong> Our culture values “doing things in your head,” but research shows that writing down our thoughts carries benefits for memory, problem-solving, and creativity. Ask students to keep a \u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674057579\">field notebook\u003c/a>, for example, in which they regularly record and review their observations.\u003c/p>\n\u003cp>\u003cstrong>Instruct students to sketch it out:\u003c/strong> \u003ca href=\"https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-016-0031-6\">Drawing the concept\u003c/a> they’re thinking about has benefits for students above and beyond writing about it in words. It doesn’t matter if students say they “can’t draw”—simply attempting to capture a concept in visual terms will deepen their understanding and reinforce your memory.\u003c/p>\n\u003cp>\u003cstrong>Make it physical:\u003c/strong> The human brain evolved to manipulate physical objects, not to contemplate abstract ideas. Whenever possible, have students create a concrete model or representation of the concept they’re thinking about, and then encourage them to use their whole bodies to \u003ca href=\"https://dl.acm.org/doi/10.1145/2442106.2442109\">interact with it\u003c/a>—moving around it so that they see it from different perspectives, manipulating its elements and trying out new combinations.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Interoception \u003c/strong>\u003c/h2>\n\u003cp>“Interoception” is the capacity to sense our internal signals. Students who learn how to tune into these inner cues can use them to make better decisions, to muster more mental resilience, and to exhibit greater emotional intelligence.\u003c/p>\n\u003cp>\u003cstrong>Lead students through a body scan:\u003c/strong> The \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/28955213/\">body scan\u003c/a> is meditative exercise in which non-judgmental attention is directed to each part of the body in turn. Practicing this exercise regularly will improve students’ ability to perceive interoceptive sensations.\u003c/p>\n\u003cp>\u003cstrong>Suggest that students label their internal sensations:\u003c/strong> \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/21534661/\">Affect labeling\u003c/a> is an activity in which each interoceptive sensation is noted and named as it is experienced. Research shows that engaging in affective labeling immediately reduces anxiety and distress.\u003c/p>\n\u003cp>\u003cstrong>Encourage students to engage in “cognitive reappraisal”:\u003c/strong> \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20161454/\">Cognitive reappraisal\u003c/a> is an exercise in which the basic building blocks of interoceptive sensations are re-appraised as representing a \u003cem>positive\u003c/em> emotion—for example, excitement instead of nervousness. Engaging in cognitive appraisal reduces negative affect and improves performance.\u003c/p>\n\u003cp>\u003cstrong>Ask students to fill in a body map:\u003c/strong> A \u003ca href=\"https://www.pnas.org/content/111/2/646\">body map\u003c/a> is an outline of the human body on which users note what they’re feeling and where in the body the feeling makes itself known. Completing a body map can help students become more aware of their internal signals and where in the body they are arising.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Movement\u003c/strong>\u003c/h2>\n\u003cp>Humans didn’t evolve to think while sitting still. Moving the body in specific ways while engaging in mental work can help students to think more effectively, more efficiently, and more creatively.\u003c/p>\n\u003cp>\u003cstrong>Allow students to play with fidget objects:\u003c/strong> Playing with \u003ca href=\"https://dl.acm.org/doi/10.1145/2971485.2971557\">fidget objects\u003c/a> can help students sharpen their focus, improve their mood, and boost their creativity. Different kinds of objects may generate usefully different mental states.\u003c/p>\n\u003cp>\u003cstrong>Have students sweat before they sit:\u003c/strong> Trying asking students to take a periodic “\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/16376711/\">movement break\u003c/a>\u003cu>.\u003c/u>” Engaging in brisk physical activity just before sitting down to think will boost students’ mental acuity.\u003c/p>\n\u003cp>\u003cstrong>Direct students to act out the abstract:\u003c/strong> In order to commit knowledge more firmly to memory, ask students to \u003ca href=\"https://psycnet.apa.org/record/2000-00111-009\">act it out\u003c/a> with whole-body movements. Research on the “enactment effect” shows that we remember what we \u003cem>do\u003c/em> much better than what we read or hear.\u003c/p>\n\u003cp>\u003cstrong>Teach to students’ bodies:\u003c/strong> When learning about abstract concepts (say, “vector” or “torque” in physics), provide students with a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0956797615569355\">physical experience\u003c/a> of the concept that can be drawn upon when thinking about it later. The brain apprehends the abstract much more readily when it is “grounded” in bodily experience.\u003c/p>\n\u003cp>\u003cstrong>Instruct students to move as if \u003cem>they\u003c/em> are \u003cem>it\u003c/em>:\u003c/strong> In order to understand an entity from the inside, or to make discoveries about that entity, students benefit from \u003ca href=\"https://ccl.northwestern.edu/2012/youre-it.pdf\">embodying it\u003c/a>—moving as if they themselves are the thing they are learning and thinking about.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Built Spaces\u003c/strong>\u003c/h2>\n\u003cp>We spend more than 90 percent of our time indoors, yet many of the spaces we occupy are not well-designed for extending the mind. We can take intentional steps to rearrange learning spaces so that they support intelligent thought.\u003c/p>\n\u003cp>\u003cstrong>Use space to implement “sensory reduction”:\u003c/strong> Allow students to work on challenging tasks in a quiet room free of distractions. Imposing such \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09658211.2017.1282519?journalCode=pmem20\">sensory reduction\u003c/a> generates a state of “stimuli hunger”, in which weakly-activated internal knowledge (barely-remembered facts, elusive imaginative notions) becomes more readily accessible. (Students can achieve a similar effect by briefly closing their eyes.)\u003c/p>\n\u003cp>\u003cstrong>Give students a space of their own:\u003c/strong> Thinking and learning in a space over which students feel \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20191407/\">ownership and control\u003c/a> gives them a feeling of empowerment, which in turn enhances their performance.\u003c/p>\n\u003cp>\u003cstrong>Offer students some privacy:\u003c/strong> Feeling “on display” all the time consumes mental bandwidth that could otherwise be applied to thinking. When students are able to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0001839212453028\">shield themselves\u003c/a> from the gaze of others, their cognitive load is reduced and they feel more free to experiment.\u003c/p>\n\u003cp>\u003cstrong>Fill learning spaces with “evocative objects”:\u003c/strong> Visual reminders of students’ \u003ca href=\"https://psycnet.apa.org/record/2016-18500-005\">academic identity\u003c/a>—who they are, and what they’re doing in that space—can put them in an optimal frame of mind for thinking. Objects representing their deepest values and ideals may be especially effective when hidden from others and visible only to the students themselves.\u003c/p>\n\u003cp>\u003cstrong>Appoint learning spaces with cues of belonging:\u003c/strong> Inspect your learning space for cues that signal exclusion; these should be removed and replaced with cues that \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/19968418/\">signal belonging\u003c/a>. Students think and work best in a space in which they feel that they are welcomed and included.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Experts\u003c/strong>\u003c/h2>\n\u003cp>Our system of education is based on experts teaching novices—but we experts often fail to convey all that we know, because our knowledge is so well-practiced as to become “automatized.” Research is revealing more effective ways of transferring expertise from one mind to another.\u003c/p>\n\u003cp>\u003cstrong>Let students know that imitation is acceptable:\u003c/strong> Our culture values innovation and originality, but often the most \u003ca href=\"https://hbr.org/2010/04/defend-your-research-imitation-is-more-valuable-than-innovation\">efficient and effective\u003c/a> approach to solving a problem is to copy what someone else has already done.\u003c/p>\n\u003cp>\u003cstrong>Encourage close observation:\u003c/strong> Children in other cultures commonly learn by observing and imitating their elders. Research has found that American children are not so adept at this practice—but that these capacities can be \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/19413421/\">deliberately cultivated\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Exhibit model work:\u003c/strong> We expect students to produce excellent work without first showing them what excellence looks like. Displaying \u003ca href=\"https://www.edutopia.org/blog/deeper-learning-student-work-ron-berger\">model examples\u003c/a> need not threaten students’ self-esteem or quash their creativity; it can inspire them to do their own best work.\u003c/p>\n\u003cp>\u003cstrong>Break it down:\u003c/strong> Experts tend to organize their knowledge into “chunks”—agglomerated masses of information that can seem impenetrable to novices. We can help learners begin to acquire mastery by \u003ca href=\"https://opinionator.blogs.nytimes.com/2011/04/18/a-better-way-to-teach-math/\">breaking down\u003c/a> our knowledge into smaller steps, and then smaller steps still—even “micro-steps.”\u003c/p>\n\u003cp>\u003cstrong>Employ the “caricature advantage”:\u003c/strong> For experts like us, the most important aspects of a given scenario “pop out” at first glance. For novices, that same scenario is an undifferentiated mass of information. We can help by deliberately \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/0010028587900168\">exaggerating and distorting\u003c/a>—caricaturing—the aspects of a scenario that we want novices to notice.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Peers\u003c/strong>\u003c/h2>\n\u003cp>Our notion of how to engage in challenging academic work usually involves sitting alone and thinking hard—but in fact, students think best when they think \u003cem>socially\u003c/em>. Social activities they engage in with peers, like storytelling, debating, and teaching, activate cognitive processes that remain dormant when students think by themselves.\u003c/p>\n\u003cp>\u003cstrong>Take advantage of the “protégé effect”:\u003c/strong> The act of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X13000209\">teaching someone else\u003c/a> leads the \u003cem>teacher\u003c/em> to learn—even more than the student. As highly social creatures, we’re more motivated by the goal of conveying information to others than by the goal of simply studying for its own sake. Even struggling learners can benefit, by teaching younger students or by teaching their family members.\u003c/p>\n\u003cp>\u003cstrong>Ask students to create an instructional video:\u003c/strong> Teaching-for-learning can produce benefits for the teacher even when there are no “students” present. \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0959475219301161\">Recording a video\u003c/a> generates feelings of “social presence”—the feeling that others are watching—leading many of the same factors involved in face-to-face teaching to kick in.\u003c/p>\n\u003cp>\u003cstrong>Promote students’ sense of “productive agency”:\u003c/strong> Create opportunities for student-teachers to enjoy the \u003ca href=\"https://psycnet.apa.org/record/2013-27120-003\">fruits of their labors\u003c/a>: it’s motivating for people to see their pupils exhibiting and applying the knowledge they have been taught.\u003c/p>\n\u003cp>\u003cstrong>Set up a “cascading mentorship”:\u003c/strong> A senior group can teach a more junior group, who can in turn instruct a still-less-experienced group, thereby \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/23887013/\">multiplying the benefits\u003c/a> of teaching-to-learn.\u003c/p>\n\u003cp>\u003cstrong>Find the underlying dispute:\u003c/strong> Much of what we learn in educational settings is boring and forgettable because it’s been drained of all conflict, presented as settled wisdom. But almost every topic can be reinvigorated by casting it in terms of a “\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00091380009602706\">constructive controversy\u003c/a>.”\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Groups\u003c/strong>\u003c/h2>\n\u003cp>The days of the lone genius are over; in our era, the sheer abundance of information and the increasing specialization of knowledge mean that we and our students have to trade our habits of individual thinking for new practices that activate the powerful “group mind.”\u003c/p>\n\u003cp>\u003cstrong>Have students move in sync:\u003c/strong> Engaging in \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1751-9004.2012.00450.x\">coordinated physical movement\u003c/a> leads people to like others more, identify with them more closely, and cooperate with them more effectively. This can even take the form of a shared stroll: Research shows that when people walk together, they automatically and unconsciously match up their bodily movements.\u003c/p>\n\u003cp>\u003cstrong>Engage in group rituals:\u003c/strong> \u003ca href=\"https://static1.squarespace.com/static/53485734e4b0fffc0dcc64c2/t/54735002e4b087a17999499e/1416843266236/legare-wen-ISSBD-2014.pdf?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=adefa6f6e5-EMAIL_CAMPAIGN_6-7-2021&utm_medium=email&utm_term=0_9c734401c1-adefa6f6e5-311867093\">Ritual activities\u003c/a> in which people do the same thing at the same time—even if it’s simply sharing a meal together—promote a sense of belonging and mutual trust.\u003c/p>\n\u003cp>\u003cstrong>Create “shared artifacts”:\u003c/strong> Group work is facilitated by the production of \u003ca href=\"https://www.ics.uci.edu/~corps/phaseii/OlsonOlson-DistanceMatters-HCIJ.pdf\">such artifacts\u003c/a>, which should be \u003cem>large\u003c/em>, \u003cem>complex\u003c/em>, \u003cem>persistent\u003c/em>, and \u003cem>revisable\u003c/em>. Bonus: when such artifacts are available, people tend to gesture at them—enhancing their own understanding and that of their team members.\u003c/p>\n\u003cp>\u003cstrong>Implement the “jigsaw classroom”:\u003c/strong> This \u003ca href=\"https://journals.sagepub.com/doi/10.1177/014616727900500405\">instructional technique\u003c/a>, invented in the midst of the desegregation battles of the early 1970s, has been shown to increase cooperation and teamwork even as it boosts learning.\u003c/p>\n\u003cp>\u003cstrong>Generate a sense of “shared fate”:\u003c/strong> A sense of \u003ca href=\"https://hbr.org/2015/06/get-rid-of-unhealthy-competition-on-your-team\">group motivation\u003c/a> arises when the fates of each individual are bound up with one another—when they rise or fall together. Adjust the incentives and rewards offered to group members such that the outcome, good or bad, is experienced the same way by all.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Annie Murphy Paul is a science writer and author of \"\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">The Extended Mind: The Power of Thinking Outside the Brain\u003c/a>,\" and \"\u003ca href=\"https://www.amazon.com/Origins-Months-Before-Birth-Shape/dp/074329663X\">Origins: How the Nine Months Before Birth Shape the Rest of Our Lives.\u003c/a>\"\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"So much of thinking is expected to happen sitting at a desk with just our brains, but we can learn a lot more by using our bodies, depending on our peers and seeking environments conducive to learning. ","status":"publish","parent":0,"modified":1628148704,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":56,"wordCount":2561},"headData":{"title":"42 Ways to Boost Learning by Applying Our Bodies, Surroundings and Relationships - MindShift","description":"So much of thinking is expected to happen sitting at a desk with just our brains, but we can learn a lot more by using our bodies, depending on our peers and seeking environments conducive to learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58053 https://ww2.kqed.org/mindshift/?p=58053","disqusUrl":"https://ww2.kqed.org/mindshift/2021/08/05/42-ways-to-boost-learning-by-applying-our-bodies-surroundings-and-relationships/","disqusTitle":"42 Ways to Boost Learning by Applying Our Bodies, Surroundings and Relationships","path":"/mindshift/58053/42-ways-to-boost-learning-by-applying-our-bodies-surroundings-and-relationships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Our education system is dominated by a \u003cem>neurocentric\u003c/em> model of thinking: we assume that students’ mental activity is contained inside their heads. But we open up a world of new possibilities when we encourage students to think \u003cem>outside\u003c/em> the brain: that is, to use external resources to enhance their mental processes.\u003c/p>\n\u003cp>Such outside-the-head resources include the sensations and movements of students’ bodies; the physical spaces in which students learn and play; and the social interactions students engage in with others. My new book, \"\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">The Extended Mind: The Power of Thinking Outside the Brain\u003c/a>\u003cem>,\"\u003c/em> offers an array of practical strategies for engaging these mental “extensions”; here, is a selection especially for teachers and parents.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Gesture\u003c/strong>\u003c/h2>\n\u003cp>Gesture isn’t mere hand-waving; it’s an essential part of a cognitive loop in which our hand motions influence our thoughts and vice versa. Becoming more aware of gesture, and using it more intentionally, can help teachers and students think more cogently, speak more fluently, and understand others more deeply.\u003c/p>\n\u003cp>\u003cstrong>Explicitly encourage gesture:\u003c/strong> When you see a student struggling to generate an explanation or solve a problem, offer a simple suggestion: “Could you try \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5182093/\">moving your hands\u003c/a> as you say that?”\u003c/p>\n\u003cp>\u003cstrong>Listen to gesture:\u003c/strong> Pay \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/0010027786900533\">close attention\u003c/a> to the hand motions of learners, especially at moments when what their hands are “saying” is different from the message conveyed by their words. This mismatched state indicates they are ready to learn and receptive to instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Supply “visual artifacts”:\u003c/strong> Students are more likely to gesture (and in so doing acquire a deeper understanding) when there are \u003ca href=\"https://journals.sagepub.com/doi/10.3102/00346543071003365\">relevant objects\u003c/a> nearby to gesture \u003cem>at\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Put students on the spot:\u003c/strong> Improvising a description or an explanation is hard mental work, so students \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1871187115300134\">automatically offload\u003c/a> some of it onto their hands. The increased rate of gesture prompted by the act of improvisation can help them develop a deeper understanding of the material they’re talking about.\u003c/p>\n\u003cp>\u003cstrong>For every word, a gesture:\u003c/strong> Pair each new vocabulary word to be learned with a gesture in order to reinforce memory. When students \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2014.01467/full\">add a hand motion\u003c/a> to the actions of reading or speaking aloud a word, they’re sinking another “hook” into the material that will allow them to reel it in later.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Natural Spaces\u003c/strong>\u003c/h2>\n\u003cp>Over eons of evolution, our perceptual faculties were “tuned” to the kind of sensory information present in nature. While spending time in built interiors and urban settings drains students’ attentional resources, spending time outside refills the tank, restoring their ability to focus.\u003c/p>\n\u003cp>\u003cstrong>Think in terms of “environmental self-regulation”:\u003c/strong> Instead of asking students to get a grip on their thoughts and feelings from the inside, use exposure to the \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494489800386\">outside world\u003c/a>—especially nature—to help them restore their equilibrium and refresh their attention.\u003c/p>\n\u003cp>\u003cstrong>Have students practice “soft gazing”:\u003c/strong> When in nature, encourage students to relinquish the sharp-edged focus that is required by schoolwork. This involves allowing their gaze to become \u003ca href=\"https://edrl.berkeley.edu/wp-content/uploads/2019/06/Morgan.Abrahamson.2018JOCI.workshop-report.pdf?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=adefa6f6e5-EMAIL_CAMPAIGN_6-7-2021&utm_medium=email&utm_term=0_9c734401c1-adefa6f6e5-311867093\">relaxed and diffuse\u003c/a>, drawn here and there by whatever attracts it.\u003c/p>\n\u003cp>\u003cstrong>Direct students to seek out “micro-restorative opportunities”:\u003c/strong> Research shows that looking at a scene of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494415000328\">natural greenery\u003c/a>—even through a window—for as little as 40 seconds offers mental benefits, including improved concentration.\u003c/p>\n\u003cp>\u003cstrong>Bring nature inside:\u003c/strong> Natural light, potted plants, and even images and motifs borrowed from nature help students enter a state of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494410001027\">relaxed alertness\u003c/a>. During a break in learning, try showing students a nature video.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with the Space of Ideas\u003c/strong>\u003c/h2>\n\u003cp>We all tend to do too much “in our heads.” Students can think more effectively and more efficiently when they find ways to offload their mental contents onto physical space—whether it be the space of a whiteboard, a physical model, or a bunch of Post-It Notes. They can then interact with their ideas as if they were physical objects or a 3-D landscape, applying the spatial and navigational capacities that come so naturally to human beings.\u003c/p>\n\u003cp>\u003cstrong>Have students create a “concept map”:\u003c/strong> The brain treats abstract ideas like a landscape through which it must navigate. A \u003ca href=\"https://ctl.byu.edu/tip/concept-mapping\">concept map\u003c/a> makes this mental terrain visible, allowing us to recognize patterns and make new connections.\u003c/p>\n\u003cp>\u003cstrong>Direct students to write it down:\u003c/strong> Our culture values “doing things in your head,” but research shows that writing down our thoughts carries benefits for memory, problem-solving, and creativity. Ask students to keep a \u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674057579\">field notebook\u003c/a>, for example, in which they regularly record and review their observations.\u003c/p>\n\u003cp>\u003cstrong>Instruct students to sketch it out:\u003c/strong> \u003ca href=\"https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-016-0031-6\">Drawing the concept\u003c/a> they’re thinking about has benefits for students above and beyond writing about it in words. It doesn’t matter if students say they “can’t draw”—simply attempting to capture a concept in visual terms will deepen their understanding and reinforce your memory.\u003c/p>\n\u003cp>\u003cstrong>Make it physical:\u003c/strong> The human brain evolved to manipulate physical objects, not to contemplate abstract ideas. Whenever possible, have students create a concrete model or representation of the concept they’re thinking about, and then encourage them to use their whole bodies to \u003ca href=\"https://dl.acm.org/doi/10.1145/2442106.2442109\">interact with it\u003c/a>—moving around it so that they see it from different perspectives, manipulating its elements and trying out new combinations.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Interoception \u003c/strong>\u003c/h2>\n\u003cp>“Interoception” is the capacity to sense our internal signals. Students who learn how to tune into these inner cues can use them to make better decisions, to muster more mental resilience, and to exhibit greater emotional intelligence.\u003c/p>\n\u003cp>\u003cstrong>Lead students through a body scan:\u003c/strong> The \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/28955213/\">body scan\u003c/a> is meditative exercise in which non-judgmental attention is directed to each part of the body in turn. Practicing this exercise regularly will improve students’ ability to perceive interoceptive sensations.\u003c/p>\n\u003cp>\u003cstrong>Suggest that students label their internal sensations:\u003c/strong> \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/21534661/\">Affect labeling\u003c/a> is an activity in which each interoceptive sensation is noted and named as it is experienced. Research shows that engaging in affective labeling immediately reduces anxiety and distress.\u003c/p>\n\u003cp>\u003cstrong>Encourage students to engage in “cognitive reappraisal”:\u003c/strong> \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20161454/\">Cognitive reappraisal\u003c/a> is an exercise in which the basic building blocks of interoceptive sensations are re-appraised as representing a \u003cem>positive\u003c/em> emotion—for example, excitement instead of nervousness. Engaging in cognitive appraisal reduces negative affect and improves performance.\u003c/p>\n\u003cp>\u003cstrong>Ask students to fill in a body map:\u003c/strong> A \u003ca href=\"https://www.pnas.org/content/111/2/646\">body map\u003c/a> is an outline of the human body on which users note what they’re feeling and where in the body the feeling makes itself known. Completing a body map can help students become more aware of their internal signals and where in the body they are arising.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Movement\u003c/strong>\u003c/h2>\n\u003cp>Humans didn’t evolve to think while sitting still. Moving the body in specific ways while engaging in mental work can help students to think more effectively, more efficiently, and more creatively.\u003c/p>\n\u003cp>\u003cstrong>Allow students to play with fidget objects:\u003c/strong> Playing with \u003ca href=\"https://dl.acm.org/doi/10.1145/2971485.2971557\">fidget objects\u003c/a> can help students sharpen their focus, improve their mood, and boost their creativity. Different kinds of objects may generate usefully different mental states.\u003c/p>\n\u003cp>\u003cstrong>Have students sweat before they sit:\u003c/strong> Trying asking students to take a periodic “\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/16376711/\">movement break\u003c/a>\u003cu>.\u003c/u>” Engaging in brisk physical activity just before sitting down to think will boost students’ mental acuity.\u003c/p>\n\u003cp>\u003cstrong>Direct students to act out the abstract:\u003c/strong> In order to commit knowledge more firmly to memory, ask students to \u003ca href=\"https://psycnet.apa.org/record/2000-00111-009\">act it out\u003c/a> with whole-body movements. Research on the “enactment effect” shows that we remember what we \u003cem>do\u003c/em> much better than what we read or hear.\u003c/p>\n\u003cp>\u003cstrong>Teach to students’ bodies:\u003c/strong> When learning about abstract concepts (say, “vector” or “torque” in physics), provide students with a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0956797615569355\">physical experience\u003c/a> of the concept that can be drawn upon when thinking about it later. The brain apprehends the abstract much more readily when it is “grounded” in bodily experience.\u003c/p>\n\u003cp>\u003cstrong>Instruct students to move as if \u003cem>they\u003c/em> are \u003cem>it\u003c/em>:\u003c/strong> In order to understand an entity from the inside, or to make discoveries about that entity, students benefit from \u003ca href=\"https://ccl.northwestern.edu/2012/youre-it.pdf\">embodying it\u003c/a>—moving as if they themselves are the thing they are learning and thinking about.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Built Spaces\u003c/strong>\u003c/h2>\n\u003cp>We spend more than 90 percent of our time indoors, yet many of the spaces we occupy are not well-designed for extending the mind. We can take intentional steps to rearrange learning spaces so that they support intelligent thought.\u003c/p>\n\u003cp>\u003cstrong>Use space to implement “sensory reduction”:\u003c/strong> Allow students to work on challenging tasks in a quiet room free of distractions. Imposing such \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09658211.2017.1282519?journalCode=pmem20\">sensory reduction\u003c/a> generates a state of “stimuli hunger”, in which weakly-activated internal knowledge (barely-remembered facts, elusive imaginative notions) becomes more readily accessible. (Students can achieve a similar effect by briefly closing their eyes.)\u003c/p>\n\u003cp>\u003cstrong>Give students a space of their own:\u003c/strong> Thinking and learning in a space over which students feel \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20191407/\">ownership and control\u003c/a> gives them a feeling of empowerment, which in turn enhances their performance.\u003c/p>\n\u003cp>\u003cstrong>Offer students some privacy:\u003c/strong> Feeling “on display” all the time consumes mental bandwidth that could otherwise be applied to thinking. When students are able to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0001839212453028\">shield themselves\u003c/a> from the gaze of others, their cognitive load is reduced and they feel more free to experiment.\u003c/p>\n\u003cp>\u003cstrong>Fill learning spaces with “evocative objects”:\u003c/strong> Visual reminders of students’ \u003ca href=\"https://psycnet.apa.org/record/2016-18500-005\">academic identity\u003c/a>—who they are, and what they’re doing in that space—can put them in an optimal frame of mind for thinking. Objects representing their deepest values and ideals may be especially effective when hidden from others and visible only to the students themselves.\u003c/p>\n\u003cp>\u003cstrong>Appoint learning spaces with cues of belonging:\u003c/strong> Inspect your learning space for cues that signal exclusion; these should be removed and replaced with cues that \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/19968418/\">signal belonging\u003c/a>. Students think and work best in a space in which they feel that they are welcomed and included.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Experts\u003c/strong>\u003c/h2>\n\u003cp>Our system of education is based on experts teaching novices—but we experts often fail to convey all that we know, because our knowledge is so well-practiced as to become “automatized.” Research is revealing more effective ways of transferring expertise from one mind to another.\u003c/p>\n\u003cp>\u003cstrong>Let students know that imitation is acceptable:\u003c/strong> Our culture values innovation and originality, but often the most \u003ca href=\"https://hbr.org/2010/04/defend-your-research-imitation-is-more-valuable-than-innovation\">efficient and effective\u003c/a> approach to solving a problem is to copy what someone else has already done.\u003c/p>\n\u003cp>\u003cstrong>Encourage close observation:\u003c/strong> Children in other cultures commonly learn by observing and imitating their elders. Research has found that American children are not so adept at this practice—but that these capacities can be \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/19413421/\">deliberately cultivated\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Exhibit model work:\u003c/strong> We expect students to produce excellent work without first showing them what excellence looks like. Displaying \u003ca href=\"https://www.edutopia.org/blog/deeper-learning-student-work-ron-berger\">model examples\u003c/a> need not threaten students’ self-esteem or quash their creativity; it can inspire them to do their own best work.\u003c/p>\n\u003cp>\u003cstrong>Break it down:\u003c/strong> Experts tend to organize their knowledge into “chunks”—agglomerated masses of information that can seem impenetrable to novices. We can help learners begin to acquire mastery by \u003ca href=\"https://opinionator.blogs.nytimes.com/2011/04/18/a-better-way-to-teach-math/\">breaking down\u003c/a> our knowledge into smaller steps, and then smaller steps still—even “micro-steps.”\u003c/p>\n\u003cp>\u003cstrong>Employ the “caricature advantage”:\u003c/strong> For experts like us, the most important aspects of a given scenario “pop out” at first glance. For novices, that same scenario is an undifferentiated mass of information. We can help by deliberately \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/0010028587900168\">exaggerating and distorting\u003c/a>—caricaturing—the aspects of a scenario that we want novices to notice.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Peers\u003c/strong>\u003c/h2>\n\u003cp>Our notion of how to engage in challenging academic work usually involves sitting alone and thinking hard—but in fact, students think best when they think \u003cem>socially\u003c/em>. Social activities they engage in with peers, like storytelling, debating, and teaching, activate cognitive processes that remain dormant when students think by themselves.\u003c/p>\n\u003cp>\u003cstrong>Take advantage of the “protégé effect”:\u003c/strong> The act of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X13000209\">teaching someone else\u003c/a> leads the \u003cem>teacher\u003c/em> to learn—even more than the student. As highly social creatures, we’re more motivated by the goal of conveying information to others than by the goal of simply studying for its own sake. Even struggling learners can benefit, by teaching younger students or by teaching their family members.\u003c/p>\n\u003cp>\u003cstrong>Ask students to create an instructional video:\u003c/strong> Teaching-for-learning can produce benefits for the teacher even when there are no “students” present. \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0959475219301161\">Recording a video\u003c/a> generates feelings of “social presence”—the feeling that others are watching—leading many of the same factors involved in face-to-face teaching to kick in.\u003c/p>\n\u003cp>\u003cstrong>Promote students’ sense of “productive agency”:\u003c/strong> Create opportunities for student-teachers to enjoy the \u003ca href=\"https://psycnet.apa.org/record/2013-27120-003\">fruits of their labors\u003c/a>: it’s motivating for people to see their pupils exhibiting and applying the knowledge they have been taught.\u003c/p>\n\u003cp>\u003cstrong>Set up a “cascading mentorship”:\u003c/strong> A senior group can teach a more junior group, who can in turn instruct a still-less-experienced group, thereby \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/23887013/\">multiplying the benefits\u003c/a> of teaching-to-learn.\u003c/p>\n\u003cp>\u003cstrong>Find the underlying dispute:\u003c/strong> Much of what we learn in educational settings is boring and forgettable because it’s been drained of all conflict, presented as settled wisdom. But almost every topic can be reinvigorated by casting it in terms of a “\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00091380009602706\">constructive controversy\u003c/a>.”\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Groups\u003c/strong>\u003c/h2>\n\u003cp>The days of the lone genius are over; in our era, the sheer abundance of information and the increasing specialization of knowledge mean that we and our students have to trade our habits of individual thinking for new practices that activate the powerful “group mind.”\u003c/p>\n\u003cp>\u003cstrong>Have students move in sync:\u003c/strong> Engaging in \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1751-9004.2012.00450.x\">coordinated physical movement\u003c/a> leads people to like others more, identify with them more closely, and cooperate with them more effectively. This can even take the form of a shared stroll: Research shows that when people walk together, they automatically and unconsciously match up their bodily movements.\u003c/p>\n\u003cp>\u003cstrong>Engage in group rituals:\u003c/strong> \u003ca href=\"https://static1.squarespace.com/static/53485734e4b0fffc0dcc64c2/t/54735002e4b087a17999499e/1416843266236/legare-wen-ISSBD-2014.pdf?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=adefa6f6e5-EMAIL_CAMPAIGN_6-7-2021&utm_medium=email&utm_term=0_9c734401c1-adefa6f6e5-311867093\">Ritual activities\u003c/a> in which people do the same thing at the same time—even if it’s simply sharing a meal together—promote a sense of belonging and mutual trust.\u003c/p>\n\u003cp>\u003cstrong>Create “shared artifacts”:\u003c/strong> Group work is facilitated by the production of \u003ca href=\"https://www.ics.uci.edu/~corps/phaseii/OlsonOlson-DistanceMatters-HCIJ.pdf\">such artifacts\u003c/a>, which should be \u003cem>large\u003c/em>, \u003cem>complex\u003c/em>, \u003cem>persistent\u003c/em>, and \u003cem>revisable\u003c/em>. Bonus: when such artifacts are available, people tend to gesture at them—enhancing their own understanding and that of their team members.\u003c/p>\n\u003cp>\u003cstrong>Implement the “jigsaw classroom”:\u003c/strong> This \u003ca href=\"https://journals.sagepub.com/doi/10.1177/014616727900500405\">instructional technique\u003c/a>, invented in the midst of the desegregation battles of the early 1970s, has been shown to increase cooperation and teamwork even as it boosts learning.\u003c/p>\n\u003cp>\u003cstrong>Generate a sense of “shared fate”:\u003c/strong> A sense of \u003ca href=\"https://hbr.org/2015/06/get-rid-of-unhealthy-competition-on-your-team\">group motivation\u003c/a> arises when the fates of each individual are bound up with one another—when they rise or fall together. Adjust the incentives and rewards offered to group members such that the outcome, good or bad, is experienced the same way by all.\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>Annie Murphy Paul is a science writer and author of \"\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">The Extended Mind: The Power of Thinking Outside the Brain\u003c/a>,\" and \"\u003ca href=\"https://www.amazon.com/Origins-Months-Before-Birth-Shape/dp/074329663X\">Origins: How the Nine Months Before Birth Shape the Rest of Our Lives.\u003c/a>\"\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58053/42-ways-to-boost-learning-by-applying-our-bodies-surroundings-and-relationships","authors":["4355"],"categories":["mindshift_193"],"tags":["mindshift_21078","mindshift_21148","mindshift_20711","mindshift_20520","mindshift_21444","mindshift_20865","mindshift_20783"],"featImg":"mindshift_58255","label":"mindshift"},"mindshift_58051":{"type":"posts","id":"mindshift_58051","meta":{"index":"posts_1591205157","site":"mindshift","id":"58051","score":null,"sort":[1624954611000]},"guestAuthors":[],"slug":"how-movement-and-gestures-can-improve-student-learning","title":"How Movement and Gestures Can Improve Student Learning","publishDate":1624954611,"format":"standard","headTitle":"How Movement and Gestures Can Improve Student Learning | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sit down, sit still and use your head. In our brain-centric culture, we often equate thinking with quiet focus. \u003c/span>\u003cspan style=\"font-weight: 400\">But when it comes to deep learning, the brain is only part of the story, says Annie Murphy Paul, author of the new book \u003c/span>\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">\u003cspan style=\"font-weight: 400\">“The Extended Mind: The Power of Thinking Outside the Brain.” \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yes, the brain is an incredible organ, she says, but it also “has firm limits on what it can do in terms of paying attention, remembering, staying focused, staying motivated and grasping abstract concepts.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, the human brain evolved to engage in activities that are quite different from the abstract, complex tasks required in modern classrooms and workplaces. “There is a mismatch between what our brain is and what we expect of it,” says Paul, and because of that, “our brains inevitably let us down.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, these natural limitations can feel very distressing. “When students’ brains don’t work quite as well as they want – when they are forgetful or distracted – they blame themselves.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Paul argues that if we want to extend the capacity of our brain – and engage in deeper, more creative learning – we need to capitalize on other body systems, on our surroundings and on our relationships. “The way to get better at thinking and learning is not to keep pushing the brain and certainly not to blame ourselves for its failures, but to reach outside the brain and transcend its limits by bringing in these external resources.”\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=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two of these resources that educators, parents and caregivers can readily employ are movement and gesture.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Thinking with Movement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans did not evolve to do their best work while sitting down, says Paul. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about a child struggling to keep their body still during a lesson. “It takes a fair amount of mental bandwidth to keep our bodies still because we’re meant to be in a kind of state of constant motion. And to control your impulse to move – especially for children – uses up some of the mental resources that they could otherwise apply to their learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Paul’s research, she encountered a common theme in the writings of many influential scholars: they did their best thinking while walking. As Henry David Thoreau wrote, “the moment my legs begin to move, my thoughts begin to flow.” He’s not alone. In experiments out of \u003c/span>\u003ca href=\"https://news.stanford.edu/2014/04/24/walking-vs-sitting-042414/\">\u003cspan style=\"font-weight: 400\">Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students who completed creative tasks while walking – such as coming up with unexpected uses for a paperclip – came up with more ideas than those who brainstormed sitting down. Even our language reflects this understanding, says Paul. “We say we are ‘stuck’ or in a ‘rut’ \u003c/span>\u003cspan style=\"font-weight: 400\">because we have this idea that stasis and non-movement do not promote creativity. And then when we are thinking creatively, we say we are ‘on a roll’ or our thoughts are ‘flowing.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefits of movement are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53681/how-movement-and-exercise-help-kids-learn\">\u003cspan style=\"font-weight: 400\">well-documented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: physical activity improves students’ focus, retention, memory consolidation, creativity and mood. Movement breaks – from recess to a short dance party to doing standing stretches at their desks – boost students’ mental sharpness. Research finds that a single workout can improve a student’s ability to focus on a task for up to two hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even micro-movements – such as shifting our weight while working at a standing desk – can help us stay more alert. “Activity-permissive classrooms” are helpful for all kids, says Paul, but particularly for students with ADHD for whom “low-intensity movement helps them regulate their state of physiological arousal and alertness.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Incorporating Purposeful Movement Into Instruction\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers weave in purposeful movement, they enhance students’ comprehension and retention. The phrase for this is \u003c/span>\u003ca href=\"https://blogs.scientificamerican.com/guest-blog/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain/\">\u003cspan style=\"font-weight: 400\">“embodied cognition”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: our brain influences our body, but our body also influences our brain. Paul points to research that found students who incorporated movement into their learning strategy remembered 76 percent of the material, while those who simply used their brain to memorize recalled only 37 percent. “\u003c/span>\u003cspan style=\"font-weight: 400\">We just don’t remember what we hear that well, or even what we see. Most of all we remember what we’ve done, the actions that we’ve taken. The traditional classroom is still focused on written and spoken language, and we’re leaving out this incredibly powerful human capacity to relate things to the movements of the body.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can design lessons that incorporate congruent, novel and self-referential movement. Congruent movement involves engaging in physical activity that matches a concept – such as kids creating a number line with their bodies or acting out a math word problem. Novel movement asks students to do something unfamiliar to acquaint them with a new concept – such as physics students holding on to a tilting, spinning wheel to experience torque. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-referential movements involve students casting themselves as a character in the story of a concept. As Paul notes, Einstein imagined himself riding on a beam of light as he developed the theory of relativity, and polio vaccine inventor Jonas Salk imagined himself as a virus or cancer cell. Teachers, likewise, can ask students to act out the story of photosynthesis, or link arms to become human chromosomes. According to research, role-playing in science helped students achieve a more accurate understanding of a concept. Working with manipulatives is helpful, says Paul, but “students learn even more when the manipulatives they employ are their own body.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Tapping into the Power of Gesture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While you’d be hard-pressed to find a professional development workshop on using gesture in the classroom, gesturing was our first language and remains key to communicating ideas. As Paul says, “The movements of the hands are a co-equal partner with speech. When we don’t attend to gesture, our own or others, we’re missing out on half the conversation. There’s fascinating research that suggests our most advanced, newest and cutting-edge ideas – the ones that we can’t quite put into words yet – show up first in our gestures.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does this mean for parents and teachers? The possibilities are myriad, says Paul. Look for instructional videos that include people gesturing – and not just talking heads; studies show that improves retention. Think about your own gestures as you explain new concepts and be purposeful in your movements. Teach students to pair new vocabulary words with an associated movement. Give them objects or diagrams to point to. Pay attention to student gestures to see what they might be communicating without words. And actively encourage students to gesture as part of the learning process. “The more you gesture, the deeper your understanding becomes,” says Paul, “so you should create as many opportunities for students to gesture as possible. Ask them, ‘Can you move your hands when you say that?’” That simple prompt not only gives the teacher more information about a student’s understanding, it also “moves the student’s own thinking ahead a step.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, it’s a perspective shift, says Paul. Our moving, fidgeting bodies are not at odds with learning but are rather a powerful way to extend our mind. “The movement and gesture of the body should be as much a part of the classroom as our thinking and talking brain.” \u003c/span>\u003c/p>\n\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\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=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"Sitting still can impede learning for so many people. Moving your body can help generate thoughts and improve memory consolidation. ","status":"publish","parent":0,"modified":1700528766,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1359},"headData":{"title":"How Movement and Gestures Can Improve Student Learning | KQED","description":"Sitting still can impede learning for so many people. Moving your body can help generate thoughts and improve memory consolidation.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Sitting still can impede learning for so many people. Moving your body can help generate thoughts and improve memory consolidation."},"audioUrl":"https://dcs.megaphone.fm/KQINC8693244115.mp3?key=ef362a0cfe9cd9509c9f6fb3c4c03676","excludeFromSiteSearch":"Include","path":"/mindshift/58051/how-movement-and-gestures-can-improve-student-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sit down, sit still and use your head. In our brain-centric culture, we often equate thinking with quiet focus. \u003c/span>\u003cspan style=\"font-weight: 400\">But when it comes to deep learning, the brain is only part of the story, says Annie Murphy Paul, author of the new book \u003c/span>\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">\u003cspan style=\"font-weight: 400\">“The Extended Mind: The Power of Thinking Outside the Brain.” \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yes, the brain is an incredible organ, she says, but it also “has firm limits on what it can do in terms of paying attention, remembering, staying focused, staying motivated and grasping abstract concepts.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, the human brain evolved to engage in activities that are quite different from the abstract, complex tasks required in modern classrooms and workplaces. “There is a mismatch between what our brain is and what we expect of it,” says Paul, and because of that, “our brains inevitably let us down.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, these natural limitations can feel very distressing. “When students’ brains don’t work quite as well as they want – when they are forgetful or distracted – they blame themselves.”\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\">In her book, Paul argues that if we want to extend the capacity of our brain – and engage in deeper, more creative learning – we need to capitalize on other body systems, on our surroundings and on our relationships. “The way to get better at thinking and learning is not to keep pushing the brain and certainly not to blame ourselves for its failures, but to reach outside the brain and transcend its limits by bringing in these external resources.”\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=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two of these resources that educators, parents and caregivers can readily employ are movement and gesture.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Thinking with Movement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans did not evolve to do their best work while sitting down, says Paul. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about a child struggling to keep their body still during a lesson. “It takes a fair amount of mental bandwidth to keep our bodies still because we’re meant to be in a kind of state of constant motion. And to control your impulse to move – especially for children – uses up some of the mental resources that they could otherwise apply to their learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Paul’s research, she encountered a common theme in the writings of many influential scholars: they did their best thinking while walking. As Henry David Thoreau wrote, “the moment my legs begin to move, my thoughts begin to flow.” He’s not alone. In experiments out of \u003c/span>\u003ca href=\"https://news.stanford.edu/2014/04/24/walking-vs-sitting-042414/\">\u003cspan style=\"font-weight: 400\">Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students who completed creative tasks while walking – such as coming up with unexpected uses for a paperclip – came up with more ideas than those who brainstormed sitting down. Even our language reflects this understanding, says Paul. “We say we are ‘stuck’ or in a ‘rut’ \u003c/span>\u003cspan style=\"font-weight: 400\">because we have this idea that stasis and non-movement do not promote creativity. And then when we are thinking creatively, we say we are ‘on a roll’ or our thoughts are ‘flowing.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefits of movement are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53681/how-movement-and-exercise-help-kids-learn\">\u003cspan style=\"font-weight: 400\">well-documented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: physical activity improves students’ focus, retention, memory consolidation, creativity and mood. Movement breaks – from recess to a short dance party to doing standing stretches at their desks – boost students’ mental sharpness. Research finds that a single workout can improve a student’s ability to focus on a task for up to two hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even micro-movements – such as shifting our weight while working at a standing desk – can help us stay more alert. “Activity-permissive classrooms” are helpful for all kids, says Paul, but particularly for students with ADHD for whom “low-intensity movement helps them regulate their state of physiological arousal and alertness.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Incorporating Purposeful Movement Into Instruction\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers weave in purposeful movement, they enhance students’ comprehension and retention. The phrase for this is \u003c/span>\u003ca href=\"https://blogs.scientificamerican.com/guest-blog/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain/\">\u003cspan style=\"font-weight: 400\">“embodied cognition”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: our brain influences our body, but our body also influences our brain. Paul points to research that found students who incorporated movement into their learning strategy remembered 76 percent of the material, while those who simply used their brain to memorize recalled only 37 percent. “\u003c/span>\u003cspan style=\"font-weight: 400\">We just don’t remember what we hear that well, or even what we see. Most of all we remember what we’ve done, the actions that we’ve taken. The traditional classroom is still focused on written and spoken language, and we’re leaving out this incredibly powerful human capacity to relate things to the movements of the body.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can design lessons that incorporate congruent, novel and self-referential movement. Congruent movement involves engaging in physical activity that matches a concept – such as kids creating a number line with their bodies or acting out a math word problem. Novel movement asks students to do something unfamiliar to acquaint them with a new concept – such as physics students holding on to a tilting, spinning wheel to experience torque. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-referential movements involve students casting themselves as a character in the story of a concept. As Paul notes, Einstein imagined himself riding on a beam of light as he developed the theory of relativity, and polio vaccine inventor Jonas Salk imagined himself as a virus or cancer cell. Teachers, likewise, can ask students to act out the story of photosynthesis, or link arms to become human chromosomes. According to research, role-playing in science helped students achieve a more accurate understanding of a concept. Working with manipulatives is helpful, says Paul, but “students learn even more when the manipulatives they employ are their own body.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Tapping into the Power of Gesture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While you’d be hard-pressed to find a professional development workshop on using gesture in the classroom, gesturing was our first language and remains key to communicating ideas. As Paul says, “The movements of the hands are a co-equal partner with speech. When we don’t attend to gesture, our own or others, we’re missing out on half the conversation. There’s fascinating research that suggests our most advanced, newest and cutting-edge ideas – the ones that we can’t quite put into words yet – show up first in our gestures.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does this mean for parents and teachers? The possibilities are myriad, says Paul. Look for instructional videos that include people gesturing – and not just talking heads; studies show that improves retention. Think about your own gestures as you explain new concepts and be purposeful in your movements. Teach students to pair new vocabulary words with an associated movement. Give them objects or diagrams to point to. Pay attention to student gestures to see what they might be communicating without words. And actively encourage students to gesture as part of the learning process. “The more you gesture, the deeper your understanding becomes,” says Paul, “so you should create as many opportunities for students to gesture as possible. Ask them, ‘Can you move your hands when you say that?’” That simple prompt not only gives the teacher more information about a student’s understanding, it also “moves the student’s own thinking ahead a step.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, it’s a perspective shift, says Paul. Our moving, fidgeting bodies are not at odds with learning but are rather a powerful way to extend our mind. “The movement and gesture of the body should be as much a part of the classroom as our thinking and talking brain.” \u003c/span>\u003c/p>\n\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- 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=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58051/how-movement-and-gestures-can-improve-student-learning","authors":["11087"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848","mindshift_193"],"tags":["mindshift_21148","mindshift_20711","mindshift_20562"],"featImg":"mindshift_58062","label":"mindshift_21847"},"mindshift_56762":{"type":"posts","id":"mindshift_56762","meta":{"index":"posts_1591205157","site":"mindshift","id":"56762","score":null,"sort":[1602234265000]},"guestAuthors":[],"slug":"learning-about-christopher-columbus-by-putting-him-on-trial","title":"Learning About Christopher Columbus By Putting Him on Trial","publishDate":1602234265,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Last fall, teacher Michael Palermo called Columbus’s crew to the witness stand. Wilfredo Lopez Murcia, a student at Wakefield High School in Virginia, strolled to the front of the classroom, followed by classmate Jhonnatan Moya Miranda.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Hello, mates,” Wilfredo quipped, giving a short salute to his peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wilfredo and Jhonnatan were about to defend themselves in The \u003ca href=\"https://www.zinnedproject.org/materials/people-vs-columbus/\">People vs. Columbus, et al. trial\u003c/a>, a social studies role play that encourages critical thinking about European colonization of the Americas. During the interactive lesson, which was developed by a teacher in Portland, Oregon, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\">\u003cspan style=\"font-weight: 400\">groups of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> make a case for who was responsible for a major crime: the slaughter of millions of indigenous Taínos following Christopher Columbus’s arrival in Hispaniola in 1492.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Defending himself and the rest of Columbus’s men, Wilfredo argued that, despite capturing slaves, raping women and setting dogs on infants, they did not hold power in the situation. A classmate serving as a juror probed for more information. Was it also true that Columbus’s men cut off the hands of the Taíno people when they didn’t find gold?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s true but that’s because as soldiers we were trained to follow orders,” Wilfredo said. “There’s no choice.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A classmate defending Columbus jumped in: “Do Columbus’s men have minds? Do they know right from wrong?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wilfredo replied: “The ones who didn’t know right from wrong were Columbus and the king and queen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The monarchs in question — Ferdinand and Isabella — would also be called to defend themselves by the end of the period, as would Columbus, Pope Alexander VI and the Catholic Church, the Taínos, and the system of empire. Although the jury would return a verdict, there would be no easy answer to who was most at fault for the atrocities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A basic habit of mind I am hoping to nurture is to urge students to ask the deep ‘why?’ questions,” said Bill Bigelow, the Portland educator who created the Columbus trial. “If it hadn't been Columbus, would a different European explorer have behaved fundamentally different?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the early 1990s, Bigelow has shared the Columbus trial with other teachers through workshops and in the second edition of his book, “\u003c/span>\u003ca href=\"https://www.rethinkingschools.org/books/title/rethinking-columbus-expanded-second-edition\">\u003cspan style=\"font-weight: 400\">Rethinking Columbus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” That book has sold tens of thousands of copies, according to Bigelow, and the \u003c/span>\u003ca href=\"https://www.zinnedproject.org/materials/people-vs-columbus/\">\u003cspan style=\"font-weight: 400\">lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the trial has been downloaded from the Zinn Education Project thousands of times and \u003ca href=\"https://www.facebook.com/ZinnEducationProject/photos/have-you-used-the-lesson-the-people-vs-columbus-et-al-one-of-the-most-popular-te/10153194985769677/\">shared\u003c/a> with \u003ca href=\"https://www.sfgate.com/news/article/Christopher-columbus-day-history-trial-murder-12258599.php\">teachers\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Michael Palermo, who is Wilfredo’s teacher at Wakefield High, has done the trial with his classes for more than 20 years. Even though school has moved online because of COVID-19, he still plans to teach the trial. He said the activity aligns well with two recent trends in education: a move toward more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\">\u003cspan style=\"font-weight: 400\">hands-on\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51580/four-inquiry-qualities-at-the-heart-of-student-centered-teaching\">\u003cspan style=\"font-weight: 400\">inquiry-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and greater interest in showing more than the victors’ viewpoint of history. The latter trend corresponds to a shift outside of schools, too. About a dozen \u003ca href=\"https://www.cnn.com/2019/04/22/us/indigenous-peoples-day-columbus-day-trnd/index.html\">states\u003c/a> and more than 130 U.S. \u003ca href=\"https://wtop.com/alexandria/2019/09/alexandria-to-recognize-indigenous-peoples-day/\">cities\u003c/a> have replaced Columbus Day with Indigenous Peoples Day or stopped observing the holiday.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Outcomes\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In preparing for and doing the Columbus trial, students use a number of key academic skills, such as developing an argument, citing evidence and responding to counter-arguments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Bryan Chu, who conducts the trial with his middle school students in Portland, the fact that they’re practicing those skills in a student-led format makes it more engaging. “Once you give them the materials, they run with it,” he said. “They really like to put their ideas to the test and challenge other people and be able to talk back and forth and formulate arguments on the fly. ... there’s just not enough opportunities like that in schools.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56765\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56765\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/20191009_104852-scaled-e1602230704980.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Students last fall at Harriet Tubman Middle School in Portland, Oregon, plan their defense of the system of empire for a People vs. Columbus, et al trial in social studies class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Palermo said the format can allow different students to shine. He recalled one student last year who usually came to class fatigued from working two jobs to help his family. But \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">\u003cspan style=\"font-weight: 400\">acting the part\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of King Ferdinand in the trial “really got him fired up,” Palermo said. “I felt bad for (the other groups) because he was really gunning for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students draw on historical evidence to argue different perspectives in the role play, they also explore their own \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\">ideas about power, responsibility and morality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s one of those discussions where … we’re not trying to decide what happened, they’re trying to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53123/how-to-teach-students-historical-inquiry-through-media-literacy-and-critical-thinking\">\u003cspan style=\"font-weight: 400\">make some meaning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of it,” said Palermo. “That’s what makes history interesting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In late October, after Wilfredo and his classmates made their defense of each group, the jurors deliberated in the hallway. Then they returned their verdict: Columbus, his crew, Queen Isabella and King Ferdinand were all guilty in the murder of millions of indigenous Taínos. Students from other groups cheered and threw up their arms in victory.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But as the hurrahs subsided, Palermo pointed out that it’s a complicated decision. In each of the three classes he taught that week, the jurors returned a different verdict. In class discussions or essays following the trial, both Palermo and Chu ask students to formulate their own verdicts. Chu also presents data from verdicts over multiple years of the activity to encourage students to analyze patterns.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Challenges\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chu said that the same reasons students love the Columbus trial can make it scary for teachers — it’s unscripted. “It can go in a million different places, right? And you gotta be willing to just let it go there and deal with things as they come up,” he said. “If you’re waiting for yourself to be 100 percent prepared, you’ll never do it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers also may worry whether questioning the dominant Columbus story is too political. But Chu said that framing Columbus only as a hero comes from a specific viewpoint, too, and it leaves out indigenous experiences. “At the end of the day, (students) do have to come to their own conclusions of what they do with the information or not. My job is to make sure, when it comes time, they have a million different starting points.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bigelow, “To teach about history is to teach about injustice,” and the Columbus trial does not present simple conclusions about that. “What has been most gratifying is hearing from teachers about how the activity has prompted students to think more deeply about the roots of violence and injustice,” he said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://youtu.be/12LQsBclMos\u003c/p>\n\n","blocks":[],"excerpt":"More educators are teaching the brutality of Christopher Columbus and colonization by having students role play a trial in which Columbus, his crew, Queen Isabella and King Ferdinand are on trial for the murder of millions of indigenous Taínos.","status":"publish","parent":0,"modified":1602234445,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1178},"headData":{"title":"Learning About Christopher Columbus By Putting Him on Trial - MindShift","description":"More educators are teaching the brutality of Christopher Columbus and colonization by having students role play a trial in which Columbus, his crew, Queen Isabella and King Ferdinand are on trial for the murder of millions of indigenous Taínos.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56762 https://ww2.kqed.org/mindshift/?p=56762","disqusUrl":"https://ww2.kqed.org/mindshift/2020/10/09/learning-about-christopher-columbus-by-putting-him-on-trial/","disqusTitle":"Learning About Christopher Columbus By Putting Him on Trial","path":"/mindshift/56762/learning-about-christopher-columbus-by-putting-him-on-trial","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last fall, teacher Michael Palermo called Columbus’s crew to the witness stand. Wilfredo Lopez Murcia, a student at Wakefield High School in Virginia, strolled to the front of the classroom, followed by classmate Jhonnatan Moya Miranda.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Hello, mates,” Wilfredo quipped, giving a short salute to his peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wilfredo and Jhonnatan were about to defend themselves in The \u003ca href=\"https://www.zinnedproject.org/materials/people-vs-columbus/\">People vs. Columbus, et al. trial\u003c/a>, a social studies role play that encourages critical thinking about European colonization of the Americas. During the interactive lesson, which was developed by a teacher in Portland, Oregon, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\">\u003cspan style=\"font-weight: 400\">groups of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> make a case for who was responsible for a major crime: the slaughter of millions of indigenous Taínos following Christopher Columbus’s arrival in Hispaniola in 1492.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Defending himself and the rest of Columbus’s men, Wilfredo argued that, despite capturing slaves, raping women and setting dogs on infants, they did not hold power in the situation. A classmate serving as a juror probed for more information. Was it also true that Columbus’s men cut off the hands of the Taíno people when they didn’t find gold?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s true but that’s because as soldiers we were trained to follow orders,” Wilfredo said. “There’s no choice.”\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\">A classmate defending Columbus jumped in: “Do Columbus’s men have minds? Do they know right from wrong?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wilfredo replied: “The ones who didn’t know right from wrong were Columbus and the king and queen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The monarchs in question — Ferdinand and Isabella — would also be called to defend themselves by the end of the period, as would Columbus, Pope Alexander VI and the Catholic Church, the Taínos, and the system of empire. Although the jury would return a verdict, there would be no easy answer to who was most at fault for the atrocities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A basic habit of mind I am hoping to nurture is to urge students to ask the deep ‘why?’ questions,” said Bill Bigelow, the Portland educator who created the Columbus trial. “If it hadn't been Columbus, would a different European explorer have behaved fundamentally different?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the early 1990s, Bigelow has shared the Columbus trial with other teachers through workshops and in the second edition of his book, “\u003c/span>\u003ca href=\"https://www.rethinkingschools.org/books/title/rethinking-columbus-expanded-second-edition\">\u003cspan style=\"font-weight: 400\">Rethinking Columbus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” That book has sold tens of thousands of copies, according to Bigelow, and the \u003c/span>\u003ca href=\"https://www.zinnedproject.org/materials/people-vs-columbus/\">\u003cspan style=\"font-weight: 400\">lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the trial has been downloaded from the Zinn Education Project thousands of times and \u003ca href=\"https://www.facebook.com/ZinnEducationProject/photos/have-you-used-the-lesson-the-people-vs-columbus-et-al-one-of-the-most-popular-te/10153194985769677/\">shared\u003c/a> with \u003ca href=\"https://www.sfgate.com/news/article/Christopher-columbus-day-history-trial-murder-12258599.php\">teachers\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Michael Palermo, who is Wilfredo’s teacher at Wakefield High, has done the trial with his classes for more than 20 years. Even though school has moved online because of COVID-19, he still plans to teach the trial. He said the activity aligns well with two recent trends in education: a move toward more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\">\u003cspan style=\"font-weight: 400\">hands-on\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51580/four-inquiry-qualities-at-the-heart-of-student-centered-teaching\">\u003cspan style=\"font-weight: 400\">inquiry-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and greater interest in showing more than the victors’ viewpoint of history. The latter trend corresponds to a shift outside of schools, too. About a dozen \u003ca href=\"https://www.cnn.com/2019/04/22/us/indigenous-peoples-day-columbus-day-trnd/index.html\">states\u003c/a> and more than 130 U.S. \u003ca href=\"https://wtop.com/alexandria/2019/09/alexandria-to-recognize-indigenous-peoples-day/\">cities\u003c/a> have replaced Columbus Day with Indigenous Peoples Day or stopped observing the holiday.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Outcomes\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In preparing for and doing the Columbus trial, students use a number of key academic skills, such as developing an argument, citing evidence and responding to counter-arguments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Bryan Chu, who conducts the trial with his middle school students in Portland, the fact that they’re practicing those skills in a student-led format makes it more engaging. “Once you give them the materials, they run with it,” he said. “They really like to put their ideas to the test and challenge other people and be able to talk back and forth and formulate arguments on the fly. ... there’s just not enough opportunities like that in schools.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56765\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56765\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/20191009_104852-scaled-e1602230704980.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Students last fall at Harriet Tubman Middle School in Portland, Oregon, plan their defense of the system of empire for a People vs. Columbus, et al trial in social studies class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Palermo said the format can allow different students to shine. He recalled one student last year who usually came to class fatigued from working two jobs to help his family. But \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">\u003cspan style=\"font-weight: 400\">acting the part\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of King Ferdinand in the trial “really got him fired up,” Palermo said. “I felt bad for (the other groups) because he was really gunning for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students draw on historical evidence to argue different perspectives in the role play, they also explore their own \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\">ideas about power, responsibility and morality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s one of those discussions where … we’re not trying to decide what happened, they’re trying to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53123/how-to-teach-students-historical-inquiry-through-media-literacy-and-critical-thinking\">\u003cspan style=\"font-weight: 400\">make some meaning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of it,” said Palermo. “That’s what makes history interesting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In late October, after Wilfredo and his classmates made their defense of each group, the jurors deliberated in the hallway. Then they returned their verdict: Columbus, his crew, Queen Isabella and King Ferdinand were all guilty in the murder of millions of indigenous Taínos. Students from other groups cheered and threw up their arms in victory.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But as the hurrahs subsided, Palermo pointed out that it’s a complicated decision. In each of the three classes he taught that week, the jurors returned a different verdict. In class discussions or essays following the trial, both Palermo and Chu ask students to formulate their own verdicts. Chu also presents data from verdicts over multiple years of the activity to encourage students to analyze patterns.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Challenges\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chu said that the same reasons students love the Columbus trial can make it scary for teachers — it’s unscripted. “It can go in a million different places, right? And you gotta be willing to just let it go there and deal with things as they come up,” he said. “If you’re waiting for yourself to be 100 percent prepared, you’ll never do it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers also may worry whether questioning the dominant Columbus story is too political. But Chu said that framing Columbus only as a hero comes from a specific viewpoint, too, and it leaves out indigenous experiences. “At the end of the day, (students) do have to come to their own conclusions of what they do with the information or not. My job is to make sure, when it comes time, they have a million different starting points.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bigelow, “To teach about history is to teach about injustice,” and the Columbus trial does not present simple conclusions about that. “What has been most gratifying is hearing from teachers about how the activity has prompted students to think more deeply about the roots of violence and injustice,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\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/12LQsBclMos'\n title='//www.youtube.com/embed/12LQsBclMos'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56762/learning-about-christopher-columbus-by-putting-him-on-trial","authors":["11487"],"categories":["mindshift_21357","mindshift_193"],"tags":["mindshift_21386","mindshift_20711","mindshift_1013","mindshift_797","mindshift_21388","mindshift_20774","mindshift_20615","mindshift_21387"],"featImg":"mindshift_56766","label":"mindshift"},"mindshift_55533":{"type":"posts","id":"mindshift_55533","meta":{"index":"posts_1591205157","site":"mindshift","id":"55533","score":null,"sort":[1584516614000]},"guestAuthors":[],"slug":"exercise-tips-to-help-kids-teens-and-families-stay-balanced-at-home","title":"Exercise Tips To Help Kids, Teens and Families Stay Balanced at Home","publishDate":1584516614,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It’s no mystery that exercise boosts mental health and cognitive function in kids. A nine-month \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/25266425\">study\u003c/a> of children aged seven through nine found that kids who were active could think more clearly. A March 2020 report published in \u003cem>Lancet\u003c/em> \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2215036620300341\">found\u003c/a> that 12-, 14- and 16-year-olds who exercised regularly were less likely to develop depression by age 18. Brain scans of 20-year-olds \u003ca href=\"https://www.nytimes.com/2019/10/02/well/move/being-young-active-and-physically-fit-may-be-very-good-for-your-brain.html\">revealed\u003c/a> that active young adults have better recall and thinking ability. The relationship between movement and brain health is so clear that the World Health Organization \u003ca href=\"https://www.who.int/dietphysicalactivity/physical-activity-recommendations-5-17years.pdf\">recommends\u003c/a> an hour a day of moderate exercise for kids aged 5 through 17. Though most children in the United States get far less than that, regular recess and athletic teams provide at least some built-in movement for many children.\u003c/p>\n\u003cp>Along with countless other sobering repercussions, COVID-19 jeopardizes kids’ physical activity at a time when the emotional benefits that exercise provides are sorely needed. With school closures, suspension of team practices and the imperative to stay home and away from others, children and teenagers (and their agitated parents) will have to find other ways to keep moving. This is especially important now, as a global pandemic with potentially catastrophic repercussions has a way of igniting fear.\u003c/p>\n\u003cp>Some parents and athletic organizations are already making plans for how to keep kids active without schools, organized practices or games to fall back on. Ashley Quinn, a mother of three—and high-school lacrosse coach—said she’ll try to create a home routine with her young kids that includes regular exercise. “We will wake, eat breakfast, ‘attend school,’ and remain physically active with a set program of running, stick work, etc.—disguised as games for my younger daughters,” she said.\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003ca href=\"https://uwcla.uw.edu/about/staff-bios-responsibilities/julie-mccleery-phd\">Julie McCleery\u003c/a> at the University of Washington College of Education and the \u003ca href=\"http://www.kcplayequity.org\">King County Play Equity Coalition\u003c/a> created a \u003ca href=\"https://docs.google.com/document/d/1BpR03CTq3SfrhRCyhOr_MxIW38WvXUnE2ceml_yxeJ8/edit\">list of activities\u003c/a> as a direct response to COVID-19 related social distancing measures in Washington state. \u003c/span>Some of those ideas are included in this list of resources from teachers, parents and experts on keeping kids moving while school is out.\u003c/p>\n\u003cp>\u003cstrong>For young kids: \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Roberta Moran, the Athletic Director at Kent Place School in Summit, New Jersey, which educates girls from K-12, said that the shutdown of organized sports could mark the return of more “old-school” games for young kids: bike rides, short jogs, wall-ball, shooting baskets in the driveway, running hills at a local park. Going \u003ca href=\"https://www.theatlantic.com/family/archive/2020/03/coronavirus-what-does-social-distancing-mean/607927/\">outside\u003c/a> to exercise is fine as long as other people aren’t close by, says \u003ca href=\"https://www.cphi.upenn.edu/cphi/about/\">Carolyn Cannuscio\u003c/a>, who heads up research at the Center for Public Health Initiatives at the University of Pennsylvania.\u003c/p>\n\u003cp>For kids who may not have access to yards or parks, \u003ca href=\"https://hhph.org/h-y-p-e-at-home/\">Hip Hop Public Health\u003c/a> offers in-house alternatives. The online site promotes healthy eating and exercise through music and teaches hip hop dance moves to kids of all ages.\u003c/p>\n\u003cp>\u003ca href=\"https://www.gonoodle.com/blog/gonoodle-games-movement-app-for-kids/\">GoNoodle\u003c/a> is another free online site that engages young children with videos and games. The site describes its games as “designed to tire kids out.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Pwn4beja1QE\u003c/p>\n\u003cp>The \u003ca href=\"https://openphysed.org/activeschools/activehome\">Physical Education Network\u003c/a> offers a variety of games and resources for K-5 that include yoga, rhythm and movement, and mindfulness.\u003c/p>\n\u003cp>Girls on the Run of Southeastern Michigan, which ordinarily meets with grammar school girls outside to encourage running and self-esteem, created an \u003ca href=\"https://a0e4b1.emailsp.com/f/rnl.aspx/?fmg=sron5a:ee=n5bg8=nr3/8&x=pv&19f=84.95fa8&x=pp&rw7cg.e.&x=pv&n:8df&x=pv&m9a0/.l&_04d=wuxoNCLM\">in-home exercise program\u003c/a> for girls and their parents.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.thewildnetwork.com/inspiration/persil-wild-explorers-app\">Persil Wild Explorers App\u003c/a> offers 100 outdoor exploring activities of varying lengths for children and families. Some of these are geared for right outside the home.\u003c/p>\n\u003cp>For parents with patience, \u003ca href=\"https://apps.apple.com/us/app/monkey-spot-scavenger-hunts/id972386385\">Monkey Spot Scavenger Hunts\u003c/a> help kids organize and carry out at-home scavenger hunts.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=L_A_HjHZxfI\u003c/p>\n\u003cp>\u003cstrong>For teenagers: \u003c/strong>\u003c/p>\n\u003cp>Author and exercise physiologist Len Saunders \u003ca href=\"https://www.care.com/c/stories/10371/fun-indoor-exercises-for-school-aged-kids-9-12-years-old-guide-to-childrens-exercise/\">recommends\u003c/a> sets of ordinary \u003ca href=\"https://www.google.com/search?q=calisthenics+chart&tbm=isch&hl=en&rlz=1C1CHBF_enUS844US844&hl=en&ved=2ahUKEwip8a3wjZ3oAhWhVjABHaxxARsQrNwCKAB6BAgBEFU&biw=1903&bih=970#imgrc=Ds52z9FCikQiBM\">calisthenics\u003c/a>. Parents could clear out space in a basement or driveway, arrange “stations” for different exercises, and then set a timer for each activity. How many push-ups, sit-ups, jumping jacks, jump-rope turns, burpees, and step-ups can a child carry out in 45 seconds? How about a minute? To keep the exercises challenging, change the amount of time at different stations, add in more exercises, and increase the number of circuits.\u003c/p>\n\u003cp>“The \u003ca href=\"https://well.blogs.nytimes.com/2013/05/09/the-scientific-7-minute-workout/\">7-minute\u003c/a> workout app and The New York Times six-minute \u003ca href=\"https://www.nytimes.com/2020/02/18/well/move/in-6-minutes-you-can-be-done-with-your-workout.html\">workouts\u003c/a> are both really good options for getting in a decent workout without needing much space or time,” said Maya Vuchic, a high-school senior and runner. “High intensity interval training in general, be it with a jump rope or running in place or strength exercises, can be highly beneficial without miles of road to run on.” \u003ca href=\"https://www.youtube.com/watch?v=_9Wls5hni0E\">Videos\u003c/a> of such workouts are available online.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=_9Wls5hni0E\u003c/p>\n\u003cp>For a more tailored approach, the app \u003ca href=\"https://www.jefit.com/\">JeFit\u003c/a> builds personalized workout programs of all kinds, including many to be done at home without equipment.\u003c/p>\n\u003cp>\u003ca href=\"https://www.freeletics.com/en/training/\">Freeletics\u003c/a> offers training programs at all levels and connects athletes with a digital coach.\u003c/p>\n\u003cp>\u003ca href=\"https://pocketyoga.com/apps/pocket-yoga/?rewrite-strtolower-url=Apps/PocketYoga\">Pocket Yoga\u003c/a> is an app for yoga enthusiasts, to be done anywhere including alone at home.\u003c/p>\n\u003cp>\u003ca href=\"https://www.downdogapp.com/\">Down Dog\u003c/a> does much the same, but adds high-intensity interval workouts and seven-minute sessions.\u003c/p>\n\u003cp>In the absence of symptoms of the virus, going to the gym is still an option, according to \u003ca href=\"https://www.theatlantic.com/family/archive/2020/03/coronavirus-what-does-social-distancing-mean/607927/\">Albert Ko\u003c/a>, the chair of the department of epidemiology at Yale. In an interview for \u003cem>The Atlantic\u003c/em>, Ko advises visiting when the gym isn’t packed, wiping down all equipment before and after use, and washing hands before and after exercise.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Wondering how kids’ sports organizations on the national and state level are reacting? The Aspen Institute Project Play, a Washington-based think tank that keeps a close eye on such matters, has set-up a \u003ca href=\"https://www.aspenprojectplay.org/coronavirus-and-youth-sports\">page\u003c/a> to monitor these developments.\u003c/p>\n\n","blocks":[],"excerpt":"Getting exercise while socially distancing yourself from others can be difficult for kids who depend on recess and sports. These apps and activities can help kids get the movement and balance needed during the extended time spent indoors. ","status":"publish","parent":0,"modified":1596148985,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":988},"headData":{"title":"Exercise Tips To Help Kids, Teens and Families Stay Balanced at Home - MindShift","description":"Getting exercise while socially distancing yourself from others can be difficult for kids who depend on recess and sports. These apps and activities can help kids get the movement and balance needed during the extended time spent indoors. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55533 https://ww2.kqed.org/mindshift/?p=55533","disqusUrl":"https://ww2.kqed.org/mindshift/2020/03/18/exercise-tips-to-help-kids-teens-and-families-stay-balanced-at-home/","disqusTitle":"Exercise Tips To Help Kids, Teens and Families Stay Balanced at Home","path":"/mindshift/55533/exercise-tips-to-help-kids-teens-and-families-stay-balanced-at-home","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s no mystery that exercise boosts mental health and cognitive function in kids. A nine-month \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/25266425\">study\u003c/a> of children aged seven through nine found that kids who were active could think more clearly. A March 2020 report published in \u003cem>Lancet\u003c/em> \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2215036620300341\">found\u003c/a> that 12-, 14- and 16-year-olds who exercised regularly were less likely to develop depression by age 18. Brain scans of 20-year-olds \u003ca href=\"https://www.nytimes.com/2019/10/02/well/move/being-young-active-and-physically-fit-may-be-very-good-for-your-brain.html\">revealed\u003c/a> that active young adults have better recall and thinking ability. The relationship between movement and brain health is so clear that the World Health Organization \u003ca href=\"https://www.who.int/dietphysicalactivity/physical-activity-recommendations-5-17years.pdf\">recommends\u003c/a> an hour a day of moderate exercise for kids aged 5 through 17. Though most children in the United States get far less than that, regular recess and athletic teams provide at least some built-in movement for many children.\u003c/p>\n\u003cp>Along with countless other sobering repercussions, COVID-19 jeopardizes kids’ physical activity at a time when the emotional benefits that exercise provides are sorely needed. With school closures, suspension of team practices and the imperative to stay home and away from others, children and teenagers (and their agitated parents) will have to find other ways to keep moving. This is especially important now, as a global pandemic with potentially catastrophic repercussions has a way of igniting fear.\u003c/p>\n\u003cp>Some parents and athletic organizations are already making plans for how to keep kids active without schools, organized practices or games to fall back on. Ashley Quinn, a mother of three—and high-school lacrosse coach—said she’ll try to create a home routine with her young kids that includes regular exercise. “We will wake, eat breakfast, ‘attend school,’ and remain physically active with a set program of running, stick work, etc.—disguised as games for my younger daughters,” she said.\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003ca href=\"https://uwcla.uw.edu/about/staff-bios-responsibilities/julie-mccleery-phd\">Julie McCleery\u003c/a> at the University of Washington College of Education and the \u003ca href=\"http://www.kcplayequity.org\">King County Play Equity Coalition\u003c/a> created a \u003ca href=\"https://docs.google.com/document/d/1BpR03CTq3SfrhRCyhOr_MxIW38WvXUnE2ceml_yxeJ8/edit\">list of activities\u003c/a> as a direct response to COVID-19 related social distancing measures in Washington state. \u003c/span>Some of those ideas are included in this list of resources from teachers, parents and experts on keeping kids moving while school is out.\u003c/p>\n\u003cp>\u003cstrong>For young kids: \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Roberta Moran, the Athletic Director at Kent Place School in Summit, New Jersey, which educates girls from K-12, said that the shutdown of organized sports could mark the return of more “old-school” games for young kids: bike rides, short jogs, wall-ball, shooting baskets in the driveway, running hills at a local park. Going \u003ca href=\"https://www.theatlantic.com/family/archive/2020/03/coronavirus-what-does-social-distancing-mean/607927/\">outside\u003c/a> to exercise is fine as long as other people aren’t close by, says \u003ca href=\"https://www.cphi.upenn.edu/cphi/about/\">Carolyn Cannuscio\u003c/a>, who heads up research at the Center for Public Health Initiatives at the University of Pennsylvania.\u003c/p>\n\u003cp>For kids who may not have access to yards or parks, \u003ca href=\"https://hhph.org/h-y-p-e-at-home/\">Hip Hop Public Health\u003c/a> offers in-house alternatives. The online site promotes healthy eating and exercise through music and teaches hip hop dance moves to kids of all ages.\u003c/p>\n\u003cp>\u003ca href=\"https://www.gonoodle.com/blog/gonoodle-games-movement-app-for-kids/\">GoNoodle\u003c/a> is another free online site that engages young children with videos and games. The site describes its games as “designed to tire kids out.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Pwn4beja1QE'\n title='//www.youtube.com/embed/Pwn4beja1QE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The \u003ca href=\"https://openphysed.org/activeschools/activehome\">Physical Education Network\u003c/a> offers a variety of games and resources for K-5 that include yoga, rhythm and movement, and mindfulness.\u003c/p>\n\u003cp>Girls on the Run of Southeastern Michigan, which ordinarily meets with grammar school girls outside to encourage running and self-esteem, created an \u003ca href=\"https://a0e4b1.emailsp.com/f/rnl.aspx/?fmg=sron5a:ee=n5bg8=nr3/8&x=pv&19f=84.95fa8&x=pp&rw7cg.e.&x=pv&n:8df&x=pv&m9a0/.l&_04d=wuxoNCLM\">in-home exercise program\u003c/a> for girls and their parents.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.thewildnetwork.com/inspiration/persil-wild-explorers-app\">Persil Wild Explorers App\u003c/a> offers 100 outdoor exploring activities of varying lengths for children and families. Some of these are geared for right outside the home.\u003c/p>\n\u003cp>For parents with patience, \u003ca href=\"https://apps.apple.com/us/app/monkey-spot-scavenger-hunts/id972386385\">Monkey Spot Scavenger Hunts\u003c/a> help kids organize and carry out at-home scavenger hunts.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/L_A_HjHZxfI'\n title='//www.youtube.com/embed/L_A_HjHZxfI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>For teenagers: \u003c/strong>\u003c/p>\n\u003cp>Author and exercise physiologist Len Saunders \u003ca href=\"https://www.care.com/c/stories/10371/fun-indoor-exercises-for-school-aged-kids-9-12-years-old-guide-to-childrens-exercise/\">recommends\u003c/a> sets of ordinary \u003ca href=\"https://www.google.com/search?q=calisthenics+chart&tbm=isch&hl=en&rlz=1C1CHBF_enUS844US844&hl=en&ved=2ahUKEwip8a3wjZ3oAhWhVjABHaxxARsQrNwCKAB6BAgBEFU&biw=1903&bih=970#imgrc=Ds52z9FCikQiBM\">calisthenics\u003c/a>. Parents could clear out space in a basement or driveway, arrange “stations” for different exercises, and then set a timer for each activity. How many push-ups, sit-ups, jumping jacks, jump-rope turns, burpees, and step-ups can a child carry out in 45 seconds? How about a minute? To keep the exercises challenging, change the amount of time at different stations, add in more exercises, and increase the number of circuits.\u003c/p>\n\u003cp>“The \u003ca href=\"https://well.blogs.nytimes.com/2013/05/09/the-scientific-7-minute-workout/\">7-minute\u003c/a> workout app and The New York Times six-minute \u003ca href=\"https://www.nytimes.com/2020/02/18/well/move/in-6-minutes-you-can-be-done-with-your-workout.html\">workouts\u003c/a> are both really good options for getting in a decent workout without needing much space or time,” said Maya Vuchic, a high-school senior and runner. “High intensity interval training in general, be it with a jump rope or running in place or strength exercises, can be highly beneficial without miles of road to run on.” \u003ca href=\"https://www.youtube.com/watch?v=_9Wls5hni0E\">Videos\u003c/a> of such workouts are available online.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/_9Wls5hni0E'\n title='//www.youtube.com/embed/_9Wls5hni0E'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>For a more tailored approach, the app \u003ca href=\"https://www.jefit.com/\">JeFit\u003c/a> builds personalized workout programs of all kinds, including many to be done at home without equipment.\u003c/p>\n\u003cp>\u003ca href=\"https://www.freeletics.com/en/training/\">Freeletics\u003c/a> offers training programs at all levels and connects athletes with a digital coach.\u003c/p>\n\u003cp>\u003ca href=\"https://pocketyoga.com/apps/pocket-yoga/?rewrite-strtolower-url=Apps/PocketYoga\">Pocket Yoga\u003c/a> is an app for yoga enthusiasts, to be done anywhere including alone at home.\u003c/p>\n\u003cp>\u003ca href=\"https://www.downdogapp.com/\">Down Dog\u003c/a> does much the same, but adds high-intensity interval workouts and seven-minute sessions.\u003c/p>\n\u003cp>In the absence of symptoms of the virus, going to the gym is still an option, according to \u003ca href=\"https://www.theatlantic.com/family/archive/2020/03/coronavirus-what-does-social-distancing-mean/607927/\">Albert Ko\u003c/a>, the chair of the department of epidemiology at Yale. In an interview for \u003cem>The Atlantic\u003c/em>, Ko advises visiting when the gym isn’t packed, wiping down all equipment before and after use, and washing hands before and after exercise.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Wondering how kids’ sports organizations on the national and state level are reacting? The Aspen Institute Project Play, a Washington-based think tank that keeps a close eye on such matters, has set-up a \u003ca href=\"https://www.aspenprojectplay.org/coronavirus-and-youth-sports\">page\u003c/a> to monitor these developments.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55533/exercise-tips-to-help-kids-teens-and-families-stay-balanced-at-home","authors":["4613"],"categories":["mindshift_21280"],"tags":["mindshift_21344","mindshift_21343","mindshift_20711","mindshift_20694","mindshift_20784","mindshift_1040","mindshift_20865","mindshift_21057"],"featImg":"mindshift_55536","label":"mindshift"},"mindshift_53071":{"type":"posts","id":"mindshift_53071","meta":{"index":"posts_1591205157","site":"mindshift","id":"53071","score":null,"sort":[1550650107000]},"guestAuthors":[],"slug":"how-schools-spark-excitement-for-learning-with-role-playing-games","title":"How Schools Spark Excitement for Learning with Role Playing and Games","publishDate":1550650107,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Michael Matera’s students don’t merely learn about medieval Europe, they live it. Albeit, with a few monsters and enchanted items thrown in the mix.\u003c/p>\n\u003cp>The Milwaukee teacher’s Grade 6 history class is an ongoing role-playing game called \u003ca href=\"http://realmofnobles.com/\">Realm of Nobles\u003c/a>, where students join guilds, earn achievements, make trades and wage the occasional epic battle in an imaginary medieval kingdom. Matera has played the game for years, and maintains that the fusion of history, fantasy, narrative and role-play is an effective formula to engage students in learning.\u003c/p>\n\u003cp>“The excitement and the pride in their accomplishments are all through the roof. I love seeing kids gaining real-world skills, taking risks and learning from defeat in this gamified class,” said Matera, who wrote \u003cem>\u003ca href=\"https://www.amazon.com/Explore-Like-Pirate-Gamification-Game-Inspired/dp/0986155500\">Explore Like a Pirate: Gamification and Game-Inspired Course Design to Engage, Enrich and Elevate Your Learners\u003c/a>,\u003c/em> a manual for teachers who aspire to design their classes as games.\u003c/p>\n\u003cp>A growing number of educators like Matera are remodeling their classes by fusing game elements to their instructional environments. But, does switching grades for experience points and homework for quests amount only to cosmetic surgery? Is school merely being “reskinned” with a new paint job without fundamentally altering the age-old classroom rituals?\u003c/p>\n\u003cp>\u003cstrong>The Rise of the EduLARP\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The use of simulations and role-play in education is not a recent development. Model United Nations, historical re-enactments, mock trials and other types of dramatic simulations have been in the teacher toolbox for decades. What is new, however, is that the simulation is packaged as a game and sustained for an extended period, often spanning the entire school year.\u003c/p>\n\u003cp>This particular union of role-play, narrative, and game owes no small debt to \u003cem>Dungeons & Dragons\u003c/em>, the classic role-playing game (RPG) that is enjoying a \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">recent resurgence\u003c/a>. \u003cem>D&D\u003c/em> pioneered and popularized an array of RPG conventions that are now video game and tabletop staples, like experience points (XP), levels, loot, character classes and boss fights.\u003c/p>\n\u003cp>In the mid-'70s some eager \u003cem>D&D\u003c/em> fans donned armor, weapons, gowns and cloaks, and transplanted RPG elements to the real world in the form of live-action role-play, or LARPs. Players stay in character as they interact and battle in elaborate adventures set in real-life forests and fields that evoke medieval fantasy. The popularity of LARPs in Scandinavia inspired a pair of Danish educators to open the \u003ca href=\"https://osterskov.dk/in-english/\">Østerskov School\u003c/a> that teaches with \u003ca href=\"https://nordiclarp.org/2015/03/04/learning-by-playing-larp-as-a-teaching-method/\">edularps\u003c/a>. Today, edularps are found in schools in Sweden, Finland and Denmark, and even some \u003ca href=\"http://www.lihighschool.org/2018/07/25/larping-with-lihigh/\">U.S. schools\u003c/a> have jumped into the fray.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=OrltkfHwZ70\u003c/p>\n\u003cp>Sanne Harder, a game designer and educator who worked at the Østerskov School, thinks that edularps are not only a fun way to learn, but also a better way to learn.\u003c/p>\n\u003cp>“When I choose to use role-play as a means of teaching, it is because it is an excellent way of organizing teaching, not because the hobby appeals to its fans,” wrote Harder. “In the 21st century, being a teacher is not about teaching pupils facts, it is about helping them internalize knowledge, skills, and competencies.”\u003c/p>\n\u003cp>Sarah Lynne Bowman and Anne Standiford conducted a \u003ca href=\"http://ijrp.subcultures.nl/wp-content/uploads/2016/12/IJRP-5-Bowman-and-Standiford.pdf\">2016 mixed methods study\u003c/a> of edularps at an L.A. charter school and found that they encouraged “greater motivation, engagement, interaction with peers, collaboration, and comprehension of material,” which is promising, but the area is new and the research nascent.\u003c/p>\n\u003cp>\u003cstrong>Choosing a Road to Victory\u003c/strong>\u003c/p>\n\u003cp>Edularps, and other class-as-game variants like alternate reality games (ARGs), pervasive games and gamified class, are popping up in \u003ca href=\"https://www.kqed.org/mindshift/37884/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic\">schools\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/40025/how-games-can-be-used-to-teach-college-level-chinese\">universities\u003c/a> and even \u003ca href=\"https://www.kqed.org/mindshift/47914/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam\">camps\u003c/a> across North America. While the sword-and-sorcery motif remains prevalent, some educators have diversified into themes and settings that better fit their learning goals.\u003c/p>\n\u003cp>While still a high school science teacher, University of Connecticut assistant professor Stephen Slota designed a unit-length game to teach human reproduction and sexually transmitted diseases. “The students worked in teams of three to control a character avatar in a fictitious village, and their goal was to engage in an epidemiological study of the area by investigating locales and speaking to non-player characters as enacted by the instructor,” said Slota, who edited \u003ca href=\"https://www.amazon.com/Exploding-Castle-Psychological-Perspectives-Contemporary/dp/1681239353\">\u003cem>Exploding the Castle: Rethinking How Video Games & Game Mechanics Can Shape The Future Of Education\u003c/em>\u003c/a>, a collection of game-based learning essays.\u003c/p>\n\u003cp>Slota has since developed half a dozen class-as-games for subjects as far-flung as education technology, Latin, psychology and biology. Matera also sets one of his games during the Cold War, and the edularps at the Østerskov School involve a wide range of themes and settings.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=gGbltSuAcqE\u003c/p>\n\u003cp>The games tend to be flexible and students are able to alter the unfolding experience through the choices they make. This freedom to shape their circumstances and the accompanying sense of agency is a big part of what engages them in learning.\u003c/p>\n\u003cp>“I’ve found — both anecdotally and in my research — that freedom to push and pull at the game’s narrative and ruleset provides students with a sense of greater personal ownership, and therefore greater depth of knowledge about content than usually accompanies schoolwork,” said Slota.\u003c/p>\n\u003cp>Matera also stresses the importance of student agency, and feels that it marks a significant departure from typical classroom dynamics.\u003c/p>\n\u003cp>“Games have clear objects, but no one set path to that victory. This is where strategy comes into play. An RPG, as with many well-designed games, allows for the players to create their own path to victory,” said Matera. “This level of customization and personalization feels different than traditional school because it is different. Students have an opportunity to create their own experience within the game. They earn badges, items and power-ups that allow them to have a unique game characters. This leads to endless strategies, trades and allegiances to help successfully make it through the Realm.”\u003c/p>\n\u003cp>Houston-area teacher Kade Wells also personalizes his class by using a \u003cem>D&D\u003c/em>-style character class system. He gives his students a basic personality test and, based on the results, assigns them one of four roles designed to support classroom management.\u003c/p>\n\u003cp>“\u003cem>Protectors\u003c/em> keep the peace and manage group outbursts; \u003cem>Initiators\u003c/em> get things ready and help to get materials, sharpen pencils and put things away; \u003cem>Diplomats\u003c/em> help group members and facilitate all processes and are ultimately responsible for the group’s behavior; \u003cem>Sages\u003c/em> keep the records, help with attendance, make sure that things are orderly and accounted for,” said Wells, who has found the class system empowers his students to self-regulate and take greater ownership of their environment.\u003c/p>\n\u003cp>\u003cstrong>There’s an App for That\u003c/strong>\u003c/p>\n\u003cp>Matera, Slota and Wells design their games from scratch, cannibalizing a pastiche of web applications, pen-and-paper elements, learning management systems, Google apps, spreadsheets and any other available tools that they can bend to their playful purposes. But teachers who don’t have the time, confidence or knowledge to dive into the DIY approach can turn to commercial software designed to help educators run their classes as games.\u003c/p>\n\u003cp>Rezzly’s \u003ca href=\"https://portal.3dgamelab.org/users/sign_in\">3D GameLab\u003c/a>, the University of Michigan’s \u003ca href=\"https://www.gradecraft.com/\">GradeCraft\u003c/a>, NEXED’s \u003ca href=\"https://answerables.com/\">Answerables\u003c/a> and \u003ca href=\"https://www.classcraft.com/gamification/\">Classcraft\u003c/a> are gameful learning management systems that have tapped into the class-as-game zeitgeist to help educators keep track of quests, levels, experience points, badges and other game features.\u003c/p>\n\u003cp>“They will do anything for XP [experience points] and GP [gold pieces] to level up their avatar,” said Carrie Casey, a Wisconsin middle-school science teacher who uses Classcraft. “I have seen some of my students who will not hand in work — work hard to get their work in for me so they get XP and do not disappoint their team.”\u003c/p>\n\u003cp>It has also helped Casey reach some challenging students: “I have connected to them through gaming where no other teacher has connected to them that year.”\u003c/p>\n\u003cp>Canadian teacher Justin Matheson says that his Grade 6 students loved the sword-and-sorcery motif, and he credits Classcraft’s video game qualities for fostering perseverance. “With video games, people get to a point where things become increasingly difficult and they experience repeated failure. Then, you are encouraged to try again and again, and to seek help through outside resources to find success. This is the most notable benefit that I have seen in my class. My students see difficulties as speed bumps instead of roadblocks.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Grafting \u003cem>Dungeons & Dragons\u003c/em>-style RPG elements to classrooms can have an effect that delves much deeper than mere optics. Games and classes are both systems that operate with rules. When the rules that typically govern the class are hacked by the rules of the game, a fundamental shift can take place. Games offer a valuable palette of functions and features that can be creatively repurposed to rewrite some of education’s more problematic operations. Educators who are not satisfied with business as usual can tap into the power of play and design the change they want to see.\u003c/p>\n\n","blocks":[],"excerpt":"Game savvy teachers are giving kids the ability to play in teams and set out for conquests through role-playing games. Through the gameplay, kids create meaningful learning experiences with another, both socially and academically. ","status":"publish","parent":0,"modified":1550650426,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1553},"headData":{"title":"How Schools Spark Excitement for Learning with Role Playing and Games | KQED","description":"Game savvy teachers are giving kids the ability to play in teams and set out for conquests through role-playing games. Through the gameplay, kids create meaningful learning experiences with another, both socially and academically. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53071 https://ww2.kqed.org/mindshift/?p=53071","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/20/how-schools-spark-excitement-for-learning-with-role-playing-games/","disqusTitle":"How Schools Spark Excitement for Learning with Role Playing and Games","path":"/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Michael Matera’s students don’t merely learn about medieval Europe, they live it. Albeit, with a few monsters and enchanted items thrown in the mix.\u003c/p>\n\u003cp>The Milwaukee teacher’s Grade 6 history class is an ongoing role-playing game called \u003ca href=\"http://realmofnobles.com/\">Realm of Nobles\u003c/a>, where students join guilds, earn achievements, make trades and wage the occasional epic battle in an imaginary medieval kingdom. Matera has played the game for years, and maintains that the fusion of history, fantasy, narrative and role-play is an effective formula to engage students in learning.\u003c/p>\n\u003cp>“The excitement and the pride in their accomplishments are all through the roof. I love seeing kids gaining real-world skills, taking risks and learning from defeat in this gamified class,” said Matera, who wrote \u003cem>\u003ca href=\"https://www.amazon.com/Explore-Like-Pirate-Gamification-Game-Inspired/dp/0986155500\">Explore Like a Pirate: Gamification and Game-Inspired Course Design to Engage, Enrich and Elevate Your Learners\u003c/a>,\u003c/em> a manual for teachers who aspire to design their classes as games.\u003c/p>\n\u003cp>A growing number of educators like Matera are remodeling their classes by fusing game elements to their instructional environments. But, does switching grades for experience points and homework for quests amount only to cosmetic surgery? Is school merely being “reskinned” with a new paint job without fundamentally altering the age-old classroom rituals?\u003c/p>\n\u003cp>\u003cstrong>The Rise of the EduLARP\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The use of simulations and role-play in education is not a recent development. Model United Nations, historical re-enactments, mock trials and other types of dramatic simulations have been in the teacher toolbox for decades. What is new, however, is that the simulation is packaged as a game and sustained for an extended period, often spanning the entire school year.\u003c/p>\n\u003cp>This particular union of role-play, narrative, and game owes no small debt to \u003cem>Dungeons & Dragons\u003c/em>, the classic role-playing game (RPG) that is enjoying a \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">recent resurgence\u003c/a>. \u003cem>D&D\u003c/em> pioneered and popularized an array of RPG conventions that are now video game and tabletop staples, like experience points (XP), levels, loot, character classes and boss fights.\u003c/p>\n\u003cp>In the mid-'70s some eager \u003cem>D&D\u003c/em> fans donned armor, weapons, gowns and cloaks, and transplanted RPG elements to the real world in the form of live-action role-play, or LARPs. Players stay in character as they interact and battle in elaborate adventures set in real-life forests and fields that evoke medieval fantasy. The popularity of LARPs in Scandinavia inspired a pair of Danish educators to open the \u003ca href=\"https://osterskov.dk/in-english/\">Østerskov School\u003c/a> that teaches with \u003ca href=\"https://nordiclarp.org/2015/03/04/learning-by-playing-larp-as-a-teaching-method/\">edularps\u003c/a>. Today, edularps are found in schools in Sweden, Finland and Denmark, and even some \u003ca href=\"http://www.lihighschool.org/2018/07/25/larping-with-lihigh/\">U.S. schools\u003c/a> have jumped into the fray.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/OrltkfHwZ70'\n title='//www.youtube.com/embed/OrltkfHwZ70'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Sanne Harder, a game designer and educator who worked at the Østerskov School, thinks that edularps are not only a fun way to learn, but also a better way to learn.\u003c/p>\n\u003cp>“When I choose to use role-play as a means of teaching, it is because it is an excellent way of organizing teaching, not because the hobby appeals to its fans,” wrote Harder. “In the 21st century, being a teacher is not about teaching pupils facts, it is about helping them internalize knowledge, skills, and competencies.”\u003c/p>\n\u003cp>Sarah Lynne Bowman and Anne Standiford conducted a \u003ca href=\"http://ijrp.subcultures.nl/wp-content/uploads/2016/12/IJRP-5-Bowman-and-Standiford.pdf\">2016 mixed methods study\u003c/a> of edularps at an L.A. charter school and found that they encouraged “greater motivation, engagement, interaction with peers, collaboration, and comprehension of material,” which is promising, but the area is new and the research nascent.\u003c/p>\n\u003cp>\u003cstrong>Choosing a Road to Victory\u003c/strong>\u003c/p>\n\u003cp>Edularps, and other class-as-game variants like alternate reality games (ARGs), pervasive games and gamified class, are popping up in \u003ca href=\"https://www.kqed.org/mindshift/37884/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic\">schools\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/40025/how-games-can-be-used-to-teach-college-level-chinese\">universities\u003c/a> and even \u003ca href=\"https://www.kqed.org/mindshift/47914/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam\">camps\u003c/a> across North America. While the sword-and-sorcery motif remains prevalent, some educators have diversified into themes and settings that better fit their learning goals.\u003c/p>\n\u003cp>While still a high school science teacher, University of Connecticut assistant professor Stephen Slota designed a unit-length game to teach human reproduction and sexually transmitted diseases. “The students worked in teams of three to control a character avatar in a fictitious village, and their goal was to engage in an epidemiological study of the area by investigating locales and speaking to non-player characters as enacted by the instructor,” said Slota, who edited \u003ca href=\"https://www.amazon.com/Exploding-Castle-Psychological-Perspectives-Contemporary/dp/1681239353\">\u003cem>Exploding the Castle: Rethinking How Video Games & Game Mechanics Can Shape The Future Of Education\u003c/em>\u003c/a>, a collection of game-based learning essays.\u003c/p>\n\u003cp>Slota has since developed half a dozen class-as-games for subjects as far-flung as education technology, Latin, psychology and biology. Matera also sets one of his games during the Cold War, and the edularps at the Østerskov School involve a wide range of themes and settings.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/gGbltSuAcqE'\n title='//www.youtube.com/embed/gGbltSuAcqE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The games tend to be flexible and students are able to alter the unfolding experience through the choices they make. This freedom to shape their circumstances and the accompanying sense of agency is a big part of what engages them in learning.\u003c/p>\n\u003cp>“I’ve found — both anecdotally and in my research — that freedom to push and pull at the game’s narrative and ruleset provides students with a sense of greater personal ownership, and therefore greater depth of knowledge about content than usually accompanies schoolwork,” said Slota.\u003c/p>\n\u003cp>Matera also stresses the importance of student agency, and feels that it marks a significant departure from typical classroom dynamics.\u003c/p>\n\u003cp>“Games have clear objects, but no one set path to that victory. This is where strategy comes into play. An RPG, as with many well-designed games, allows for the players to create their own path to victory,” said Matera. “This level of customization and personalization feels different than traditional school because it is different. Students have an opportunity to create their own experience within the game. They earn badges, items and power-ups that allow them to have a unique game characters. This leads to endless strategies, trades and allegiances to help successfully make it through the Realm.”\u003c/p>\n\u003cp>Houston-area teacher Kade Wells also personalizes his class by using a \u003cem>D&D\u003c/em>-style character class system. He gives his students a basic personality test and, based on the results, assigns them one of four roles designed to support classroom management.\u003c/p>\n\u003cp>“\u003cem>Protectors\u003c/em> keep the peace and manage group outbursts; \u003cem>Initiators\u003c/em> get things ready and help to get materials, sharpen pencils and put things away; \u003cem>Diplomats\u003c/em> help group members and facilitate all processes and are ultimately responsible for the group’s behavior; \u003cem>Sages\u003c/em> keep the records, help with attendance, make sure that things are orderly and accounted for,” said Wells, who has found the class system empowers his students to self-regulate and take greater ownership of their environment.\u003c/p>\n\u003cp>\u003cstrong>There’s an App for That\u003c/strong>\u003c/p>\n\u003cp>Matera, Slota and Wells design their games from scratch, cannibalizing a pastiche of web applications, pen-and-paper elements, learning management systems, Google apps, spreadsheets and any other available tools that they can bend to their playful purposes. But teachers who don’t have the time, confidence or knowledge to dive into the DIY approach can turn to commercial software designed to help educators run their classes as games.\u003c/p>\n\u003cp>Rezzly’s \u003ca href=\"https://portal.3dgamelab.org/users/sign_in\">3D GameLab\u003c/a>, the University of Michigan’s \u003ca href=\"https://www.gradecraft.com/\">GradeCraft\u003c/a>, NEXED’s \u003ca href=\"https://answerables.com/\">Answerables\u003c/a> and \u003ca href=\"https://www.classcraft.com/gamification/\">Classcraft\u003c/a> are gameful learning management systems that have tapped into the class-as-game zeitgeist to help educators keep track of quests, levels, experience points, badges and other game features.\u003c/p>\n\u003cp>“They will do anything for XP [experience points] and GP [gold pieces] to level up their avatar,” said Carrie Casey, a Wisconsin middle-school science teacher who uses Classcraft. “I have seen some of my students who will not hand in work — work hard to get their work in for me so they get XP and do not disappoint their team.”\u003c/p>\n\u003cp>It has also helped Casey reach some challenging students: “I have connected to them through gaming where no other teacher has connected to them that year.”\u003c/p>\n\u003cp>Canadian teacher Justin Matheson says that his Grade 6 students loved the sword-and-sorcery motif, and he credits Classcraft’s video game qualities for fostering perseverance. “With video games, people get to a point where things become increasingly difficult and they experience repeated failure. Then, you are encouraged to try again and again, and to seek help through outside resources to find success. This is the most notable benefit that I have seen in my class. My students see difficulties as speed bumps instead of roadblocks.”\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>Grafting \u003cem>Dungeons & Dragons\u003c/em>-style RPG elements to classrooms can have an effect that delves much deeper than mere optics. Games and classes are both systems that operate with rules. When the rules that typically govern the class are hacked by the rules of the game, a fundamental shift can take place. Games offer a valuable palette of functions and features that can be creatively repurposed to rewrite some of education’s more problematic operations. Educators who are not satisfied with business as usual can tap into the power of play and design the change they want to see.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games","authors":["11107"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20711","mindshift_20784","mindshift_1040","mindshift_548","mindshift_478","mindshift_21084","mindshift_20774","mindshift_943","mindshift_20931"],"featImg":"mindshift_53085","label":"mindshift"},"mindshift_52825":{"type":"posts","id":"mindshift_52825","meta":{"index":"posts_1591205157","site":"mindshift","id":"52825","score":null,"sort":[1549604466000]},"guestAuthors":[],"slug":"what-teachers-and-sports-coaches-can-learn-from-each-other","title":"What Teachers and Sports Coaches Can Learn From Each Other","publishDate":1549604466,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Vicky Tong started coaching seventh- and eighth-grade cross-country in 2012, she took the job because the school where she teaches needed somebody to do it. Tong figured that this additional work would follow naturally from her duties as a middle school science and Chinese teacher and complement her interest in running. She was training for a half-marathon when the offer arrived, and the timing seemed right.\u003c/p>\n\u003cp>Now, six years later, she looks back on her earlier reasoning with amusement. “If you go into coaching and think it’s like the classroom, you’re wrong—it’s very different,” she said. Further, technical knowledge of the sport—in her case, running—was essential but far less critical for success than other skills, she added. Her experience in the classroom made her a better coach, and what she has learned working alongside athletes has improved her teaching skills.\u003c/p>\n\u003cp>It’s impossible to know how many teachers are coaches and coaches are teachers, said Dan Schuster, director of coach education at the \u003ca href=\"https://nfhslearn.com/home/coaches\">National Federation of High Schools\u003c/a>; the data don’t exist. But he believes that the greater demands on coaches’ time and the shrinking of the off-season mean that fewer teachers coach multiple sports throughout the school year. Pressure from parents and clubs to focus more on “the X’s and O’s” has forced a change. “Years ago, if you were teaching, you’d coach a team,” he said. “It’s not that culture anymore.”\u003c/p>\n\u003cp>The apparent drop in teacher-coaches marks a decline in the important insights that these two-hatted adults bring to the student-athletes in front of them. Interviews with several experienced teacher-coaches reveal what each could learn from the other.\u003c/p>\n\u003cp>\u003cem>What teachers could learn from coaches:\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Tie learning and teaching to a performance\u003c/strong>. “We as teachers have a lot to learn from coaches,” said Jeff Gilbert, a former teacher and coach and now principal of \u003ca href=\"https://www.smuhsd.org/hillsdalehigh\">Hillsdale High School\u003c/a> in San Mateo, California. Most important, student learning would improve if teachers included more public performances in their instruction, he said.\u003c/p>\n\u003cp>In sports, players practice their skills in order to play the game better, and coaches modify what and how they train based on the athletes’ performance. Students in the classroom would benefit from similar high-stakes public performances, where they demonstrate what they’ve learned. In this way, the learning has a purpose, the same as throwing and catching drills in baseball.\u003c/p>\n\u003cp>Learning grounded in performance also allows teachers to give students constant feedback, like a coach who tweaks a player’s stance or swing. Though it’s more difficult for teachers to assess how well students are learning—unlike coaches, who can see immediately whether what they’ve taught has stuck—projects that include performances give more opportunities for immediate feedback.\u003c/p>\n\u003cp>Students at Hillsdale High School are required each year to participate in learning events that include such public pieces. Sophomores, for example, must take part in the “Golding Trial,” where they assume various roles in a libel “trial” of William Golding, author of \u003cem>Lord of the Flies\u003c/em>. They read the book, study the law and eventually travel to local courthouses to plead their cases. These kinds of learning performances keep education from being all practice and no games, Gilbert said, and allow teachers to give regular feedback while the kids prepare. It also makes \u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\">learning more emotional\u003c/a> and can change the way a teenager thinks about herself as a student. “If we do it right, you’ll have students talking about these school performances the way they do about the big moments in sports, with the same fondness,” Gilbert said.\u003c/p>\n\u003cp>\u003cstrong>Give more feedback\u003c/strong>. Whether tied to a performance or more day-to-day schoolwork, feedback helps kids learn. “It’s the biggest thing that I’ve taken away from coaching and applied to the classroom,” Tong said. Having observed how athletes benefit from her up-to-the-minute response to their play, she strives to offer more timely feedback to the kids in her classroom. In a class discussion, for example, she will respond to a child’s remark, no matter its accuracy.\u003c/p>\n\u003cp>“I always say some type of personal feedback before moving forward, like ‘nice analytical skills,' or ‘I like the way you made a connection, but let's focus on X,’ \" Tong said. The feedback makes kids feel safe and more willing to speak up next time, even if they’re uncertain about their answers.\u003c/p>\n\u003cp>\u003cstrong>Build interdependence\u003c/strong>. A team thrives when everyone on it feels connected and valuable. Coaches work to build that unity. Such interdependence is often absent from classrooms, however, because each student’s academic success is largely independent of others. Learning that involves group performances, where every student plays a role and relies on others, can stir up similar feelings of connection. “When kids feel that they’re in this together, and they’re co-dependent—it’s really powerful,” Gilbert said.\u003c/p>\n\u003cp>\u003cstrong>It’s all about relationships\u003c/strong>. “My coaches wanted to know me on a personal level,” said Aly Carter, who played multiple sports in high school many years ago. But she barely remembers her teachers, because they never took the time to get to know her. Coaches also let her into their lives, Carter said, so that the relationship felt more authentic and balanced. Of course, coaches spend more time in the season with their players in varied settings than teachers; that “quantity time” makes room for natural give-and-take. But teachers who strive to get to know their pupils more personally will likely have a larger impact.\u003c/p>\n\u003cp>\u003cstrong>Look for another side of a child\u003c/strong>. Teachers who work in the classroom can develop a jaundiced view of certain kids. A child who regularly disrupts, or who seems chronically unprepared, can discourage the most experienced teachers. Working with those same kids in an athletic context allows teachers to see them more fully. “I can’t judge a kid based on a science class, because on the field they’re a different person,” Tong said. “It’s a way to see another side of them, and it’s redeeming,” she added, recalling how a timid student in class behaved like a bulldozer on the soccer field. Teachers who aren’t able to coach might get a different sense of a child if they watch her at a sporting event or dance recital.\u003c/p>\n\u003cp>\u003cem>What coaches could learn from teachers\u003c/em>:\u003c/p>\n\u003cp>\u003cstrong>Stay abreast of research in child development\u003c/strong>. Clark Meyer teaches eighth-grade English and coaches varsity girls’ soccer at \u003ca href=\"https://www.westminster.net/\">The Westminster Schools\u003c/a> in Atlanta. He’s done both jobs for 22 years, and believes that operating in two different spheres has widened his perspective on his players and students. What’s he’s picked up in the classroom about\u003ca href=\"https://www.kqed.org/mindshift/48139/why-teachers-should-help-students-learn-effective-study-strategies\"> brain-based learning\u003c/a>—a hot topic in education circles—he’s also applied to his team. “I’m interested in ‘cognitive soccer,’ ” Meyer said, before explaining how he puts his players in just-uncomfortable-enough tactical training situations to compel them to adapt and grow. From his deep understanding of child development, he also realizes that getting the message and culture right on the team is essential to a successful season. Mechanistic coaches without knowledge of how children develop, and who focus solely on tactics and strategy, miss what most teenagers crave: \u003ca href=\"https://www.kqed.org/mindshift/50556/being-popular-why-it-consumes-teens-and-continues-to-affect-adults\">social connection.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Develop discreet skills and draw connections\u003c/strong>. Teachers often use structured lesson plans to teach specific skills. Trained in pedagogy, they will craft a particular lesson, explain what they’re teaching to the class, review what they went over at the end, and then prompt the students to practice. According to Gilbert, coaches often lack this essential teaching skill. “Coaches don’t connect the dots, about how the drills connect to the scrimmage, which then connects to the game,” he said.\u003c/p>\n\u003cp>\u003cstrong>Ask, don’t tell\u003c/strong>. Coaches have abundant opportunities in practice and games to tell their players what to do—to move here when the opponent goes one way, to bend or turn or maneuver in some particular way in order to achieve a physical goal. But athletes learn more deeply when a coach asks them how they’ll handle different scenarios, inviting them to figure out for themselves what to do rather than wait to be instructed. In his book \u003ca href=\"https://www.amazon.com/Positive-Coaching-Building-Character-Self-esteem/dp/0982131704\">\u003cem>Positive Coaching\u003c/em>\u003c/a>, then-Stanford \u003ca href=\"http://sportsenergygroup.com/sec/jim-thompson/\">professor Jim Thompson\u003c/a> argued that welcoming players to think for themselves, and then helping them learn from the outcome, promotes a longer-term engagement in the sport. Likewise, asking players on the bench or sidelines how they would handle an athletic situation keeps them thinking and involved.\u003c/p>\n\u003cp>\u003cstrong>Give up some control\u003c/strong>. Some of the most creative classroom teachers \u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\">structure\u003c/a> their classes so that students feel in control of their own learning. Coaches can do the same. Thompson offers this example: Rather than merely demonstrate a new skill and offer immediate feedback on a player’s attempt, a coach can demonstrate first and then pair up kids to practice together and critique one another. Similarly, rather than impose team goals from on high, a coach can encourage players to reflect on their own goals and work out a plan to achieve them. The point is to turn the learning, and the responsibility for it, over to the kids.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“The best teachers and coaches are developers of people as lifelong learners,” Thompson wrote. “And a big part of this is being able to surrender control of the process to the player rather than trying to direct everything from a coach’s perch.”\u003c/p>\n\n","blocks":[],"excerpt":"Coaches have skills that can help kids develop experiences outside of the classroom and teachers know how kids learn and connect with information. Both have complementary benefits that can help how kids learn. ","status":"publish","parent":0,"modified":1549604466,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1688},"headData":{"title":"What Teachers and Sports Coaches Can Learn From Each Other | KQED","description":"Coaches have skills that can help kids develop experiences outside of the classroom and teachers know how kids learn and connect with information. Both have complementary benefits that can help how kids learn. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52825 https://ww2.kqed.org/mindshift/?p=52825","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/07/what-teachers-and-sports-coaches-can-learn-from-each-other/","disqusTitle":"What Teachers and Sports Coaches Can Learn From Each Other","path":"/mindshift/52825/what-teachers-and-sports-coaches-can-learn-from-each-other","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Vicky Tong started coaching seventh- and eighth-grade cross-country in 2012, she took the job because the school where she teaches needed somebody to do it. Tong figured that this additional work would follow naturally from her duties as a middle school science and Chinese teacher and complement her interest in running. She was training for a half-marathon when the offer arrived, and the timing seemed right.\u003c/p>\n\u003cp>Now, six years later, she looks back on her earlier reasoning with amusement. “If you go into coaching and think it’s like the classroom, you’re wrong—it’s very different,” she said. Further, technical knowledge of the sport—in her case, running—was essential but far less critical for success than other skills, she added. Her experience in the classroom made her a better coach, and what she has learned working alongside athletes has improved her teaching skills.\u003c/p>\n\u003cp>It’s impossible to know how many teachers are coaches and coaches are teachers, said Dan Schuster, director of coach education at the \u003ca href=\"https://nfhslearn.com/home/coaches\">National Federation of High Schools\u003c/a>; the data don’t exist. But he believes that the greater demands on coaches’ time and the shrinking of the off-season mean that fewer teachers coach multiple sports throughout the school year. Pressure from parents and clubs to focus more on “the X’s and O’s” has forced a change. “Years ago, if you were teaching, you’d coach a team,” he said. “It’s not that culture anymore.”\u003c/p>\n\u003cp>The apparent drop in teacher-coaches marks a decline in the important insights that these two-hatted adults bring to the student-athletes in front of them. Interviews with several experienced teacher-coaches reveal what each could learn from the other.\u003c/p>\n\u003cp>\u003cem>What teachers could learn from coaches:\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Tie learning and teaching to a performance\u003c/strong>. “We as teachers have a lot to learn from coaches,” said Jeff Gilbert, a former teacher and coach and now principal of \u003ca href=\"https://www.smuhsd.org/hillsdalehigh\">Hillsdale High School\u003c/a> in San Mateo, California. Most important, student learning would improve if teachers included more public performances in their instruction, he said.\u003c/p>\n\u003cp>In sports, players practice their skills in order to play the game better, and coaches modify what and how they train based on the athletes’ performance. Students in the classroom would benefit from similar high-stakes public performances, where they demonstrate what they’ve learned. In this way, the learning has a purpose, the same as throwing and catching drills in baseball.\u003c/p>\n\u003cp>Learning grounded in performance also allows teachers to give students constant feedback, like a coach who tweaks a player’s stance or swing. Though it’s more difficult for teachers to assess how well students are learning—unlike coaches, who can see immediately whether what they’ve taught has stuck—projects that include performances give more opportunities for immediate feedback.\u003c/p>\n\u003cp>Students at Hillsdale High School are required each year to participate in learning events that include such public pieces. Sophomores, for example, must take part in the “Golding Trial,” where they assume various roles in a libel “trial” of William Golding, author of \u003cem>Lord of the Flies\u003c/em>. They read the book, study the law and eventually travel to local courthouses to plead their cases. These kinds of learning performances keep education from being all practice and no games, Gilbert said, and allow teachers to give regular feedback while the kids prepare. It also makes \u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\">learning more emotional\u003c/a> and can change the way a teenager thinks about herself as a student. “If we do it right, you’ll have students talking about these school performances the way they do about the big moments in sports, with the same fondness,” Gilbert said.\u003c/p>\n\u003cp>\u003cstrong>Give more feedback\u003c/strong>. Whether tied to a performance or more day-to-day schoolwork, feedback helps kids learn. “It’s the biggest thing that I’ve taken away from coaching and applied to the classroom,” Tong said. Having observed how athletes benefit from her up-to-the-minute response to their play, she strives to offer more timely feedback to the kids in her classroom. In a class discussion, for example, she will respond to a child’s remark, no matter its accuracy.\u003c/p>\n\u003cp>“I always say some type of personal feedback before moving forward, like ‘nice analytical skills,' or ‘I like the way you made a connection, but let's focus on X,’ \" Tong said. The feedback makes kids feel safe and more willing to speak up next time, even if they’re uncertain about their answers.\u003c/p>\n\u003cp>\u003cstrong>Build interdependence\u003c/strong>. A team thrives when everyone on it feels connected and valuable. Coaches work to build that unity. Such interdependence is often absent from classrooms, however, because each student’s academic success is largely independent of others. Learning that involves group performances, where every student plays a role and relies on others, can stir up similar feelings of connection. “When kids feel that they’re in this together, and they’re co-dependent—it’s really powerful,” Gilbert said.\u003c/p>\n\u003cp>\u003cstrong>It’s all about relationships\u003c/strong>. “My coaches wanted to know me on a personal level,” said Aly Carter, who played multiple sports in high school many years ago. But she barely remembers her teachers, because they never took the time to get to know her. Coaches also let her into their lives, Carter said, so that the relationship felt more authentic and balanced. Of course, coaches spend more time in the season with their players in varied settings than teachers; that “quantity time” makes room for natural give-and-take. But teachers who strive to get to know their pupils more personally will likely have a larger impact.\u003c/p>\n\u003cp>\u003cstrong>Look for another side of a child\u003c/strong>. Teachers who work in the classroom can develop a jaundiced view of certain kids. A child who regularly disrupts, or who seems chronically unprepared, can discourage the most experienced teachers. Working with those same kids in an athletic context allows teachers to see them more fully. “I can’t judge a kid based on a science class, because on the field they’re a different person,” Tong said. “It’s a way to see another side of them, and it’s redeeming,” she added, recalling how a timid student in class behaved like a bulldozer on the soccer field. Teachers who aren’t able to coach might get a different sense of a child if they watch her at a sporting event or dance recital.\u003c/p>\n\u003cp>\u003cem>What coaches could learn from teachers\u003c/em>:\u003c/p>\n\u003cp>\u003cstrong>Stay abreast of research in child development\u003c/strong>. Clark Meyer teaches eighth-grade English and coaches varsity girls’ soccer at \u003ca href=\"https://www.westminster.net/\">The Westminster Schools\u003c/a> in Atlanta. He’s done both jobs for 22 years, and believes that operating in two different spheres has widened his perspective on his players and students. What’s he’s picked up in the classroom about\u003ca href=\"https://www.kqed.org/mindshift/48139/why-teachers-should-help-students-learn-effective-study-strategies\"> brain-based learning\u003c/a>—a hot topic in education circles—he’s also applied to his team. “I’m interested in ‘cognitive soccer,’ ” Meyer said, before explaining how he puts his players in just-uncomfortable-enough tactical training situations to compel them to adapt and grow. From his deep understanding of child development, he also realizes that getting the message and culture right on the team is essential to a successful season. Mechanistic coaches without knowledge of how children develop, and who focus solely on tactics and strategy, miss what most teenagers crave: \u003ca href=\"https://www.kqed.org/mindshift/50556/being-popular-why-it-consumes-teens-and-continues-to-affect-adults\">social connection.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Develop discreet skills and draw connections\u003c/strong>. Teachers often use structured lesson plans to teach specific skills. Trained in pedagogy, they will craft a particular lesson, explain what they’re teaching to the class, review what they went over at the end, and then prompt the students to practice. According to Gilbert, coaches often lack this essential teaching skill. “Coaches don’t connect the dots, about how the drills connect to the scrimmage, which then connects to the game,” he said.\u003c/p>\n\u003cp>\u003cstrong>Ask, don’t tell\u003c/strong>. Coaches have abundant opportunities in practice and games to tell their players what to do—to move here when the opponent goes one way, to bend or turn or maneuver in some particular way in order to achieve a physical goal. But athletes learn more deeply when a coach asks them how they’ll handle different scenarios, inviting them to figure out for themselves what to do rather than wait to be instructed. In his book \u003ca href=\"https://www.amazon.com/Positive-Coaching-Building-Character-Self-esteem/dp/0982131704\">\u003cem>Positive Coaching\u003c/em>\u003c/a>, then-Stanford \u003ca href=\"http://sportsenergygroup.com/sec/jim-thompson/\">professor Jim Thompson\u003c/a> argued that welcoming players to think for themselves, and then helping them learn from the outcome, promotes a longer-term engagement in the sport. Likewise, asking players on the bench or sidelines how they would handle an athletic situation keeps them thinking and involved.\u003c/p>\n\u003cp>\u003cstrong>Give up some control\u003c/strong>. Some of the most creative classroom teachers \u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\">structure\u003c/a> their classes so that students feel in control of their own learning. Coaches can do the same. Thompson offers this example: Rather than merely demonstrate a new skill and offer immediate feedback on a player’s attempt, a coach can demonstrate first and then pair up kids to practice together and critique one another. Similarly, rather than impose team goals from on high, a coach can encourage players to reflect on their own goals and work out a plan to achieve them. The point is to turn the learning, and the responsibility for it, over to the kids.\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>“The best teachers and coaches are developers of people as lifelong learners,” Thompson wrote. “And a big part of this is being able to surrender control of the process to the player rather than trying to direct everything from a coach’s perch.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52825/what-teachers-and-sports-coaches-can-learn-from-each-other","authors":["4613"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20882","mindshift_21148","mindshift_20711","mindshift_20784","mindshift_1040","mindshift_20562","mindshift_943"],"featImg":"mindshift_52993","label":"mindshift"},"mindshift_49541":{"type":"posts","id":"mindshift_49541","meta":{"index":"posts_1591205157","site":"mindshift","id":"49541","score":null,"sort":[1508934540000]},"guestAuthors":[],"slug":"how-seeing-and-using-gestures-make-ideas-more-memorable","title":"How Seeing and Using Gestures Make Ideas More Memorable","publishDate":1508934540,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A teacher stands at a white board in front of her fourth-grade class and begins teaching one of math’s most fundamental concepts: the meaning of an equal sign in the middle of an equation. This is not easy. Young students tend to think of the equal sign as the endpoint of a problem. Now, instead of the usual 8 + 4 = ?, they are asked to ponder 8 + 4 = ? + 6. Mastering this concept will open the door to algebra and higher math.\u003c/p>\n\u003cp>Almost any teacher giving this lesson will instinctively move her hands in predictable ways, pointing to the equal sign, sweeping her hand toward the left side of the equation and then sweeping it toward the right. She might hold both hands palms-up in a balancing gesture to suggest equivalency.\u003c/p>\n\u003cp>Now imagine the teacher giving the same lesson, using the same words, but with her hands flat on her desk or arms at her side. Turns out, her students will be much less likely to grasp the concept.\u003c/p>\n\u003cp>Susan Wagner Cook, an associate professor of psychological and brain sciences at the University of Iowa, has conducted numerous studies with scenarios like these – both with live teachers and with animated avatars (see \u003ca href=\"https://youtu.be/4gM--10tOQ4\">video\u003c/a>). Whether it’s a lesson in math, foreign language vocabulary or science, the result is the same: kids learn better with gesture.\u003c/p>\n\u003cp>“Gesture seems to help build understanding across really abstract things and really concrete things – numbers, words, a whole bunch of stuff,” Cook says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Why this is so is not entirely clear, but gesture seems to lighten the load on our cognitive systems. Cook has shown, for instance, that if you ask people to do two things at once — explain a math problem while remembering a sequence of letters — they do a far better job if permitted to gesture while explaining.\u003c/p>\n\u003cp>Research suggests that when we see and use gestures, we recruit more parts of the brain than when we use language alone, and we may activate more memory systems – such as procedural memory (the type that stores automatic processes such as how to type or ride a bike) in addition to our memory for events and experiences.\u003c/p>\n\u003cp>Cook is among a cadre of researchers who study learning in the context of “embodied cognition” – the theory that our thoughts are shaped by the physical experiences of our body. According to this view, even when we think about abstract ideas, our brains link them to concrete, physical things that we experience through our hands, our senses and other body parts.\u003c/p>\n\u003cp>https://youtu.be/4gM--10tOQ4\u003c/p>\n\u003cp>Studies that use functional magnetic resonance imaging (fMRI) and other brain imaging techniques provide fascinating \u003ca href=\"http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.862.5353&rep=rep1&type=pdf\">evidence for embodied cognition\u003c/a>. For instance, when we hear verbs such as lick, pick and kick, they activate parts of the brain associated with the tongue, the hands and the legs, respectively. When we read about a happy event, there is greater activity in the nerves and muscles that control smiling.\u003c/p>\n\u003cp>One of the more \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3070188/\">remarkable findings\u003c/a> in this field is that people who get Botox injections to reduce frown lines actually take longer to read sad and angry passages right after the injections than before, although there is no change of pace for reading happy tales.\u003c/p>\n\u003cp>Arthur Glenberg, a professor of psychology at Arizona State University, one of the authors of the Botox study and many others on embodied cognition, is applying the theory to help struggling readers succeed.\u003c/p>\n\u003cp>For more than a decade, Glenberg and colleagues have been developing systems that allow novice readers to physically simulate the content of books to enhance their understanding. The latest version is an iPad-based system called \u003ca href=\"http://resourcecenters2015.videohall.com/presentations/565\">EMBRACE\u003c/a> in which children can move characters and props around on a touch screen to bring the text alive. Unlike some multimedia picture books in which bells and whistles can distract from the story, the EMBRACE actions are tightly aligned with the text. If the story says that a farmer puts a pig in the pen, the child can slide a finger to do the same. If the text explains how blood flows from the heart’s right ventricle to the lungs, the reader can make it happen onscreen.\u003c/p>\n\u003cp>Glenberg has tested this system and an earlier version called Moved by Reading with struggling readers, including kids with learning disabilities, and has found sizeable increases in comprehension. The kids begin by acting out what they are reading — with support from a teacher or from the EMBRACE programming. Later they learn to simply “imagine” the physical actions.\u003c/p>\n\u003cp>The approach works across a variety of content areas — including story problems in math. In a 2011 study with 97 third- and fourth-graders, kids trained in the method solved 44 percent of math problems versus 33 percent for those in a control group. The trained kids were also much less likely (38 percent versus 61 percent) to mistakenly use irrelevant information in their calculations.\u003c/p>\n\u003cp>Word problems are notoriously hard for many students. “Kids sort of give up on trying to figure out what the meaning is and go right to playing with the numbers,” Glenberg explains. What the embodied approach does, he says, is help them develop “a sensorimotor representation” of the math problem. It “forces you to imagine the situation and that makes doing the math much easier.”\u003c/p>\n\u003cp>The same is true in reading. Many kids are able to sound out the text, but don’t actually understand it. This is particularly true of English language learners, Glenberg says. He has been testing the EMBRACE system for such students in the U.S. and in China. In \u003ca href=\"https://www.researchgate.net/publication/314483725_When_and_how_interacting_with_technology-enhanced_storybooks_helps_dual_language_learners\">a 2017 study\u003c/a> with 93 native Spanish-speaking children in Arizona, he reports a “large positive benefit in story comprehension.” An enhanced version of the system offers some basic support in child’s native language.\u003c/p>\n\u003cp>A big question about the approach is whether kids who learn to read on this platform can make the leap to reading fluently without its support, internalizing the habit of picturing the story in their mind’s eye. Glenberg is in the process of studying this.\u003c/p>\n\u003cp>Using our bodies and gesture to teach is something parents and preschool teachers do instinctively (just think about rhymes like the “The Eensy-weensy Spider”). But work by Glenberg, Cook and many others indicates that the benefits can go far beyond preschool and extend to teaching advanced and abstract concepts.\u003c/p>\n\u003cp>Cook’s quick advice to teachers: “Use your hands. Make sure you don’t always have your smartboard controller in your hand. And if the students have their backs to you, it’s not as good.” She hopes that her work with gesturing avatars will eventually improve digital instruction, much of which makes poor use of body language.\u003c/p>\n\u003cp>As more and more of education comes to depend on technology and virtual instruction, it will be vital to capture under-appreciated aspects of human interaction that engage both body and mind.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story 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 \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Whether it’s reading, math or science, we absorb ideas better when we apply some body language.","status":"publish","parent":0,"modified":1508934540,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1220},"headData":{"title":"How Seeing and Using Gestures Make Ideas More Memorable | KQED","description":"Whether it’s reading, math or science, we absorb ideas better when we apply some body language.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49541 https://ww2.kqed.org/mindshift/?p=49541","disqusUrl":"https://ww2.kqed.org/mindshift/2017/10/25/how-seeing-and-using-gestures-make-ideas-more-memorable/","disqusTitle":"How Seeing and Using Gestures Make Ideas More Memorable","nprByline":"Claudia Wallis, \u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>","path":"/mindshift/49541/how-seeing-and-using-gestures-make-ideas-more-memorable","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A teacher stands at a white board in front of her fourth-grade class and begins teaching one of math’s most fundamental concepts: the meaning of an equal sign in the middle of an equation. This is not easy. Young students tend to think of the equal sign as the endpoint of a problem. Now, instead of the usual 8 + 4 = ?, they are asked to ponder 8 + 4 = ? + 6. Mastering this concept will open the door to algebra and higher math.\u003c/p>\n\u003cp>Almost any teacher giving this lesson will instinctively move her hands in predictable ways, pointing to the equal sign, sweeping her hand toward the left side of the equation and then sweeping it toward the right. She might hold both hands palms-up in a balancing gesture to suggest equivalency.\u003c/p>\n\u003cp>Now imagine the teacher giving the same lesson, using the same words, but with her hands flat on her desk or arms at her side. Turns out, her students will be much less likely to grasp the concept.\u003c/p>\n\u003cp>Susan Wagner Cook, an associate professor of psychological and brain sciences at the University of Iowa, has conducted numerous studies with scenarios like these – both with live teachers and with animated avatars (see \u003ca href=\"https://youtu.be/4gM--10tOQ4\">video\u003c/a>). Whether it’s a lesson in math, foreign language vocabulary or science, the result is the same: kids learn better with gesture.\u003c/p>\n\u003cp>“Gesture seems to help build understanding across really abstract things and really concrete things – numbers, words, a whole bunch of stuff,” Cook says.\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>Why this is so is not entirely clear, but gesture seems to lighten the load on our cognitive systems. Cook has shown, for instance, that if you ask people to do two things at once — explain a math problem while remembering a sequence of letters — they do a far better job if permitted to gesture while explaining.\u003c/p>\n\u003cp>Research suggests that when we see and use gestures, we recruit more parts of the brain than when we use language alone, and we may activate more memory systems – such as procedural memory (the type that stores automatic processes such as how to type or ride a bike) in addition to our memory for events and experiences.\u003c/p>\n\u003cp>Cook is among a cadre of researchers who study learning in the context of “embodied cognition” – the theory that our thoughts are shaped by the physical experiences of our body. According to this view, even when we think about abstract ideas, our brains link them to concrete, physical things that we experience through our hands, our senses and other body parts.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/4gM--10tOQ4'\n title='//www.youtube.com/embed/4gM--10tOQ4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Studies that use functional magnetic resonance imaging (fMRI) and other brain imaging techniques provide fascinating \u003ca href=\"http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.862.5353&rep=rep1&type=pdf\">evidence for embodied cognition\u003c/a>. For instance, when we hear verbs such as lick, pick and kick, they activate parts of the brain associated with the tongue, the hands and the legs, respectively. When we read about a happy event, there is greater activity in the nerves and muscles that control smiling.\u003c/p>\n\u003cp>One of the more \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3070188/\">remarkable findings\u003c/a> in this field is that people who get Botox injections to reduce frown lines actually take longer to read sad and angry passages right after the injections than before, although there is no change of pace for reading happy tales.\u003c/p>\n\u003cp>Arthur Glenberg, a professor of psychology at Arizona State University, one of the authors of the Botox study and many others on embodied cognition, is applying the theory to help struggling readers succeed.\u003c/p>\n\u003cp>For more than a decade, Glenberg and colleagues have been developing systems that allow novice readers to physically simulate the content of books to enhance their understanding. The latest version is an iPad-based system called \u003ca href=\"http://resourcecenters2015.videohall.com/presentations/565\">EMBRACE\u003c/a> in which children can move characters and props around on a touch screen to bring the text alive. Unlike some multimedia picture books in which bells and whistles can distract from the story, the EMBRACE actions are tightly aligned with the text. If the story says that a farmer puts a pig in the pen, the child can slide a finger to do the same. If the text explains how blood flows from the heart’s right ventricle to the lungs, the reader can make it happen onscreen.\u003c/p>\n\u003cp>Glenberg has tested this system and an earlier version called Moved by Reading with struggling readers, including kids with learning disabilities, and has found sizeable increases in comprehension. The kids begin by acting out what they are reading — with support from a teacher or from the EMBRACE programming. Later they learn to simply “imagine” the physical actions.\u003c/p>\n\u003cp>The approach works across a variety of content areas — including story problems in math. In a 2011 study with 97 third- and fourth-graders, kids trained in the method solved 44 percent of math problems versus 33 percent for those in a control group. The trained kids were also much less likely (38 percent versus 61 percent) to mistakenly use irrelevant information in their calculations.\u003c/p>\n\u003cp>Word problems are notoriously hard for many students. “Kids sort of give up on trying to figure out what the meaning is and go right to playing with the numbers,” Glenberg explains. What the embodied approach does, he says, is help them develop “a sensorimotor representation” of the math problem. It “forces you to imagine the situation and that makes doing the math much easier.”\u003c/p>\n\u003cp>The same is true in reading. Many kids are able to sound out the text, but don’t actually understand it. This is particularly true of English language learners, Glenberg says. He has been testing the EMBRACE system for such students in the U.S. and in China. In \u003ca href=\"https://www.researchgate.net/publication/314483725_When_and_how_interacting_with_technology-enhanced_storybooks_helps_dual_language_learners\">a 2017 study\u003c/a> with 93 native Spanish-speaking children in Arizona, he reports a “large positive benefit in story comprehension.” An enhanced version of the system offers some basic support in child’s native language.\u003c/p>\n\u003cp>A big question about the approach is whether kids who learn to read on this platform can make the leap to reading fluently without its support, internalizing the habit of picturing the story in their mind’s eye. Glenberg is in the process of studying this.\u003c/p>\n\u003cp>Using our bodies and gesture to teach is something parents and preschool teachers do instinctively (just think about rhymes like the “The Eensy-weensy Spider”). But work by Glenberg, Cook and many others indicates that the benefits can go far beyond preschool and extend to teaching advanced and abstract concepts.\u003c/p>\n\u003cp>Cook’s quick advice to teachers: “Use your hands. Make sure you don’t always have your smartboard controller in your hand. And if the students have their backs to you, it’s not as good.” She hopes that her work with gesturing avatars will eventually improve digital instruction, much of which makes poor use of body language.\u003c/p>\n\u003cp>As more and more of education comes to depend on technology and virtual instruction, it will be vital to capture under-appreciated aspects of human interaction that engage both body and mind.\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 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 \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49541/how-seeing-and-using-gestures-make-ideas-more-memorable","authors":["byline_mindshift_49541"],"categories":["mindshift_192"],"tags":["mindshift_21148","mindshift_20711","mindshift_20784","mindshift_1040"],"featImg":"mindshift_49554","label":"mindshift"},"mindshift_47914":{"type":"posts","id":"mindshift_47914","meta":{"index":"posts_1591205157","site":"mindshift","id":"47914","score":null,"sort":[1491484076000]},"guestAuthors":[],"slug":"how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam","title":"How a Sword and Sorcery Camp Uses Immersive Role Play to Teach STEAM","publishDate":1491484076,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The scene is right out of a survival horror movie. A yellow school bus unloads a group of eager young campers, ready to meet their counselors and settle in for some summer camp fun. Instead, they are greeted by a horde of groaning zombies advancing at them from an open field. The staff frantically hand out three foam Nerf darts to each incredulous camper and suggest they start running. The rest of the day is spent hiding and defending in a desperate bid to evade the droves of undead.\u003c/p>\n\u003cp>Hours later, the bus is back to gather the exhilarated survivors. But it’s not over yet. Before they board, a jeep pulls up and a suited man jumps out and opens a briefcase filled with more foam darts. He distributes them liberally, along with plain business cards printed with the name “INGSOC.” As abruptly as he arrived, he speeds off in a cloud of dust, leaving a pack of mystified campers in his wake.\u003c/p>\n\u003cp>This is one of the many schemes cooked up by Meghan Gardner and her team at \u003ca href=\"http://guardup.com/\">Guard Up\u003c/a> to engage students in learning.\u003c/p>\n\u003cp>Inspired by an elixir of live-action role playing (LARP), video games, and choose-your-own-adventure-style bedtime stories she had dreamed up for her daughters, Gardner envisioned a program where learning occurred within self-determined narrative adventures. After participating in a LARP, she thought “Why not kids instead of adults? Rather than learning an invented language, why not Latin? Instead of alchemy, why not chemistry?” Gardner hired a group of teachers with live role-play experience and launched a series of day and overnight camps that operate with what she terms “story-based education.”\u003c/p>\n\u003cp>https://youtu.be/Br-b4VdGqlk\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Guard Up opened a full-time facility in Burlington, Massachusetts, in 2001. The company offered weekly \u003ca href=\"http://www.guardup.com/\">classes in fencing and swordsmanship\u003c/a> for all ages, as well as story-based educational adventures. Guard Up then launched educational summer camps that eventually became the largest part of the company. Despite being unplugged and device free, much of the adventures play out like a story-rich video game. Gardner’s background in anthropology, film, martial arts and fencing (she even taught a course in underwater defense with Navy SEAL trainers), as well as a passion for storytelling, explains her interest in both sword play and using stories to educate.\u003c/p>\n\u003cp>The camp included narrative elements from the very beginning, but became more deliberately educational in 2010. Today, campers can choose to survive a post-apocalyptic adventure in the \u003ca href=\"http://www.zombiesummercamp.com/\">Zombie STEM Summer Camp\u003c/a> or journey to the fantasy world of Sidleterra in \u003ca href=\"http://www.swordsummercamp.com/\">Wizards & Warriors STEM Camp\u003c/a>.\u003c/p>\n\u003cp>But how does education take place when running from zombies and battling 9-foot witch kings?\u003c/p>\n\u003cp>\u003cstrong>Applying Learning in a Real-World Fiction\u003c/strong>\u003c/p>\n\u003cp>Immersive narratives and embodied actions combine to engage players in a range of learning. Campers can play in story worlds drawn from literature, mythology and history. The name “INGSOC” that was printed on the business cards may seem familiar because it is the political ideology from George Orwell’s dark classic, \u003cem>1984\u003c/em>. Gardner remembered one resourceful young camper who went home and immediately researched the name on the internet. Within minutes of discovering the source he was out the door and on his way to check out a copy of the novel from the local library.\u003c/p>\n\u003cp>“The next day at camp, a huge group of kids, holding their Nerf blasters, surrounded this one boy who was reading out of \u003cem>1984,\u003c/em>\" said Gardner. “He reads about INGSOC and says ‘Guys! We can’t be friends with them … but we can infiltrate them.’ ”\u003c/p>\n\u003cp>This illustrates how an informal, story-driven environment can motivate students to take ownership of their learning. Similarly, when the players encounter Latin spells and scrolls, they are driven to learn and decode the classical language. Schools and libraries become resources to help students make sense of an unfolding narrative, solve problems and take action inside the game. Gardner feels that one of Guard Up’s biggest accomplishments is having students use school as a resource to practically apply abstract knowledge. She believes that by giving students greater agency, they will better transfer and accommodate learning into their lives.\u003c/p>\n\u003cp>Research supports the approach. \u003ca href=\"http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022013000100012\">A study\u003c/a> conducted with medical undergraduate students in Brazil found that using a cooperative role-play environment to teach cellular biology was preferred by the participants and produced equal or higher retention than traditional lecture-style classes. The researchers state that “by telling a story in which everyone takes part, there is greater student interaction and, as a consequence, we may expect better performance in their construction of knowledge.” Rather than one-way teacher transmission, knowledge is co-created by the students, which may lead to better long-term absorption of the material.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=vy_ZAIx66ig&feature=youtu.be\u003c/p>\n\u003cp>\u003cstrong>A Computer Game Without Computers \u003c/strong>\u003c/p>\n\u003cp>Each summer, dystopic works of literature like \u003cem>Animal Farm\u003c/em>, \u003cem>The Island of Dr. Moreau\u003c/em> or \u003cem>I Am Legend\u003c/em> are creatively adapted to structure the zombie apocalypse. The texts are not used in a wholesale linear fashion, but act as general guides to help inform an emerging story. Gardner aims for campers to be the masters of their own destiny, and the decisions they make alter and redirect the plot at every turn.\u003c/p>\n\u003cp>“When I first arrived I thought it would be people running around and hitting each other, but it’s not. It’s about reacting to the consequences of your actions and the responsibility that comes with it,” said one 13-year-old camper.\u003c/p>\n\u003cp>“We go where they want to go in our story. We give the learner the agency and autonomy to control their own outcome,” said Gardner. “There’s a lot of improv, but improv with some guidelines.” The affordance to play in a responsive environment is key to engaging players in video games, but Gardner exports the method off the screen and into the real world. “In this age of technology, so few kids are unplugged and playing pretend. We are a computer game without the computers.”\u003c/p>\n\u003cp>Keeping up with players without the magic of lightning-fast processors can be an epic challenge. At any given time, the staff will build props and costumes, apply makeup, play a host of characters, and maintain constant radio contact with mission control, where maps and figurines are used to orchestrate the unfolding adventure. Every night, the team gathers to alter and tweak the story, and to make all necessary preparations for the next day. To help with the demanding task, they maintain a database of easily deployable “pocket plots” or modular story fragments that can be inserted to respond to the players’ unscripted decisions.\u003c/p>\n\u003cp>Media scholar Dr. Henry Jenkins terms these “micronarratives” and \u003ca href=\"http://web.mit.edu/21fms/People/henry3/games&narrative.html\">identifies them as a prevalent storytelling feature\u003c/a> in popular video games. The technique lets players enjoy the freedom and agency of self-expression, while still loosely following a larger story arc.\u003c/p>\n\u003cp>“Certain plot points are fixed whereas other moments can be expanded or contracted in response to audience feedback without serious consequences to the overall plot,” wrote Jenkins.\u003c/p>\n\u003cp>\u003cstrong>The Heroic Journey to Intercultural Understanding\u003c/strong>\u003c/p>\n\u003cp>Although the Wizards & Warriors Camp emphasizes STEM learning, campers also benefit from a healthy exposure to global cultures. The camp sidesteps standard \u003cem>Lord of the Rings-\u003c/em>style fantasy plots in favor of storylines drawn from world mythology and indigenous oral histories. The narratives are woven together according to the \u003ca href=\"http://www.npr.org/programs/ted-radio-hour/458496650/the-heros-journey\">hero’s journey\u003c/a>, a recurrent narrative pattern that mythologist Joseph Campbell identified as common to all cultures. Notably, the universal but episodic structure of the hero’s journey is often applied as a flexible template for storytelling in video games.\u003c/p>\n\u003cfigure id=\"attachment_47931\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-47931 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Arawak-Nation7-1020x1440.jpg\" alt=\"Arawak educational consultant, Claudia Fox Tree, standing next to Opiyel, the three legged dog who guards the Arawak afterlife. The Opiyel costume was made by Marin Gardner, Costume Designer at Guard Up.\" width=\"640\" height=\"904\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-1020x1440.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-160x226.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-800x1130.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-768x1084.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-1180x1666.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-960x1355.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-240x339.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-375x529.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-520x734.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">For a session on Arawak culture, Guard Up worked with educational consultant Claudia Fox Tree (right) who helped staff develop Opiyel, the three-legged dog who guards the Arawak afterlife. Guard Up costume designer Marin Gardner made the Opiyel costume. \u003ccite>(Courtesy of Meghan Gardner)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Camp policy dictates that a non-Eurocentric culture be used every other year, so in addition to the tales of the Romans, Celts and Norse, they include Japanese myths and indigenous oral histories. To treat these traditions with sensitivity and avoid the pitfalls of cultural appropriation, Guard Up contracts consultants to guide and advise them every step of the way.\u003c/p>\n\u003cp>“This year, we chose both the Abenaki and Arawak tribes to explore because they were very different from each other in location,” said Gardner. “We had Claudia Fox Tree, a local Arawak educator, counsel us on the story, props and regalia, and enlisted the help of Jim Bruchac, Abenaki educator and author from the Ndakinna Education Center in upstate New York.”\u003c/p>\n\u003cp>Gardner affirmed that indigenous people do not consider their stories myths -- they are a collective history transmitted by oral tradition. Similarly, the indigenous vestments are not costumes but regalia, as they are not disguises but a genuine expression of culture and tradition. These efforts toward sensitive representation are transmitted to the campers, fostering a mindset to more respectfully encounter other cultures.\u003c/p>\n\u003cp>UNESCO advocates for including intercultural understanding in curricula to encourage a sense of global citizenship in an increasingly connected world. \u003ca href=\"http://unesdoc.unesco.org/images/0018/001890/189051E.pdf\">A 2010 UNESCO report\u003c/a> states that “respect for cultural diversity falls within the social dimension of peace, equality and human rights, underpinned by the cultural context, within and through which learning occurs, and which forms the basis for inter-linkages between the various sustainability dimensions (i.e., socio-political, environmental and economic).”\u003c/p>\n\u003cp>A sensitive exposure to other cultures adds an ethical dimension to the experience, reinforced by the camp’s emphasis on compassion, courage and honor as the highest virtues to which the young heroes should aspire.\u003c/p>\n\u003cp>\u003cstrong>Sneaky STEM: Designing Spells with Physics\u003c/strong>\u003c/p>\n\u003cp>Beneath the realm of sword and sorcery lies a foundation of hard science. Heroes begin their journey by affiliating themselves with one of several guilds, each offering instruction in a different branch of science. Chemistry is learned to brew potions in the Mages’ Guild, while members of the Healers’ Guild become versed in the rudiments of biology and first aid. “To get first-level spells, mages have to learn basic physics which they then use to cast them,” explained Gardner. “We have 7-year-olds running around the camp reciting Newton’s Laws of Physics.” As players progress they can design and teach their own spells as long as they can scientifically defend them before a Board of Mages. Teachers and education graduate students are hired by the camp to sit on the guild boards, be camp counselors and also develop the camp’s curriculum.\u003c/p>\n\u003cp>https://youtu.be/o6dyj1-OLDs\u003c/p>\n\u003cp>Scientific knowledge helps the heroes prevail, so they are motivated to research, consult with their teachers and librarians, and master the content to ensure that their spells don’t backfire. Gardner calls the approach “sneaky STEM” and laughs with equal mischief and delight when she speaks about the campers learning “subversively.” The informal environment of a camp grants the freedom to experiment in a way that might be challenging in formal school settings. “Standardized tests limit a teachers’ ability to creatively engage the student,” said Gardner. “I don’t know how many times I’ve heard teachers complain that they have to teach to the test.”\u003c/p>\n\u003cp>\u003cstrong>Intergenerational and Inclusive\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Despite the constant menace of monsters and zombies, testimonials from the intergenerational campers repeatedly express a sense of acceptance, inclusion and belonging. The camp brings together a range of ages from 7 years old and upward, but unlike the age silos in schools, all age groups interact in an atmosphere of collaboration and mentorship. Like more traditional summer camps, older campers can become CITs, which is when they get to wear the monster costumes. Although the camp was about 70 percent boys at its inception, Guard Up has formed partnerships, offered scholarships, and targeted promotion to substantially increase its female population. “The counselors make a big effort to not differentiate between genders, “said one 16-year-old camper. “They refer to everyone as heroes. No one cares -- just be you.”\u003c/p>\n\n","blocks":[],"excerpt":"Role playing stories helps kids experience learning on a deeper level by tapping into their creativity, agency and sense of discovery. ","status":"publish","parent":0,"modified":1491484076,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":2091},"headData":{"title":"How a Sword and Sorcery Camp Uses Immersive Role Play to Teach STEAM | KQED","description":"Role playing stories helps kids experience learning on a deeper level by tapping into their creativity, agency and sense of discovery. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"47914 https://ww2.kqed.org/mindshift/?p=47914","disqusUrl":"https://ww2.kqed.org/mindshift/2017/04/06/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam/","disqusTitle":"How a Sword and Sorcery Camp Uses Immersive Role Play to Teach STEAM","path":"/mindshift/47914/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The scene is right out of a survival horror movie. A yellow school bus unloads a group of eager young campers, ready to meet their counselors and settle in for some summer camp fun. Instead, they are greeted by a horde of groaning zombies advancing at them from an open field. The staff frantically hand out three foam Nerf darts to each incredulous camper and suggest they start running. The rest of the day is spent hiding and defending in a desperate bid to evade the droves of undead.\u003c/p>\n\u003cp>Hours later, the bus is back to gather the exhilarated survivors. But it’s not over yet. Before they board, a jeep pulls up and a suited man jumps out and opens a briefcase filled with more foam darts. He distributes them liberally, along with plain business cards printed with the name “INGSOC.” As abruptly as he arrived, he speeds off in a cloud of dust, leaving a pack of mystified campers in his wake.\u003c/p>\n\u003cp>This is one of the many schemes cooked up by Meghan Gardner and her team at \u003ca href=\"http://guardup.com/\">Guard Up\u003c/a> to engage students in learning.\u003c/p>\n\u003cp>Inspired by an elixir of live-action role playing (LARP), video games, and choose-your-own-adventure-style bedtime stories she had dreamed up for her daughters, Gardner envisioned a program where learning occurred within self-determined narrative adventures. After participating in a LARP, she thought “Why not kids instead of adults? Rather than learning an invented language, why not Latin? Instead of alchemy, why not chemistry?” Gardner hired a group of teachers with live role-play experience and launched a series of day and overnight camps that operate with what she terms “story-based education.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Br-b4VdGqlk'\n title='//www.youtube.com/embed/Br-b4VdGqlk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\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>Guard Up opened a full-time facility in Burlington, Massachusetts, in 2001. The company offered weekly \u003ca href=\"http://www.guardup.com/\">classes in fencing and swordsmanship\u003c/a> for all ages, as well as story-based educational adventures. Guard Up then launched educational summer camps that eventually became the largest part of the company. Despite being unplugged and device free, much of the adventures play out like a story-rich video game. Gardner’s background in anthropology, film, martial arts and fencing (she even taught a course in underwater defense with Navy SEAL trainers), as well as a passion for storytelling, explains her interest in both sword play and using stories to educate.\u003c/p>\n\u003cp>The camp included narrative elements from the very beginning, but became more deliberately educational in 2010. Today, campers can choose to survive a post-apocalyptic adventure in the \u003ca href=\"http://www.zombiesummercamp.com/\">Zombie STEM Summer Camp\u003c/a> or journey to the fantasy world of Sidleterra in \u003ca href=\"http://www.swordsummercamp.com/\">Wizards & Warriors STEM Camp\u003c/a>.\u003c/p>\n\u003cp>But how does education take place when running from zombies and battling 9-foot witch kings?\u003c/p>\n\u003cp>\u003cstrong>Applying Learning in a Real-World Fiction\u003c/strong>\u003c/p>\n\u003cp>Immersive narratives and embodied actions combine to engage players in a range of learning. Campers can play in story worlds drawn from literature, mythology and history. The name “INGSOC” that was printed on the business cards may seem familiar because it is the political ideology from George Orwell’s dark classic, \u003cem>1984\u003c/em>. Gardner remembered one resourceful young camper who went home and immediately researched the name on the internet. Within minutes of discovering the source he was out the door and on his way to check out a copy of the novel from the local library.\u003c/p>\n\u003cp>“The next day at camp, a huge group of kids, holding their Nerf blasters, surrounded this one boy who was reading out of \u003cem>1984,\u003c/em>\" said Gardner. “He reads about INGSOC and says ‘Guys! We can’t be friends with them … but we can infiltrate them.’ ”\u003c/p>\n\u003cp>This illustrates how an informal, story-driven environment can motivate students to take ownership of their learning. Similarly, when the players encounter Latin spells and scrolls, they are driven to learn and decode the classical language. Schools and libraries become resources to help students make sense of an unfolding narrative, solve problems and take action inside the game. Gardner feels that one of Guard Up’s biggest accomplishments is having students use school as a resource to practically apply abstract knowledge. She believes that by giving students greater agency, they will better transfer and accommodate learning into their lives.\u003c/p>\n\u003cp>Research supports the approach. \u003ca href=\"http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022013000100012\">A study\u003c/a> conducted with medical undergraduate students in Brazil found that using a cooperative role-play environment to teach cellular biology was preferred by the participants and produced equal or higher retention than traditional lecture-style classes. The researchers state that “by telling a story in which everyone takes part, there is greater student interaction and, as a consequence, we may expect better performance in their construction of knowledge.” Rather than one-way teacher transmission, knowledge is co-created by the students, which may lead to better long-term absorption of the material.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/vy_ZAIx66ig'\n title='//www.youtube.com/embed/vy_ZAIx66ig'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>A Computer Game Without Computers \u003c/strong>\u003c/p>\n\u003cp>Each summer, dystopic works of literature like \u003cem>Animal Farm\u003c/em>, \u003cem>The Island of Dr. Moreau\u003c/em> or \u003cem>I Am Legend\u003c/em> are creatively adapted to structure the zombie apocalypse. The texts are not used in a wholesale linear fashion, but act as general guides to help inform an emerging story. Gardner aims for campers to be the masters of their own destiny, and the decisions they make alter and redirect the plot at every turn.\u003c/p>\n\u003cp>“When I first arrived I thought it would be people running around and hitting each other, but it’s not. It’s about reacting to the consequences of your actions and the responsibility that comes with it,” said one 13-year-old camper.\u003c/p>\n\u003cp>“We go where they want to go in our story. We give the learner the agency and autonomy to control their own outcome,” said Gardner. “There’s a lot of improv, but improv with some guidelines.” The affordance to play in a responsive environment is key to engaging players in video games, but Gardner exports the method off the screen and into the real world. “In this age of technology, so few kids are unplugged and playing pretend. We are a computer game without the computers.”\u003c/p>\n\u003cp>Keeping up with players without the magic of lightning-fast processors can be an epic challenge. At any given time, the staff will build props and costumes, apply makeup, play a host of characters, and maintain constant radio contact with mission control, where maps and figurines are used to orchestrate the unfolding adventure. Every night, the team gathers to alter and tweak the story, and to make all necessary preparations for the next day. To help with the demanding task, they maintain a database of easily deployable “pocket plots” or modular story fragments that can be inserted to respond to the players’ unscripted decisions.\u003c/p>\n\u003cp>Media scholar Dr. Henry Jenkins terms these “micronarratives” and \u003ca href=\"http://web.mit.edu/21fms/People/henry3/games&narrative.html\">identifies them as a prevalent storytelling feature\u003c/a> in popular video games. The technique lets players enjoy the freedom and agency of self-expression, while still loosely following a larger story arc.\u003c/p>\n\u003cp>“Certain plot points are fixed whereas other moments can be expanded or contracted in response to audience feedback without serious consequences to the overall plot,” wrote Jenkins.\u003c/p>\n\u003cp>\u003cstrong>The Heroic Journey to Intercultural Understanding\u003c/strong>\u003c/p>\n\u003cp>Although the Wizards & Warriors Camp emphasizes STEM learning, campers also benefit from a healthy exposure to global cultures. The camp sidesteps standard \u003cem>Lord of the Rings-\u003c/em>style fantasy plots in favor of storylines drawn from world mythology and indigenous oral histories. The narratives are woven together according to the \u003ca href=\"http://www.npr.org/programs/ted-radio-hour/458496650/the-heros-journey\">hero’s journey\u003c/a>, a recurrent narrative pattern that mythologist Joseph Campbell identified as common to all cultures. Notably, the universal but episodic structure of the hero’s journey is often applied as a flexible template for storytelling in video games.\u003c/p>\n\u003cfigure id=\"attachment_47931\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-47931 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Arawak-Nation7-1020x1440.jpg\" alt=\"Arawak educational consultant, Claudia Fox Tree, standing next to Opiyel, the three legged dog who guards the Arawak afterlife. The Opiyel costume was made by Marin Gardner, Costume Designer at Guard Up.\" width=\"640\" height=\"904\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-1020x1440.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-160x226.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-800x1130.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-768x1084.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-1180x1666.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-960x1355.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-240x339.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-375x529.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-520x734.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">For a session on Arawak culture, Guard Up worked with educational consultant Claudia Fox Tree (right) who helped staff develop Opiyel, the three-legged dog who guards the Arawak afterlife. Guard Up costume designer Marin Gardner made the Opiyel costume. \u003ccite>(Courtesy of Meghan Gardner)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Camp policy dictates that a non-Eurocentric culture be used every other year, so in addition to the tales of the Romans, Celts and Norse, they include Japanese myths and indigenous oral histories. To treat these traditions with sensitivity and avoid the pitfalls of cultural appropriation, Guard Up contracts consultants to guide and advise them every step of the way.\u003c/p>\n\u003cp>“This year, we chose both the Abenaki and Arawak tribes to explore because they were very different from each other in location,” said Gardner. “We had Claudia Fox Tree, a local Arawak educator, counsel us on the story, props and regalia, and enlisted the help of Jim Bruchac, Abenaki educator and author from the Ndakinna Education Center in upstate New York.”\u003c/p>\n\u003cp>Gardner affirmed that indigenous people do not consider their stories myths -- they are a collective history transmitted by oral tradition. Similarly, the indigenous vestments are not costumes but regalia, as they are not disguises but a genuine expression of culture and tradition. These efforts toward sensitive representation are transmitted to the campers, fostering a mindset to more respectfully encounter other cultures.\u003c/p>\n\u003cp>UNESCO advocates for including intercultural understanding in curricula to encourage a sense of global citizenship in an increasingly connected world. \u003ca href=\"http://unesdoc.unesco.org/images/0018/001890/189051E.pdf\">A 2010 UNESCO report\u003c/a> states that “respect for cultural diversity falls within the social dimension of peace, equality and human rights, underpinned by the cultural context, within and through which learning occurs, and which forms the basis for inter-linkages between the various sustainability dimensions (i.e., socio-political, environmental and economic).”\u003c/p>\n\u003cp>A sensitive exposure to other cultures adds an ethical dimension to the experience, reinforced by the camp’s emphasis on compassion, courage and honor as the highest virtues to which the young heroes should aspire.\u003c/p>\n\u003cp>\u003cstrong>Sneaky STEM: Designing Spells with Physics\u003c/strong>\u003c/p>\n\u003cp>Beneath the realm of sword and sorcery lies a foundation of hard science. Heroes begin their journey by affiliating themselves with one of several guilds, each offering instruction in a different branch of science. Chemistry is learned to brew potions in the Mages’ Guild, while members of the Healers’ Guild become versed in the rudiments of biology and first aid. “To get first-level spells, mages have to learn basic physics which they then use to cast them,” explained Gardner. “We have 7-year-olds running around the camp reciting Newton’s Laws of Physics.” As players progress they can design and teach their own spells as long as they can scientifically defend them before a Board of Mages. Teachers and education graduate students are hired by the camp to sit on the guild boards, be camp counselors and also develop the camp’s curriculum.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/o6dyj1-OLDs'\n title='//www.youtube.com/embed/o6dyj1-OLDs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Scientific knowledge helps the heroes prevail, so they are motivated to research, consult with their teachers and librarians, and master the content to ensure that their spells don’t backfire. Gardner calls the approach “sneaky STEM” and laughs with equal mischief and delight when she speaks about the campers learning “subversively.” The informal environment of a camp grants the freedom to experiment in a way that might be challenging in formal school settings. “Standardized tests limit a teachers’ ability to creatively engage the student,” said Gardner. “I don’t know how many times I’ve heard teachers complain that they have to teach to the test.”\u003c/p>\n\u003cp>\u003cstrong>Intergenerational and Inclusive\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Despite the constant menace of monsters and zombies, testimonials from the intergenerational campers repeatedly express a sense of acceptance, inclusion and belonging. The camp brings together a range of ages from 7 years old and upward, but unlike the age silos in schools, all age groups interact in an atmosphere of collaboration and mentorship. Like more traditional summer camps, older campers can become CITs, which is when they get to wear the monster costumes. Although the camp was about 70 percent boys at its inception, Guard Up has formed partnerships, offered scholarships, and targeted promotion to substantially increase its female population. “The counselors make a big effort to not differentiate between genders, “said one 16-year-old camper. “They refer to everyone as heroes. No one cares -- just be you.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47914/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam","authors":["11107"],"categories":["mindshift_192"],"tags":["mindshift_20711","mindshift_20784","mindshift_1040","mindshift_21084","mindshift_20774","mindshift_47","mindshift_21083"],"featImg":"mindshift_47933","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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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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