A secret shelf of banned books thrives in a Texas school, under the nose of censors
How extroverted teachers can engage introverted students
What's the best way to teach? It depends on the subject
Using poetry to sharpen students' claims for argument writing
Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books
Matching students with books is a sacred task. How can educators select stories that boost belonging?
Gholdy Muhammad wants teachers to see the world as curriculum
How to fend off 'educational numbness' with experiential learning
How the #DisruptTexts Movement Can Help English Teachers Be More Inclusive
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It’s filled with books that have been challenged or banned.\u003c/p>\n\u003cp>“Some of the books that I’ve read are books like \u003cem>Hood Feminism\u003c/em>, \u003cem>The Poet X\u003c/em>, \u003cem>Gabi, A Girl in Pieces\u003c/em>,” says one of the girls. She’s a 17-year-old senior with round glasses and long braids. The books, she says, sparked her feminist consciousness. “I just see, especially in my community, a lot of women being talked down upon and those books [were] really nice to read.”\u003c/p>\n\u003cp>These students live in a state that has banned more books than nearly any other, \u003ca href=\"https://pen.org/press-release/pen-america-joins-seven-other-groups-to-support-lawsuit-to-overturn-texas-book-ban-law-as-unconstitutional/\">according to PEN America\u003c/a>. The Texas State Board of Education \u003ca href=\"https://www.keranews.org/texas-news/2023-04-19/texas-house-advances-bill-that-would-remove-sexually-explicit-books-from-school-libraries\">passed a policy in late 2023\u003c/a> prohibiting what it calls “sexually explicit, pervasively vulgar or educationally unsuitable books in public schools.” Over the past two years, \u003ca href=\"https://www.hppr.org/hppr-news/2023-09-21/a-teacher-in-texas-was-fired-for-reading-from-an-anne-frank-graphic-novel\">Texas teachers have lost jobs \u003c/a>or been \u003ca href=\"https://www.nbcnews.com/news/us-news/transgender-student-texas-grapevine-podcast-rcna118116\">pressured to resign\u003c/a> after making challenged books available to students.\u003c/p>\n\u003cp>The teacher who created this bookshelf could become a target for far right-wing groups. That’s why NPR is not naming her, nor her students.\u003c/p>\n\u003cp>“We don’t want to jeopardize our teacher in any way, or the bookshelf,” another teenager explains. Until recently, he says, he was not naturally inclined toward reading. But the secret bookshelf opened a world of characters and situations he immediately related to. “Just to see Latinos, like LGBTQ,” he says. “That’s not something you really see in our community, or it’s not very well represented at all.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The secret bookshelf began in late 2021, when \u003ca href=\"https://www.npr.org/2021/10/28/1050013664/texas-lawmaker-matt-krause-launches-inquiry-into-850-books\">then-state Rep. Matt Krause sent public schools a list of 850 books\u003c/a> he wanted banned from schools. They might, he said, “make students feel discomfort, guilt, anguish, or any other form of psychological distress because of their race or sex.”\u003c/p>\n\u003cp>That made this teacher furious. “The books that make you uncomfortable are the books that make you think,” she told NPR. “Isn’t that what school is supposed to do? It’s supposed to make you think?”\u003c/p>\n\u003cp>She swung into action, calling friends to support a bookshelf that would include all of the books Krause wanted banned. Then she enlisted a student to put it together.\u003c/p>\n\u003cp>“I went through the list and found the ones that I thought were cool,” he recalled to NPR over a London Fog latte. “And then she gave me her [credit] card and I bought them. It was a lot of gay books, I remember that.”\u003c/p>\n\u003cp>That same student came out as trans to his family while in high school. “I wouldn’t call them supportive, so I had to do a lot of sneaking around,” he said quietly. Now 19, he’s graduated and works as a host in a restaurant while deciding on his next move.\u003c/p>\n\u003cp>“Having these books, having these stories out there meant a lot to me, because I felt seen,” he said. Especially meaningful, he added, during a fraught time when Texas lawmakers banned transition-related care for teenagers. “Because of the way the laws are going for trans people especially,” he said, “it could be assumed that [my teacher is] grooming kids. And that would be terrible because that’s not what she’s doing at all.”\u003c/p>\n\u003cp>NPR repeatedly reached out to former Texas lawmaker Matt Krause for comment and got no response. He is currently running for county commissioner in the Fort Worth area. The chief of communications for the public school district thanked NPR for “highlighting this very important topic,” but said, “we’re going to pass on this opportunity,” when asked to comment on how administrators are implementing policies around books that have been challenged.\u003c/p>\n\u003cp>“We’ve been seeing a climate of fear — and a variety of self-censorship — going on by school leaders or librarians who do not understand the implications of the law or are fearful for their jobs,” said Carolyn Foote. She’s a retired English teacher and librarian who co-created the activist group \u003ca href=\"https://www.txfreadomfighters.us/\">Texas FReadom Fighters\u003c/a>.\u003c/p>\n\u003cp>Kasey Meehan of the free speech advocacy group \u003ca href=\"https://pen.org/\">PEN America\u003c/a> says she’s watched things in Texas escalate. She points to \u003ca href=\"https://www.theguardian.com/us-news/2023/sep/20/texas-teacher-fired-anne-frank-book-ban\">a teacher fired last year\u003c/a> for sharing a graphic novel with her students that showed Anne Frank having a romantic daydream about another girl. Another teacher \u003ca href=\"https://www.nbcnews.com/news/us-news/transgender-student-texas-grapevine-podcast-rcna118116\">featured on an NBC podcast\u003c/a> left her job under pressure after making literature available to students featuring a positive transgender character.\u003c/p>\n\u003cp>“Parents are taking books from schools and bringing them to police or sheriff offices and accusing librarians and educators of providing sexually explicit material to students,” Meehan says.\u003c/p>\n\u003cp>“It does make me nervous,” admitted the Houston teacher with the secret bookshelf. “I mean, this is absolutely silly that I am not free to talk about books without giving my name and worrying about repercussions.”\u003c/p>\n\u003cp>At some point, she hopes, it will no longer have to be a secret. Earlier this month, the U.S. Court of Appeals blocked part of a recently passed state bill, known as HB 900, that would have required booksellers and publishers to rate any books sold to schools for sexual content. This was seen as a victory for freedom-to-read activists, but some of them noted to NPR that HB 900 still contains dangerously vague language about material prohibited in school and no clear guidelines about enforcement.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I do believe that book banning is going to go away,” the teacher says, firmly. But for now she adds, “I intend for this library to just keep growing.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+secret+shelf+of+banned+books+thrives+in+a+Texas+school%2C+under+the+nose+of+censors&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A teacher at a public school near Houston has a secret classroom bookshelf largely made up of challenged titles. Many of the books deal with race, sex and gender.","status":"publish","parent":0,"modified":1706552175,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1012},"headData":{"title":"A secret shelf of banned books thrives in a Texas school, under the nose of censors | KQED","description":"A teacher at a public school near Houston has a secret classroom bookshelf largely made up of challenged titles. 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Many of the books deal with race, sex and gender.","schema":{"@context":"http://schema.org","@type":"Article","headline":"A secret shelf of banned books thrives in a Texas school, under the nose of censors","datePublished":"2024-01-29T18:16:15.000Z","dateModified":"2024-01-29T18:16:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprImageCredit":"Becky Harlan","nprByline":"Neda Ulaby","nprImageAgency":"NPR","nprStoryId":"1222539335","nprApiLink":"http://api.npr.org/query?id=1222539335&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/01/29/1222539335/banned-books-high-school?ft=nprml&f=1222539335","nprRetrievedStory":"1","nprPubDate":"Mon, 29 Jan 2024 12:51:00 -0500","nprStoryDate":"Mon, 29 Jan 2024 07:01:12 -0500","nprLastModifiedDate":"Mon, 29 Jan 2024 12:51:04 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63035/a-secret-shelf-of-banned-books-thrives-in-a-texas-school-under-the-nose-of-censors","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the far, far suburbs of Houston, Texas, three teenagers are talking at a coffee shop about a clandestine bookshelf in their public school classroom. It’s filled with books that have been challenged or banned.\u003c/p>\n\u003cp>“Some of the books that I’ve read are books like \u003cem>Hood Feminism\u003c/em>, \u003cem>The Poet X\u003c/em>, \u003cem>Gabi, A Girl in Pieces\u003c/em>,” says one of the girls. She’s a 17-year-old senior with round glasses and long braids. The books, she says, sparked her feminist consciousness. “I just see, especially in my community, a lot of women being talked down upon and those books [were] really nice to read.”\u003c/p>\n\u003cp>These students live in a state that has banned more books than nearly any other, \u003ca href=\"https://pen.org/press-release/pen-america-joins-seven-other-groups-to-support-lawsuit-to-overturn-texas-book-ban-law-as-unconstitutional/\">according to PEN America\u003c/a>. The Texas State Board of Education \u003ca href=\"https://www.keranews.org/texas-news/2023-04-19/texas-house-advances-bill-that-would-remove-sexually-explicit-books-from-school-libraries\">passed a policy in late 2023\u003c/a> prohibiting what it calls “sexually explicit, pervasively vulgar or educationally unsuitable books in public schools.” Over the past two years, \u003ca href=\"https://www.hppr.org/hppr-news/2023-09-21/a-teacher-in-texas-was-fired-for-reading-from-an-anne-frank-graphic-novel\">Texas teachers have lost jobs \u003c/a>or been \u003ca href=\"https://www.nbcnews.com/news/us-news/transgender-student-texas-grapevine-podcast-rcna118116\">pressured to resign\u003c/a> after making challenged books available to students.\u003c/p>\n\u003cp>The teacher who created this bookshelf could become a target for far right-wing groups. That’s why NPR is not naming her, nor her students.\u003c/p>\n\u003cp>“We don’t want to jeopardize our teacher in any way, or the bookshelf,” another teenager explains. Until recently, he says, he was not naturally inclined toward reading. But the secret bookshelf opened a world of characters and situations he immediately related to. “Just to see Latinos, like LGBTQ,” he says. “That’s not something you really see in our community, or it’s not very well represented at all.”\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 secret bookshelf began in late 2021, when \u003ca href=\"https://www.npr.org/2021/10/28/1050013664/texas-lawmaker-matt-krause-launches-inquiry-into-850-books\">then-state Rep. Matt Krause sent public schools a list of 850 books\u003c/a> he wanted banned from schools. They might, he said, “make students feel discomfort, guilt, anguish, or any other form of psychological distress because of their race or sex.”\u003c/p>\n\u003cp>That made this teacher furious. “The books that make you uncomfortable are the books that make you think,” she told NPR. “Isn’t that what school is supposed to do? It’s supposed to make you think?”\u003c/p>\n\u003cp>She swung into action, calling friends to support a bookshelf that would include all of the books Krause wanted banned. Then she enlisted a student to put it together.\u003c/p>\n\u003cp>“I went through the list and found the ones that I thought were cool,” he recalled to NPR over a London Fog latte. “And then she gave me her [credit] card and I bought them. It was a lot of gay books, I remember that.”\u003c/p>\n\u003cp>That same student came out as trans to his family while in high school. “I wouldn’t call them supportive, so I had to do a lot of sneaking around,” he said quietly. Now 19, he’s graduated and works as a host in a restaurant while deciding on his next move.\u003c/p>\n\u003cp>“Having these books, having these stories out there meant a lot to me, because I felt seen,” he said. Especially meaningful, he added, during a fraught time when Texas lawmakers banned transition-related care for teenagers. “Because of the way the laws are going for trans people especially,” he said, “it could be assumed that [my teacher is] grooming kids. And that would be terrible because that’s not what she’s doing at all.”\u003c/p>\n\u003cp>NPR repeatedly reached out to former Texas lawmaker Matt Krause for comment and got no response. He is currently running for county commissioner in the Fort Worth area. The chief of communications for the public school district thanked NPR for “highlighting this very important topic,” but said, “we’re going to pass on this opportunity,” when asked to comment on how administrators are implementing policies around books that have been challenged.\u003c/p>\n\u003cp>“We’ve been seeing a climate of fear — and a variety of self-censorship — going on by school leaders or librarians who do not understand the implications of the law or are fearful for their jobs,” said Carolyn Foote. She’s a retired English teacher and librarian who co-created the activist group \u003ca href=\"https://www.txfreadomfighters.us/\">Texas FReadom Fighters\u003c/a>.\u003c/p>\n\u003cp>Kasey Meehan of the free speech advocacy group \u003ca href=\"https://pen.org/\">PEN America\u003c/a> says she’s watched things in Texas escalate. She points to \u003ca href=\"https://www.theguardian.com/us-news/2023/sep/20/texas-teacher-fired-anne-frank-book-ban\">a teacher fired last year\u003c/a> for sharing a graphic novel with her students that showed Anne Frank having a romantic daydream about another girl. Another teacher \u003ca href=\"https://www.nbcnews.com/news/us-news/transgender-student-texas-grapevine-podcast-rcna118116\">featured on an NBC podcast\u003c/a> left her job under pressure after making literature available to students featuring a positive transgender character.\u003c/p>\n\u003cp>“Parents are taking books from schools and bringing them to police or sheriff offices and accusing librarians and educators of providing sexually explicit material to students,” Meehan says.\u003c/p>\n\u003cp>“It does make me nervous,” admitted the Houston teacher with the secret bookshelf. “I mean, this is absolutely silly that I am not free to talk about books without giving my name and worrying about repercussions.”\u003c/p>\n\u003cp>At some point, she hopes, it will no longer have to be a secret. Earlier this month, the U.S. Court of Appeals blocked part of a recently passed state bill, known as HB 900, that would have required booksellers and publishers to rate any books sold to schools for sexual content. This was seen as a victory for freedom-to-read activists, but some of them noted to NPR that HB 900 still contains dangerously vague language about material prohibited in school and no clear guidelines about enforcement.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I do believe that book banning is going to go away,” the teacher says, firmly. But for now she adds, “I intend for this library to just keep growing.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+secret+shelf+of+banned+books+thrives+in+a+Texas+school%2C+under+the+nose+of+censors&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63035/a-secret-shelf-of-banned-books-thrives-in-a-texas-school-under-the-nose-of-censors","authors":["byline_mindshift_63035"],"categories":["mindshift_194"],"tags":["mindshift_21516","mindshift_21657","mindshift_20646","mindshift_21255","mindshift_21339","mindshift_20564","mindshift_21284","mindshift_550","mindshift_21605","mindshift_21591","mindshift_21451"],"featImg":"mindshift_63036","label":"mindshift"},"mindshift_62119":{"type":"posts","id":"mindshift_62119","meta":{"index":"posts_1591205157","site":"mindshift","id":"62119","score":null,"sort":[1690884022000]},"guestAuthors":[],"slug":"how-extroverted-teachers-can-engage-introverted-students","title":"How extroverted teachers can engage introverted students","publishDate":1690884022,"format":"audio","headTitle":"How extroverted teachers can engage introverted students | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Middle school English teacher \u003ca href=\"https://twitter.com/theVogelman\">Brett Vogelsinger\u003c/a> wasn’t always attuned to the needs of introverts. As an extrovert himself, he found it easy to raise his hand and be vocal in school. So when he \u003ca href=\"https://www.kqed.org/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing\">became a teacher\u003c/a>, he believed those were the hallmarks of a good student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I would even see a student in an honors class who wasn’t super participatory, and I’d think to myself, ‘What are they doing in an honors class?’ They don’t seem that into English class,” he said. “I don’t really like that I thought that, but I did.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62135\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62135\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/brett-vogelsinger-160x222.jpg\" alt=\"\" width=\"250\" height=\"347\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-160x222.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-800x1109.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1020x1414.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-768x1065.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1108x1536.jpg 1108w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1477x2048.jpg 1477w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1920x2663.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-scaled.jpg 1846w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Brett Vogelsinger reads a passage from Shakespeare’s Romeo and Juliet. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger has taught at Central Bucks School District – a large, suburban district outside Philadelphia – for 20 years. In that time, the concepts of introversion and extroversion have become more widely known. As author Susan Cain explained in a \u003c/span>\u003ca href=\"https://www.ted.com/talks/susan_cain_the_power_of_introverts\">\u003cspan style=\"font-weight: 400\">viral Ted Talk in 2012\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “extroverts really crave large amounts of stimulation, whereas introverts feel at their most alive and their most switched-on and their most capable when they’re in quieter, more low-key environments.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an education landscape where speaking up often \u003c/span>\u003ca href=\"https://quietrev.com/class-participation-lets-talk-about-it-2/\">\u003cspan style=\"font-weight: 400\">counts towards grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and collaboration is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">highly valued\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, today’s classrooms are sometimes noisy and stimulating places to learn. That can be draining for introverted students, who may do their best thinking solo or in calmer settings. Teaching strategies that build in think time, encourage students to listen to each other’s ideas, and include options for written responses can help make space for introverted voices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those kinds of things help to move towards 100% participation without making introverts feel cornered,” said Vogelsinger, who uses all these methods.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While popular understanding of introversion was rising, Vogelsinger was getting a personal education. Because he married an introvert, he began to see the strengths that come from introverts’ propensity for quiet reflection. Just as importantly, he noticed that some of the most powerful writing assignments in his classes came from students who rarely spoke in class. These observations raised questions for how he structured classes in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61848/whats-the-best-way-to-teach-it-depends-on-the-subject\">\u003cspan style=\"font-weight: 400\">a subject where conversation is king\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It took me a while to realize that someone can engage rigorously mentally with what’s going on in the classroom, and you might not hear it as a teacher,” Vogelsinger said. “So then how do we make that learning visible? How do we give them chances to share what they’re learning?”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Summer Reading Series: “Quiet” by \u003ca href=\"https://twitter.com/susancain?ref_src=twsrc%5Etfw\">@SusanCain\u003c/a> \u003ca href=\"https://t.co/tZ8TNdLmU3\">pic.twitter.com/tZ8TNdLmU3\u003c/a>\u003c/p>\n\u003cp>— Mr. John Curtis (@curtiswords) \u003ca href=\"https://twitter.com/curtiswords/status/1676198396736991232?ref_src=twsrc%5Etfw\">July 4, 2023\u003c/a>\u003c/p>\u003c/blockquote>\n\u003ch2>\u003cb>Adding more voices to the conversation with colored index cards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last spring, Vogelsinger’s English class at Holicong Middle School was discussing whether fate or decision-making played a bigger role in the tragic outcome of Shakespeare’s \u003ci>Romeo and Juliet\u003c/i>. Each student had a white index card and a yellow index card on their desk. At the start, he reminded students that a white card “means a fresh new idea no one’s brought up yet,” and a yellow card means you’re building on someone’s line of thinking, “just like yellow snow means someone’s been there before.” He calls this discussion format “white snow/yellow snow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students spoke, classmates raised a white or yellow card to be called on, shuffling between cards after hearing peers’ comments. Vogelsinger devised this strategy to create more on-ramps to class discussions for introverted students, who might take a beat (or several) before volunteering, and by the time they do, their more voluble classmates have gone in a different direction.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62136\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-62136\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/white-snow-yellow-snow-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-scaled.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">In a “white snow/yellow snow” discussion, students raise a white index card to share a new idea or a yellow index card to build on a classmate’s idea. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">About halfway through the \u003ci>Romeo and Juliet\u003c/i> discussion, a student named Mary tentatively raised a yellow card about halfway. Another classmate took a turn, and Mary raised her card higher. Vogelsinger nodded to her, giving her the floor, and she softly shared a counterpoint to her classmates’ claims about Romeo’s bad choices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger said his introverted students usually speak up more when using the index cards. Plus, his extroverted students are reminded to listen and reflect a little more than usual. “Instead of just raising your hand, which you’re doing all day, now you have this other element and you have to think about how [what you want to say] connects to other things with the white snow/yellow snow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The index cards also help Vogelsinger monitor the flow of conversation and redirect when things go off track or one idea drags on too long. And they aren’t the only way Vogelsinger invites introverts to participate in class.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discussion boards and think time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before classroom discussions start, Vogelsinger also builds in opportunities for students to engage with ideas on their own. Online message boards are one of those opportunities. Though some teachers used online discussion boards before the COVID-19 pandemic, their popularity surged during distance learning. Many teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers\">\u003cspan style=\"font-weight: 400\">heard from new voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through those forums.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids who had been really quiet were responding really well on discussion boards in that last part of the spring from March to June [2020],” Vogelsinger said of his classes. Now he uses message boards as an introvert-friendly form of participation throughout the semester. Sometimes he highlights comments from the boards in class before moving on to another activity. Other times, the message boards lead into a verbal discussion, like the white snow/yellow snow discussion of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Romeo and Juliet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They’ve already done some thinking about it online. They’ve even interacted with [ChatGPT] and how it wrote about [the play’s themes],” Vogelsinger said. That preparation gives students “roots to the conversation.” Plus, he carved out several minutes before the discussion for students to revisit what they wrote and read each other’s responses. That “think time” is especially helpful for introverted students, who may not want to \u003c/span>\u003ca href=\"https://quietrev.com/encouraging-introverts-to-speak-up-in-school/\">\u003cspan style=\"font-weight: 400\">speak on the spot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as soon as a teacher throws out a question.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Introversion is not about being quiet, shy or reserved,” Vogelsinger said. “It’s about feeling recharged and energized by quiet time, reflective time. … And in English class that’s really valuable. And in learning, that’s really valuable.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">🕒 Wait time 🕒 between asking a question and calling on someone for an answer — as well as waiting to respond to an answer — is an important strategy to include all learners.\u003c/p>\n\u003cp>Sketchnote via \u003ca href=\"https://twitter.com/ValentinaESL?ref_src=twsrc%5Etfw\">@ValentinaESL\u003c/a> \u003ca href=\"https://t.co/I510pm7x5u\">pic.twitter.com/I510pm7x5u\u003c/a>\u003c/p>\n\u003cp>— MindShift (@MindShiftKQED) \u003ca href=\"https://twitter.com/MindShiftKQED/status/1683090835917664258?ref_src=twsrc%5Etfw\">July 23, 2023\u003c/a>\u003c/p>\u003c/blockquote>\n\u003ch2>\u003cb>Engagement as a continuum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Vogelsinger, learning about introversion helped him move from deficit thinking to tackling a creative challenge. “I’ve learned not to see an introverted student as someone who’s not engaging as much as I think they should, and rather to see my responsibility as giving a variety of ways to engage,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He uses the word “engage” intentionally. While “participation” when used in grading usually emphasizes talking in class, engagement encompasses a range of learning behaviors. Education researcher Amy Berry developed \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61926/reimagining-student-engagement-as-a-continuum-of-learning-behaviors\">\u003cspan style=\"font-weight: 400\">a continuum of student engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that illustrates this concept.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61940\" class=\"wp-caption aligncenter\" style=\"max-width: 1816px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-61940 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png\" alt=\"\" width=\"1816\" height=\"939\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png 1816w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-800x414.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1020x527.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-160x83.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-768x397.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1536x794.png 1536w\" sizes=\"(max-width: 1816px) 100vw, 1816px\">\u003cfigcaption class=\"wp-caption-text\">A continuum of student engagement, from Reimagining Student Engagement by Amy Berry. \u003ccite>(Courtesy of Corwin Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Berry’s continuum, responding to teacher questions is considered a passive form of engagement, whereas more active engagement includes habits such as asking questions, setting goals, and seeking feedback. These behaviors can occur in both extroverted and introverted ways. What’s essential, according to Berry, is to find out from students themselves what these things look like. “That’s when you’re really going to get somewhere when both teacher and student are able to use the continuum as kind of a foundation and anchor for their conversations about engagement,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger showed his students the engagement continuum for the first time last year. But he and the other English teachers at Holicong Middle School were asking students what engaged learning looks like well before that. A few years ago, as part of a rethinking process around grades, Vogelsinger and his colleagues created a quarterly self-reflection for students. Students are encouraged to look at patterns in their homework completion, class participation and assignment feedback before responding to several prompts. One of those prompts is: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ci>\u003cspan style=\"font-weight: 400\">Engagement and participation are vital to success, but can look different to different students. Explain how you participate and engage in class.\u003c/span>\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions like that can help teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">\u003cspan style=\"font-weight: 400\">see strengths in all students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – and spark ideas for how to help them learn. Two decades into his career, it’s not just the idea of an extrovert as the model student that Vogelsinger has shed; it’s the entire concept of a model student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now I think I’m much better at seeing the individual students,” he said. “I’m looking more for growth.”\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=KQINC6014610124&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Taking a shot\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the same day as the white snow/yellow snow discussions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Romeo and Juliet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Vogelsinger took a different approach in one of his classes. For third period, he went with a basketball discussion. To kick things off, students ripped a page out of their notebooks and answered one question: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">If you could tell one character one thing that might fix this whole play (apart from how it ends), what would it be?\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After several minutes of scribbling, Vogelsinger instructed students to crumple their page into a ball. The ideas they’d written would be the launching point for the discussion. The paper balls would be launched into a plastic blue crate at the front of the room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students raised their hands to speak, and three times during the period, Vogelsinger paused the conversation. At those moments, everyone who’d spoken up so far could stand and take a shot with their paper ball. By the end, only three class members hadn’t participated. Vogelsinger collected the crumpled papers from those students before they exited.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the empty classroom, he smoothed the pages, and his eyes tracked over the penciled words. One student wrote: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I would tell Romeo that Lady Capulet is sending an assassin after him, because she’s going to send someone with poison to Mantua to kill him\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62134\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62134\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/basketball2-160x120.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1920x1440.jpg 1920w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Students in Brett Vogelsinger’s English class at Holicong Middle School shoot paper balls into a basket during a discussion of Romeo and Juliet. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That was a great observation. I kind of wish it would have come up in class, but I can still respond to the student now this way,” Vogelsinger said. That’s key. In the basketball discussion, the chance to shoot the ball may motivate kids who like to move, whether introverted or extroverted. But the written responses ensure that Vogelsinger gets a window into the thinking of students who opt out of speaking.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In just a regular classroom conversation, I wouldn’t have heard anything from them, so I wouldn’t have known they had these thoughts,” he said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Teacher Brett Vogelsinger said his introverted students speak up more when using colored index cards for different types of responses. Plus, his extroverted students are reminded to listen and reflect a little more than usual.","status":"publish","parent":0,"modified":1711035493,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1944},"headData":{"title":"How extroverted teachers can engage introverted students | KQED","description":"Colored index cards give introverts more ways to speak up in class. Plus, extroverted students are reminded to listen and reflect.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Colored index cards give introverts more ways to speak up in class. Plus, extroverted students are reminded to listen and reflect.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How extroverted teachers can engage introverted students","datePublished":"2023-08-01T10:00:22.000Z","dateModified":"2024-03-21T15:38:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC6014610124.mp3?updated=1690828652","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Middle school English teacher \u003ca href=\"https://twitter.com/theVogelman\">Brett Vogelsinger\u003c/a> wasn’t always attuned to the needs of introverts. As an extrovert himself, he found it easy to raise his hand and be vocal in school. So when he \u003ca href=\"https://www.kqed.org/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing\">became a teacher\u003c/a>, he believed those were the hallmarks of a good student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I would even see a student in an honors class who wasn’t super participatory, and I’d think to myself, ‘What are they doing in an honors class?’ They don’t seem that into English class,” he said. “I don’t really like that I thought that, but I did.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62135\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62135\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/brett-vogelsinger-160x222.jpg\" alt=\"\" width=\"250\" height=\"347\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-160x222.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-800x1109.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1020x1414.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-768x1065.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1108x1536.jpg 1108w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1477x2048.jpg 1477w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1920x2663.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-scaled.jpg 1846w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Brett Vogelsinger reads a passage from Shakespeare’s Romeo and Juliet. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger has taught at Central Bucks School District – a large, suburban district outside Philadelphia – for 20 years. In that time, the concepts of introversion and extroversion have become more widely known. As author Susan Cain explained in a \u003c/span>\u003ca href=\"https://www.ted.com/talks/susan_cain_the_power_of_introverts\">\u003cspan style=\"font-weight: 400\">viral Ted Talk in 2012\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “extroverts really crave large amounts of stimulation, whereas introverts feel at their most alive and their most switched-on and their most capable when they’re in quieter, more low-key environments.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an education landscape where speaking up often \u003c/span>\u003ca href=\"https://quietrev.com/class-participation-lets-talk-about-it-2/\">\u003cspan style=\"font-weight: 400\">counts towards grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and collaboration is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">highly valued\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, today’s classrooms are sometimes noisy and stimulating places to learn. That can be draining for introverted students, who may do their best thinking solo or in calmer settings. Teaching strategies that build in think time, encourage students to listen to each other’s ideas, and include options for written responses can help make space for introverted voices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those kinds of things help to move towards 100% participation without making introverts feel cornered,” said Vogelsinger, who uses all these methods.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While popular understanding of introversion was rising, Vogelsinger was getting a personal education. Because he married an introvert, he began to see the strengths that come from introverts’ propensity for quiet reflection. Just as importantly, he noticed that some of the most powerful writing assignments in his classes came from students who rarely spoke in class. These observations raised questions for how he structured classes in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61848/whats-the-best-way-to-teach-it-depends-on-the-subject\">\u003cspan style=\"font-weight: 400\">a subject where conversation is king\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It took me a while to realize that someone can engage rigorously mentally with what’s going on in the classroom, and you might not hear it as a teacher,” Vogelsinger said. “So then how do we make that learning visible? How do we give them chances to share what they’re learning?”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Summer Reading Series: “Quiet” by \u003ca href=\"https://twitter.com/susancain?ref_src=twsrc%5Etfw\">@SusanCain\u003c/a> \u003ca href=\"https://t.co/tZ8TNdLmU3\">pic.twitter.com/tZ8TNdLmU3\u003c/a>\u003c/p>\n\u003cp>— Mr. John Curtis (@curtiswords) \u003ca href=\"https://twitter.com/curtiswords/status/1676198396736991232?ref_src=twsrc%5Etfw\">July 4, 2023\u003c/a>\u003c/p>\u003c/blockquote>\n\u003ch2>\u003cb>Adding more voices to the conversation with colored index cards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last spring, Vogelsinger’s English class at Holicong Middle School was discussing whether fate or decision-making played a bigger role in the tragic outcome of Shakespeare’s \u003ci>Romeo and Juliet\u003c/i>. Each student had a white index card and a yellow index card on their desk. At the start, he reminded students that a white card “means a fresh new idea no one’s brought up yet,” and a yellow card means you’re building on someone’s line of thinking, “just like yellow snow means someone’s been there before.” He calls this discussion format “white snow/yellow snow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students spoke, classmates raised a white or yellow card to be called on, shuffling between cards after hearing peers’ comments. Vogelsinger devised this strategy to create more on-ramps to class discussions for introverted students, who might take a beat (or several) before volunteering, and by the time they do, their more voluble classmates have gone in a different direction.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62136\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-62136\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/white-snow-yellow-snow-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-scaled.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">In a “white snow/yellow snow” discussion, students raise a white index card to share a new idea or a yellow index card to build on a classmate’s idea. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">About halfway through the \u003ci>Romeo and Juliet\u003c/i> discussion, a student named Mary tentatively raised a yellow card about halfway. Another classmate took a turn, and Mary raised her card higher. Vogelsinger nodded to her, giving her the floor, and she softly shared a counterpoint to her classmates’ claims about Romeo’s bad choices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger said his introverted students usually speak up more when using the index cards. Plus, his extroverted students are reminded to listen and reflect a little more than usual. “Instead of just raising your hand, which you’re doing all day, now you have this other element and you have to think about how [what you want to say] connects to other things with the white snow/yellow snow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The index cards also help Vogelsinger monitor the flow of conversation and redirect when things go off track or one idea drags on too long. And they aren’t the only way Vogelsinger invites introverts to participate in class.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discussion boards and think time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before classroom discussions start, Vogelsinger also builds in opportunities for students to engage with ideas on their own. Online message boards are one of those opportunities. Though some teachers used online discussion boards before the COVID-19 pandemic, their popularity surged during distance learning. Many teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers\">\u003cspan style=\"font-weight: 400\">heard from new voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through those forums.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids who had been really quiet were responding really well on discussion boards in that last part of the spring from March to June [2020],” Vogelsinger said of his classes. Now he uses message boards as an introvert-friendly form of participation throughout the semester. Sometimes he highlights comments from the boards in class before moving on to another activity. Other times, the message boards lead into a verbal discussion, like the white snow/yellow snow discussion of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Romeo and Juliet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They’ve already done some thinking about it online. They’ve even interacted with [ChatGPT] and how it wrote about [the play’s themes],” Vogelsinger said. That preparation gives students “roots to the conversation.” Plus, he carved out several minutes before the discussion for students to revisit what they wrote and read each other’s responses. That “think time” is especially helpful for introverted students, who may not want to \u003c/span>\u003ca href=\"https://quietrev.com/encouraging-introverts-to-speak-up-in-school/\">\u003cspan style=\"font-weight: 400\">speak on the spot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as soon as a teacher throws out a question.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Introversion is not about being quiet, shy or reserved,” Vogelsinger said. “It’s about feeling recharged and energized by quiet time, reflective time. … And in English class that’s really valuable. And in learning, that’s really valuable.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">🕒 Wait time 🕒 between asking a question and calling on someone for an answer — as well as waiting to respond to an answer — is an important strategy to include all learners.\u003c/p>\n\u003cp>Sketchnote via \u003ca href=\"https://twitter.com/ValentinaESL?ref_src=twsrc%5Etfw\">@ValentinaESL\u003c/a> \u003ca href=\"https://t.co/I510pm7x5u\">pic.twitter.com/I510pm7x5u\u003c/a>\u003c/p>\n\u003cp>— MindShift (@MindShiftKQED) \u003ca href=\"https://twitter.com/MindShiftKQED/status/1683090835917664258?ref_src=twsrc%5Etfw\">July 23, 2023\u003c/a>\u003c/p>\u003c/blockquote>\n\u003ch2>\u003cb>Engagement as a continuum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Vogelsinger, learning about introversion helped him move from deficit thinking to tackling a creative challenge. “I’ve learned not to see an introverted student as someone who’s not engaging as much as I think they should, and rather to see my responsibility as giving a variety of ways to engage,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He uses the word “engage” intentionally. While “participation” when used in grading usually emphasizes talking in class, engagement encompasses a range of learning behaviors. Education researcher Amy Berry developed \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61926/reimagining-student-engagement-as-a-continuum-of-learning-behaviors\">\u003cspan style=\"font-weight: 400\">a continuum of student engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that illustrates this concept.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61940\" class=\"wp-caption aligncenter\" style=\"max-width: 1816px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-61940 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png\" alt=\"\" width=\"1816\" height=\"939\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png 1816w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-800x414.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1020x527.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-160x83.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-768x397.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1536x794.png 1536w\" sizes=\"(max-width: 1816px) 100vw, 1816px\">\u003cfigcaption class=\"wp-caption-text\">A continuum of student engagement, from Reimagining Student Engagement by Amy Berry. \u003ccite>(Courtesy of Corwin Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Berry’s continuum, responding to teacher questions is considered a passive form of engagement, whereas more active engagement includes habits such as asking questions, setting goals, and seeking feedback. These behaviors can occur in both extroverted and introverted ways. What’s essential, according to Berry, is to find out from students themselves what these things look like. “That’s when you’re really going to get somewhere when both teacher and student are able to use the continuum as kind of a foundation and anchor for their conversations about engagement,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger showed his students the engagement continuum for the first time last year. But he and the other English teachers at Holicong Middle School were asking students what engaged learning looks like well before that. A few years ago, as part of a rethinking process around grades, Vogelsinger and his colleagues created a quarterly self-reflection for students. Students are encouraged to look at patterns in their homework completion, class participation and assignment feedback before responding to several prompts. One of those prompts is: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ci>\u003cspan style=\"font-weight: 400\">Engagement and participation are vital to success, but can look different to different students. Explain how you participate and engage in class.\u003c/span>\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions like that can help teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">\u003cspan style=\"font-weight: 400\">see strengths in all students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – and spark ideas for how to help them learn. Two decades into his career, it’s not just the idea of an extrovert as the model student that Vogelsinger has shed; it’s the entire concept of a model student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now I think I’m much better at seeing the individual students,” he said. “I’m looking more for growth.”\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=KQINC6014610124&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Taking a shot\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the same day as the white snow/yellow snow discussions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Romeo and Juliet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Vogelsinger took a different approach in one of his classes. For third period, he went with a basketball discussion. To kick things off, students ripped a page out of their notebooks and answered one question: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">If you could tell one character one thing that might fix this whole play (apart from how it ends), what would it be?\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After several minutes of scribbling, Vogelsinger instructed students to crumple their page into a ball. The ideas they’d written would be the launching point for the discussion. The paper balls would be launched into a plastic blue crate at the front of the room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students raised their hands to speak, and three times during the period, Vogelsinger paused the conversation. At those moments, everyone who’d spoken up so far could stand and take a shot with their paper ball. By the end, only three class members hadn’t participated. Vogelsinger collected the crumpled papers from those students before they exited.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the empty classroom, he smoothed the pages, and his eyes tracked over the penciled words. One student wrote: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I would tell Romeo that Lady Capulet is sending an assassin after him, because she’s going to send someone with poison to Mantua to kill him\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62134\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62134\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/basketball2-160x120.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1920x1440.jpg 1920w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Students in Brett Vogelsinger’s English class at Holicong Middle School shoot paper balls into a basket during a discussion of Romeo and Juliet. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That was a great observation. I kind of wish it would have come up in class, but I can still respond to the student now this way,” Vogelsinger said. That’s key. In the basketball discussion, the chance to shoot the ball may motivate kids who like to move, whether introverted or extroverted. But the written responses ensure that Vogelsinger gets a window into the thinking of students who opt out of speaking.\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\">“In just a regular classroom conversation, I wouldn’t have heard anything from them, so I wouldn’t have known they had these thoughts,” he said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students","authors":["11487"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848","mindshift_193"],"tags":["mindshift_21693","mindshift_21737","mindshift_21741","mindshift_21739","mindshift_20646","mindshift_21736","mindshift_21734","mindshift_21777","mindshift_21735","mindshift_20970","mindshift_21733","mindshift_21132","mindshift_21740","mindshift_21742","mindshift_20616","mindshift_21692","mindshift_20852","mindshift_20971"],"featImg":"mindshift_62130","label":"mindshift_21847"},"mindshift_61848":{"type":"posts","id":"mindshift_61848","meta":{"index":"posts_1591205157","site":"mindshift","id":"61848","score":null,"sort":[1687168815000]},"guestAuthors":[],"slug":"whats-the-best-way-to-teach-it-depends-on-the-subject","title":"What's the best way to teach? It depends on the subject","publishDate":1687168815,"format":"standard","headTitle":"What’s the best way to teach? It depends on the subject | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">What is the best way to teach? Some educators like to deliver clear explanations to students. Others favor discussions or group work. Project-based learning is trendy. But a June 2023 study from England could override all these debates: the most effective use of class time may depend on the subject.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers found that students who spent more time in class solving practice problems on their own and taking quizzes and tests tended to have higher scores in math. It was just the opposite in English class. Teachers who allocated more class time to discussions and group work ended up with higher scorers in that subject. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There does seem to be a difference between language and math in the best use of time in class,” said Eric Taylor, an economist who studies education at the Harvard Graduate School of Education and one of the study’s authors. “I think that is contradictory to what some people would expect and believe.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Indeed, the way that the 250 secondary school teachers in this study taught didn’t differ that much between math and English. For example, math teachers were almost as likely to devote most or all of the hour of class time to group discussions as English teachers were: 35 percent compared to 41 percent. Lectures were one of the least common uses of time in both subjects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, “\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723000523\">\u003cspan style=\"font-weight: 400\">Teacher’s use of class time and student achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” published in the Economics of Education Review, gives us a rare glimpse inside classrooms thanks to a \u003c/span>\u003ca href=\"https://www.journals.uchicago.edu/doi/full/10.1086/712997\">\u003cspan style=\"font-weight: 400\">sister experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in teacher ratings that provided the data for this study. Teachers observed their colleagues and filled out surveys on how frequently teachers were doing various instructional activities.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>How secondary school teachers in low-income secondary schools in England allocate class time\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_61850\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61850\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-1.png\" alt=\"\" width=\"780\" height=\"678\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-1-160x139.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-1-768x668.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">In this study of 32 English secondary schools, math teachers didn’t allocate class time in a radically different way than English teachers. \u003ccite>(Source: Appendix of Teacher’s use of class time and student achievement, Economics of Education Review, June 2023)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers studied 32 high-poverty English secondary schools and looked at how the allocation of classroom time in years 10 and 11 related to the test scores of 7,000 students. Throughout the United Kingdom, including England where this study took place, 11th year students take General Certificate of Secondary Education [GCSE] exams, which are akin to high school exit exams. (Years 10 and 11 are equivalent to 9th and 10th grades in the United States.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers didn’t prove that teachers’ choices on how to spend class time \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">caused\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> GCSE scores to go up. But they were able to control for teacher quality, and they noticed that even among teachers who had the same ratings, those who opted to allocate more time to individual practice work had higher student math scores. Similarly, among English teachers with the same quality ratings, those who opted to allocate more time to discussions and group work had higher student English scores. “Better” teachers who received higher ratings from their peers had a slight tendency to allocate time more effectively (that is, more practice work in math and more discussion time in English), but there were plenty of teachers who had gotten strong ratings from peers who didn’t spend class time this way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers did not theorize about why individual practice work is more important in math than in English. I’ve noticed that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors\">\u003cspan style=\"font-weight: 400\">doing a lot of practice problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during school hours is a big part of the algebra tutoring programs that have produced strong results for teens. Advocates of project-based learning once tried to develop a curriculum to teach math, but \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-four-new-studies-bolster-the-case-for-project-based-learning/\">\u003cspan style=\"font-weight: 400\">backed off\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when they struggled to come up with good projects for teaching abstract math concepts and skills. But they had success with English, science and social studies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the study took place in England, Taylor sees lessons here for U.S. educators on how to spend their class time. “I suspect that if we repeated this whole setup in high schools in New York or elsewhere in the United States that we would see similar results,” said Taylor. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this country many teachers are encouraged to incorporate “math talks” as a way to develop mathematical reasoning and help students see multiple strategies for solving a problem. Progressive math educators might also favor group over individual work. Yet this study found stronger math achievement for students whose teachers devoted less class time to math discussions or group work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critics might complain that test scores shouldn’t be the ultimate goal of mathematics education. Some teachers care more about developing a love of math or inspiring students to pursue math-heavy fields. We cannot tell from this study if teachers who conduct more math discussions produce other long-term benefits for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also unclear from this study exactly what math teachers are doing during the long stretches of independent work time. Some may be milling about offering hints and one-to-one help. Others might be kicking back at their desks, catching up on email or drinking a cup of tea while students complete their homework in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even teachers who devote most of their class time to independent practice work may begin class with five or 10 minutes of lecturing. It’s not as if students are magically teaching themselves math, muddling through on their own, Taylor said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not the only thing that’s going on in these classes,” said Taylor. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I suspect that we’re going to have more information on how good teachers spend their precious minutes of class time in the near future, thanks to improvements in artificial intelligence and learning analytics. I can imagine algorithms more accurately analyzing how class time is spent from audio and video recordings, eliminating the need for human observers to code hours of instructional time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Even if we don’t know exactly the recipe to give to teachers today, I think this study does say, ‘Well, hold on a minute, maybe we should be thinking differently about what’s right if we’re teaching math or language’,” said Taylor. These results, he added, should encourage educators to think more about what works best for each subject. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-best-way-to-teach-might-depend-on-the-subject/\">\u003ci>\u003cspan style=\"font-weight: 400\">math teaching methods\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in \u003c/span>\u003c/i>\u003ci> education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>Proof Points\u003c/i>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>Hechinger newsletters\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"A U.K. study found that students do better in math classes that devote more time to individual practice while in English class, more discussion yields results.","status":"publish","parent":0,"modified":1686954744,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1133},"headData":{"title":"What's the best way to teach? It depends on the subject | KQED","description":"Students do better in math classes with more individual practice while in English class, more discussion yields results, a new study found.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Students do better in math classes with more individual practice while in English class, more discussion yields results, a new study found.","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's the best way to teach? It depends on the subject","datePublished":"2023-06-19T10:00:15.000Z","dateModified":"2023-06-16T22:32:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61848/whats-the-best-way-to-teach-it-depends-on-the-subject","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">What is the best way to teach? Some educators like to deliver clear explanations to students. Others favor discussions or group work. Project-based learning is trendy. But a June 2023 study from England could override all these debates: the most effective use of class time may depend on the subject.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers found that students who spent more time in class solving practice problems on their own and taking quizzes and tests tended to have higher scores in math. It was just the opposite in English class. Teachers who allocated more class time to discussions and group work ended up with higher scorers in that subject. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There does seem to be a difference between language and math in the best use of time in class,” said Eric Taylor, an economist who studies education at the Harvard Graduate School of Education and one of the study’s authors. “I think that is contradictory to what some people would expect and believe.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Indeed, the way that the 250 secondary school teachers in this study taught didn’t differ that much between math and English. For example, math teachers were almost as likely to devote most or all of the hour of class time to group discussions as English teachers were: 35 percent compared to 41 percent. Lectures were one of the least common uses of time in both subjects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, “\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723000523\">\u003cspan style=\"font-weight: 400\">Teacher’s use of class time and student achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” published in the Economics of Education Review, gives us a rare glimpse inside classrooms thanks to a \u003c/span>\u003ca href=\"https://www.journals.uchicago.edu/doi/full/10.1086/712997\">\u003cspan style=\"font-weight: 400\">sister experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in teacher ratings that provided the data for this study. Teachers observed their colleagues and filled out surveys on how frequently teachers were doing various instructional activities.\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>\u003cb>How secondary school teachers in low-income secondary schools in England allocate class time\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_61850\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61850\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-1.png\" alt=\"\" width=\"780\" height=\"678\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-1-160x139.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-1-768x668.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">In this study of 32 English secondary schools, math teachers didn’t allocate class time in a radically different way than English teachers. \u003ccite>(Source: Appendix of Teacher’s use of class time and student achievement, Economics of Education Review, June 2023)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers studied 32 high-poverty English secondary schools and looked at how the allocation of classroom time in years 10 and 11 related to the test scores of 7,000 students. Throughout the United Kingdom, including England where this study took place, 11th year students take General Certificate of Secondary Education [GCSE] exams, which are akin to high school exit exams. (Years 10 and 11 are equivalent to 9th and 10th grades in the United States.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers didn’t prove that teachers’ choices on how to spend class time \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">caused\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> GCSE scores to go up. But they were able to control for teacher quality, and they noticed that even among teachers who had the same ratings, those who opted to allocate more time to individual practice work had higher student math scores. Similarly, among English teachers with the same quality ratings, those who opted to allocate more time to discussions and group work had higher student English scores. “Better” teachers who received higher ratings from their peers had a slight tendency to allocate time more effectively (that is, more practice work in math and more discussion time in English), but there were plenty of teachers who had gotten strong ratings from peers who didn’t spend class time this way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers did not theorize about why individual practice work is more important in math than in English. I’ve noticed that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors\">\u003cspan style=\"font-weight: 400\">doing a lot of practice problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during school hours is a big part of the algebra tutoring programs that have produced strong results for teens. Advocates of project-based learning once tried to develop a curriculum to teach math, but \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-four-new-studies-bolster-the-case-for-project-based-learning/\">\u003cspan style=\"font-weight: 400\">backed off\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when they struggled to come up with good projects for teaching abstract math concepts and skills. But they had success with English, science and social studies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the study took place in England, Taylor sees lessons here for U.S. educators on how to spend their class time. “I suspect that if we repeated this whole setup in high schools in New York or elsewhere in the United States that we would see similar results,” said Taylor. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this country many teachers are encouraged to incorporate “math talks” as a way to develop mathematical reasoning and help students see multiple strategies for solving a problem. Progressive math educators might also favor group over individual work. Yet this study found stronger math achievement for students whose teachers devoted less class time to math discussions or group work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critics might complain that test scores shouldn’t be the ultimate goal of mathematics education. Some teachers care more about developing a love of math or inspiring students to pursue math-heavy fields. We cannot tell from this study if teachers who conduct more math discussions produce other long-term benefits for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also unclear from this study exactly what math teachers are doing during the long stretches of independent work time. Some may be milling about offering hints and one-to-one help. Others might be kicking back at their desks, catching up on email or drinking a cup of tea while students complete their homework in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even teachers who devote most of their class time to independent practice work may begin class with five or 10 minutes of lecturing. It’s not as if students are magically teaching themselves math, muddling through on their own, Taylor said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not the only thing that’s going on in these classes,” said Taylor. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I suspect that we’re going to have more information on how good teachers spend their precious minutes of class time in the near future, thanks to improvements in artificial intelligence and learning analytics. I can imagine algorithms more accurately analyzing how class time is spent from audio and video recordings, eliminating the need for human observers to code hours of instructional time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Even if we don’t know exactly the recipe to give to teachers today, I think this study does say, ‘Well, hold on a minute, maybe we should be thinking differently about what’s right if we’re teaching math or language’,” said Taylor. These results, he added, should encourage educators to think more about what works best for each subject. \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>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-best-way-to-teach-might-depend-on-the-subject/\">\u003ci>\u003cspan style=\"font-weight: 400\">math teaching methods\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in \u003c/span>\u003c/i>\u003ci> education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>Proof Points\u003c/i>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>Hechinger newsletters\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61848/whats-the-best-way-to-teach-it-depends-on-the-subject","authors":["byline_mindshift_61848"],"categories":["mindshift_21504","mindshift_193"],"tags":["mindshift_21437","mindshift_20646","mindshift_120","mindshift_392"],"featImg":"mindshift_61854","label":"mindshift"},"mindshift_61361":{"type":"posts","id":"mindshift_61361","meta":{"index":"posts_1591205157","site":"mindshift","id":"61361","score":null,"sort":[1681092052000]},"guestAuthors":[],"slug":"using-poetry-to-sharpen-students-claims-for-argument-writing","title":"Using poetry to sharpen students' claims for argument writing","publishDate":1681092052,"format":"standard","headTitle":"Using poetry to sharpen students’ claims for argument writing | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from “Poetry Pauses: Teaching With Poems to Elevate Student Writing in All Genres” by Brett Vogelsinger. Copyright © 2023 by Corwin Press, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes I hear teachers and students talk about poetry as if the only purpose for writing a poem is to bare your soul, to go deep and dark; this illuminates another reason why poetry can be such an uncomfortable genre for teachers and students to approach in class. “I just feel funny asking kids to write poems because some of them feel awkward sharing that much of themselves with the world,” a teacher told me once.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61365\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-800x1143.jpg\" alt=\"\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-800x1143.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1020x1457.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-768x1097.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1075x1536.jpg 1075w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1434x2048.jpg 1434w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1920x2743.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-scaled.jpg 1792w\" sizes=\"(max-width: 250px) 100vw, 250px\">This view, however, inappropriately confines what poetry can do. … Argument embedded in poems is nothing new. Consider the work of 19th-century Black poet Frances Ellen Watkins Harper and her poem “Songs for the People”:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">SONGS FOR THE PEOPLE\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">by Frances Ellen Watkins Harper\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me make the songs for the people, Songs for the old and young;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Songs to stir like a battle-cry Wherever they are sung.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not for the clashing of sabres, For carnage nor for strife;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But songs to thrill the hearts of men With more abundant life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me make the songs for the weary, Amid life’s fever and fret,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Till hearts shall relax their tension, And careworn brows forget.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me sing for little children, Before their footsteps stray,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sweet anthems of love and duty, To float o’er life’s highway.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I would sing for the poor and aged, When shadows dim their sight;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of the bright and restful mansions, Where there shall be no night.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our world, so worn and weary, Needs music, pure and strong,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To hush the jangle and discords Of sorrow, pain, and wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music to soothe all its sorrow, Till war and crime shall cease;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And the hearts of men grown tender Girdle the world with peace.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“Songs for the People” by Frances Ellen Watkins Harper. Originally appeared in Poems, George S. Ferguson Company, 1896. Public domain.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading this as our poem of the day, I might ask students one or several questions to get them thinking about argument:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is she arguing here?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What need does she identify?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What stand does she take?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">That second-to-last stanza sums it up nicely: “Our world, so worn and weary,/ Needs music, pure and strong.” If I do not get a response to my initial questions, I might ask students to identify which stanza contains the main “point” of the poem.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I share that this poet was an abolitionist and a temperance and women’s suffrage activist, yet here she pauses to argue that the world needs music. This is a poem of hope, a poem that argues it is important to confront present suffering while also envisioning better things beyond it. It calls for making the music that will help usher in that brighter future. We can certainly read the word music figuratively here too: creating harmony, making noise, stirring the heart to action. This is a resonant argument even today.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While argument writing in its other forms — editorial, essay, comic, photojournalism or speech — must be grounded in fact and reason and 18th-century Enlightenment logos, the very best arguments, whatever form they take, also help us to feel deeply alongside the writer, to unsettle our complacency or open space for empathy. Poetry lets us bring a little bit of extra pathos, the more 19th-century notion of the “wild west wind” that Percy Shelley famously conjures. He begs of that wind, “Drive my dead thoughts over the universe/ Like wither’d leaves to quicken a new birth!” Argument, whether published as a poem or embedded as a bit of verse in the writer’s process for another genre, has kinetic energy. It drives away dead thoughts and clears a place for new ones.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Poetry Pause: Sharpening a Claim\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite classroom anecdote about the power of poetic claims begins with a bit of poetry from 13th-century Persian poet Rumi.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I needed a super short Poem of the Day to share so we could move along with a lengthier lesson, and I chose this little snippet of verse:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Raise your words\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">not your voice.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">It’s rain that grows flowers,\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">not thunder.\u003c/span>\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Public domain.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My student, whom I will call Mike to preserve his privacy, angled his tall torso back in his chair and abruptly said, “Wow! I love that one!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mike was not a student known to do this. He was a caring friend to his peers with a reputation for being polite. He was also known for a casual attitude toward academic work and often viewed deadlines, even entire assignments, as optional. So his sudden engagement caught my interest even more when he said, “Can I write it down to keep?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Sure, Mike!” I said and carried on with our planned brief discussion about what the poet means and how the metaphor enhances that meaning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A week later came the real shock. The door flew open, shaking our modular classroom a little bit, and Mike entered, just before the bell as the rest of the class was settling in. “I have to tell you something!” he announced, loud enough for everyone to hear. “I used a poem yesterday!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s great . . .” I said, half distracted with attendance-taking. “Have a seat and you can tell us about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He began, “So my mom and dad were getting mad at each other about something last night, and they were starting to argue, you know getting louder and angrier. And that poem we did a few days ago popped in my head, about the rain and the thunder.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suddenly I felt my eyes widen just a little bit as I began to fast-forward. Uh oh! Where is this story going? Did he quote this poem to his parents mid-argument??? Because my first thought here is that this is a good way to get both parents to turn on a kid, right? I mean, who wants to hear Rumi when you’re fighting with your spouse?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So I said to them,” he continued, “Mom, Dad: ‘Raise your words not your voice. It’s rain that grows flowers, not thunder.’ And it worked. They stopped and we all sort of talked about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I paused, tentative. “About the poem?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Yeah! And how it means you get farther talking about things calmly like rain instead of loudly like thunder.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I should stop here to say that I still think the more common outcome of quoting poetry to an angry parent would be far less positive, so this story will stick with me for my entire career. A succinct argument in verse written centuries ago had instantaneous relevance in a household dispute, and a 14-year-old knew it could. It presented an argument that stopped the other kind of argument, the more painful kind, in its tracks. Wow. Just, wow.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, not all argument writing negotiates family peace. Some is meant to stir us up, to motivate readers, to poke at our conscience and provoke action. Willie Perdomo (2020) refers to the “lyrical machete” a poem can wield (p. 1). There is a sharpness to a good argument, an edge, a ferocity, a danger. And like a machete, it can open a new path through our viny, wild, confusing world. We want students to feel this as they craft argument pieces, but too often they end up recycling opinions they have already heard in words others have used to make the same point. They may shy away from taking a stand, sometimes because they lack a thorough understanding of a topic, sometimes because they lack a real passion for it, and sometimes because they want to avoid being divisive.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A simple poem like Rumi’s verse can provide a mentor for sharpening a claim into a few words and a single figurative image. Look at how the poem moves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Line 1: Do this (Raise your words)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Line 2: Not this (not your voice).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lines 3–4: Here’s a metaphor to make that point visual (It’s rain that grows flowers,/ not thunder).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This format could be used to write about any topic. Instead of just using this particular poem when I need something quick, I now use it to help us sharpen our claims.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So think about that format,” I tell my students. “Let’s see how this pattern could work for your topic. Tell someone what to do and what not to do. Maybe it’s replacing an old \u003c/span>\u003cspan style=\"font-weight: 400\">habit with a better one, like this poem. Maybe it’s choosing the tougher-but-better path instead of the easy-but-problematic one.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I continue, “Then comes the trickier part. Can you make this visual with a metaphor? See how it’s that last twist that makes Rumi’s poem so memorable and enduring? If you disagree with his point at first, the imagery in that metaphor makes it clear . . . yeah, gentleness can coax good results, whereas loud thunder doesn’t really make anything grow or make anything better. It just thunders, making lots of noise. Try to imagine a quick, simple scenario that fits your topic and does the same.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students have had a few minutes to give this a try, ask them to share in a group of four so that they hear three other variations on this model written around three other topics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Of course, this is not going to work directly as a claim for your essay,” I continue. “But there are some bits we can use here. The poem is short but potent and it gets its point across without muddying it up with lots of words. In fact, it states the main point in just a few words. Let’s see if we can do that with our claims.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After students draft a claim to develop, we address the other part of the poem. “The second half is really just a metaphor. But metaphors work just as well in essays as they do in poems. Look at your metaphor. Would you see this as something you could use in the beginning of your essay to pique a reader’s appetite for your ideas? Or does it develop a point so well that it belongs in the heart of the essay to make some key evidence stand out? Or is this metaphor so close to your main point that it really needs to be in the last line or two, that final, memorable image to lock the point in your reader’s mind? Jot the idea for where this might go in your writer’s notebook. And remember, it’s OK to change your mind later.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Writing a claim does not have to be intimidating, and it is not too early to consider what imagery or figurative language might complement that claim right from the outset of an argument writing project. Students may leave this activity with the sense that they have uncovered something clear and beautiful, which can give them energy for the work ahead: developing support for their claim.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-61364\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-800x1025.jpg\" alt=\"\" width=\"250\" height=\"320\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-800x1025.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1020x1306.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-160x205.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-768x984.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1199x1536.jpg 1199w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1599x2048.jpg 1599w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22.jpg 1874w\" sizes=\"(max-width: 250px) 100vw, 250px\">Brett Vogelsinger has been teaching English for 20 years and currently teaches ninth-grade students at Holicong Middle School in Bucks County, PA. He is a regular contributor at the Moving Writers blog (www.movingwriters.org) and has written about teaching and learning for Edutopia, NCTE Verse, and The New York Times Learning Network. When not teaching, grading or writing about such things, you will likely find him spending time with his family, his garden or his Jenga tower of books he plans to read. You can find him on Twitter \u003ca href=\"https://twitter.com/theVogelman\" target=\"_blank\" rel=\"noopener\">@theVogelman\u003c/a> or at his website, \u003c/span>\u003c/i>\u003ca href=\"http://www.brettvogelsinger.com\">\u003ci>\u003cspan style=\"font-weight: 400\">www.brettvogelsinger.com\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"While argument writing in its other forms must be grounded in logos, the very best arguments also help us to feel deeply. Poetry can help students sharpen their ideas and bring in a little bit of extra pathos.","status":"publish","parent":0,"modified":1681089365,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":57,"wordCount":2044},"headData":{"title":"Using poetry to sharpen students' claims for argument writing | KQED","description":"Sometimes we talk about poetry as if the only purpose for writing a poem is to bare your soul, but this view inappropriately confines what poetry can do.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Using poetry to sharpen students' claims for argument writing","datePublished":"2023-04-10T02:00:52.000Z","dateModified":"2023-04-10T01:16:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from “Poetry Pauses: Teaching With Poems to Elevate Student Writing in All Genres” by Brett Vogelsinger. Copyright © 2023 by Corwin Press, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes I hear teachers and students talk about poetry as if the only purpose for writing a poem is to bare your soul, to go deep and dark; this illuminates another reason why poetry can be such an uncomfortable genre for teachers and students to approach in class. “I just feel funny asking kids to write poems because some of them feel awkward sharing that much of themselves with the world,” a teacher told me once.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61365\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-800x1143.jpg\" alt=\"\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-800x1143.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1020x1457.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-768x1097.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1075x1536.jpg 1075w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1434x2048.jpg 1434w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1920x2743.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-scaled.jpg 1792w\" sizes=\"(max-width: 250px) 100vw, 250px\">This view, however, inappropriately confines what poetry can do. … Argument embedded in poems is nothing new. Consider the work of 19th-century Black poet Frances Ellen Watkins Harper and her poem “Songs for the People”:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">SONGS FOR THE PEOPLE\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">by Frances Ellen Watkins Harper\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me make the songs for the people, Songs for the old and young;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Songs to stir like a battle-cry Wherever they are sung.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not for the clashing of sabres, For carnage nor for strife;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But songs to thrill the hearts of men With more abundant life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me make the songs for the weary, Amid life’s fever and fret,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Till hearts shall relax their tension, And careworn brows forget.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me sing for little children, Before their footsteps stray,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sweet anthems of love and duty, To float o’er life’s highway.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I would sing for the poor and aged, When shadows dim their sight;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of the bright and restful mansions, Where there shall be no night.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our world, so worn and weary, Needs music, pure and strong,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To hush the jangle and discords Of sorrow, pain, and wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music to soothe all its sorrow, Till war and crime shall cease;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And the hearts of men grown tender Girdle the world with peace.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“Songs for the People” by Frances Ellen Watkins Harper. Originally appeared in Poems, George S. Ferguson Company, 1896. Public domain.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading this as our poem of the day, I might ask students one or several questions to get them thinking about argument:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is she arguing here?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What need does she identify?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What stand does she take?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">That second-to-last stanza sums it up nicely: “Our world, so worn and weary,/ Needs music, pure and strong.” If I do not get a response to my initial questions, I might ask students to identify which stanza contains the main “point” of the poem.\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\">I share that this poet was an abolitionist and a temperance and women’s suffrage activist, yet here she pauses to argue that the world needs music. This is a poem of hope, a poem that argues it is important to confront present suffering while also envisioning better things beyond it. It calls for making the music that will help usher in that brighter future. We can certainly read the word music figuratively here too: creating harmony, making noise, stirring the heart to action. This is a resonant argument even today.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While argument writing in its other forms — editorial, essay, comic, photojournalism or speech — must be grounded in fact and reason and 18th-century Enlightenment logos, the very best arguments, whatever form they take, also help us to feel deeply alongside the writer, to unsettle our complacency or open space for empathy. Poetry lets us bring a little bit of extra pathos, the more 19th-century notion of the “wild west wind” that Percy Shelley famously conjures. He begs of that wind, “Drive my dead thoughts over the universe/ Like wither’d leaves to quicken a new birth!” Argument, whether published as a poem or embedded as a bit of verse in the writer’s process for another genre, has kinetic energy. It drives away dead thoughts and clears a place for new ones.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Poetry Pause: Sharpening a Claim\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite classroom anecdote about the power of poetic claims begins with a bit of poetry from 13th-century Persian poet Rumi.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I needed a super short Poem of the Day to share so we could move along with a lengthier lesson, and I chose this little snippet of verse:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Raise your words\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">not your voice.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">It’s rain that grows flowers,\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">not thunder.\u003c/span>\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Public domain.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My student, whom I will call Mike to preserve his privacy, angled his tall torso back in his chair and abruptly said, “Wow! I love that one!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mike was not a student known to do this. He was a caring friend to his peers with a reputation for being polite. He was also known for a casual attitude toward academic work and often viewed deadlines, even entire assignments, as optional. So his sudden engagement caught my interest even more when he said, “Can I write it down to keep?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Sure, Mike!” I said and carried on with our planned brief discussion about what the poet means and how the metaphor enhances that meaning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A week later came the real shock. The door flew open, shaking our modular classroom a little bit, and Mike entered, just before the bell as the rest of the class was settling in. “I have to tell you something!” he announced, loud enough for everyone to hear. “I used a poem yesterday!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s great . . .” I said, half distracted with attendance-taking. “Have a seat and you can tell us about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He began, “So my mom and dad were getting mad at each other about something last night, and they were starting to argue, you know getting louder and angrier. And that poem we did a few days ago popped in my head, about the rain and the thunder.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suddenly I felt my eyes widen just a little bit as I began to fast-forward. Uh oh! Where is this story going? Did he quote this poem to his parents mid-argument??? Because my first thought here is that this is a good way to get both parents to turn on a kid, right? I mean, who wants to hear Rumi when you’re fighting with your spouse?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So I said to them,” he continued, “Mom, Dad: ‘Raise your words not your voice. It’s rain that grows flowers, not thunder.’ And it worked. They stopped and we all sort of talked about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I paused, tentative. “About the poem?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Yeah! And how it means you get farther talking about things calmly like rain instead of loudly like thunder.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I should stop here to say that I still think the more common outcome of quoting poetry to an angry parent would be far less positive, so this story will stick with me for my entire career. A succinct argument in verse written centuries ago had instantaneous relevance in a household dispute, and a 14-year-old knew it could. It presented an argument that stopped the other kind of argument, the more painful kind, in its tracks. Wow. Just, wow.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, not all argument writing negotiates family peace. Some is meant to stir us up, to motivate readers, to poke at our conscience and provoke action. Willie Perdomo (2020) refers to the “lyrical machete” a poem can wield (p. 1). There is a sharpness to a good argument, an edge, a ferocity, a danger. And like a machete, it can open a new path through our viny, wild, confusing world. We want students to feel this as they craft argument pieces, but too often they end up recycling opinions they have already heard in words others have used to make the same point. They may shy away from taking a stand, sometimes because they lack a thorough understanding of a topic, sometimes because they lack a real passion for it, and sometimes because they want to avoid being divisive.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A simple poem like Rumi’s verse can provide a mentor for sharpening a claim into a few words and a single figurative image. Look at how the poem moves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Line 1: Do this (Raise your words)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Line 2: Not this (not your voice).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lines 3–4: Here’s a metaphor to make that point visual (It’s rain that grows flowers,/ not thunder).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This format could be used to write about any topic. Instead of just using this particular poem when I need something quick, I now use it to help us sharpen our claims.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So think about that format,” I tell my students. “Let’s see how this pattern could work for your topic. Tell someone what to do and what not to do. Maybe it’s replacing an old \u003c/span>\u003cspan style=\"font-weight: 400\">habit with a better one, like this poem. Maybe it’s choosing the tougher-but-better path instead of the easy-but-problematic one.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I continue, “Then comes the trickier part. Can you make this visual with a metaphor? See how it’s that last twist that makes Rumi’s poem so memorable and enduring? If you disagree with his point at first, the imagery in that metaphor makes it clear . . . yeah, gentleness can coax good results, whereas loud thunder doesn’t really make anything grow or make anything better. It just thunders, making lots of noise. Try to imagine a quick, simple scenario that fits your topic and does the same.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students have had a few minutes to give this a try, ask them to share in a group of four so that they hear three other variations on this model written around three other topics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Of course, this is not going to work directly as a claim for your essay,” I continue. “But there are some bits we can use here. The poem is short but potent and it gets its point across without muddying it up with lots of words. In fact, it states the main point in just a few words. Let’s see if we can do that with our claims.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After students draft a claim to develop, we address the other part of the poem. “The second half is really just a metaphor. But metaphors work just as well in essays as they do in poems. Look at your metaphor. Would you see this as something you could use in the beginning of your essay to pique a reader’s appetite for your ideas? Or does it develop a point so well that it belongs in the heart of the essay to make some key evidence stand out? Or is this metaphor so close to your main point that it really needs to be in the last line or two, that final, memorable image to lock the point in your reader’s mind? Jot the idea for where this might go in your writer’s notebook. And remember, it’s OK to change your mind later.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Writing a claim does not have to be intimidating, and it is not too early to consider what imagery or figurative language might complement that claim right from the outset of an argument writing project. Students may leave this activity with the sense that they have uncovered something clear and beautiful, which can give them energy for the work ahead: developing support for their claim.\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>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-61364\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-800x1025.jpg\" alt=\"\" width=\"250\" height=\"320\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-800x1025.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1020x1306.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-160x205.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-768x984.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1199x1536.jpg 1199w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1599x2048.jpg 1599w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22.jpg 1874w\" sizes=\"(max-width: 250px) 100vw, 250px\">Brett Vogelsinger has been teaching English for 20 years and currently teaches ninth-grade students at Holicong Middle School in Bucks County, PA. He is a regular contributor at the Moving Writers blog (www.movingwriters.org) and has written about teaching and learning for Edutopia, NCTE Verse, and The New York Times Learning Network. When not teaching, grading or writing about such things, you will likely find him spending time with his family, his garden or his Jenga tower of books he plans to read. You can find him on Twitter \u003ca href=\"https://twitter.com/theVogelman\" target=\"_blank\" rel=\"noopener\">@theVogelman\u003c/a> or at his website, \u003c/span>\u003c/i>\u003ca href=\"http://www.brettvogelsinger.com\">\u003ci>\u003cspan style=\"font-weight: 400\">www.brettvogelsinger.com\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_21584","mindshift_20646","mindshift_120","mindshift_21583","mindshift_21016"],"featImg":"mindshift_61382","label":"mindshift"},"mindshift_61018":{"type":"posts","id":"mindshift_61018","meta":{"index":"posts_1591205157","site":"mindshift","id":"61018","score":null,"sort":[1676977219000]},"guestAuthors":[],"slug":"want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books","title":"Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books","publishDate":1676977219,"format":"audio","headTitle":"Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Where have all the bookworms gone? Recreational reading has been shown to \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/07448481.2020.1728280\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reduce stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://beckman.illinois.edu/about/news/article/2022/12/05/reading-for-pleasure-can-strengthen-memory-in-older-adults-beckman-researchers-find#:~:text=The%20results%20were%20incontrovertible%3A%20in,strengthened%20older%20adults'%20memory%20skills\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">improve working memory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but fewer children are reading for fun than ever before. In recent \u003ca style=\"font-weight: 400\" href=\"https://www.pewresearch.org/fact-tank/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/\" target=\"_blank\" rel=\"noopener\">surveys\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> by the National Assessment of Educational Progress, 16% of 9-year-olds said they never or hardly ever read for fun, compared to 11% in 2012 and 9% in 1984. Among 13-year-olds, that number was 29% in 2020, compared with 22% in 2012 and 8% in 1984.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Authors \u003c/span>\u003ca href=\"https://twitter.com/pacylin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grace Lin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/KateMessner\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Kate Messner\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> believe books give readers the ability to experience new worlds and empathize with others. Together they wrote \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/grace-lin/once-upon-a-book/9780316541077/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Once Upon A Book,”\u003c/span>\u003c/a> a children’s picture book where the main character Alice is swept away on an adventure through the magic of reading.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a perfect book for everyone,” said Lin. “You just have to find it.” However, there is an art to matching kids with the right book. For parents and teachers who want children to cultivate a love of reading, Messner and Lin provided tips on how to help kids find wonder through books. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61020\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61020\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg\" alt=\"\" width=\"800\" height=\"526\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1020x670.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-160x105.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-768x505.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1536x1010.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Let kids pick their own books \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults sometimes seek out award-winning children’s books only to find that their kid has no interest in reading them. As a parent, Lin had to reconsider her lofty expectations. “[My daughter] wanted her ‘My Little Pony’ book and she wanted Curious George stories – not even the original Curious George books, but the cheap, knock off Curious George books,” said Lin. “Letting go of this idea that I needed her to read ‘good books’ is what I think really has made her love and enjoy reading.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids have room to gravitate to the books that spark their interest, it helps them cultivate their identities as readers. Letting kids choose their own books \u003c/span>\u003ca href=\"http://teacher.scholastic.com/education/classroom-library/pdfs/The-Power-of-Reading-Choice.pdf?esp=TSO/ib/202104////label/card/classroom/reading/////\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">leads to more motivation to read and ownership over the reading process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whereas imposing a book on a child can make the child feel like reading is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51693/why-stepping-back-can-empower-kids-in-an-anxious-world\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a chore instead of a treat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What makes a great book is just the simple fact that a child loves it,” said Lin. “The fact that they’re reading is great.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just because a kid rebuffs esteemed literature, it doesn’t mean those books should be thrown out or given away. Messner recommends putting them in kids’ vicinity. When her son only wanted to read Tonka truck books from the grocery store, she still kept other books around the house.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They were always on the bookshelf and in the baskets and on the table and by the bed and all over the place,” said Messner. “When you live immersed in words like that, you eventually find your way to the other stories. And I think that’s a really powerful way to introduce kids to ideas.”\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=KQINC8621075589&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Give everyone access to windows, mirrors and sliding glass doors\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an author/illustrator known for bringing her Taiwanese heritage\u003c/span>\u003ca href=\"https://gracelin.com/books/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> to her work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">one of Lin’s biggest fears is that after Lunar New Year, students won’t read another book with an Asian character until the following year. When teachers only bring books about different cultures into the classroom during holidays, they’re participating in cultural tourism, Lin said. “It’s like Asians only exist during the Lunar New Year and Black people only exist in February.” She invites teachers to make sure that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">diverse books surround children every single day of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lin encourages teachers and parents to see books as windows, mirrors and sliding glass doors, a framework developed by scholar \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Books that are windows show readers new worlds, mirrors show readers themselves, and sliding glass doors allow readers to fully immerse themselves in a story. “Books as mirrors are very important because that is what gives a child a sense of self-worth,” Lin said. “It tells them that they can be the hero in a book. They can be a changemaker. They are the ones who have control in their world. And that’s something that a lot of people from marginalized groups have not had for a long time.” \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Windows and Mirrors of Your Child's Bookshelf | Grace Lin | TEDxNatick\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/_wQ8wiV3FVo?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers and parents to be tactful about how they make books as mirrors available to children of color. “My mother tried to get me to read Asian books. I wouldn’t touch them because I just didn’t want to be reminded of how different I was from my classmates,” she said. Educators and parents can make it clear that kids of any identity can and should explore diverse books. “Push the book with the Black character onto the Asian child. Push the book with the Asian character onto the white child,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Recommend books in stacks \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What Kate Messner misses most about her 15 years as a middle school English teacher is putting the perfect book into a reader’s eager hands. If a teacher has a book they think will benefit a student, she encourages them to recommend a stack of books rather than one book at a time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Instead of saying, ‘This book has an Asian character and you’re Asian, so you should read this book,’ which is awkward and uncomfortable, what we can do is say, ‘Oh, here are four books I think you might love,’” Messner explained. The four books might actually focus on another topic the student is interested in and feature at least one Asian character. “Recommending books in stacks is a really great way to introduce kids to stories, but also let them feel the ownership of choice.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61021\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61021\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg\" alt=\"\" width=\"800\" height=\"528\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1020x673.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-768x506.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1536x1013.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-2048x1350.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1920x1266.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stacks are particularly helpful when students are going through something difficult and a teacher wants to give them a book that helps them through a tough time. “I would have kids who I knew were dealing with various tough situations outside of the classroom. Maybe I knew they were struggling with a relative with addiction or maybe I knew that they had some history that was difficult,” Messner said. With these students she’d find and suggest a few books where the main characters overcame a variety of challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’d just present the stack to them and then go away, so that kid who might really need that one book can choose it themselves without me standing over their shoulder,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books have the power to spark children’s interest, broaden their understanding, reflect their experiences and affirm their identities. Every time young readers feel empowered to choose a book for themselves is an opportunity to create a lasting relationship with reading.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"For parents and teachers who want to support kids’ love of reading, “Once Upon A Book” authors Grace Lin and Kate Messner’s share how to be a good book matchmaker and boost kids' motivation to read.","status":"publish","parent":0,"modified":1700528844,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1216},"headData":{"title":"Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books | KQED","description":"“Once Upon A Book” authors Grace Lin and Kate Messner’s share strategies for how to be a good book matchmaker and support kids’ love of reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"“Once Upon A Book” authors Grace Lin and Kate Messner’s share strategies for how to be a good book matchmaker and support kids’ love of reading.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books","datePublished":"2023-02-21T11:00:19.000Z","dateModified":"2023-11-21T01:07:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC8621075589.mp3?updated=1676920349","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Where have all the bookworms gone? Recreational reading has been shown to \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/07448481.2020.1728280\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reduce stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://beckman.illinois.edu/about/news/article/2022/12/05/reading-for-pleasure-can-strengthen-memory-in-older-adults-beckman-researchers-find#:~:text=The%20results%20were%20incontrovertible%3A%20in,strengthened%20older%20adults'%20memory%20skills\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">improve working memory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but fewer children are reading for fun than ever before. In recent \u003ca style=\"font-weight: 400\" href=\"https://www.pewresearch.org/fact-tank/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/\" target=\"_blank\" rel=\"noopener\">surveys\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> by the National Assessment of Educational Progress, 16% of 9-year-olds said they never or hardly ever read for fun, compared to 11% in 2012 and 9% in 1984. Among 13-year-olds, that number was 29% in 2020, compared with 22% in 2012 and 8% in 1984.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Authors \u003c/span>\u003ca href=\"https://twitter.com/pacylin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grace Lin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/KateMessner\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Kate Messner\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> believe books give readers the ability to experience new worlds and empathize with others. Together they wrote \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/grace-lin/once-upon-a-book/9780316541077/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Once Upon A Book,”\u003c/span>\u003c/a> a children’s picture book where the main character Alice is swept away on an adventure through the magic of reading.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a perfect book for everyone,” said Lin. “You just have to find it.” However, there is an art to matching kids with the right book. For parents and teachers who want children to cultivate a love of reading, Messner and Lin provided tips on how to help kids find wonder through books. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61020\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61020\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg\" alt=\"\" width=\"800\" height=\"526\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1020x670.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-160x105.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-768x505.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1536x1010.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Let kids pick their own books \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults sometimes seek out award-winning children’s books only to find that their kid has no interest in reading them. As a parent, Lin had to reconsider her lofty expectations. “[My daughter] wanted her ‘My Little Pony’ book and she wanted Curious George stories – not even the original Curious George books, but the cheap, knock off Curious George books,” said Lin. “Letting go of this idea that I needed her to read ‘good books’ is what I think really has made her love and enjoy reading.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids have room to gravitate to the books that spark their interest, it helps them cultivate their identities as readers. Letting kids choose their own books \u003c/span>\u003ca href=\"http://teacher.scholastic.com/education/classroom-library/pdfs/The-Power-of-Reading-Choice.pdf?esp=TSO/ib/202104////label/card/classroom/reading/////\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">leads to more motivation to read and ownership over the reading process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whereas imposing a book on a child can make the child feel like reading is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51693/why-stepping-back-can-empower-kids-in-an-anxious-world\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a chore instead of a treat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What makes a great book is just the simple fact that a child loves it,” said Lin. “The fact that they’re reading is great.” \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\">Just because a kid rebuffs esteemed literature, it doesn’t mean those books should be thrown out or given away. Messner recommends putting them in kids’ vicinity. When her son only wanted to read Tonka truck books from the grocery store, she still kept other books around the house.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They were always on the bookshelf and in the baskets and on the table and by the bed and all over the place,” said Messner. “When you live immersed in words like that, you eventually find your way to the other stories. And I think that’s a really powerful way to introduce kids to ideas.”\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=KQINC8621075589&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Give everyone access to windows, mirrors and sliding glass doors\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an author/illustrator known for bringing her Taiwanese heritage\u003c/span>\u003ca href=\"https://gracelin.com/books/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> to her work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">one of Lin’s biggest fears is that after Lunar New Year, students won’t read another book with an Asian character until the following year. When teachers only bring books about different cultures into the classroom during holidays, they’re participating in cultural tourism, Lin said. “It’s like Asians only exist during the Lunar New Year and Black people only exist in February.” She invites teachers to make sure that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">diverse books surround children every single day of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lin encourages teachers and parents to see books as windows, mirrors and sliding glass doors, a framework developed by scholar \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Books that are windows show readers new worlds, mirrors show readers themselves, and sliding glass doors allow readers to fully immerse themselves in a story. “Books as mirrors are very important because that is what gives a child a sense of self-worth,” Lin said. “It tells them that they can be the hero in a book. They can be a changemaker. They are the ones who have control in their world. And that’s something that a lot of people from marginalized groups have not had for a long time.” \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Windows and Mirrors of Your Child's Bookshelf | Grace Lin | TEDxNatick\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/_wQ8wiV3FVo?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers and parents to be tactful about how they make books as mirrors available to children of color. “My mother tried to get me to read Asian books. I wouldn’t touch them because I just didn’t want to be reminded of how different I was from my classmates,” she said. Educators and parents can make it clear that kids of any identity can and should explore diverse books. “Push the book with the Black character onto the Asian child. Push the book with the Asian character onto the white child,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Recommend books in stacks \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What Kate Messner misses most about her 15 years as a middle school English teacher is putting the perfect book into a reader’s eager hands. If a teacher has a book they think will benefit a student, she encourages them to recommend a stack of books rather than one book at a time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Instead of saying, ‘This book has an Asian character and you’re Asian, so you should read this book,’ which is awkward and uncomfortable, what we can do is say, ‘Oh, here are four books I think you might love,’” Messner explained. The four books might actually focus on another topic the student is interested in and feature at least one Asian character. “Recommending books in stacks is a really great way to introduce kids to stories, but also let them feel the ownership of choice.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61021\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61021\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg\" alt=\"\" width=\"800\" height=\"528\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1020x673.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-768x506.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1536x1013.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-2048x1350.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1920x1266.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stacks are particularly helpful when students are going through something difficult and a teacher wants to give them a book that helps them through a tough time. “I would have kids who I knew were dealing with various tough situations outside of the classroom. Maybe I knew they were struggling with a relative with addiction or maybe I knew that they had some history that was difficult,” Messner said. With these students she’d find and suggest a few books where the main characters overcame a variety of challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’d just present the stack to them and then go away, so that kid who might really need that one book can choose it themselves without me standing over their shoulder,” she 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>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books have the power to spark children’s interest, broaden their understanding, reflect their experiences and affirm their identities. Every time young readers feel empowered to choose a book for themselves is an opportunity to create a lasting relationship with reading.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21517","mindshift_21130","mindshift_21385","mindshift_21848","mindshift_193"],"tags":["mindshift_21319","mindshift_20997","mindshift_20646","mindshift_895","mindshift_470","mindshift_20568","mindshift_21423","mindshift_550","mindshift_21128","mindshift_21465","mindshift_21259","mindshift_21397"],"featImg":"mindshift_61075","label":"mindshift_21847"},"mindshift_60515":{"type":"posts","id":"mindshift_60515","meta":{"index":"posts_1591205157","site":"mindshift","id":"60515","score":null,"sort":[1676458548000]},"guestAuthors":[],"slug":"matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging","title":"Matching students with books is a sacred task. How can educators select stories that boost belonging?","publishDate":1676458548,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>From \u003ca href=\"https://www.stenhouse.com/content/gift-story\" target=\"_blank\" rel=\"noopener noreferrer\">The Gift of Story\u003c/a> by John Schu, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca title=\"https://protect-us.mimecast.com/s/jnjuCrkYKnfDD38PSzw3S0?domain=stenhouse.com\" href=\"https://protect-us.mimecast.com/s/jnjuCrkYKnfDD38PSzw3S0?domain=stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/i>\u003c/p>\n\u003cp>Every child who walks into your classroom or library has a story. But how do we establish opportunities for them to tell their stories and find themselves in the stories of others? When we share our hearts in authentic ways, we inspire those around us to do the same. Before we can discuss what it means to share our hearts through story, it might be helpful to establish what we mean by the word story. If you think about it, the way a third-grade teacher defines story is probably different from how a music teacher defines story. The way a music teacher defines story is probably different from how a teacher-librarian defines story. And the way a teacher-librarian defines story is probably different from how a fourth grader defines story. Since we all have our own personal definitions of the word, take a moment to reflect on how you define story.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60709 size-full alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/gift-of-story-e1672254571578.png\" alt=\"\" width=\"250\" height=\"375\">Perhaps your definition brings to mind story elements like main idea, theme, characters, setting, and plot. These are all very important in the literacy work we do with children, but we can expand our idea of story as we consider other elements that may not be immediately evident—such as joy, happiness, compassion, laughter, connection, culture, and identity. For our purposes, we’ll apply a flexible definition that makes room for story to meet both the academic and affective needs of our students. Sharing your heart through story is a way to bring more of the affective side into our students’ reading lives.\u003c/p>\n\u003cp>When we share our hearts through story, we create environments in which children can feel warm and safe and loved. I’ve witnessed again and again how students open up their hearts to teachers and each other when we share how a story allowed us to view the world in new ways, healed our hearts, and inspired us to take action. As we further refine our understanding of story, we’ll bring our lens into deeper focus on its affective elements.\u003c/p>\n\u003ch2>Story as Clarifier\u003c/h2>\n\u003cp>This helps us individually and in groups answer questions about our heart’s deepest wonderings and passions. Think of the animal lover who checks out every caring for a pet book or the junior historian who can’t get enough of Kate Messner’s \"History Smashers\" series.\u003c/p>\n\u003ch2>Story as Healer\u003c/h2>\n\u003cp>This helps our heart work through difficult experiences as well as internal and external conflicts. Think of the child who deals with the loss of a grandparent by reading Caron Levis and Charles Santoso’s \"Ida, Always\" every day or the middle schooler who, after reading Jen Petro Roy’s \"Good Enough,\" admits to himself and a family member that he has an eating disorder and needs help.\u003c/p>\n\u003ch2>Story as Inspiration\u003c/h2>\n\u003cp>This helps us explore and discover our passions. Think of the child who folds hundreds of origamis after reading Tom Angleberger’s \"The Strange Case of Origami Yoda\" or the child who becomes an activist for something important to them after reading \"Marley Dias Gets It Done: And So Can You.\"\u003c/p>\n\u003ch2>Story as Compassion\u003c/h2>\n\u003cp>This helps us understand ourselves and others. Think of the child who develops more empathy after reading Jacqueline Woodson and Rafael López’s \"The Day You Begin\" or the adolescent who comes to terms with her sexuality after reading Ashley Herring Blake’s \"Ivy Aberdeen’s Letter to the World.\"\u003c/p>\n\u003ch2>Story as Connector\u003c/h2>\n\u003cp>When Kate DiCamillo was the National Ambassador for Young People’s Literature, she said, “Together, we see the world. Together, we see one another. We connect. And when we connect, we are changed.” Stories answer this call by helping us open our hearts and connect. Think about times when everyone in a community comes together to celebrate a book or when every fifth grader has tears running down their faces after their teacher reads aloud the last sentence in John David Anderson’s \"Ms. Bixby’s Last Day.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In addition to these five affective elements of story, story can serve as windows, mirrors, and sliding glass doors. In her seminal 1990 article, Dr. Rudine Sims Bishop wrote, \"Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created and recreated by the author. When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection we can see our own lives and experiences as part of the larger human experience.\" As you reflect on the five affective elements of story presented here, what connections to Sims Bishop’s work can you make? How can seeing books through the lens of mirrors, windows, and sliding glass doors inform our understanding of the ways story acts to clarify, connect, heal, inspire, and teach us?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60519 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-800x799.png\" alt=\"\" width=\"155\" height=\"155\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-800x799.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-1020x1018.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-768x767.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu.png 1318w\" sizes=\"(max-width: 155px) 100vw, 155px\">\u003c/strong>\u003ca href=\"https://twitter.com/MrSchuReads\" target=\"_blank\" rel=\"noopener noreferrer\">John Schu\u003c/a> has made a career out of advocating for the people and things he cares about most: kids, books and the people that connect them. John is a children’s book author, a part-time lecturer at Rutgers University, and the children’s librarian for \u003ca href=\"https://www.bookelicious.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Bookelicious\u003c/a>. his greatest joy is sharing his love of reading with countless educators and students around the world.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"For teachers and librarians who want to build students' sense of belonging through literacy practices, “The Gift of Story” author John Schu provides strategies on how to leverage books and the important role of libraries in our communities. ","status":"publish","parent":0,"modified":1672254748,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":945},"headData":{"title":"Matching students with books is a sacred task. How can educators select stories that boost belonging? | KQED","description":"In “The Gift of Story,” John Schu provides strategies for teachers and librarians who want to build students’ sense of belonging through books.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Matching students with books is a sacred task. How can educators select stories that boost belonging?","datePublished":"2023-02-15T10:55:48.000Z","dateModified":"2022-12-28T19:12:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60515/matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>From \u003ca href=\"https://www.stenhouse.com/content/gift-story\" target=\"_blank\" rel=\"noopener noreferrer\">The Gift of Story\u003c/a> by John Schu, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca title=\"https://protect-us.mimecast.com/s/jnjuCrkYKnfDD38PSzw3S0?domain=stenhouse.com\" href=\"https://protect-us.mimecast.com/s/jnjuCrkYKnfDD38PSzw3S0?domain=stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/i>\u003c/p>\n\u003cp>Every child who walks into your classroom or library has a story. But how do we establish opportunities for them to tell their stories and find themselves in the stories of others? When we share our hearts in authentic ways, we inspire those around us to do the same. Before we can discuss what it means to share our hearts through story, it might be helpful to establish what we mean by the word story. If you think about it, the way a third-grade teacher defines story is probably different from how a music teacher defines story. The way a music teacher defines story is probably different from how a teacher-librarian defines story. And the way a teacher-librarian defines story is probably different from how a fourth grader defines story. Since we all have our own personal definitions of the word, take a moment to reflect on how you define story.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60709 size-full alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/gift-of-story-e1672254571578.png\" alt=\"\" width=\"250\" height=\"375\">Perhaps your definition brings to mind story elements like main idea, theme, characters, setting, and plot. These are all very important in the literacy work we do with children, but we can expand our idea of story as we consider other elements that may not be immediately evident—such as joy, happiness, compassion, laughter, connection, culture, and identity. For our purposes, we’ll apply a flexible definition that makes room for story to meet both the academic and affective needs of our students. Sharing your heart through story is a way to bring more of the affective side into our students’ reading lives.\u003c/p>\n\u003cp>When we share our hearts through story, we create environments in which children can feel warm and safe and loved. I’ve witnessed again and again how students open up their hearts to teachers and each other when we share how a story allowed us to view the world in new ways, healed our hearts, and inspired us to take action. As we further refine our understanding of story, we’ll bring our lens into deeper focus on its affective elements.\u003c/p>\n\u003ch2>Story as Clarifier\u003c/h2>\n\u003cp>This helps us individually and in groups answer questions about our heart’s deepest wonderings and passions. Think of the animal lover who checks out every caring for a pet book or the junior historian who can’t get enough of Kate Messner’s \"History Smashers\" series.\u003c/p>\n\u003ch2>Story as Healer\u003c/h2>\n\u003cp>This helps our heart work through difficult experiences as well as internal and external conflicts. Think of the child who deals with the loss of a grandparent by reading Caron Levis and Charles Santoso’s \"Ida, Always\" every day or the middle schooler who, after reading Jen Petro Roy’s \"Good Enough,\" admits to himself and a family member that he has an eating disorder and needs help.\u003c/p>\n\u003ch2>Story as Inspiration\u003c/h2>\n\u003cp>This helps us explore and discover our passions. Think of the child who folds hundreds of origamis after reading Tom Angleberger’s \"The Strange Case of Origami Yoda\" or the child who becomes an activist for something important to them after reading \"Marley Dias Gets It Done: And So Can You.\"\u003c/p>\n\u003ch2>Story as Compassion\u003c/h2>\n\u003cp>This helps us understand ourselves and others. Think of the child who develops more empathy after reading Jacqueline Woodson and Rafael López’s \"The Day You Begin\" or the adolescent who comes to terms with her sexuality after reading Ashley Herring Blake’s \"Ivy Aberdeen’s Letter to the World.\"\u003c/p>\n\u003ch2>Story as Connector\u003c/h2>\n\u003cp>When Kate DiCamillo was the National Ambassador for Young People’s Literature, she said, “Together, we see the world. Together, we see one another. We connect. And when we connect, we are changed.” Stories answer this call by helping us open our hearts and connect. Think about times when everyone in a community comes together to celebrate a book or when every fifth grader has tears running down their faces after their teacher reads aloud the last sentence in John David Anderson’s \"Ms. Bixby’s Last Day.\"\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>In addition to these five affective elements of story, story can serve as windows, mirrors, and sliding glass doors. In her seminal 1990 article, Dr. Rudine Sims Bishop wrote, \"Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created and recreated by the author. When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection we can see our own lives and experiences as part of the larger human experience.\" As you reflect on the five affective elements of story presented here, what connections to Sims Bishop’s work can you make? How can seeing books through the lens of mirrors, windows, and sliding glass doors inform our understanding of the ways story acts to clarify, connect, heal, inspire, and teach us?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60519 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-800x799.png\" alt=\"\" width=\"155\" height=\"155\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-800x799.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-1020x1018.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-768x767.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu.png 1318w\" sizes=\"(max-width: 155px) 100vw, 155px\">\u003c/strong>\u003ca href=\"https://twitter.com/MrSchuReads\" target=\"_blank\" rel=\"noopener noreferrer\">John Schu\u003c/a> has made a career out of advocating for the people and things he cares about most: kids, books and the people that connect them. John is a children’s book author, a part-time lecturer at Rutgers University, and the children’s librarian for \u003ca href=\"https://www.bookelicious.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Bookelicious\u003c/a>. his greatest joy is sharing his love of reading with countless educators and students around the world.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60515/matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging","authors":["4354"],"categories":["mindshift_21512","mindshift_21491","mindshift_21014"],"tags":["mindshift_21250","mindshift_972","mindshift_20646","mindshift_895","mindshift_444","mindshift_550","mindshift_21259","mindshift_21397"],"featImg":"mindshift_60521","label":"mindshift"},"mindshift_60793":{"type":"posts","id":"mindshift_60793","meta":{"index":"posts_1591205157","site":"mindshift","id":"60793","score":null,"sort":[1673834452000]},"guestAuthors":[],"slug":"gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum","title":"Gholdy Muhammad wants teachers to see the world as curriculum","publishDate":1673834452,"format":"audio","headTitle":"Gholdy Muhammad wants teachers to see the world as curriculum | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>TM ® & © Scholastic Inc. All rights reserved. \u003ca href=\"https://shop.scholastic.com/teachers-ecommerce/teacher/books/unearthing-joy-9781338856606.html\">Unearthing Joy\u003c/a> © 2023 by Gholdy Muhammad. Published by Scholastic Inc.\u003c/em>\u003c/p>\n\u003cp>Defining the world as curriculum means we must move about and navigate the world, and see it as full of opportunities for teaching and learning. Often, I ask teachers to take a walk across any landscape and describe what they see. \u003cem>How can the people, places, lands, objects, animals, and things around them become ideas for teaching and learning?\u003c/em> For example, if you were to see a beautiful historic tree with striking buttress roots pushing up from the ground and interweaving with the soil and the trunk, what ideas for teaching and learning might come to mind?\u003c/p>\n\u003cp>I ask teachers and other developers of curriculum:\u003c/p>\n\u003cul>\n\u003cli>What music and other sounds, paintings, and other visuals, digital creations, and so on do you see and feel? (Art)\u003c/li>\n\u003cli>What language, writing, and metaphors do you see and feel? (English Language Arts)\u003c/li>\n\u003cli>What examples of fitness and wellness do you see and feel? (Health and Physical Education)\u003c/li>\n\u003cli>What representations of numbers, quantities, and space do you see and feel? (Mathematics)\u003c/li>\n\u003cli>What branches of knowledge and discovery do you see and feel? (Science)\u003c/li>\n\u003cli>What histories and contemporary realities do you see and feel? (Social Studies)\u003c/li>\n\u003c/ul>\n\u003cp>Their responses become ideas to bring into the classroom. My goal is to cultivate curriculum fluency among teachers, meaning the ability to look at anything around them quickly and develop curriculum from it. Just as I want children to develop reading fluency, I want teachers to develop curriculum fluency to come up with ideas expeditiously and with excellence.\u003c/p>\n\u003ch2>\u003cstrong>Curriculum as Stories and Storytelling\u003c/strong>\u003c/h2>\n\u003cp>Curriculum defined as stories and storytelling relates to the worthwhile narratives of humanity. Reading, telling, and listening to diverse stories are key to learning in school. We must ask whose stories have been told and taught (and from whose perspectives) and whose stories have not. Stories have a special quality of helping children to (re)member. They can be both real and imagined, and joy is connected to both types. As a reading specialist, I often give diagnostic assessments and find that students typically score higher on comprehension measures when they read narrative passages or texts, compared to informational passages or texts. That may be partly due to the power of stories to linger in our short-term and long-term memories. Stories provide a context for and connection to human lives.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I define curriculum as stories and storytelling because of their richness. I am not just referring to traditional literary themes and elements, such as characterization and plot, but the nuances, reflections, meanings, life lessons, and life connections to stories. Curriculum as stories and storytelling helps us to apply skills and standards to daily life. Importantly, artists across time have been creating and teaching through stories. For example, in Stevie Wonder’s 1976 album, Songs in the Key of Life, each track tells a story. When I listen to it, I wonder, \u003cem>What would curriculum in the key of life look and feel like for a child and teacher?\u003c/em>\u003c/p>\n\u003cp>The reason educational leaders police curriculum and create policies around anti-Blackness and anti-critical race theory is because they seek to control stories in the hearts and minds of children. Consequently, as they grow older, those children are likely to teach the same false, incomplete, or harmful narratives to their children. In this way, curriculum is generational. I wonder how those leaders must feel about themselves restraining complete, justice-centered stories in schools. I ask teachers and curriculum developers, \u003cem>Which stories do schools consider worthwhile? What criteria were used to select those stories? How do the stories we teach elevate students’ HILL (histories, identities, literacies, and liberation)?\u003c/em>\u003c/p>\n\u003ch2>\u003cstrong>Curriculum as Legacy and Legacy Building\u003c/strong>\u003c/h2>\n\u003cp>Curriculum defined as legacy and legacy building means that what we teach and how we teach it must leave an imprint on the lives of our students. It should feel special and enduring. Such curriculum should encourage and enable students to feel, and act toward improving the self and the world. What is being taught and learned should be significant, meaningful, and unique to our communities. Curriculum as legacy and legacy building should leave a stamp on our culture—and lead to a record of our times. Every time I develop a lesson, unit plan, or learning experience, I try to build in the legacies of the ancestors—this is what the five pursuits enable. I ask teachers and curriculum developers: \u003cem>What legacies do you wish to create? What do you want to be known for? What imprints and trajectories do you want to make?\u003c/em>\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=KQINC8894116453&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>These ways of (re)defining and (re)conceptualizing curriculum are dynamic and push boundaries of imaginings of who our students can become. Curriculum must not only connect to the world, but must also disrupt hurt, harm, and pain in the world. So, it’s important to ask yourself, does my current curriculum:\u003c/p>\n\u003cul>\n\u003cli>implicitly or explicitly contribute to others’ hurt, harm, or pain?\u003c/li>\n\u003cli>silence others’ hurt, harm, or pain?\u003c/li>\n\u003cli>actively disrupt others’ hurt, harm, or pain, and bring joy?\u003c/li>\n\u003c/ul>\n\u003cp>We must question curriculum and the great impact it can have. Of course, curriculum should always connect to justice, equity, anti-racism, and other anti-oppressions, and the ultimate goal of curriculum should be joy.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60795 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1-800x1172.jpg\" alt=\"\" width=\"121\" height=\"177\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1-800x1172.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1-160x234.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1-768x1125.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1.jpg 932w\" sizes=\"(max-width: 121px) 100vw, 121px\">\u003ca href=\"https://twitter.com/GholdyM\">Dr. Gholdy Muhammad\u003c/a> is an Associate Professor of Literacy, Language & Culture at the University of Illinois at Chicago. Her scholarship has appeared in leading educational journals and books. Dr. Muhammad was named among the \u003ca href=\"https://www.edweek.org/policy-politics/opinion-the-2022-rhsu-edu-scholar-public-influence-rankings/2022/01\">top 2022 education scholars of public influence\u003c/a> in Education Week’s “Rick Hess Straight Up” blog rankings. She is the author of the best-selling book, \u003ca href=\"https://protect-us.mimecast.com/s/c4ouCrkYKnfD6wvmI7FOK5?domain=shop.scholastic.com\">Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy\u003c/a> (Scholastic).\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Dr.Gholdy Muhammad shows how joy, which is rooted in the cultural and historical realities of Black students, can enhance our efforts to cultivate identity, skills, intellect and criticality for ALL students.","status":"publish","parent":0,"modified":1681825587,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":971},"headData":{"title":"Gholdy Muhammad wants teachers to see the world as curriculum | KQED","description":"In her sequel to Cultivating Genius, Dr. Gholdy Muhammad adds a fifth pursuit to her groundbreaking framework: joy.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Gholdy Muhammad wants teachers to see the world as curriculum","datePublished":"2023-01-16T02:00:52.000Z","dateModified":"2023-04-18T13:46:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC8894116453.mp3?updated=1681783243","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>TM ® & © Scholastic Inc. All rights reserved. \u003ca href=\"https://shop.scholastic.com/teachers-ecommerce/teacher/books/unearthing-joy-9781338856606.html\">Unearthing Joy\u003c/a> © 2023 by Gholdy Muhammad. Published by Scholastic Inc.\u003c/em>\u003c/p>\n\u003cp>Defining the world as curriculum means we must move about and navigate the world, and see it as full of opportunities for teaching and learning. Often, I ask teachers to take a walk across any landscape and describe what they see. \u003cem>How can the people, places, lands, objects, animals, and things around them become ideas for teaching and learning?\u003c/em> For example, if you were to see a beautiful historic tree with striking buttress roots pushing up from the ground and interweaving with the soil and the trunk, what ideas for teaching and learning might come to mind?\u003c/p>\n\u003cp>I ask teachers and other developers of curriculum:\u003c/p>\n\u003cul>\n\u003cli>What music and other sounds, paintings, and other visuals, digital creations, and so on do you see and feel? (Art)\u003c/li>\n\u003cli>What language, writing, and metaphors do you see and feel? (English Language Arts)\u003c/li>\n\u003cli>What examples of fitness and wellness do you see and feel? (Health and Physical Education)\u003c/li>\n\u003cli>What representations of numbers, quantities, and space do you see and feel? (Mathematics)\u003c/li>\n\u003cli>What branches of knowledge and discovery do you see and feel? (Science)\u003c/li>\n\u003cli>What histories and contemporary realities do you see and feel? (Social Studies)\u003c/li>\n\u003c/ul>\n\u003cp>Their responses become ideas to bring into the classroom. My goal is to cultivate curriculum fluency among teachers, meaning the ability to look at anything around them quickly and develop curriculum from it. Just as I want children to develop reading fluency, I want teachers to develop curriculum fluency to come up with ideas expeditiously and with excellence.\u003c/p>\n\u003ch2>\u003cstrong>Curriculum as Stories and Storytelling\u003c/strong>\u003c/h2>\n\u003cp>Curriculum defined as stories and storytelling relates to the worthwhile narratives of humanity. Reading, telling, and listening to diverse stories are key to learning in school. We must ask whose stories have been told and taught (and from whose perspectives) and whose stories have not. Stories have a special quality of helping children to (re)member. They can be both real and imagined, and joy is connected to both types. As a reading specialist, I often give diagnostic assessments and find that students typically score higher on comprehension measures when they read narrative passages or texts, compared to informational passages or texts. That may be partly due to the power of stories to linger in our short-term and long-term memories. Stories provide a context for and connection to human lives.\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>I define curriculum as stories and storytelling because of their richness. I am not just referring to traditional literary themes and elements, such as characterization and plot, but the nuances, reflections, meanings, life lessons, and life connections to stories. Curriculum as stories and storytelling helps us to apply skills and standards to daily life. Importantly, artists across time have been creating and teaching through stories. For example, in Stevie Wonder’s 1976 album, Songs in the Key of Life, each track tells a story. When I listen to it, I wonder, \u003cem>What would curriculum in the key of life look and feel like for a child and teacher?\u003c/em>\u003c/p>\n\u003cp>The reason educational leaders police curriculum and create policies around anti-Blackness and anti-critical race theory is because they seek to control stories in the hearts and minds of children. Consequently, as they grow older, those children are likely to teach the same false, incomplete, or harmful narratives to their children. In this way, curriculum is generational. I wonder how those leaders must feel about themselves restraining complete, justice-centered stories in schools. I ask teachers and curriculum developers, \u003cem>Which stories do schools consider worthwhile? What criteria were used to select those stories? How do the stories we teach elevate students’ HILL (histories, identities, literacies, and liberation)?\u003c/em>\u003c/p>\n\u003ch2>\u003cstrong>Curriculum as Legacy and Legacy Building\u003c/strong>\u003c/h2>\n\u003cp>Curriculum defined as legacy and legacy building means that what we teach and how we teach it must leave an imprint on the lives of our students. It should feel special and enduring. Such curriculum should encourage and enable students to feel, and act toward improving the self and the world. What is being taught and learned should be significant, meaningful, and unique to our communities. Curriculum as legacy and legacy building should leave a stamp on our culture—and lead to a record of our times. Every time I develop a lesson, unit plan, or learning experience, I try to build in the legacies of the ancestors—this is what the five pursuits enable. I ask teachers and curriculum developers: \u003cem>What legacies do you wish to create? What do you want to be known for? What imprints and trajectories do you want to make?\u003c/em>\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=KQINC8894116453&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>These ways of (re)defining and (re)conceptualizing curriculum are dynamic and push boundaries of imaginings of who our students can become. Curriculum must not only connect to the world, but must also disrupt hurt, harm, and pain in the world. So, it’s important to ask yourself, does my current curriculum:\u003c/p>\n\u003cul>\n\u003cli>implicitly or explicitly contribute to others’ hurt, harm, or pain?\u003c/li>\n\u003cli>silence others’ hurt, harm, or pain?\u003c/li>\n\u003cli>actively disrupt others’ hurt, harm, or pain, and bring joy?\u003c/li>\n\u003c/ul>\n\u003cp>We must question curriculum and the great impact it can have. Of course, curriculum should always connect to justice, equity, anti-racism, and other anti-oppressions, and the ultimate goal of curriculum should be joy.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60795 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1-800x1172.jpg\" alt=\"\" width=\"121\" height=\"177\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1-800x1172.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1-160x234.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1-768x1125.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1.jpg 932w\" sizes=\"(max-width: 121px) 100vw, 121px\">\u003ca href=\"https://twitter.com/GholdyM\">Dr. Gholdy Muhammad\u003c/a> is an Associate Professor of Literacy, Language & Culture at the University of Illinois at Chicago. Her scholarship has appeared in leading educational journals and books. Dr. Muhammad was named among the \u003ca href=\"https://www.edweek.org/policy-politics/opinion-the-2022-rhsu-edu-scholar-public-influence-rankings/2022/01\">top 2022 education scholars of public influence\u003c/a> in Education Week’s “Rick Hess Straight Up” blog rankings. She is the author of the best-selling book, \u003ca href=\"https://protect-us.mimecast.com/s/c4ouCrkYKnfD6wvmI7FOK5?domain=shop.scholastic.com\">Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy\u003c/a> (Scholastic).\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum","authors":["4354"],"categories":["mindshift_21491","mindshift_193"],"tags":["mindshift_21250","mindshift_21403","mindshift_20610","mindshift_20646","mindshift_21597","mindshift_21401","mindshift_21324","mindshift_21166"],"featImg":"mindshift_60799","label":"mindshift"},"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":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to fend off 'educational numbness' with experiential learning","datePublished":"2021-11-30T06:47:09.000Z","dateModified":"2021-11-30T06:47:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"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_55039":{"type":"posts","id":"mindshift_55039","meta":{"index":"posts_1591205157","site":"mindshift","id":"55039","score":null,"sort":[1578291079000]},"guestAuthors":[],"slug":"how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive","title":"How the #DisruptTexts Movement Can Help English Teachers Be More Inclusive","publishDate":1578291079,"format":"standard","headTitle":"How the #DisruptTexts Movement Can Help English Teachers Be More Inclusive | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Most English teachers love to read and share the literature that has touched them over the years. They want their students to value and love reading, too. But sometimes the books adults love aren’t the stories that resonate with young people, for all kinds of reasons. As U.S. classrooms become more racially and culturally diverse, many students don’t see themselves reflected in the literature their teachers hold up as worthy of study.\u003c/p>\n\u003cp>But that’s slowly changing. The recent \u003ca href=\"http://www2.ncte.org/\">National Council of Teachers of English\u003c/a> (NCTE) conference offered numerous sessions featuring authors with traditionally marginalized identities, as well as teachers who are working hard to change how and what they teach. Almost every session with this focus emphasized that educators interested in doing this work need to first\u003ca href=\"https://triciaebarvia.org/2018/07/27/we-teach-who-we-are-unpacking-our-identities/\"> examine their own beliefs\u003c/a> and biases before jumping into the work.\u003c/p>\n\u003cp>Some of the leaders of \u003ca href=\"https://disrupttexts.org/how-to-participate/\">this conversation\u003c/a> are four educators of color– \u003ca href=\"https://twitter.com/triciaebarvia?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">Tricia Ebarvia\u003c/a>, \u003ca href=\"https://twitter.com/nenagerman?s=20\">Lorena Germán\u003c/a>, \u003ca href=\"https://twitter.com/TchKimPossible?s=20\">Kim Parker\u003c/a> and \u003ca href=\"https://twitter.com/juliaerin80?lang=en\">Julia Torres\u003c/a>. They’re the founders of the #DisruptTexts Twitter chats and \u003ca href=\"https://disrupttexts.org/\">website\u003c/a>, and authors of a forthcoming book. Every Monday, they post reflection questions about texts commonly taught in high school under the hashtag \u003ca href=\"https://twitter.com/search?q=%23DisruptTexts&src=hashtag_click\">#DisruptTexts\u003c/a>. Over the course of the week, teachers respond to the questions, and engage with one another, in a “slow chat” that doesn’t require everyone to be online at the same time. When the chat is over, the organizers archive the chat and summarize some of the reflections and ideas that emerged.\u003c/p>\n\u003cp>“It’s about creating an equitable and inclusive curriculum, notice that I did not say diverse,” said high school English teacher Tricia Ebarvia, as she kicked off a session about the core values of the #DisruptTexts movement in a packed ballroom at NCTE.\u003c/p>\n\u003cp>This movement is not about exchanging a more contemporary title for a traditional one, even if the new author is a woman. Ebarvia cautioned educators against making a false equivalency between sexism and racism. Instead, she urged educators to think carefully about the message their current curriculum sends to students about whose voices and stories are worthy of academic study.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ebarvia and the other founders have seen enough interest in \u003ca href=\"https://disrupttexts.org/lets-get-to-work/\">this conversation\u003c/a> that they’ve distilled it into four key values that also speak to some of the common misconceptions among colleagues.\u003c/p>\n\u003cp>\u003cstrong>Pillar #1: Continuously interrogate our own biases to understand how they inform our teaching.\u003c/strong>\u003c/p>\n\u003cp>“Folks tend to skip over the necessary stage of interrogating themselves before jumping into diverse texts,” said Julia Torres, a #DisruptTexts founder and teacher-librarian in Colorado.\u003c/p>\n\u003cp>[aside label=’Reading List’ link1=’https://www.amazon.com/Teaching-Transgress-Education-Practice-Translation/dp/0415908086,Teaching To Transgress by bell hooks’ link2=’https://www.bloomsbury.com/us/white-rage-9781632864123/,White Rage by Carol Anderson’ link3=’https://www.quartoknows.com/books/9780711245211/This-Book-Is-Anti-Racist.html,This Book Is Anti Racist by Tiffany Jewell and Aurelia Durand’ link4=’https://www.amazon.com/Borderlands-Frontera-Mestiza-Gloria-Anzald%C3%BAa/dp/1879960850, Borderlands/La Frontera by Gloria Anzaldua’ link5=’https://www.amazon.com/Free-Within-Ourselves-Development-Literature/dp/0325071357, Free Within Ourselves by Rudine S Bishop’ link6=’https://www.sealpress.com/titles/ijeoma-oluo/so-you-want-to-talk-about-race/9781580056779/, So You Want To Talk About Race by Ijeoma Oluo’ link7=’https://www.amazon.com/How-Be-Antiracist-Ibram-Kendi/dp/0525509283,How To Be an Antiracist by Ibram X. Kendi’ link8=’https://www.amazon.com/Stamped-Antiracism-National-Award-winning-Beginning/dp/0316453692, Stamped by Ibram X Kendi and Jason Reynolds’]\u003c/p>\n\u003cp>Bias often shows up in knee-jerk reactions to discussions about changing the texts students read. And if teachers haven’t considered the factors that influence their thinking, or how their experiences and upbringing might inform what they do in the classroom, then adding new texts to the curriculum won’t be as transformative for students as it could be. After all, teachers set the tone; they’re the models and wield power over students’ lives.\u003c/p>\n\u003cp>Torres explained that a core part of this work is recognizing that every text has a particular perspective and was written at a particular time. That’s not necessarily good or bad, but teachers must recognize that context, and help students to interrogate what it could mean for the text. She points out that literature cannot be divorced from the social, political and cultural context in which it was made. So when teachers have nostalgia for certain texts, it comes with more weight than they may at first realize.\u003c/p>\n\u003cp>“Literature written by white authors tends to exclude or misrepresent the experiences of BIPOC (Black, Indigenous, People of Color),” Torres said. “We want own-voices texts. And there are lots of authors who will back up that desire.”\u003c/p>\n\u003cp>She also urged teachers to think carefully about how much space they create in their classrooms for students to voice discomfort with specific texts or their opinions about alternatives. “We have to really consider how are we rewarding conformity and punishing resistance,” Torres said.\u003c/p>\n\u003cp>As teachers dig into self-exploration work at the foundation of the #DisruptTexts movement, Torres boils it down to five points:\u003c/p>\n\u003col>\n\u003cli>Figure out where you are. Be honest about where you are. Recognize people won’t all be in the same place.\u003c/li>\n\u003cli>Look for tools that will help you expand your world with your students. Listen to students.\u003c/li>\n\u003cli>Be honest with yourself about whether you’re creating ways for students to push back safely.\u003c/li>\n\u003cli>Consider ways to empower students by involving them in the practice of decolonizing thinking.\u003c/li>\n\u003cli>Recognize the ways we are all complicit in perpetuating systemic oppression and consequently responsible for dismantling it.\u003c/li>\n\u003c/ol>\n\u003cp>“This is not work that someone else needs to do,” Torres said. “This is work we all need to do.”\u003c/p>\n\u003cp>\u003cstrong>Pillar #2: Center black, Indigenous, and voices of color in literature\u003c/strong>\u003c/p>\n\u003cp>A quick search of the most commonly read high school texts turns up a lot of white male authors: Fitzgerald, Shakespeare, Golding, Hawthorne. No one is saying some of these texts aren’t worthy of study. The concern is that there isn’t balance.\u003c/p>\n\u003cp>“So much of our literary canon is centered on the white gaze and written by white male authors,” said Lorena Germán.\u003c/p>\n\u003cp>“The issue is when the curriculum is all of that, and when the canon is mostly that.” Sometimes that white gaze has even been internalized by authors of color, which is why it’s important to remember the vast diversity of experience within communities of color. Just as one white man doesn’t speak for all white people, one black author does not speak to the experiences of all black people.\u003c/p>\n\u003cp>The dominance of white-authored texts in the curriculum is a problem for Germán and the other #DisruptTexts founders. They don’t see those stories connecting with their students, and worse, some of those stories actively exclude their students.\u003c/p>\n\u003cp>“It is for white people, by white people, and about white people,” Germán said. “That is the message that is received. That is the message I received in school.”\u003c/p>\n\u003cp>Germán urged teachers to find books that explore “the intersections and the margins,” to look for complex identities that resist stereotypes. She’d like to see teachers fill what \u003ca href=\"https://www.gse.upenn.edu/academics/faculty-directory/thomas\">Ebony Elizabeth Thomas\u003c/a> calls the “racial imagination gap,” the implicit message, even in fantastical works, that people of color are the villains and monsters.\u003c/p>\n\u003cp>To center BIPOC voices and narratives Germán suggests:\u003c/p>\n\u003cul>\n\u003cli>Strategic pairing. Put texts in conversation with one another. Ask: How does one text fill the gaps of another?\u003c/li>\n\u003cli>Intentionally replace some texts. “There are some books that in and of themselves are problematic,” Germán said. “They feature characters that are straight-up racist or sexist. That is true. We can replace those texts.”\u003c/li>\n\u003cli>Strategically create counternarratives. Push against tendencies to put people in boxes. Instead, think of ways to add complexity and change perceptions.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cbr>\nPillar #3: Apply a critical literacy lens to our teaching practices\u003c/strong>\u003c/p>\n\u003cp>“It’s not just about having a checklist of diverse books,” said Tricia Ebarvia. She referenced \u003ca href=\"http://www.imaginelit.com/news/2017/11/21/there-is-no-diverse-book\">Chad Everett’s work\u003c/a> when she said, “There is no such thing as a diverse book. When you say diverse book, diverse for whom?”\u003c/p>\n\u003cp>Ebarvia explained that at its core, critical literacy is understanding that the world is a socially constructed text that can be read and analyzed like other texts. “There is no neutral,” Ebarvia said, which means school is not about acquiring knowledge, but rather thinking deeply about the meaning we ascribe to that knowledge.\u003c/p>\n\u003cp>\u003ca href=\"https://triciaebarvia.org/2018/07/11/disrupting-texts-as-a-restorative-practice/\">Critical literacy\u003c/a> is not a unit of study, but rather a way of reading the world. When teachers help students to read the world critically it can open up powerful conversations. It may even give students permission to share their lived experiences, or ways they do and don’t see themselves in school texts, in unexpected ways. And, it highlights the systems in which we work, live and read.\u003c/p>\n\u003cp>Ebarvia described some ways she teaches critical literacy with her high school students. She assigns the introductory essay in Kareem Abdul-Jabbar’s book \u003ca href=\"https://shop.kareemabduljabbar.com/collections/shopbooks/products/writings-on-the-wall\">“Writing on the Wall”\u003c/a> to students. In it he describes how most people look at him and see only a basketball player. They don’t know that he’s also an \u003ca href=\"https://kareemabduljabbar.com/books/\">author\u003c/a>, a historian and a social justice ambassador. Through this essay, Ebarvia introduces students to the idea of what’s “above the line and below the line.” In this example, basketball is “above the line,” it’s what people know about Abdul-Jabbar. The other aspects of his identity are “below the line.”\u003c/p>\n\u003cp>This simple formulation works for all kinds of analysis. Ebarvia asks students to think about their school. What’s the above the line information? And because they are insiders there, what’s below the line, that maybe Ebarvia, as a teacher, doesn’t know?\u003c/p>\n\u003cp>Ebarvia likes this exercise because it gets students thinking about the dominant narrative and the less explicit ones. It allows her to teach books like \u003cem>\u003ca href=\"https://disrupttexts.org/2018/05/13/disrupting-the-great-gatsby/\">The Great Gatsby\u003c/a>\u003c/em> with integrity. If the dominant narrative in \u003cem>The Great Gatsby\u003c/em> is about “the American Dream,” what is the non-dominant narrative? Whose dream? What characters are centered? Who is at the margin and why? What points of view can she bring in from outside the text?\u003c/p>\n\u003cp>Ebarvia tries to build text sets that are diverse and inclusive. She recommends asking for students’ help building those text sets. Think expansively about what constitutes “text.” Maybe a rap song speaks to the gaps of experience and perception in a white-authored text, for example.\u003c/p>\n\u003cp>Another exercise \u003ca href=\"https://triciaebarvia.org/2017/03/11/slice-of-life-11-self-reflection-and-identity-as-a-path-to-critical-inquiry/\">Ebarvia does with students is a writing reflection\u003c/a> that asks students to reflect on who they are and how that identity and lived experience affects how they read the text. But she also pushes them to think beyond their own frame.\u003c/p>\n\u003cp>As a __________ (identity), I see __________ (issue) with/as __________ (opinion/perspective) because in my experience,__________ (support).\u003c/p>\n\u003cp>However, I recognize that that my view may be limited because__________.\u003c/p>\n\u003cp>In order to deepen my understanding of this issue, here are some of the questions I need to explore: __________.\u003c/p>\n\u003cp>\u003cstrong>Pillar #4: Work in community with others, especially BIPOC\u003c/strong>\u003c/p>\n\u003cp>“Community is built on accountability,” said Dr. Kim Parker. She urged educators to work at de-centering whiteness in schools and in the curriculum. She called on white educator allies to lift up the voices of BIPOC colleagues, especially those who don’t already get a lot of attention.\u003c/p>\n\u003cp>“We’re not trying to save anyone,” Parker said. “We’re trying to be in service with.”\u003c/p>\n\u003cp>That means honoring the knowledge and power in the community, the connectors and the ways of getting things done. Be humble. Listen.\u003c/p>\n\u003cp>She called on white educators who believe in this work to stand up for it to administrators, parents and other teachers. “For the white people in the room, your voices carry so much more weight than ours do, honestly,” Parker said.\u003c/p>\n\u003cp>And she referenced Elena Aguilar’s theory about \u003ca href=\"https://www.onwardthebook.com/understanding-your-influence/\">“spheres of control.”\u003c/a> What can you control? The internal work is something each person can control. What can you influence? Teachers influence students and colleagues all around them, and some push beyond that to Twitter, conferences and the broader education community. Everything else is outside your control.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Parker ended her portion of the presentation with a Toni Morrison quote: “I get angry about things, then go on and work.”\u003c/p>\n\n","blocks":[],"excerpt":"The dominance of white-authored texts in school curriculum makes it hard for students of color and those in underrepresented groups to connect with the stories. The #DisruptTexts movement seeks to guide educators to develop a more inclusive and relevant canon. ","status":"publish","parent":0,"modified":1702043033,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":44,"wordCount":2205},"headData":{"title":"How the #DisruptTexts Movement Can Help English Teachers Be More Inclusive | KQED","description":"The dominance of white-authored texts in school curriculum makes it hard for students of color and those in underrepresented groups to connect with the stories. The #DisruptTexts movement seeks to guide educators to develop a more inclusive and relevant canon. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How the #DisruptTexts Movement Can Help English Teachers Be More Inclusive","datePublished":"2020-01-06T06:11:19.000Z","dateModified":"2023-12-08T13:43:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Most English teachers love to read and share the literature that has touched them over the years. They want their students to value and love reading, too. But sometimes the books adults love aren’t the stories that resonate with young people, for all kinds of reasons. As U.S. classrooms become more racially and culturally diverse, many students don’t see themselves reflected in the literature their teachers hold up as worthy of study.\u003c/p>\n\u003cp>But that’s slowly changing. The recent \u003ca href=\"http://www2.ncte.org/\">National Council of Teachers of English\u003c/a> (NCTE) conference offered numerous sessions featuring authors with traditionally marginalized identities, as well as teachers who are working hard to change how and what they teach. Almost every session with this focus emphasized that educators interested in doing this work need to first\u003ca href=\"https://triciaebarvia.org/2018/07/27/we-teach-who-we-are-unpacking-our-identities/\"> examine their own beliefs\u003c/a> and biases before jumping into the work.\u003c/p>\n\u003cp>Some of the leaders of \u003ca href=\"https://disrupttexts.org/how-to-participate/\">this conversation\u003c/a> are four educators of color– \u003ca href=\"https://twitter.com/triciaebarvia?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">Tricia Ebarvia\u003c/a>, \u003ca href=\"https://twitter.com/nenagerman?s=20\">Lorena Germán\u003c/a>, \u003ca href=\"https://twitter.com/TchKimPossible?s=20\">Kim Parker\u003c/a> and \u003ca href=\"https://twitter.com/juliaerin80?lang=en\">Julia Torres\u003c/a>. They’re the founders of the #DisruptTexts Twitter chats and \u003ca href=\"https://disrupttexts.org/\">website\u003c/a>, and authors of a forthcoming book. Every Monday, they post reflection questions about texts commonly taught in high school under the hashtag \u003ca href=\"https://twitter.com/search?q=%23DisruptTexts&src=hashtag_click\">#DisruptTexts\u003c/a>. Over the course of the week, teachers respond to the questions, and engage with one another, in a “slow chat” that doesn’t require everyone to be online at the same time. When the chat is over, the organizers archive the chat and summarize some of the reflections and ideas that emerged.\u003c/p>\n\u003cp>“It’s about creating an equitable and inclusive curriculum, notice that I did not say diverse,” said high school English teacher Tricia Ebarvia, as she kicked off a session about the core values of the #DisruptTexts movement in a packed ballroom at NCTE.\u003c/p>\n\u003cp>This movement is not about exchanging a more contemporary title for a traditional one, even if the new author is a woman. Ebarvia cautioned educators against making a false equivalency between sexism and racism. Instead, she urged educators to think carefully about the message their current curriculum sends to students about whose voices and stories are worthy of academic study.\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>Ebarvia and the other founders have seen enough interest in \u003ca href=\"https://disrupttexts.org/lets-get-to-work/\">this conversation\u003c/a> that they’ve distilled it into four key values that also speak to some of the common misconceptions among colleagues.\u003c/p>\n\u003cp>\u003cstrong>Pillar #1: Continuously interrogate our own biases to understand how they inform our teaching.\u003c/strong>\u003c/p>\n\u003cp>“Folks tend to skip over the necessary stage of interrogating themselves before jumping into diverse texts,” said Julia Torres, a #DisruptTexts founder and teacher-librarian in Colorado.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Reading List To Transgress by bell hooks Rage by Carol Anderson Book Is Anti Racist by Tiffany Jewell and Aurelia Durand Borderlands/La Frontera by Gloria Anzaldua Free Within Ourselves by Rudine S Bishop So You Want To Talk About Race by Ijeoma Oluo To Be an Antiracist by Ibram X. Kendi Stamped by Ibram X Kendi and Jason Reynolds","link1":"’https://www.amazon.com/Teaching-Transgress-Education-Practice-Translation/dp/0415908086,Teaching","link2":"’https://www.bloomsbury.com/us/white-rage-9781632864123/,White","link3":"’https://www.quartoknows.com/books/9780711245211/This-Book-Is-Anti-Racist.html,This","link4":"’https://www.amazon.com/Borderlands-Frontera-Mestiza-Gloria-Anzald%C3%BAa/dp/1879960850,","link5":"’https://www.amazon.com/Free-Within-Ourselves-Development-Literature/dp/0325071357,","link6":"’https://www.sealpress.com/titles/ijeoma-oluo/so-you-want-to-talk-about-race/9781580056779/,","link7":"’https://www.amazon.com/How-Be-Antiracist-Ibram-Kendi/dp/0525509283,How","link8":"’https://www.amazon.com/Stamped-Antiracism-National-Award-winning-Beginning/dp/0316453692,"},"numeric":["List’","To","Transgress","by","bell","hooks’","Rage","by","Carol","Anderson’","Book","Is","Anti","Racist","by","Tiffany","Jewell","and","Aurelia","Durand’","Borderlands/La","Frontera","by","Gloria","Anzaldua’","Free","Within","Ourselves","by","Rudine","S","Bishop’","So","You","Want","To","Talk","About","Race","by","Ijeoma","Oluo’","To","Be","an","Antiracist","by","Ibram","X.","Kendi’","Stamped","by","Ibram","X","Kendi","and","Jason","Reynolds’"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Bias often shows up in knee-jerk reactions to discussions about changing the texts students read. And if teachers haven’t considered the factors that influence their thinking, or how their experiences and upbringing might inform what they do in the classroom, then adding new texts to the curriculum won’t be as transformative for students as it could be. After all, teachers set the tone; they’re the models and wield power over students’ lives.\u003c/p>\n\u003cp>Torres explained that a core part of this work is recognizing that every text has a particular perspective and was written at a particular time. That’s not necessarily good or bad, but teachers must recognize that context, and help students to interrogate what it could mean for the text. She points out that literature cannot be divorced from the social, political and cultural context in which it was made. So when teachers have nostalgia for certain texts, it comes with more weight than they may at first realize.\u003c/p>\n\u003cp>“Literature written by white authors tends to exclude or misrepresent the experiences of BIPOC (Black, Indigenous, People of Color),” Torres said. “We want own-voices texts. And there are lots of authors who will back up that desire.”\u003c/p>\n\u003cp>She also urged teachers to think carefully about how much space they create in their classrooms for students to voice discomfort with specific texts or their opinions about alternatives. “We have to really consider how are we rewarding conformity and punishing resistance,” Torres said.\u003c/p>\n\u003cp>As teachers dig into self-exploration work at the foundation of the #DisruptTexts movement, Torres boils it down to five points:\u003c/p>\n\u003col>\n\u003cli>Figure out where you are. Be honest about where you are. Recognize people won’t all be in the same place.\u003c/li>\n\u003cli>Look for tools that will help you expand your world with your students. Listen to students.\u003c/li>\n\u003cli>Be honest with yourself about whether you’re creating ways for students to push back safely.\u003c/li>\n\u003cli>Consider ways to empower students by involving them in the practice of decolonizing thinking.\u003c/li>\n\u003cli>Recognize the ways we are all complicit in perpetuating systemic oppression and consequently responsible for dismantling it.\u003c/li>\n\u003c/ol>\n\u003cp>“This is not work that someone else needs to do,” Torres said. “This is work we all need to do.”\u003c/p>\n\u003cp>\u003cstrong>Pillar #2: Center black, Indigenous, and voices of color in literature\u003c/strong>\u003c/p>\n\u003cp>A quick search of the most commonly read high school texts turns up a lot of white male authors: Fitzgerald, Shakespeare, Golding, Hawthorne. No one is saying some of these texts aren’t worthy of study. The concern is that there isn’t balance.\u003c/p>\n\u003cp>“So much of our literary canon is centered on the white gaze and written by white male authors,” said Lorena Germán.\u003c/p>\n\u003cp>“The issue is when the curriculum is all of that, and when the canon is mostly that.” Sometimes that white gaze has even been internalized by authors of color, which is why it’s important to remember the vast diversity of experience within communities of color. Just as one white man doesn’t speak for all white people, one black author does not speak to the experiences of all black people.\u003c/p>\n\u003cp>The dominance of white-authored texts in the curriculum is a problem for Germán and the other #DisruptTexts founders. They don’t see those stories connecting with their students, and worse, some of those stories actively exclude their students.\u003c/p>\n\u003cp>“It is for white people, by white people, and about white people,” Germán said. “That is the message that is received. That is the message I received in school.”\u003c/p>\n\u003cp>Germán urged teachers to find books that explore “the intersections and the margins,” to look for complex identities that resist stereotypes. She’d like to see teachers fill what \u003ca href=\"https://www.gse.upenn.edu/academics/faculty-directory/thomas\">Ebony Elizabeth Thomas\u003c/a> calls the “racial imagination gap,” the implicit message, even in fantastical works, that people of color are the villains and monsters.\u003c/p>\n\u003cp>To center BIPOC voices and narratives Germán suggests:\u003c/p>\n\u003cul>\n\u003cli>Strategic pairing. Put texts in conversation with one another. Ask: How does one text fill the gaps of another?\u003c/li>\n\u003cli>Intentionally replace some texts. “There are some books that in and of themselves are problematic,” Germán said. “They feature characters that are straight-up racist or sexist. That is true. We can replace those texts.”\u003c/li>\n\u003cli>Strategically create counternarratives. Push against tendencies to put people in boxes. Instead, think of ways to add complexity and change perceptions.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cbr>\nPillar #3: Apply a critical literacy lens to our teaching practices\u003c/strong>\u003c/p>\n\u003cp>“It’s not just about having a checklist of diverse books,” said Tricia Ebarvia. She referenced \u003ca href=\"http://www.imaginelit.com/news/2017/11/21/there-is-no-diverse-book\">Chad Everett’s work\u003c/a> when she said, “There is no such thing as a diverse book. When you say diverse book, diverse for whom?”\u003c/p>\n\u003cp>Ebarvia explained that at its core, critical literacy is understanding that the world is a socially constructed text that can be read and analyzed like other texts. “There is no neutral,” Ebarvia said, which means school is not about acquiring knowledge, but rather thinking deeply about the meaning we ascribe to that knowledge.\u003c/p>\n\u003cp>\u003ca href=\"https://triciaebarvia.org/2018/07/11/disrupting-texts-as-a-restorative-practice/\">Critical literacy\u003c/a> is not a unit of study, but rather a way of reading the world. When teachers help students to read the world critically it can open up powerful conversations. It may even give students permission to share their lived experiences, or ways they do and don’t see themselves in school texts, in unexpected ways. And, it highlights the systems in which we work, live and read.\u003c/p>\n\u003cp>Ebarvia described some ways she teaches critical literacy with her high school students. She assigns the introductory essay in Kareem Abdul-Jabbar’s book \u003ca href=\"https://shop.kareemabduljabbar.com/collections/shopbooks/products/writings-on-the-wall\">“Writing on the Wall”\u003c/a> to students. In it he describes how most people look at him and see only a basketball player. They don’t know that he’s also an \u003ca href=\"https://kareemabduljabbar.com/books/\">author\u003c/a>, a historian and a social justice ambassador. Through this essay, Ebarvia introduces students to the idea of what’s “above the line and below the line.” In this example, basketball is “above the line,” it’s what people know about Abdul-Jabbar. The other aspects of his identity are “below the line.”\u003c/p>\n\u003cp>This simple formulation works for all kinds of analysis. Ebarvia asks students to think about their school. What’s the above the line information? And because they are insiders there, what’s below the line, that maybe Ebarvia, as a teacher, doesn’t know?\u003c/p>\n\u003cp>Ebarvia likes this exercise because it gets students thinking about the dominant narrative and the less explicit ones. It allows her to teach books like \u003cem>\u003ca href=\"https://disrupttexts.org/2018/05/13/disrupting-the-great-gatsby/\">The Great Gatsby\u003c/a>\u003c/em> with integrity. If the dominant narrative in \u003cem>The Great Gatsby\u003c/em> is about “the American Dream,” what is the non-dominant narrative? Whose dream? What characters are centered? Who is at the margin and why? What points of view can she bring in from outside the text?\u003c/p>\n\u003cp>Ebarvia tries to build text sets that are diverse and inclusive. She recommends asking for students’ help building those text sets. Think expansively about what constitutes “text.” Maybe a rap song speaks to the gaps of experience and perception in a white-authored text, for example.\u003c/p>\n\u003cp>Another exercise \u003ca href=\"https://triciaebarvia.org/2017/03/11/slice-of-life-11-self-reflection-and-identity-as-a-path-to-critical-inquiry/\">Ebarvia does with students is a writing reflection\u003c/a> that asks students to reflect on who they are and how that identity and lived experience affects how they read the text. But she also pushes them to think beyond their own frame.\u003c/p>\n\u003cp>As a __________ (identity), I see __________ (issue) with/as __________ (opinion/perspective) because in my experience,__________ (support).\u003c/p>\n\u003cp>However, I recognize that that my view may be limited because__________.\u003c/p>\n\u003cp>In order to deepen my understanding of this issue, here are some of the questions I need to explore: __________.\u003c/p>\n\u003cp>\u003cstrong>Pillar #4: Work in community with others, especially BIPOC\u003c/strong>\u003c/p>\n\u003cp>“Community is built on accountability,” said Dr. Kim Parker. She urged educators to work at de-centering whiteness in schools and in the curriculum. She called on white educator allies to lift up the voices of BIPOC colleagues, especially those who don’t already get a lot of attention.\u003c/p>\n\u003cp>“We’re not trying to save anyone,” Parker said. “We’re trying to be in service with.”\u003c/p>\n\u003cp>That means honoring the knowledge and power in the community, the connectors and the ways of getting things done. Be humble. Listen.\u003c/p>\n\u003cp>She called on white educators who believe in this work to stand up for it to administrators, parents and other teachers. “For the white people in the room, your voices carry so much more weight than ours do, honestly,” Parker said.\u003c/p>\n\u003cp>And she referenced Elena Aguilar’s theory about \u003ca href=\"https://www.onwardthebook.com/understanding-your-influence/\">“spheres of control.”\u003c/a> What can you control? The internal work is something each person can control. What can you influence? Teachers influence students and colleagues all around them, and some push beyond that to Twitter, conferences and the broader education community. Everything else is outside your control.\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>Parker ended her portion of the presentation with a Toni Morrison quote: “I get angry about things, then go on and work.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_21319","mindshift_20818","mindshift_21126","mindshift_20646","mindshift_20784","mindshift_1040","mindshift_21862","mindshift_21859","mindshift_21861","mindshift_21284","mindshift_21317","mindshift_21860"],"featImg":"mindshift_55121","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You 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. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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