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Without a good grasp on these skills \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2827258/\">\u003cspan style=\"font-weight: 400\">it can be hard to make friends and strengthen the social skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> needed to navigate adulthood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents of kids with ADHD often say their kids miss social cues, such as when peers are bored, hurt or offended, according to \u003c/span>\u003ca href=\"https://psych.ubc.ca/profile/amori-mikami/\">\u003cspan style=\"font-weight: 400\">Amori Mikami\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychology professor at the University of British Columbia in Canada. “It can lead to a lot of outbursts or temper tantrums or whining and complaining or arguing with the friend,” she said. Mikami researches peer relationships, specifically focusing on children with ADHD. Additionally, she developed a \u003c/span>\u003ca href=\"https://www.taylorfrancis.com/books/mono/10.4324/9781003221715/parents-friendship-coaches-children-adhd-amori-yee-mikami-s%C3%A9bastien-normand\">\u003cspan style=\"font-weight: 400\">parental friendship coaching (PFC) model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where parents of elementary school-age kids can learn to support their child in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">making friends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">PFC programs can be found in participating mental health centers or specialized ADHD treatment centers. If a PFC program is not offered nearby, Mikami recommended sharing\u003ca href=\"https://www.routledge.com/Parents-as-Friendship-Coaches-for-Children-with-ADHD-A-Clinical-Guide/Mikami-Normand/p/book/9781032118284?gclid=CjwKCAjwzJmlBhBBEiwAEJyLu0horPV7Yoz2ngrgzlivLBHna-o6JZHExhSlDDcRd6Qti5XHj7KltxoCEHAQAvD_BwE\"> a link\u003c/a> to the treatment manual with a local provider who has experience providing behavioral parent training for families of kids with ADHD and can work with the family to implement the treatment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participants meet with mental health professionals and other parents of kids with ADHD for 10 sessions over several weeks to practice strategies to improve their child’s social behavior. While the parental friendship coaching model can be used individually, a group format lends itself to community and collaboration among parents. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15374416.2017.1390757?journalCode=hcap20\">\u003cspan style=\"font-weight: 400\">Research trials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of PFC\u003c/span>\u003cspan style=\"font-weight: 400\"> have shown improvement in children’s \u003c/span>\u003cspan style=\"font-weight: 400\">social behaviors such as taking turns, sharing and negotiating. A key goal for many parents who use this approach is to help their child have successful playdates and — ideally — deepen their friendships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Poisson, who found a PFC program online, had been in counseling herself after her son’s diagnosis and felt the program was a way that she could build on that support to help her son. Families where kids have started to be excluded from social activities with peers, are the ones who usually benefit from this program, according to Mikami. “The whole idea is that if your child doesn’t have any friends right now and really just doesn’t have the social skills to make friends, then throwing them in there on their own is too much and they need more scaffolding,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building a strong parent-child relationship\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents start PFC, the first things they focus on are strategies to strengthen their bond with their child. The parental friendship coaching model encourages parents like Poisson to spend special time connecting with their child so they’re more likely to be receptive to feedback. Examples of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60032/the-5-minute-daily-playtime-ritual-that-can-get-your-kids-to-listen-better\">\u003cspan style=\"font-weight: 400\">special time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may include sitting with their child as they draw and narrating the process or letting the child teach the parent a game.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At times, Poisson’s son resisted her feedback when she tried to help him develop better friendship behaviors. “Many parents, especially parents of kids with ADHD, have had the experience where they tell their child something – and maybe it’s even really good advice – but it’s like the brick wall goes up. The child gets very defensive,” said Mikami. “That defensiveness often comes from kids just anticipating that they’re going to do something wrong and they’re going to get a lot of corrective feedback, even if in the parent’s mind it is very well meaning.” Poisson noticed that when she spent special time with her son, his oppositional behavior decreased. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Liubov Delegan, who immigrated from Ukraine to Vancouver, Canada around the time of her eight-year-old son’s ADHD diagnosis, said the parental friendship coaching program taught her to use \u003c/span>\u003ca href=\"https://www.cdc.gov/parents/essentials/toddlersandpreschoolers/communication/activelistening.html\">\u003cspan style=\"font-weight: 400\">active listening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to strengthen her relationship with her child. Active listening means listening without jumping in with advice or criticism. When Delegan did that, she noticed that she asked her child more questions. “It gave more connection. It’s like ‘I can hear you. I hear what you’re saying and I’m interested in your opinion,’” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing children’s friendship skills \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the parent-child relationship is strong and secure, the PFC program guides parents in nurturing their child’s friendship skills, including negotiation, conflict resolution and perspective taking. Parents are uniquely positioned to be friendship coaches because they have a deep understanding of their child’s strengths, challenges and individual needs. While a child’s therapist can provide tips and strategies, parents have access to real time situations and can provide in-the-moment support. “It can be really hard for the child to learn the skills in therapy and then remember to apply them when they’re with their peers in a totally different situation outside of therapy,” said Mikami. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a family game night, for example, parents may help their child improve social skills by incorporating breaks if the child gets worked up or praising the child when they are able to stay calm. Additionally, a parent might talk with a child about social cues to look for in playmates that show they might be bored.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To build her son’s friendship skills, Poisson used PFC’s corrective feedback strategies. When her son interacted with his peers she’d put emphasis on the behavior she’d like to see in the moment instead of focusing on what her son was doing wrong. “When you have kids with ADHD, it’s not intrinsic to them. They’re not able to necessarily pick up on all those social cues,” said Poisson. Before playdates, Poisson now ”frontloads” her son by talking to him about what it means to be a good friend and how a good friend might act.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Setting up successful playdates\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lastly, the PFC model helps parents learn how to structure successful playdates for their child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you know your child is only likely to behave well in a certain situation for 30 minutes, set your first playdate for 30 minutes,” suggested Mikami. Other factors that are helpful include picking an appropriate friend for the playdate — a peer who has similar interests and encourages good behavior. A parent of a child with ADHD may initially choose to host playdates because they have more control over the environment than if their child is a guest at a peer’s house. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents may feel the need to check in frequently during playdates, they learn in the PFC program that it’s important to make sure that their child experiences quality one-on-one time with their friend. \u003c/span>\u003cspan style=\"font-weight: 400\">Mikami said that there are ways for parents to monitor without being intrusive, such as doing laundry during the playdate, which requires walking in and out of the child’s room a few times.\u003c/span>\u003cspan style=\"font-weight: 400\"> “Hopefully a lot of the coaching can be done before or after the playdate, not in front of the peer or not pulling the child out in the middle in a way that would look weird to the peer. That’s compromising autonomy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of trying to stop things from happening, Poisson accepted the occasional bad playdate as part of the process. “And then we just reflect. ‘What were you doing?’ and ‘What were they doing’ and ‘What could you do?’” she said. Poisson found that when she let go of her own anxieties about how the playdates were going, she got better outcomes. Ultimately Poisson felt that her son’s playdates got better as she used the parental friendship coaching approach. “The biggest thing was for me to just kind of back off a little bit, trust him, use what they had given us, and then just see how it played out,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents aren’t supposed to be their child’s friendship coach forever, according to Mikami. “It’s meant to be an investment in the early stages of a relationship. And so once your child gains more of these friendship skills and hits it off with a peer, then parents should have a plan to back off,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parental friendship coaching is one of many ways to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61615/understanding-and-supporting-girls-with-adhd?fbclid=IwAR3pLgnT2LVLSuCPf1X-ks7tYFbXH0qB5FhcFVJ1zMt-YP1BNHFn130fGEs\">\u003cspan style=\"font-weight: 400\">improve social outcomes for kids with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Mikami encouraged parents to be kind to themselves as they try to meet their child’s needs. “Your child is a different, independent and sentient living being and is not going to do everything the way that you hope and everything is not going to work the way that you hope, whether your child has ADHD or is neurotypical,” said Mikami. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Parental friendship coaching, a treatment model developed by psychologist Amori Mikami, can strengthen parent-child bonds and foster social skills for kids with ADHD.","status":"publish","parent":0,"modified":1712104556,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1572},"headData":{"title":"How Parents Can Help Children with ADHD Thrive in Friendships | KQED","description":"Parental friendship coaching, a model developed by psychologist Amori Mikami, can strengthen parent-child bonds and foster social skills for kids with ADHD.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Parental friendship coaching, a model developed by psychologist Amori Mikami, can strengthen parent-child bonds and foster social skills for kids with ADHD.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Parents Can Help Children with ADHD Thrive in Friendships","datePublished":"2023-07-11T02:00:45.000Z","dateModified":"2024-04-03T00:35:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“Vibrant” is how Caroline Poisson describes her seven-year-old son. “He’s incredible, enthusiastic and curious,” she said. “And then there’s a side of what we call kryptonite and we talk about his ADHD brain, where there are some things that are just really hard for him.” \u003c/span>\u003ca href=\"https://childmind.org/article/helping-kids-who-struggle-with-executive-functions/\">\u003cspan style=\"font-weight: 400\">Like many kids with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Poisson’s son struggles with executive function skills – the cognitive abilities that help people plan, stay organized, pay attention, control emotions and make decisions. Without a good grasp on these skills \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2827258/\">\u003cspan style=\"font-weight: 400\">it can be hard to make friends and strengthen the social skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> needed to navigate adulthood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents of kids with ADHD often say their kids miss social cues, such as when peers are bored, hurt or offended, according to \u003c/span>\u003ca href=\"https://psych.ubc.ca/profile/amori-mikami/\">\u003cspan style=\"font-weight: 400\">Amori Mikami\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychology professor at the University of British Columbia in Canada. “It can lead to a lot of outbursts or temper tantrums or whining and complaining or arguing with the friend,” she said. Mikami researches peer relationships, specifically focusing on children with ADHD. Additionally, she developed a \u003c/span>\u003ca href=\"https://www.taylorfrancis.com/books/mono/10.4324/9781003221715/parents-friendship-coaches-children-adhd-amori-yee-mikami-s%C3%A9bastien-normand\">\u003cspan style=\"font-weight: 400\">parental friendship coaching (PFC) model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where parents of elementary school-age kids can learn to support their child in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">making friends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">PFC programs can be found in participating mental health centers or specialized ADHD treatment centers. If a PFC program is not offered nearby, Mikami recommended sharing\u003ca href=\"https://www.routledge.com/Parents-as-Friendship-Coaches-for-Children-with-ADHD-A-Clinical-Guide/Mikami-Normand/p/book/9781032118284?gclid=CjwKCAjwzJmlBhBBEiwAEJyLu0horPV7Yoz2ngrgzlivLBHna-o6JZHExhSlDDcRd6Qti5XHj7KltxoCEHAQAvD_BwE\"> a link\u003c/a> to the treatment manual with a local provider who has experience providing behavioral parent training for families of kids with ADHD and can work with the family to implement the treatment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participants meet with mental health professionals and other parents of kids with ADHD for 10 sessions over several weeks to practice strategies to improve their child’s social behavior. While the parental friendship coaching model can be used individually, a group format lends itself to community and collaboration among parents. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15374416.2017.1390757?journalCode=hcap20\">\u003cspan style=\"font-weight: 400\">Research trials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of PFC\u003c/span>\u003cspan style=\"font-weight: 400\"> have shown improvement in children’s \u003c/span>\u003cspan style=\"font-weight: 400\">social behaviors such as taking turns, sharing and negotiating. A key goal for many parents who use this approach is to help their child have successful playdates and — ideally — deepen their friendships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Poisson, who found a PFC program online, had been in counseling herself after her son’s diagnosis and felt the program was a way that she could build on that support to help her son. Families where kids have started to be excluded from social activities with peers, are the ones who usually benefit from this program, according to Mikami. “The whole idea is that if your child doesn’t have any friends right now and really just doesn’t have the social skills to make friends, then throwing them in there on their own is too much and they need more scaffolding,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building a strong parent-child relationship\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents start PFC, the first things they focus on are strategies to strengthen their bond with their child. The parental friendship coaching model encourages parents like Poisson to spend special time connecting with their child so they’re more likely to be receptive to feedback. Examples of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60032/the-5-minute-daily-playtime-ritual-that-can-get-your-kids-to-listen-better\">\u003cspan style=\"font-weight: 400\">special time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may include sitting with their child as they draw and narrating the process or letting the child teach the parent a game.\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\">At times, Poisson’s son resisted her feedback when she tried to help him develop better friendship behaviors. “Many parents, especially parents of kids with ADHD, have had the experience where they tell their child something – and maybe it’s even really good advice – but it’s like the brick wall goes up. The child gets very defensive,” said Mikami. “That defensiveness often comes from kids just anticipating that they’re going to do something wrong and they’re going to get a lot of corrective feedback, even if in the parent’s mind it is very well meaning.” Poisson noticed that when she spent special time with her son, his oppositional behavior decreased. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Liubov Delegan, who immigrated from Ukraine to Vancouver, Canada around the time of her eight-year-old son’s ADHD diagnosis, said the parental friendship coaching program taught her to use \u003c/span>\u003ca href=\"https://www.cdc.gov/parents/essentials/toddlersandpreschoolers/communication/activelistening.html\">\u003cspan style=\"font-weight: 400\">active listening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to strengthen her relationship with her child. Active listening means listening without jumping in with advice or criticism. When Delegan did that, she noticed that she asked her child more questions. “It gave more connection. It’s like ‘I can hear you. I hear what you’re saying and I’m interested in your opinion,’” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing children’s friendship skills \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the parent-child relationship is strong and secure, the PFC program guides parents in nurturing their child’s friendship skills, including negotiation, conflict resolution and perspective taking. Parents are uniquely positioned to be friendship coaches because they have a deep understanding of their child’s strengths, challenges and individual needs. While a child’s therapist can provide tips and strategies, parents have access to real time situations and can provide in-the-moment support. “It can be really hard for the child to learn the skills in therapy and then remember to apply them when they’re with their peers in a totally different situation outside of therapy,” said Mikami. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a family game night, for example, parents may help their child improve social skills by incorporating breaks if the child gets worked up or praising the child when they are able to stay calm. Additionally, a parent might talk with a child about social cues to look for in playmates that show they might be bored.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To build her son’s friendship skills, Poisson used PFC’s corrective feedback strategies. When her son interacted with his peers she’d put emphasis on the behavior she’d like to see in the moment instead of focusing on what her son was doing wrong. “When you have kids with ADHD, it’s not intrinsic to them. They’re not able to necessarily pick up on all those social cues,” said Poisson. Before playdates, Poisson now ”frontloads” her son by talking to him about what it means to be a good friend and how a good friend might act.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Setting up successful playdates\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lastly, the PFC model helps parents learn how to structure successful playdates for their child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you know your child is only likely to behave well in a certain situation for 30 minutes, set your first playdate for 30 minutes,” suggested Mikami. Other factors that are helpful include picking an appropriate friend for the playdate — a peer who has similar interests and encourages good behavior. A parent of a child with ADHD may initially choose to host playdates because they have more control over the environment than if their child is a guest at a peer’s house. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents may feel the need to check in frequently during playdates, they learn in the PFC program that it’s important to make sure that their child experiences quality one-on-one time with their friend. \u003c/span>\u003cspan style=\"font-weight: 400\">Mikami said that there are ways for parents to monitor without being intrusive, such as doing laundry during the playdate, which requires walking in and out of the child’s room a few times.\u003c/span>\u003cspan style=\"font-weight: 400\"> “Hopefully a lot of the coaching can be done before or after the playdate, not in front of the peer or not pulling the child out in the middle in a way that would look weird to the peer. That’s compromising autonomy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of trying to stop things from happening, Poisson accepted the occasional bad playdate as part of the process. “And then we just reflect. ‘What were you doing?’ and ‘What were they doing’ and ‘What could you do?’” she said. Poisson found that when she let go of her own anxieties about how the playdates were going, she got better outcomes. Ultimately Poisson felt that her son’s playdates got better as she used the parental friendship coaching approach. “The biggest thing was for me to just kind of back off a little bit, trust him, use what they had given us, and then just see how it played out,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents aren’t supposed to be their child’s friendship coach forever, according to Mikami. “It’s meant to be an investment in the early stages of a relationship. And so once your child gains more of these friendship skills and hits it off with a peer, then parents should have a plan to back off,” 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\">Parental friendship coaching is one of many ways to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61615/understanding-and-supporting-girls-with-adhd?fbclid=IwAR3pLgnT2LVLSuCPf1X-ks7tYFbXH0qB5FhcFVJ1zMt-YP1BNHFn130fGEs\">\u003cspan style=\"font-weight: 400\">improve social outcomes for kids with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Mikami encouraged parents to be kind to themselves as they try to meet their child’s needs. “Your child is a different, independent and sentient living being and is not going to do everything the way that you hope and everything is not going to work the way that you hope, whether your child has ADHD or is neurotypical,” said Mikami. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships","authors":["11721"],"categories":["mindshift_21280","mindshift_21385"],"tags":["mindshift_20862","mindshift_20882","mindshift_20955","mindshift_21074","mindshift_21336","mindshift_20870","mindshift_20568","mindshift_290","mindshift_498","mindshift_20774","mindshift_943"],"featImg":"mindshift_61968","label":"mindshift"},"mindshift_60905":{"type":"posts","id":"mindshift_60905","meta":{"index":"posts_1591205157","site":"mindshift","id":"60905","score":null,"sort":[1675162821000]},"guestAuthors":[],"slug":"theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real","title":"There’s no such thing as a bad test taker, but anxiety is real","publishDate":1675162821,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://twitter.com/latintechtools\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Maureen Lamb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher at Kingswood Oxford School in Connecticut, can see the telltale signs of test anxiety the moment her students enter the classroom. “They're flustered,” she said. “And there's a lot of negative self-talk as they walk in, like, ‘I don't know anything. I can't do this.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting nervous at exam time \u003c/span>\u003cspan style=\"font-weight: 400\">is normal\u003c/span>\u003cspan style=\"font-weight: 400\">. But test anxiety becomes a problem when students’ cognitive skills are “short-circuited by the worry,” said Dr. Ellen Utley, a psychiatrist and an advisor at \u003c/span>\u003ca href=\"https://jedfoundation.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Jed Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that focuses on suicide prevention and young people's emotional health. High anxiety can impair students’ performance by impacting the \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/science/key-concepts/executive-function/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that enable them to focus attention and access memory, Utley explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support students who are prone to being overwhelmed by tests, Utley recommended that schools urge students to avoid all-nighters and marathon study sessions in favor of \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">healthy habits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Schools can really message around good nutrition [and] good exercise as having a positive correlation with doing well academically,” she said. “So they're not just focusing on good grades or studying as the only way to do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to test preparation, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6524999/#:~:text=Changing%20study%20habits%2C%20active%20learning,schedule%20can%20reduce%20test%20anxiety.&text=Students%20who%20suffer%20from%20test,problems%20in%20preparing%20for%20exams\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">which can reduce students’ feeling of test anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have a role to play. “When students feel like they are prepared for an assessment, they are far more likely to do well and not have their stress reach that level where they won't perform as well as they had hoped,” said Lamb, the high school teacher. She offered advice on how to design assessments and assignments that reduce students’ unease and help them put their best foot forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of them won't ask for help in managing this type of stress. They'll just try to push forward,” Lamb said. “Giving students the tools they need for preparation is really one of the best things I can do.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Three Fs of Assessments\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to giving out assessments, Lamb makes sure to satisfy her three Fs: familiar, focused and flexible. This framework can support learners in preparing for tests and developing a better relationship to testing.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Familiar\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When an assessment is familiar, students are not blindsided by the test’s content or format. Homework assignments are a low stakes way to prepare students for test content. “It's just students getting that practice in to make sure they're familiarized with the materials,” said Lamb. She \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\" target=\"_blank\" rel=\"noopener\">no longer grades homework\u003c/a>, \u003c/span>\u003cspan style=\"font-weight: 400\">but she gives students what she calls “the playlist” every \u003c/span>\u003cspan style=\"font-weight: 400\">night. The playlist includes an ungraded set of optional assignments like \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Quizlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online flashcards, a quiz, a review video or a game related to the material they are covering. “They can spend their time how they think it would be most effective,” Lamb said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past two years, Lamb has given her students an optional practice test before every graded test. Although it has different questions from the graded test, students who take the practice version get an opportunity to hone the skills that will be assessed and get familiar with the test format. Lamb found that practice tests remove students' fear of the unknown and make it easier to study without feeling completely overwhelmed. “A tiny bit of stress \u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">can be a motivator\u003c/a>,” she said. “When it's too much stress, I find that students shut down. So as much as possible, I try to keep students from shutting down by managing expectations.” \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Focused\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overly broad assessments can confound learners because their brains have to go in many directions to access the information they need. A focused assessment concentrates on checking students’ competency in a handful of skills at one time. “Clarity is kindness,” said Lamb, who only tests students on two or three skills per assessment. For example, she might give her students a test that covers just reading comprehension and writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Narrowing the focus also makes practice tests more useful because they target the same skills as the graded tests. When students receive feedback on practice tests it gives them information about where they need to study more. Additionally, Lamb leaves comments on practice and graded tests to help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53412/how-building-in-time-for-exam-review-supports-advances-in-student-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">identify learning gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Timely feedback makes a huge difference in whether or not students understand how they did and why they [performed] that way,” she said. Whether it's after a practice test or after a graded exam, students can schedule time with her to talk through any feedback and figure out where they need more support. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Flexible\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamb offers students an optional retake exam with different questions from the original. Because Lamb provides prompt feedback, retakes can be scheduled during the week following the test so that students don’t feel like they’re falling behind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perfectionism and high stakes can contribute to test anxiety, so providing students with \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\" target=\"_blank\" rel=\"noopener\">another chance to show what they know\u003c/a> can give them agency over their assessment and reduce pressure. Also, Lamb knows that students have lives outside of class that can affect their test performance. “Sometimes students are going to be able to come in and give their best work. Sometimes that's not going to happen,” Lamb said. “Sometimes they are just coming from a math test [or they’re participating in] two sports.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers may balk at the thought of creating practice, graded and retake assessments – a total of three tests per unit, but Lamb said it’s time well spent. “I make [all the assessments] together at the same time,” she said. “It does take more time, but it is so worth it to have students feel better about the testing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Lamb includes three ungraded questions at the end of her assessments so students can reflect on their test-taking experience and communicate any important information to her. She asks students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find success with?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find challenging?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you want your teacher to know?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have used the questions, particularly the third one, to inform Lamb about life events like a death in their family or that they had a test in another class on the same day. Once in a while she’ll read an answer unrelated to the test. “One student told me that they don’t like my shoes,” Lamb said. But criticism from students doesn't keep her from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">\u003cspan style=\"font-weight: 400\">seeking their feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so she can find better ways to assess their learning.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We're asking our students to do things that are challenging and scary every day,” Lamb said. “Putting ourselves in an opportunity to have a growth mindset as teachers – just like we want our students to have a growth mindset – is really important.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers who want to reduce students’ test anxiety can design assessments and assignments that help them put their best foot forward. ","status":"publish","parent":0,"modified":1675200243,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1192},"headData":{"title":"There’s no such thing as a bad test taker, but anxiety is real | KQED","description":"Anxiety before a big test is normal. Here are tips for teachers who want to reduce students' test anxiety.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"There’s no such thing as a bad test taker, but anxiety is real","datePublished":"2023-01-31T11:00:21.000Z","dateModified":"2023-01-31T21:24:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://twitter.com/latintechtools\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Maureen Lamb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher at Kingswood Oxford School in Connecticut, can see the telltale signs of test anxiety the moment her students enter the classroom. “They're flustered,” she said. “And there's a lot of negative self-talk as they walk in, like, ‘I don't know anything. I can't do this.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting nervous at exam time \u003c/span>\u003cspan style=\"font-weight: 400\">is normal\u003c/span>\u003cspan style=\"font-weight: 400\">. But test anxiety becomes a problem when students’ cognitive skills are “short-circuited by the worry,” said Dr. Ellen Utley, a psychiatrist and an advisor at \u003c/span>\u003ca href=\"https://jedfoundation.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Jed Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that focuses on suicide prevention and young people's emotional health. High anxiety can impair students’ performance by impacting the \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/science/key-concepts/executive-function/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that enable them to focus attention and access memory, Utley explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support students who are prone to being overwhelmed by tests, Utley recommended that schools urge students to avoid all-nighters and marathon study sessions in favor of \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">healthy habits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Schools can really message around good nutrition [and] good exercise as having a positive correlation with doing well academically,” she said. “So they're not just focusing on good grades or studying as the only way to do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to test preparation, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6524999/#:~:text=Changing%20study%20habits%2C%20active%20learning,schedule%20can%20reduce%20test%20anxiety.&text=Students%20who%20suffer%20from%20test,problems%20in%20preparing%20for%20exams\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">which can reduce students’ feeling of test anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have a role to play. “When students feel like they are prepared for an assessment, they are far more likely to do well and not have their stress reach that level where they won't perform as well as they had hoped,” said Lamb, the high school teacher. She offered advice on how to design assessments and assignments that reduce students’ unease and help them put their best foot forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of them won't ask for help in managing this type of stress. They'll just try to push forward,” Lamb said. “Giving students the tools they need for preparation is really one of the best things I can do.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Three Fs of Assessments\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to giving out assessments, Lamb makes sure to satisfy her three Fs: familiar, focused and flexible. This framework can support learners in preparing for tests and developing a better relationship to testing.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Familiar\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When an assessment is familiar, students are not blindsided by the test’s content or format. Homework assignments are a low stakes way to prepare students for test content. “It's just students getting that practice in to make sure they're familiarized with the materials,” said Lamb. She \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\" target=\"_blank\" rel=\"noopener\">no longer grades homework\u003c/a>, \u003c/span>\u003cspan style=\"font-weight: 400\">but she gives students what she calls “the playlist” every \u003c/span>\u003cspan style=\"font-weight: 400\">night. The playlist includes an ungraded set of optional assignments like \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Quizlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online flashcards, a quiz, a review video or a game related to the material they are covering. “They can spend their time how they think it would be most effective,” Lamb said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past two years, Lamb has given her students an optional practice test before every graded test. Although it has different questions from the graded test, students who take the practice version get an opportunity to hone the skills that will be assessed and get familiar with the test format. Lamb found that practice tests remove students' fear of the unknown and make it easier to study without feeling completely overwhelmed. “A tiny bit of stress \u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">can be a motivator\u003c/a>,” she said. “When it's too much stress, I find that students shut down. So as much as possible, I try to keep students from shutting down by managing expectations.” \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Focused\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overly broad assessments can confound learners because their brains have to go in many directions to access the information they need. A focused assessment concentrates on checking students’ competency in a handful of skills at one time. “Clarity is kindness,” said Lamb, who only tests students on two or three skills per assessment. For example, she might give her students a test that covers just reading comprehension and writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Narrowing the focus also makes practice tests more useful because they target the same skills as the graded tests. When students receive feedback on practice tests it gives them information about where they need to study more. Additionally, Lamb leaves comments on practice and graded tests to help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53412/how-building-in-time-for-exam-review-supports-advances-in-student-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">identify learning gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Timely feedback makes a huge difference in whether or not students understand how they did and why they [performed] that way,” she said. Whether it's after a practice test or after a graded exam, students can schedule time with her to talk through any feedback and figure out where they need more support. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Flexible\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamb offers students an optional retake exam with different questions from the original. Because Lamb provides prompt feedback, retakes can be scheduled during the week following the test so that students don’t feel like they’re falling behind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perfectionism and high stakes can contribute to test anxiety, so providing students with \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\" target=\"_blank\" rel=\"noopener\">another chance to show what they know\u003c/a> can give them agency over their assessment and reduce pressure. Also, Lamb knows that students have lives outside of class that can affect their test performance. “Sometimes students are going to be able to come in and give their best work. Sometimes that's not going to happen,” Lamb said. “Sometimes they are just coming from a math test [or they’re participating in] two sports.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers may balk at the thought of creating practice, graded and retake assessments – a total of three tests per unit, but Lamb said it’s time well spent. “I make [all the assessments] together at the same time,” she said. “It does take more time, but it is so worth it to have students feel better about the testing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Lamb includes three ungraded questions at the end of her assessments so students can reflect on their test-taking experience and communicate any important information to her. She asks students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find success with?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find challenging?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you want your teacher to know?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have used the questions, particularly the third one, to inform Lamb about life events like a death in their family or that they had a test in another class on the same day. Once in a while she’ll read an answer unrelated to the test. “One student told me that they don’t like my shoes,” Lamb said. But criticism from students doesn't keep her from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">\u003cspan style=\"font-weight: 400\">seeking their feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so she can find better ways to assess their learning.\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\">“We're asking our students to do things that are challenging and scary every day,” Lamb said. “Putting ourselves in an opportunity to have a growth mindset as teachers – just like we want our students to have a growth mindset – is really important.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real","authors":["11721"],"categories":["mindshift_21280"],"tags":["mindshift_20589","mindshift_108","mindshift_21074","mindshift_21110","mindshift_563","mindshift_20865","mindshift_20925","mindshift_21541","mindshift_291","mindshift_21094"],"featImg":"mindshift_60907","label":"mindshift"},"mindshift_60120":{"type":"posts","id":"mindshift_60120","meta":{"index":"posts_1591205157","site":"mindshift","id":"60120","score":null,"sort":[1672743324000]},"guestAuthors":[],"slug":"helicopter-teaching-how-using-student-feedback-can-help-with-that","title":"Helicopter teaching? How using student feedback can help with that","publishDate":1672743324,"format":"standard","headTitle":"Helicopter teaching? How using student feedback can help with that | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Student-centered learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is now a common phrase in education, but what does it look like? How can teachers who are accustomed to being in charge start to share power with students? These were some of the questions that led \u003c/span>\u003ca href=\"https://twitter.com/MirPloMCPS\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Miriam Plotinsky\u003c/span>\u003c/a> to write her\u003cspan style=\"font-weight: 400\"> book, \u003c/span>\u003cem>\u003ca href=\"https://wwnorton.com/books/9781324019879\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classroom\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">\u003cem>.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky is an instructional specialist in Montgomery County, Maryland, and a former language arts teacher. She said \u003cem>Teach More, Hover Less\u003c/em> was born from conversations with colleagues about how they appreciated the theories in many education books but needed more advice on application. She wanted to create a resource with \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\" target=\"_blank\" rel=\"noopener noreferrer\">practical strategies\u003c/a> for breaking the habits of what she calls “helicopter teaching.” She describes this phenomenon as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">micromanaging students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “by controlling every single aspect of instruction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helicopter teaching is usually driven by fear that without the teacher’s control, curriculum will fall apart, pacing will be off and students will be less focused. Plotinsky believes that this approach signals to students that teachers don’t \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52616/why-adults-should-listen-learn-trust-and-expect-more-from-kids\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">trust them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said she taught this way for almost a decade before students in a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56580/how-fan-fiction-inspires-kids-to-read-and-write-and-write-and-write\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">creative writing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> elective showed her other possibilities. Initially, she planned a variety of writing assignments, such as character sketches, children’s books and scary stories for Halloween. But then students asked if they could submit alternative pieces — stories and essays they were working on that didn’t match the boundaries of her assignments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky’s gut reaction was an emphatic “no.” She wanted students to try what she’d planned. “But then after a while, I thought, why not? They’re writing. And they’re passionate,” she recalled.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The difference was obvious. “As I released more and more of that ‘it has to be this way’ mentality, they were so excited to come to class. So incredibly excited,” she said. That led her to make other changes, such as inviting students to create their own writing prompts for classmates. In the ensuing years, she applied this new hover-free approach to other courses she taught.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The obvious question is, what do you do when it’s the core content class? And maybe it can’t always be quite as much of a party,” she said. “But at the same time … you can be more flexible. So it’s just being open to the possibility of agility. And then you’ll see kids be more interested in what they’re doing, and that’s reflected in the work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Plotinsky details four stages for moving away from helicopter teaching. Given the busy lives of teachers, she said \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51827/10-ways-to-start-shifting-your-classroom-practices-little-by-little\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this shift can be gradual\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can try modifying a single lesson by keeping the content but rethinking the approach. Learning to recognize helicopter teaching and to use student feedback to guide instruction are good starting points.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Recognizing helicopter teaching\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are three obvious symptoms of a micromanaged classroom, according to Plotinksy.\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cb>An overpacked agenda: \u003cspan style=\"font-weight: 400\">This is when teachers have every moment of the class period planned out and often more. “We probably won’t get to all of this, but…” is a common phrase.\u003c/span>\u003c/b>\u003c/li>\n\u003cli>\u003cstrong>Little student talk:\u003c/strong> \u003cspan style=\"font-weight: 400\">This happens when most of the class is devoted to silent work or teacher talk. Some educators and administrators assume that a quiet classroom is a well-managed and productive classroom, but Plotinsky disagrees.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Discussions dominated by only a few students:\u003c/strong> \u003cspan style=\"font-weight: 400\">This is when a class features frequent dialogue but mainly between the teacher and a few vocal students, while others act as observers. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky said she was guilty of all three of these early in her career. Book discussions in her class, for example, often involved a small group of students expressing ideas similar to her own. At the time, she viewed those classes as a success, but reflecting now, she sees a problem: 25 of the students in the room might not have said a word.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She offered a simple idea for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56401/designing-learning-to-prioritize-student-voices\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">more inclusive class discussions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Give each student one or two index cards. After speaking, they throw their card into the middle of the room and listen to others. Plotinsky recommended that the topic for this style of discussion be open-ended and low-risk, not something that feels like a “gotcha” about homework assignments. She also recommended explaining the process and giving students time to think about the question before jumping in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By adopting practices like these, Plotinsky noticed that students who other teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/introvert\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">saw as quiet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> felt more comfortable speaking in her class. “That was a huge benefit — that people found voices in a way that they hadn’t before.”\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Using student feedback\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Requesting and using student feedback is a key part of Plotinsky’s concept of hover-free teaching. She likes to ask students three things in every unit:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cstrong>What they already know\u003c/strong>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>How they learn best\u003c/strong>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cstrong>What has worked and what hasn’t in the class or in the past\u003c/strong>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those questions can be asked through online forms or other kinds of exit tickets. As a classroom teacher, Plotinsky would share with students what they collectively said worked and didn’t work and how she was integrating that feedback into class plans. She couldn’t always make requested changes, but she said that being transparent made students more engaged.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like other aspects of hover-free teaching, getting student feedback can be nerve-wracking. “It’s scary to hear what kids think, but it becomes less scary the more we do it, because then it’s less of a surprise,” Plotinsky said. “And then what happens is it gets kind of addictive.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Helicopter teaching is driven by fear, says instructional specialist and author Miriam Plotinsky. Using student feedback to guide instruction can lead to higher classroom engagement.","status":"publish","parent":0,"modified":1706031651,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":988},"headData":{"title":"Helicopter teaching? How using student feedback can help with that | KQED","description":"In her first decade of teaching, Miriam Plotinsky tried to control every detail. When she began sharing power with her students, she saw a big change.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In her first decade of teaching, Miriam Plotinsky tried to control every detail. When she began sharing power with her students, she saw a big change.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Helicopter teaching? How using student feedback can help with that","datePublished":"2023-01-03T10:55:24.000Z","dateModified":"2024-01-23T17:40:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Student-centered learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is now a common phrase in education, but what does it look like? How can teachers who are accustomed to being in charge start to share power with students? These were some of the questions that led \u003c/span>\u003ca href=\"https://twitter.com/MirPloMCPS\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Miriam Plotinsky\u003c/span>\u003c/a> to write her\u003cspan style=\"font-weight: 400\"> book, \u003c/span>\u003cem>\u003ca href=\"https://wwnorton.com/books/9781324019879\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classroom\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">\u003cem>.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky is an instructional specialist in Montgomery County, Maryland, and a former language arts teacher. She said \u003cem>Teach More, Hover Less\u003c/em> was born from conversations with colleagues about how they appreciated the theories in many education books but needed more advice on application. She wanted to create a resource with \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\" target=\"_blank\" rel=\"noopener noreferrer\">practical strategies\u003c/a> for breaking the habits of what she calls “helicopter teaching.” She describes this phenomenon as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">micromanaging students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “by controlling every single aspect of instruction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helicopter teaching is usually driven by fear that without the teacher’s control, curriculum will fall apart, pacing will be off and students will be less focused. Plotinsky believes that this approach signals to students that teachers don’t \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52616/why-adults-should-listen-learn-trust-and-expect-more-from-kids\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">trust them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said she taught this way for almost a decade before students in a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56580/how-fan-fiction-inspires-kids-to-read-and-write-and-write-and-write\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">creative writing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> elective showed her other possibilities. Initially, she planned a variety of writing assignments, such as character sketches, children’s books and scary stories for Halloween. But then students asked if they could submit alternative pieces — stories and essays they were working on that didn’t match the boundaries of her assignments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky’s gut reaction was an emphatic “no.” She wanted students to try what she’d planned. “But then after a while, I thought, why not? They’re writing. And they’re passionate,” she recalled.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The difference was obvious. “As I released more and more of that ‘it has to be this way’ mentality, they were so excited to come to class. So incredibly excited,” she said. That led her to make other changes, such as inviting students to create their own writing prompts for classmates. In the ensuing years, she applied this new hover-free approach to other courses she taught.\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\">“The obvious question is, what do you do when it’s the core content class? And maybe it can’t always be quite as much of a party,” she said. “But at the same time … you can be more flexible. So it’s just being open to the possibility of agility. And then you’ll see kids be more interested in what they’re doing, and that’s reflected in the work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Plotinsky details four stages for moving away from helicopter teaching. Given the busy lives of teachers, she said \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51827/10-ways-to-start-shifting-your-classroom-practices-little-by-little\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this shift can be gradual\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can try modifying a single lesson by keeping the content but rethinking the approach. Learning to recognize helicopter teaching and to use student feedback to guide instruction are good starting points.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Recognizing helicopter teaching\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are three obvious symptoms of a micromanaged classroom, according to Plotinksy.\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cb>An overpacked agenda: \u003cspan style=\"font-weight: 400\">This is when teachers have every moment of the class period planned out and often more. “We probably won’t get to all of this, but…” is a common phrase.\u003c/span>\u003c/b>\u003c/li>\n\u003cli>\u003cstrong>Little student talk:\u003c/strong> \u003cspan style=\"font-weight: 400\">This happens when most of the class is devoted to silent work or teacher talk. Some educators and administrators assume that a quiet classroom is a well-managed and productive classroom, but Plotinsky disagrees.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Discussions dominated by only a few students:\u003c/strong> \u003cspan style=\"font-weight: 400\">This is when a class features frequent dialogue but mainly between the teacher and a few vocal students, while others act as observers. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky said she was guilty of all three of these early in her career. Book discussions in her class, for example, often involved a small group of students expressing ideas similar to her own. At the time, she viewed those classes as a success, but reflecting now, she sees a problem: 25 of the students in the room might not have said a word.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She offered a simple idea for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56401/designing-learning-to-prioritize-student-voices\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">more inclusive class discussions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Give each student one or two index cards. After speaking, they throw their card into the middle of the room and listen to others. Plotinsky recommended that the topic for this style of discussion be open-ended and low-risk, not something that feels like a “gotcha” about homework assignments. She also recommended explaining the process and giving students time to think about the question before jumping in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By adopting practices like these, Plotinsky noticed that students who other teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/introvert\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">saw as quiet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> felt more comfortable speaking in her class. “That was a huge benefit — that people found voices in a way that they hadn’t before.”\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Using student feedback\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Requesting and using student feedback is a key part of Plotinsky’s concept of hover-free teaching. She likes to ask students three things in every unit:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cstrong>What they already know\u003c/strong>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>How they learn best\u003c/strong>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cstrong>What has worked and what hasn’t in the class or in the past\u003c/strong>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those questions can be asked through online forms or other kinds of exit tickets. As a classroom teacher, Plotinsky would share with students what they collectively said worked and didn’t work and how she was integrating that feedback into class plans. She couldn’t always make requested changes, but she said that being transparent made students more engaged.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like other aspects of hover-free teaching, getting student feedback can be nerve-wracking. “It’s scary to hear what kids think, but it becomes less scary the more we do it, because then it’s less of a surprise,” Plotinsky said. “And then what happens is it gets kind of addictive.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that","authors":["11487"],"categories":["mindshift_193"],"tags":["mindshift_21074","mindshift_21868","mindshift_21869","mindshift_21777","mindshift_21870","mindshift_21867","mindshift_20779","mindshift_20852","mindshift_20719"],"featImg":"mindshift_60430","label":"mindshift"},"mindshift_53937":{"type":"posts","id":"mindshift_53937","meta":{"index":"posts_1591205157","site":"mindshift","id":"53937","score":null,"sort":[1567659949000]},"guestAuthors":[],"slug":"seven-strategies-to-keep-students-motivated-all-year-long","title":"Seven Strategies to Keep Students Motivated All Year Long","publishDate":1567659949,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Kendal Rolley\u003c/strong>\u003c/p>\n\u003cp>Looking around my seventh-grade Language Arts classroom at the start of another school year, I saw the same range of reactions that we are all familiar with as teachers. Some students were obviously eager to get started, returning from the break with a desire to start the year off in a positive way. Others were less confident, and had evidently approached the end of the summer holiday with a sense of dread.\u003c/p>\n\u003cp>Throughout the school year, I know I can expect some students to slowly lose motivation. I know when they get disappointing grades, they’ll be discouraged. And some will quietly decide that the material is too difficult, or not worth the effort, or that they generally lack the fundamental skills to keep up. As their teacher, I want to stop those thoughts early. But I’ve noticed that students often can’t see their own progress the way I can as their teacher. They often have unrealistic notions of what their growth should look like.\u003c/p>\n\u003cp>To try to help students see what I see, I started checking in with students one-on-one throughout the year. Using research from \u003ca href=\"https://www.zoltandornyei.co.uk/\" target=\"_blank\" rel=\"noopener\">Zoltan Dӧrnyei\u003c/a>, who specializes in motivation to learn second languages, I developed some practical motivational strategies that helped my students reflect on their own work and learning environments.\u003c/p>\n\u003cp>\u003cstrong>1. The Classroom Environment\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s easy to overlook the most important step in any teaching strategy: build a positive class culture. When I take the time to set a solid, positive learning foundation, I find it smoothes the way for other interventions.\u003c/p>\n\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands\" target=\"_blank\" rel=\"noopener\">classroom rules are negotiated with students\u003c/a> they feel a greater sense of ownership and commitment toward them. Often these \"rule-setting\" sessions at the start of the year generate fairly similar (and effective) sets of rules. A set of class rules may look as follows:\u003c/p>\n\u003cul>\n\u003cli>We should listen to each other\u003c/li>\n\u003cli>We should try not to hurt each other, verbally or physically\u003c/li>\n\u003cli>We should respect each other’s ideas and values\u003c/li>\n\u003cli>We shouldn’t make fun of each other’s learning / it’s OK to make mistakes\u003c/li>\n\u003cli>We should help each other\u003c/li>\n\u003c/ul>\n\u003cp>Student-negotiated consequences for breaking these rules, and ensuring they are followed throughout the year, can also reinforce a cohesive and positive learning environment. Students are more likely to meet expectations and interact positively with others when they’ve agreed on both the rules and consequences.\u003c/p>\n\u003cp>I’ve also had success in allowing students to set (realistic) rules for me as their teacher, such as “always be willing to help” and “make sure our tests are fair.”\u003c/p>\n\u003cp>The teacher also has an obligation in a motivation-sensitive teaching approach to make the learning interesting to students. I try to do that by changing up the teaching style and materials, making content and activities fun and relevant to learners, showing enthusiasm for my subject, and being available to offer help.\u003c/p>\n\u003cp>\u003cstrong>2. Strategies to Build Commitment\u003c/strong>\u003c/p>\n\u003cp>There are a few ways I help students preserve (and potentially increase) their commitment to the goals they set for themselves.\u003c/p>\n\u003cp>The first step is to \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\" target=\"_blank\" rel=\"noopener\">help students set appropriate goals\u003c/a>. This works best if students make goals based on the \u003ca href=\"https://en.wikipedia.org/wiki/SMART_criteria\" target=\"_blank\" rel=\"noopener\">S.M.A.R.T principles\u003c/a> (Specific, Measurable, Achievable, Realistic and Time-Specific). I then have them create a learning journal where they record both the goals and their progress. A good stimulus question may be, \"What did you learn this week?\"\u003c/p>\n\u003cp>Second, I provide short \u003ca href=\"https://www.kqed.org/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems\" target=\"_blank\" rel=\"noopener\">written feedback on a regular basis\u003c/a>. I encourage students to reflect positively on their own progress, and to not discuss grades wherever possible, since the point is to hold themselves to their own standards.\u003c/p>\n\u003cp>Third, I try to hold verbal feedback sessions several times a year. A natural time to check in is prior to parent-teacher meetings. These one-on-one meetings with students are a chance for a positive self-reflection and discussion about the student’s progress over a longer period of time.\u003c/p>\n\u003cp>\u003cstrong>3. Metacognitive Strategies\u003c/strong>\u003c/p>\n\u003cp>Students are going to get distracted at some point during the school year, and many procrastinate. But they may not have a lot of practice noticing when they start to get off task. To help them gain awareness, have them record examples of things that have interrupted their learning, both inside and outside the classroom. This can take place in their learning journals. Maybe they didn’t do their homework because a favorite show was on or they wasted their studying time on social media. Discuss the various choices implicit in those distractions, and focus on positive and realistic solutions, like choosing to watch the show later as a reward for task completion.\u003c/p>\n\u003cp>Use further student examples in feedback sessions throughout the year, where students can share strategies they’ve developed on their own for dealing with distractions. Students are often more receptive to this advice when it comes from a peer.\u003c/p>\n\u003cp>\u003cstrong>4. Strategies to Boost Student Interest\u003c/strong>\u003c/p>\n\u003cp>Students are more motivated by their schoolwork when it is interesting. \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">Offering students choice\u003c/a> is a common way of building interest, along with the quality and relevance of learning materials.\u003c/p>\n\u003cp>Teachers may also allow students to negotiate twists on a task that makes it more interesting to them, while still working toward the learning outcomes of the lesson.\u003c/p>\n\u003cp>But not every learning goal will naturally pique students’ interests, a fact worth acknowledging openly. Ask students to reflect on tasks they find uninteresting in their learning journal to help them identify patterns in these moments and to react in a positive way. The journal entries are also great feedback for the teacher on how to make content more engaging for students.\u003c/p>\n\u003cp>\u003cstrong>5. Strategies to Handle Negative Emotions\u003c/strong>\u003c/p>\n\u003cp>At the start of the school year, I discuss with my students how different moods and emotions help or hurt learning. I’ve found students often aren’t aware of how much their \u003ca href=\"https://www.kqed.org/mindshift/47616/emotional-agility-as-a-tool-to-help-teens-manage-their-feelings\" target=\"_blank\" rel=\"noopener\">emotions affect their schoolwork\u003c/a>. Then, I ask students to create a positive \"mantra\" they can refer back to if feeling unmotivated or anxious.\u003c/p>\n\u003cp>Teachers can also prompt students to reflect on their moods when evaluating how they are progressing toward their goals, and note these observations in their learning journals. For example, a student might write: \"I didn't learn much new vocabulary this week. I was feeling angry and I couldn't focus.\" Once the teacher knows what’s going on in the emotional lives of students it’s easier to offer targeted advice on strategies to ensure learning continues, even when a student is in a heightened emotional state.\u003c/p>\n\u003cp>\u003cstrong>6. Strategies to Build Positive Learning Environments\u003c/strong>\u003c/p>\n\u003cp>Ask students to respond to the questions: Who do I work well with? Who don’t I work well with? Why? This helps students to evaluate the social dynamics of their classroom context. A target output might be something like: \"Harriet’s a great friend, but when we are put in a group together we just end up chatting about Riverdale instead of the work.\" As a teacher, you can also use this information to make groups that collaborate well and work effectively toward common goals.\u003c/p>\n\u003cp>Creating a positive learning environment — one in which students are free to express themselves, make mistakes and effectively self-reflect — will allow the environment to be an effective place for learning.\u003c/p>\n\u003cp>\u003cstrong>7. Visualizing the future\u003c/strong>\u003c/p>\n\u003cp>According to Dörnyei, motivation for learning is partly informed by two potential future versions of yourself — the ideal self of your future, and the self that you feel you ought to become. Asking students to map these out in as much detail as possible, and discussing them (what does your ideal self look like? At minimum, what do you feel like your future self should look like?) can be very helpful in bringing this background process into the light. Discussing these selves can also be a fun activity to start off the year, with students getting down to very specific details of what their future selves eat (my ideal self eats a lot more vegetables than I currently do!), where they live, and do for fun.\u003c/p>\n\u003cp>Refer back to these selves throughout the year to have students track their own progress, and in the process break down long-term motivational goals into shorter ones. This is especially necessary for younger learners who often have trouble visualizing life after school.\u003c/p>\n\u003cp>It’s also important to allow students, in the process of reflecting on these future selves, the ability to think about what they can do if they're not meeting the benchmarks on the road to either who they want to be or feel they should be. Reinforcing the idea that it is never too late to get back on track can help prevent students from feeling they've set unattainable goals for themselves.\u003c/p>\n\u003cp>While it may be difficult to reach every student with every one of the strategies mentioned above, all we can do as educators is to consistently try. All these strategies are ways to help students develop their ability to consciously recognize and mindfully react to their learning experiences. Strategies like these help students to make progress toward being lifelong learners.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Kendal Rolley is the English coordinator of a bilingual K-12 school in Hanoi, Vietnam. He conducts research on language policy and motivation in language learning, and supports TEFL professionals in the development of their classroom practice.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Students aren't always aware of the progress they are making or how their emotions affect their learning throughout the year. These strategies can help make those things visible to them.","status":"publish","parent":0,"modified":1567659949,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1601},"headData":{"title":"Seven Strategies to Keep Students Motivated All Year Long | KQED","description":"Students aren't always aware of the progress they are making or how their emotions affect their learning throughout the year. These strategies can help make those things visible to them.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Seven Strategies to Keep Students Motivated All Year Long","datePublished":"2019-09-05T05:05:49.000Z","dateModified":"2019-09-05T05:05:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53937 https://ww2.kqed.org/mindshift/?p=53937","disqusUrl":"https://ww2.kqed.org/mindshift/2019/09/04/seven-strategies-to-keep-students-motivated-all-year-long/","disqusTitle":"Seven Strategies to Keep Students Motivated All Year Long","path":"/mindshift/53937/seven-strategies-to-keep-students-motivated-all-year-long","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Kendal Rolley\u003c/strong>\u003c/p>\n\u003cp>Looking around my seventh-grade Language Arts classroom at the start of another school year, I saw the same range of reactions that we are all familiar with as teachers. Some students were obviously eager to get started, returning from the break with a desire to start the year off in a positive way. Others were less confident, and had evidently approached the end of the summer holiday with a sense of dread.\u003c/p>\n\u003cp>Throughout the school year, I know I can expect some students to slowly lose motivation. I know when they get disappointing grades, they’ll be discouraged. And some will quietly decide that the material is too difficult, or not worth the effort, or that they generally lack the fundamental skills to keep up. As their teacher, I want to stop those thoughts early. But I’ve noticed that students often can’t see their own progress the way I can as their teacher. They often have unrealistic notions of what their growth should look like.\u003c/p>\n\u003cp>To try to help students see what I see, I started checking in with students one-on-one throughout the year. Using research from \u003ca href=\"https://www.zoltandornyei.co.uk/\" target=\"_blank\" rel=\"noopener\">Zoltan Dӧrnyei\u003c/a>, who specializes in motivation to learn second languages, I developed some practical motivational strategies that helped my students reflect on their own work and learning environments.\u003c/p>\n\u003cp>\u003cstrong>1. The Classroom Environment\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s easy to overlook the most important step in any teaching strategy: build a positive class culture. When I take the time to set a solid, positive learning foundation, I find it smoothes the way for other interventions.\u003c/p>\n\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands\" target=\"_blank\" rel=\"noopener\">classroom rules are negotiated with students\u003c/a> they feel a greater sense of ownership and commitment toward them. Often these \"rule-setting\" sessions at the start of the year generate fairly similar (and effective) sets of rules. A set of class rules may look as follows:\u003c/p>\n\u003cul>\n\u003cli>We should listen to each other\u003c/li>\n\u003cli>We should try not to hurt each other, verbally or physically\u003c/li>\n\u003cli>We should respect each other’s ideas and values\u003c/li>\n\u003cli>We shouldn’t make fun of each other’s learning / it’s OK to make mistakes\u003c/li>\n\u003cli>We should help each other\u003c/li>\n\u003c/ul>\n\u003cp>Student-negotiated consequences for breaking these rules, and ensuring they are followed throughout the year, can also reinforce a cohesive and positive learning environment. Students are more likely to meet expectations and interact positively with others when they’ve agreed on both the rules and consequences.\u003c/p>\n\u003cp>I’ve also had success in allowing students to set (realistic) rules for me as their teacher, such as “always be willing to help” and “make sure our tests are fair.”\u003c/p>\n\u003cp>The teacher also has an obligation in a motivation-sensitive teaching approach to make the learning interesting to students. I try to do that by changing up the teaching style and materials, making content and activities fun and relevant to learners, showing enthusiasm for my subject, and being available to offer help.\u003c/p>\n\u003cp>\u003cstrong>2. Strategies to Build Commitment\u003c/strong>\u003c/p>\n\u003cp>There are a few ways I help students preserve (and potentially increase) their commitment to the goals they set for themselves.\u003c/p>\n\u003cp>The first step is to \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\" target=\"_blank\" rel=\"noopener\">help students set appropriate goals\u003c/a>. This works best if students make goals based on the \u003ca href=\"https://en.wikipedia.org/wiki/SMART_criteria\" target=\"_blank\" rel=\"noopener\">S.M.A.R.T principles\u003c/a> (Specific, Measurable, Achievable, Realistic and Time-Specific). I then have them create a learning journal where they record both the goals and their progress. A good stimulus question may be, \"What did you learn this week?\"\u003c/p>\n\u003cp>Second, I provide short \u003ca href=\"https://www.kqed.org/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems\" target=\"_blank\" rel=\"noopener\">written feedback on a regular basis\u003c/a>. I encourage students to reflect positively on their own progress, and to not discuss grades wherever possible, since the point is to hold themselves to their own standards.\u003c/p>\n\u003cp>Third, I try to hold verbal feedback sessions several times a year. A natural time to check in is prior to parent-teacher meetings. These one-on-one meetings with students are a chance for a positive self-reflection and discussion about the student’s progress over a longer period of time.\u003c/p>\n\u003cp>\u003cstrong>3. Metacognitive Strategies\u003c/strong>\u003c/p>\n\u003cp>Students are going to get distracted at some point during the school year, and many procrastinate. But they may not have a lot of practice noticing when they start to get off task. To help them gain awareness, have them record examples of things that have interrupted their learning, both inside and outside the classroom. This can take place in their learning journals. Maybe they didn’t do their homework because a favorite show was on or they wasted their studying time on social media. Discuss the various choices implicit in those distractions, and focus on positive and realistic solutions, like choosing to watch the show later as a reward for task completion.\u003c/p>\n\u003cp>Use further student examples in feedback sessions throughout the year, where students can share strategies they’ve developed on their own for dealing with distractions. Students are often more receptive to this advice when it comes from a peer.\u003c/p>\n\u003cp>\u003cstrong>4. Strategies to Boost Student Interest\u003c/strong>\u003c/p>\n\u003cp>Students are more motivated by their schoolwork when it is interesting. \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">Offering students choice\u003c/a> is a common way of building interest, along with the quality and relevance of learning materials.\u003c/p>\n\u003cp>Teachers may also allow students to negotiate twists on a task that makes it more interesting to them, while still working toward the learning outcomes of the lesson.\u003c/p>\n\u003cp>But not every learning goal will naturally pique students’ interests, a fact worth acknowledging openly. Ask students to reflect on tasks they find uninteresting in their learning journal to help them identify patterns in these moments and to react in a positive way. The journal entries are also great feedback for the teacher on how to make content more engaging for students.\u003c/p>\n\u003cp>\u003cstrong>5. Strategies to Handle Negative Emotions\u003c/strong>\u003c/p>\n\u003cp>At the start of the school year, I discuss with my students how different moods and emotions help or hurt learning. I’ve found students often aren’t aware of how much their \u003ca href=\"https://www.kqed.org/mindshift/47616/emotional-agility-as-a-tool-to-help-teens-manage-their-feelings\" target=\"_blank\" rel=\"noopener\">emotions affect their schoolwork\u003c/a>. Then, I ask students to create a positive \"mantra\" they can refer back to if feeling unmotivated or anxious.\u003c/p>\n\u003cp>Teachers can also prompt students to reflect on their moods when evaluating how they are progressing toward their goals, and note these observations in their learning journals. For example, a student might write: \"I didn't learn much new vocabulary this week. I was feeling angry and I couldn't focus.\" Once the teacher knows what’s going on in the emotional lives of students it’s easier to offer targeted advice on strategies to ensure learning continues, even when a student is in a heightened emotional state.\u003c/p>\n\u003cp>\u003cstrong>6. Strategies to Build Positive Learning Environments\u003c/strong>\u003c/p>\n\u003cp>Ask students to respond to the questions: Who do I work well with? Who don’t I work well with? Why? This helps students to evaluate the social dynamics of their classroom context. A target output might be something like: \"Harriet’s a great friend, but when we are put in a group together we just end up chatting about Riverdale instead of the work.\" As a teacher, you can also use this information to make groups that collaborate well and work effectively toward common goals.\u003c/p>\n\u003cp>Creating a positive learning environment — one in which students are free to express themselves, make mistakes and effectively self-reflect — will allow the environment to be an effective place for learning.\u003c/p>\n\u003cp>\u003cstrong>7. Visualizing the future\u003c/strong>\u003c/p>\n\u003cp>According to Dörnyei, motivation for learning is partly informed by two potential future versions of yourself — the ideal self of your future, and the self that you feel you ought to become. Asking students to map these out in as much detail as possible, and discussing them (what does your ideal self look like? At minimum, what do you feel like your future self should look like?) can be very helpful in bringing this background process into the light. Discussing these selves can also be a fun activity to start off the year, with students getting down to very specific details of what their future selves eat (my ideal self eats a lot more vegetables than I currently do!), where they live, and do for fun.\u003c/p>\n\u003cp>Refer back to these selves throughout the year to have students track their own progress, and in the process break down long-term motivational goals into shorter ones. This is especially necessary for younger learners who often have trouble visualizing life after school.\u003c/p>\n\u003cp>It’s also important to allow students, in the process of reflecting on these future selves, the ability to think about what they can do if they're not meeting the benchmarks on the road to either who they want to be or feel they should be. Reinforcing the idea that it is never too late to get back on track can help prevent students from feeling they've set unattainable goals for themselves.\u003c/p>\n\u003cp>While it may be difficult to reach every student with every one of the strategies mentioned above, all we can do as educators is to consistently try. All these strategies are ways to help students develop their ability to consciously recognize and mindfully react to their learning experiences. Strategies like these help students to make progress toward being lifelong learners.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Kendal Rolley is the English coordinator of a bilingual K-12 school in Hanoi, Vietnam. He conducts research on language policy and motivation in language learning, and supports TEFL professionals in the development of their classroom practice.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53937/seven-strategies-to-keep-students-motivated-all-year-long","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_21074","mindshift_1040","mindshift_815","mindshift_20790","mindshift_20557","mindshift_21288"],"featImg":"mindshift_53948","label":"mindshift"},"mindshift_53412":{"type":"posts","id":"mindshift_53412","meta":{"index":"posts_1591205157","site":"mindshift","id":"53412","score":null,"sort":[1560751947000]},"guestAuthors":[],"slug":"how-building-in-time-for-exam-review-supports-advances-in-student-learning","title":"How Building in Time for Exam Review Supports Advances in Student Learning","publishDate":1560751947,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Kendal Rolley\u003c/strong>\u003c/p>\n\u003cp>A teary-eyed student approached me after class asking me to help her understand the grade she had received on a piece of writing. We discussed what she could do next time to achieve a higher grade, and I was pleased that in just 30 minutes her confidence increased and she felt more able to tackle the next writing assignment. But who has 30 minutes for every student? I started wondering how I could embed that type of coaching into the fabric of my class, so every student could make great improvements in their writing.\u003c/p>\n\u003cp>Too often, exams or essays are seen as the end goal of teaching. After a busy period of learning, students sit down, fill in their papers and hand them in. We mark them, grade them and hand them back. But many of us don’t realize that assessment itself provides opportunities for learning and growth.\u003c/p>\n\u003cp>\"Reflective practice\" is a buzzy phrase in education that is, in reality, a concept quite complicated to implement. I’ve found that making space in my busy classroom schedule to do post-exam reviews more than pays off. The simple fact is, students want to do well on tests. With the right approach, this basic fact can form a foundation for a process that not only leads to \u003ca href=\"https://www.kqed.org/mindshift/52456/a-grading-strategy-that-puts-the-focus-on-learning-from-mistakes\" target=\"_blank\" rel=\"noopener\">subject‐specific improvement\u003c/a>, but teaches students valuable transferable skills in critical thinking and \u003ca href=\"https://www.kqed.org/mindshift/38619/what-meaningful-reflection-on-student-work-can-do-for-learning\" target=\"_blank\" rel=\"noopener\">meaningful self‐reflection\u003c/a>.\u003c/p>\n\u003cp>None of these suggestions on how to facilitate reflective practice will work unless you dedicate a lesson or two to revisiting exam responses in a meaningful and reflective way. I have used this feedback strategy with writing tasks and exams in my Grade 7 English Language Arts classes, and found it works well for both. Whole‐class review sessions that use a group discussion‐based approach allow students to first express opinions in a more comfortable setting, seek consensus among their group and feel confident presenting findings to the whole class. This is only possible if the teacher has constructed a positive learning environment in their classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Discuss the task.\u003c/strong> Ask students how easy or hard they perceived the assessment to be. Was it a fair test of what has been taught? Why / Why not? Ask students to recall particularly challenging elements of the exam. Why were these so difficult? What could have been done to better help prepare for them? You should plan ahead here: Have some sections in mind that you’d like students to improve on, so if students aren’t readily supplying answers, you can guide them toward areas you have identified.\u003c/p>\n\u003cp>\u003cstrong>Ease students into the rewriting process.\u003c/strong> Deconstruct specific questions/sections with low learner outcomes, and provide scaffolded versions of these tasks. For example, you could provide an exemplar response, but remove the beginning, middle or end and let students work in groups to create a response to a small, and therefore more manageable section. This sort of task can be repeated endlessly. It builds student confidence and allows them to understand task structure in a clearer way.\u003c/p>\n\u003cp>\u003cstrong>Establish a \u003ca href=\"https://www.kqed.org/mindshift/43197/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains\" target=\"_blank\" rel=\"noopener\">growth mindset\u003c/a>.\u003c/strong> Teachers are familiar with the array of student reactions to exam results. Some students may have long resigned themselves to achieving low exam scores, and many of us, as compassionate beings, will ache to comfort students we know have done their best, but haven’t secured a grade that reflects their passion and enthusiasm for our subject. There’s a better way to help them than a metaphorical pat on the back. Providing a safe and supportive environment for them to reflect and communicate to us why they struggled provides valuable insight into how we might improve our teaching. Reminding ourselves, and our students, to have a \u003ca href=\"https://www.kqed.org/mindshift/42094/never-too-late-creating-a-climate-for-adults-to-learn-new-skills\" target=\"_blank\" rel=\"noopener\">growth mindset makes reflective practice more worthwhile\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Insist on positive language from students throughout the review session.\u003c/strong> That may seem unrealistic. However, it is important because as students review an exam piece by piece, they will realize they didn’t hit the mark on certain questions. For example, insist students use phrases like \"I should have\" or \"next time I will\" rather than \"I didn’t.\" Language shapes mindset, and insisting that students see these sessions as a positive and constructive process will lead to a more rewarding process and stave off defeatist attitudes.\u003c/p>\n\u003cp>\u003cstrong>Wait to provide scores / exam papers until the proper context has been given. \u003c/strong>Providing blank exam copies will allow students to follow along and reflect on how they answered the first time. As you scaffold the questions further, they’ll compare this to how they could have answered. And, students are more likely to remain concentrated on the task if they don’t receive their graded exams until the end of the review session.\u003c/p>\n\u003cp>\u003cstrong>Provide examples, but adapt them.\u003c/strong> While it can be helpful to show students examples of stellar work, sometimes sample responses can intimidate students who are obviously working at a lower level. Some may feel that the “full credit” response is too far out of their reach and despair. One way to approach this dilemma with these students is to scale down the language (vocabulary, sentence length, etc.) used in the sample until it still meets standards, but in a way that students perceive to be a step or two, rather than a staircase, higher than what they have produced.\u003c/p>\n\u003cp>This leads into encouraging students to set Specific Measurable, Achievable, Realistic and Time-specific (S.M.A.R.T.) goals before they see their exam grade, with an emphasis on \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\" target=\"_blank\" rel=\"noopener\">setting goals that are realistic\u003c/a>. An example of a S.M.A.R.T. goal would be “I want to spend at least 30 minutes writing and reviewing the next paragraph I write for homework.”\u003c/p>\n\u003cp>It’s part of our job as teachers to help students see their academic growth as a process, one full of small steps forward and perhaps even a few backward. If students have realistic expectations for their own growth, they’re more likely to persist. But setting realistic, achievable goals doesn’t always come naturally to young people. If students view their progress as being not enough, it can unravel the whole self‐reflection process the next time they receive exam scores.\u003c/p>\n\u003cp>\u003cstrong>Make it lighthearted.\u003c/strong> In order to establish a healthy attitude in students toward failure and success, failure needs to be normalized, to an extent. It needs also to be put in the proper context of using this failure as an example of subsequent growth. A teacher may choose, if good rapport has been developed with the class, to share a personal experience that students can relate to, and show that they, even as an authority figure, have learned from failure. This is often more effective if the personal story is humorous, especially if the cohort in question has a tendency (due to intrinsic or extrinsic factors) to lean towards a doom and gloom reaction to low exam / task scores.\u003c/p>\n\u003cp>\u003cstrong>At the end of the session comes the most important question, and the most important task.\u003c/strong> Knowing what you know now, do you think you could try this again and achieve a better result? If you’ve held a successful review session, the answer will almost universally be \"Yes.\" For students who get upset about exam scores, the question “Is there any point in getting upset if you know that you could do it again and achieve more highly?” acts as a final reminder to maintain a positive attitude and growth mindset. At this point, students can be given their returned and graded assessment, have a chance to discuss any points they don’t understand, and then begin their rewrite.\u003c/p>\n\u003cp>\u003cstrong>Why after, and not before? \u003c/strong>Ideally, a teacher can host a review session using some of these same principles before students take the exam. However, to many students, sitting exams is a mystifying and daunting experience. I used to provide rubrics before and during writing tasks so that students could self-assess, but soon realized many learners found the rubrics confusing and too abstract. Taking the pressure off by facilitating these sessions afterward can be a more constructive experience. It builds a class community oriented toward growth, and gives students concrete experiences of improvement that they can build upon.\u003c/p>\n\u003cp>I sat down with some of my Grade 7 Language Arts students to ask their honest opinions of the exam feedback sessions and whether they found them helpful. I focused on the question: What if we’d done something similar before the exam?\u003c/p>\n\u003cp>“I think it’s good to do it afterwards,” said one boy, “it makes me concentrate on what you say, because I’m trying to work out what score I got on the exam!” Another student said she also liked doing it this way. “I think it’s good to try to write it ourselves first, and get experience -- it can feel too complicated when we are given all the information at the start.”\u003c/p>\n\u003cp>One of my students, who scored around 30 percent on her short essay describing character motives in \u003cem>The Lion, The Witch and The Wardrobe\u003c/em>, rewrote the essay, scoring closer to 70 percent almost immediately following the session. I teach at an international school in Vietnam; English is a second or third language for most of my students. Language is often a barrier to higher achievement, but I quickly discovered in this case the largest barrier was that she did not understand the expectations of the task.\u003c/p>\n\u003cp>While I don’t grade rewritten tasks, I do use them as formative assessment. They not only give me a better sense of what my students have learned, but I’ve noticed they feel more confident after seeing the results of the rewrite. While not all students saw such dramatic gains, typical results were still much higher on average. My students’ growth has convinced me to continue using this strategy.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Kendal Rolley is the English coordinator of a bilingual K-12 school in Hanoi, Vietnam. He conducts research on language policy and motivation in language learning, and supports TEFL professionals in the development of their classroom practice.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Essays, tests and final projects are often the culmination of learning. But English teacher Kendal Rolley says they can be valuable teaching tools, too.","status":"publish","parent":0,"modified":1560751947,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1726},"headData":{"title":"How Building in Time for Exam Review Supports Advances in Student Learning | KQED","description":"Essays, tests and final projects are often the culmination of learning. But English teacher Kendal Rolley says they can be valuable teaching tools, too.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Building in Time for Exam Review Supports Advances in Student Learning","datePublished":"2019-06-17T06:12:27.000Z","dateModified":"2019-06-17T06:12:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53412 https://ww2.kqed.org/mindshift/?p=53412","disqusUrl":"https://ww2.kqed.org/mindshift/2019/06/16/how-building-in-time-for-exam-review-supports-advances-in-student-learning/","disqusTitle":"How Building in Time for Exam Review Supports Advances in Student Learning","path":"/mindshift/53412/how-building-in-time-for-exam-review-supports-advances-in-student-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Kendal Rolley\u003c/strong>\u003c/p>\n\u003cp>A teary-eyed student approached me after class asking me to help her understand the grade she had received on a piece of writing. We discussed what she could do next time to achieve a higher grade, and I was pleased that in just 30 minutes her confidence increased and she felt more able to tackle the next writing assignment. But who has 30 minutes for every student? I started wondering how I could embed that type of coaching into the fabric of my class, so every student could make great improvements in their writing.\u003c/p>\n\u003cp>Too often, exams or essays are seen as the end goal of teaching. After a busy period of learning, students sit down, fill in their papers and hand them in. We mark them, grade them and hand them back. But many of us don’t realize that assessment itself provides opportunities for learning and growth.\u003c/p>\n\u003cp>\"Reflective practice\" is a buzzy phrase in education that is, in reality, a concept quite complicated to implement. I’ve found that making space in my busy classroom schedule to do post-exam reviews more than pays off. The simple fact is, students want to do well on tests. With the right approach, this basic fact can form a foundation for a process that not only leads to \u003ca href=\"https://www.kqed.org/mindshift/52456/a-grading-strategy-that-puts-the-focus-on-learning-from-mistakes\" target=\"_blank\" rel=\"noopener\">subject‐specific improvement\u003c/a>, but teaches students valuable transferable skills in critical thinking and \u003ca href=\"https://www.kqed.org/mindshift/38619/what-meaningful-reflection-on-student-work-can-do-for-learning\" target=\"_blank\" rel=\"noopener\">meaningful self‐reflection\u003c/a>.\u003c/p>\n\u003cp>None of these suggestions on how to facilitate reflective practice will work unless you dedicate a lesson or two to revisiting exam responses in a meaningful and reflective way. I have used this feedback strategy with writing tasks and exams in my Grade 7 English Language Arts classes, and found it works well for both. Whole‐class review sessions that use a group discussion‐based approach allow students to first express opinions in a more comfortable setting, seek consensus among their group and feel confident presenting findings to the whole class. This is only possible if the teacher has constructed a positive learning environment in their classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Discuss the task.\u003c/strong> Ask students how easy or hard they perceived the assessment to be. Was it a fair test of what has been taught? Why / Why not? Ask students to recall particularly challenging elements of the exam. Why were these so difficult? What could have been done to better help prepare for them? You should plan ahead here: Have some sections in mind that you’d like students to improve on, so if students aren’t readily supplying answers, you can guide them toward areas you have identified.\u003c/p>\n\u003cp>\u003cstrong>Ease students into the rewriting process.\u003c/strong> Deconstruct specific questions/sections with low learner outcomes, and provide scaffolded versions of these tasks. For example, you could provide an exemplar response, but remove the beginning, middle or end and let students work in groups to create a response to a small, and therefore more manageable section. This sort of task can be repeated endlessly. It builds student confidence and allows them to understand task structure in a clearer way.\u003c/p>\n\u003cp>\u003cstrong>Establish a \u003ca href=\"https://www.kqed.org/mindshift/43197/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains\" target=\"_blank\" rel=\"noopener\">growth mindset\u003c/a>.\u003c/strong> Teachers are familiar with the array of student reactions to exam results. Some students may have long resigned themselves to achieving low exam scores, and many of us, as compassionate beings, will ache to comfort students we know have done their best, but haven’t secured a grade that reflects their passion and enthusiasm for our subject. There’s a better way to help them than a metaphorical pat on the back. Providing a safe and supportive environment for them to reflect and communicate to us why they struggled provides valuable insight into how we might improve our teaching. Reminding ourselves, and our students, to have a \u003ca href=\"https://www.kqed.org/mindshift/42094/never-too-late-creating-a-climate-for-adults-to-learn-new-skills\" target=\"_blank\" rel=\"noopener\">growth mindset makes reflective practice more worthwhile\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Insist on positive language from students throughout the review session.\u003c/strong> That may seem unrealistic. However, it is important because as students review an exam piece by piece, they will realize they didn’t hit the mark on certain questions. For example, insist students use phrases like \"I should have\" or \"next time I will\" rather than \"I didn’t.\" Language shapes mindset, and insisting that students see these sessions as a positive and constructive process will lead to a more rewarding process and stave off defeatist attitudes.\u003c/p>\n\u003cp>\u003cstrong>Wait to provide scores / exam papers until the proper context has been given. \u003c/strong>Providing blank exam copies will allow students to follow along and reflect on how they answered the first time. As you scaffold the questions further, they’ll compare this to how they could have answered. And, students are more likely to remain concentrated on the task if they don’t receive their graded exams until the end of the review session.\u003c/p>\n\u003cp>\u003cstrong>Provide examples, but adapt them.\u003c/strong> While it can be helpful to show students examples of stellar work, sometimes sample responses can intimidate students who are obviously working at a lower level. Some may feel that the “full credit” response is too far out of their reach and despair. One way to approach this dilemma with these students is to scale down the language (vocabulary, sentence length, etc.) used in the sample until it still meets standards, but in a way that students perceive to be a step or two, rather than a staircase, higher than what they have produced.\u003c/p>\n\u003cp>This leads into encouraging students to set Specific Measurable, Achievable, Realistic and Time-specific (S.M.A.R.T.) goals before they see their exam grade, with an emphasis on \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\" target=\"_blank\" rel=\"noopener\">setting goals that are realistic\u003c/a>. An example of a S.M.A.R.T. goal would be “I want to spend at least 30 minutes writing and reviewing the next paragraph I write for homework.”\u003c/p>\n\u003cp>It’s part of our job as teachers to help students see their academic growth as a process, one full of small steps forward and perhaps even a few backward. If students have realistic expectations for their own growth, they’re more likely to persist. But setting realistic, achievable goals doesn’t always come naturally to young people. If students view their progress as being not enough, it can unravel the whole self‐reflection process the next time they receive exam scores.\u003c/p>\n\u003cp>\u003cstrong>Make it lighthearted.\u003c/strong> In order to establish a healthy attitude in students toward failure and success, failure needs to be normalized, to an extent. It needs also to be put in the proper context of using this failure as an example of subsequent growth. A teacher may choose, if good rapport has been developed with the class, to share a personal experience that students can relate to, and show that they, even as an authority figure, have learned from failure. This is often more effective if the personal story is humorous, especially if the cohort in question has a tendency (due to intrinsic or extrinsic factors) to lean towards a doom and gloom reaction to low exam / task scores.\u003c/p>\n\u003cp>\u003cstrong>At the end of the session comes the most important question, and the most important task.\u003c/strong> Knowing what you know now, do you think you could try this again and achieve a better result? If you’ve held a successful review session, the answer will almost universally be \"Yes.\" For students who get upset about exam scores, the question “Is there any point in getting upset if you know that you could do it again and achieve more highly?” acts as a final reminder to maintain a positive attitude and growth mindset. At this point, students can be given their returned and graded assessment, have a chance to discuss any points they don’t understand, and then begin their rewrite.\u003c/p>\n\u003cp>\u003cstrong>Why after, and not before? \u003c/strong>Ideally, a teacher can host a review session using some of these same principles before students take the exam. However, to many students, sitting exams is a mystifying and daunting experience. I used to provide rubrics before and during writing tasks so that students could self-assess, but soon realized many learners found the rubrics confusing and too abstract. Taking the pressure off by facilitating these sessions afterward can be a more constructive experience. It builds a class community oriented toward growth, and gives students concrete experiences of improvement that they can build upon.\u003c/p>\n\u003cp>I sat down with some of my Grade 7 Language Arts students to ask their honest opinions of the exam feedback sessions and whether they found them helpful. I focused on the question: What if we’d done something similar before the exam?\u003c/p>\n\u003cp>“I think it’s good to do it afterwards,” said one boy, “it makes me concentrate on what you say, because I’m trying to work out what score I got on the exam!” Another student said she also liked doing it this way. “I think it’s good to try to write it ourselves first, and get experience -- it can feel too complicated when we are given all the information at the start.”\u003c/p>\n\u003cp>One of my students, who scored around 30 percent on her short essay describing character motives in \u003cem>The Lion, The Witch and The Wardrobe\u003c/em>, rewrote the essay, scoring closer to 70 percent almost immediately following the session. I teach at an international school in Vietnam; English is a second or third language for most of my students. Language is often a barrier to higher achievement, but I quickly discovered in this case the largest barrier was that she did not understand the expectations of the task.\u003c/p>\n\u003cp>While I don’t grade rewritten tasks, I do use them as formative assessment. They not only give me a better sense of what my students have learned, but I’ve noticed they feel more confident after seeing the results of the rewrite. While not all students saw such dramatic gains, typical results were still much higher on average. My students’ growth has convinced me to continue using this strategy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Kendal Rolley is the English coordinator of a bilingual K-12 school in Hanoi, Vietnam. He conducts research on language policy and motivation in language learning, and supports TEFL professionals in the development of their classroom practice.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53412/how-building-in-time-for-exam-review-supports-advances-in-student-learning","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_21074","mindshift_20978","mindshift_1040","mindshift_21107","mindshift_20512","mindshift_851"],"featImg":"mindshift_53416","label":"mindshift"},"mindshift_53256":{"type":"posts","id":"mindshift_53256","meta":{"index":"posts_1591205157","site":"mindshift","id":"53256","score":null,"sort":[1552458551000]},"guestAuthors":[],"slug":"how-to-develop-a-greater-sense-of-motivation-in-students","title":"How to Develop a Greater Sense of Motivation in Students","publishDate":1552458551,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Teachers can know their content backwards and forwards. They might have put hours into their lesson plans. But if their students aren't motivated, learning won't happen.\u003c/p>\n\u003cp>Often, childhood experiences may make motivation harder for students, according to \u003ca href=\"https://46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com/wp-content/uploads/2018/12/wp14_reward_motivation_121118_FINAL.pdf\" rel=\"nofollow\">a new working \u003c/a>paper from the \u003ca href=\"https://developingchild.harvard.edu/science/national-scientific-council-on-the-developing-child/\" rel=\"nofollow\">National Scientific Council on the Developing Child\u003c/a>, a multidisciplinary research collaborative housed at Harvard University. The paper takes a look at the machinery of motivation: what’s going on in children’s brains when they’re motivated, and what’s holding them back?\u003c/p>\n\u003cp>The researchers identify two types of motivation: \u003ci>approach motivation\u003c/i>, which steers us toward a reward, and \u003ci>avoidance motivation\u003c/i>, which prompts us to avoid damage. Ideally, they balance each other out. \u003cem>Approach\u003c/em> is foundational to most forms of learning, while \u003cem>avoidance\u003c/em> can inhibit higher-level learning by forcing us to fixate on our immediate response to a task, rather than a long-term goal. Ultimately, to survive, we need both, but when they’re out of balance, it can lead to impulse-control problems, anxiety, or depression, among other mental health struggles.\u003c/p>\n\u003cp>Our motivation systems are partially laid out by genetics, but they’re also shaped by experiences. High levels of stress and \u003ca href=\"https://www.gse.harvard.edu/news/uk/16/03/understanding-neglect\">a dearth of positive relationships \u003c/a>with adults can affect how children’s brains respond to different tasks. Caring adults can help students develop the motivation systems that will serve them well, long into adulthood.\u003c/p>\n\u003cp>\u003cstrong>How to Build Healthy Motivation\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Elicit curiosity and encourage exploration. \u003c/b>Beyond their basic needs, children are intrinsically motivated by exploration, play, mastery, and success — all of which lay the groundwork for meaningful learning. Adults can reinforce these motivations through \u003ca href=\"https://www.gse.harvard.edu/news/uk/17/11/how-caregivers-can-boost-young-brains\">positive feedback\u003c/a> of kids' natural tendencies, rather than tampering these tendencies by dismissing opportunities to explore, or being overly fearful that children will get hurt — fears that can rub off. Caring adults whom children can trust can help them figure out what to actually be afraid of and avoid. Children from more volatile or abusive environments, perhaps lacking that caring adult influence, might become more highly attuned to avoidance and lose interest in healthy exploration.\u003c/p>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>\u003cb>Don’t rely on incentives. \u003c/b>But extrinsic feedback by itself is insufficient to drive motivation — the goal is to help kids develop their own inner fire to learn. Children have been shown to stop engaging in activities of their own accord once they’ve been given a tangible reward for it. “Systems focused solely on external rewards and punishments are unlikely to achieve sustained, productive motivation,” the report’s authors warn; “those that balance intrinsically motivating activities — such as creative problem-solving and playful learning — with positive feedback are more likely to support healthy motivation over the long run.”\u003c/p>\n\u003cp>\u003cb>Remind children that success is possible. \u003c/b>We’re unlikely to be motivated to do anything if we think it’s impossible. A growth mindset — the belief that we can change and improve through practice, and that our talents and skills aren’t fixed — enables children to get motivated. \u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cb>Prioritize social interaction. \u003c/b>From babies to adolescents, social interaction is a key to motivation, releasing natural opioids — dopamine and serotonin — that activate the brain’s reward system. One study showed that babies learned language more quickly through face-to-face interactions with a caregiver than by watching that caregiver on video. In our digital world, apps and screens can be supplements for learning, but in-person interactions remain essential.\u003c/p>\n\u003cp>\u003cb>Remember that we all have different intrinsic motivators. \u003c/b>A child intrinsically motivated to play sports might respond well to constructive criticism from a coach, eager for the internal sense of satisfaction from doing well. But another student might respond more to encouragement and get discouraged by criticism. Be mindful that these different motivation systems may be due to children's genes and their life experiences, and that they might require different approaches to motivate.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"paragraph__quote__stage entity entity-paragraphs-item paragraphs-item-quote\">\n\u003cdiv class=\"paragraph__quote__boundary\">\n\u003cdiv class=\"paragraph__quote__body\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\u003cem>\u003ca href=\"https://twitter.com/GraceTatter\">Grace Tatter\u003c/a> is a staff writer for \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Learn new insights into how motivation works, why it can lag, and what we can do to help students develop it. Researchers look at approach motivation and avoidance motivation and how they both work in a person's life. ","status":"publish","parent":0,"modified":1552458551,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":736},"headData":{"title":"How to Develop a Greater Sense of Motivation in Students | KQED","description":"Learn new insights into how motivation works, why it can lag, and what we can do to help students develop it. Researchers look at approach motivation and avoidance motivation and how they both work in a person's life. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Develop a Greater Sense of Motivation in Students","datePublished":"2019-03-13T06:29:11.000Z","dateModified":"2019-03-13T06:29:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53256 https://ww2.kqed.org/mindshift/?p=53256","disqusUrl":"https://ww2.kqed.org/mindshift/2019/03/12/how-to-develop-a-greater-sense-of-motivation-in-students/","disqusTitle":"How to Develop a Greater Sense of Motivation in Students","nprByline":"\u003ca href=\"https://www.gse.harvard.edu/\">Grace Tatter, Usable Knowledge\u003c/a>","path":"/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Teachers can know their content backwards and forwards. They might have put hours into their lesson plans. But if their students aren't motivated, learning won't happen.\u003c/p>\n\u003cp>Often, childhood experiences may make motivation harder for students, according to \u003ca href=\"https://46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com/wp-content/uploads/2018/12/wp14_reward_motivation_121118_FINAL.pdf\" rel=\"nofollow\">a new working \u003c/a>paper from the \u003ca href=\"https://developingchild.harvard.edu/science/national-scientific-council-on-the-developing-child/\" rel=\"nofollow\">National Scientific Council on the Developing Child\u003c/a>, a multidisciplinary research collaborative housed at Harvard University. The paper takes a look at the machinery of motivation: what’s going on in children’s brains when they’re motivated, and what’s holding them back?\u003c/p>\n\u003cp>The researchers identify two types of motivation: \u003ci>approach motivation\u003c/i>, which steers us toward a reward, and \u003ci>avoidance motivation\u003c/i>, which prompts us to avoid damage. Ideally, they balance each other out. \u003cem>Approach\u003c/em> is foundational to most forms of learning, while \u003cem>avoidance\u003c/em> can inhibit higher-level learning by forcing us to fixate on our immediate response to a task, rather than a long-term goal. Ultimately, to survive, we need both, but when they’re out of balance, it can lead to impulse-control problems, anxiety, or depression, among other mental health struggles.\u003c/p>\n\u003cp>Our motivation systems are partially laid out by genetics, but they’re also shaped by experiences. High levels of stress and \u003ca href=\"https://www.gse.harvard.edu/news/uk/16/03/understanding-neglect\">a dearth of positive relationships \u003c/a>with adults can affect how children’s brains respond to different tasks. Caring adults can help students develop the motivation systems that will serve them well, long into adulthood.\u003c/p>\n\u003cp>\u003cstrong>How to Build Healthy Motivation\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Elicit curiosity and encourage exploration. \u003c/b>Beyond their basic needs, children are intrinsically motivated by exploration, play, mastery, and success — all of which lay the groundwork for meaningful learning. Adults can reinforce these motivations through \u003ca href=\"https://www.gse.harvard.edu/news/uk/17/11/how-caregivers-can-boost-young-brains\">positive feedback\u003c/a> of kids' natural tendencies, rather than tampering these tendencies by dismissing opportunities to explore, or being overly fearful that children will get hurt — fears that can rub off. Caring adults whom children can trust can help them figure out what to actually be afraid of and avoid. Children from more volatile or abusive environments, perhaps lacking that caring adult influence, might become more highly attuned to avoidance and lose interest in healthy exploration.\u003c/p>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>\u003cb>Don’t rely on incentives. \u003c/b>But extrinsic feedback by itself is insufficient to drive motivation — the goal is to help kids develop their own inner fire to learn. Children have been shown to stop engaging in activities of their own accord once they’ve been given a tangible reward for it. “Systems focused solely on external rewards and punishments are unlikely to achieve sustained, productive motivation,” the report’s authors warn; “those that balance intrinsically motivating activities — such as creative problem-solving and playful learning — with positive feedback are more likely to support healthy motivation over the long run.”\u003c/p>\n\u003cp>\u003cb>Remind children that success is possible. \u003c/b>We’re unlikely to be motivated to do anything if we think it’s impossible. A growth mindset — the belief that we can change and improve through practice, and that our talents and skills aren’t fixed — enables children to get motivated. \u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cb>Prioritize social interaction. \u003c/b>From babies to adolescents, social interaction is a key to motivation, releasing natural opioids — dopamine and serotonin — that activate the brain’s reward system. One study showed that babies learned language more quickly through face-to-face interactions with a caregiver than by watching that caregiver on video. In our digital world, apps and screens can be supplements for learning, but in-person interactions remain essential.\u003c/p>\n\u003cp>\u003cb>Remember that we all have different intrinsic motivators. \u003c/b>A child intrinsically motivated to play sports might respond well to constructive criticism from a coach, eager for the internal sense of satisfaction from doing well. But another student might respond more to encouragement and get discouraged by criticism. Be mindful that these different motivation systems may be due to children's genes and their life experiences, and that they might require different approaches to motivate.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"paragraph__quote__stage entity entity-paragraphs-item paragraphs-item-quote\">\n\u003cdiv class=\"paragraph__quote__boundary\">\n\u003cdiv class=\"paragraph__quote__body\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\u003cem>\u003ca href=\"https://twitter.com/GraceTatter\">Grace Tatter\u003c/a> is a staff writer for \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students","authors":["byline_mindshift_53256"],"categories":["mindshift_193"],"tags":["mindshift_1020","mindshift_21118","mindshift_20784","mindshift_21074","mindshift_1040","mindshift_20512","mindshift_20772","mindshift_20557"],"featImg":"mindshift_53260","label":"mindshift"},"mindshift_51254":{"type":"posts","id":"mindshift_51254","meta":{"index":"posts_1591205157","site":"mindshift","id":"51254","score":null,"sort":[1527056555000]},"guestAuthors":[],"slug":"how-giving-students-feedback-through-video-instead-of-text-can-foster-better-understanding","title":"How Giving Students Feedback Through Video Instead of Text Can Foster Better Understanding","publishDate":1527056555,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/has-video-killed-the-red-grading-pen/\">\u003cem>video grading\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003c/em>\u003c/p>\n\u003cp>A decade ago, English teacher David Narter had a revelation. One of his students had asked for extra guidance on her writing. She and Narter, a teacher at the Leyden High Schools, outside Chicago, sat down to review an essay of hers that he’d marked up. Narter started by simply reading his comments aloud. To his surprise, that process made a big difference.\u003c/p>\n\u003cp>In an article for the \u003ca href=\"http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1073-jan2018/EJ1073essay.pdf\">\u003cem>English Journal\u003c/em>\u003c/a>, Narter recounts how the student found his feedback more encouraging when he expressed it orally. As his student explained to him, “When I see the writing all over the paper, it just sounds like you’re saying, ‘You’re a bad writer.’ But now I feel like I can actually write this.”\u003c/p>\n\u003cp>Feedback is a funny beast. We all need pointers on our performance, but giving and receiving feedback can be fraught with misunderstanding. Take red pens. Social psychologists and sociologists have found that, as opposed to blue ink, grading in crimson can lead to \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/ejsp.753\">more aggressive critique\u003c/a>. The recipients of these mark-ups, meanwhile, may see their teacher as \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0362331912000638\">less approachable\u003c/a>.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Fortunately, some simple, creative changes can help. Although Narter could not provide one-on-one counseling to every student, he has found a way to simulate such tête-à-têtes to reach a larger audience: by replacing written comments with personalized, five-minute video reviews of each assignment. The videos, he has found, allow him to provide useful, big-picture commentary. They also keep students feeling motivated rather than deflated — and the task takes Narter less time than writing out his notes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=e8svksXIU4A&t=6s\u003c/p>\n\u003cp>Narter is not alone. In the past few years, a handful of educators, working in different disciplines and various education levels, have made similar observations. Michael Phillips and Michael Henderson, education faculty at Monash University in Australia, have been experimenting with \u003ca href=\"https://ajet.org.au/index.php/AJET/article/view/1878\">video feedback for years\u003c/a>. They’ve created a \u003ca href=\"http://newmediaresearch.educ.monash.edu.au/lnm/technology-mediated-assessment-feedback/\">website with recommendations\u003c/a> for teachers who want to try it out themselves. To date, Phillips and Henderson have helped instructors use video feedback for classes from 20 to 700 students, across high schools and universities, in subjects as far ranging as philosophy and engineering.\u003c/p>\n\u003cp>Technology has limitations, of course. Teachers need to master their smart phone or computer’s basic recording techniques. Videos must be relatively brief (about five minutes or less) lest the files become unwieldy to share. But technological advances are making the task easier and easier. For example, screencasting apps, which create the video equivalent of a screengrab, now let teachers highlight specific passages in a student’s work as part of the film.\u003c/p>\n\u003cp>Overall, Phillips and Henderson, who previously taught in high schools, have been blown away by their pupils’ rave reviews. Students, without any solicitation, have been emailing them to praise the videos for their clarity and encouragement. “In our combined 25 years of experience,” Phillips says, “we never got responses like that.”\u003c/p>\n\u003cp>Cognitive scientists may be less surprised by the enthusiasm for video grading. Simply put, video carries more communication cues, such as tone of voice and facial expression, than a written message. Those clues make it easier for students to correctly interpret their teacher’s meaning.\u003c/p>\n\u003cp>Emotion, for example, is largely conveyed through nonverbal cues, as psychologist Albert Mehrabian (now an emeritus professor at the University of California, Los Angeles) revealed in \u003ca href=\"http://psycnet.apa.org/doiLanding?doi=10.1037/h0024532\">studies in the 1960s\u003c/a>. And Mehrabian believes the video format offers other advantages to both teacher and student. “Speaking and recording are bound to involve far greater freedom and less effort than composing a written comment,” he explained in an email to me.\u003c/p>\n\u003cp>Indeed, in the videos, teachers typically use a casual, conversational style, which students see as authentic and accessible. Phillips, for one, stresses that he never edits or performs any post-processing: “It’s not a Spielberg movie.”\u003c/p>\n\u003cp>Video may be rich with clues, but the written word is relatively sparse. As a result, we do a lot more mental work to interpret this latter form of communication. “We have this way of processing things in our brain where we actually attach information to a particular person, so we can imagine that person talking as we read their words,” says Monica Riordan, a cognitive scientist and assistant professor of psychology at Chatham University, in Pittsburgh.\u003c/p>\n\u003cp>The implication, then, is that the more we know about a speaker or writer, the better we’ll interpret his or her meaning. Riordan has studied text messages and email where, broadly, we struggle to communicate fully. In 2016, she found, for instance, that we tend to \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/hcre.12093\">overestimate how well we share our feelings via email\u003c/a> — even among friends. Happily, the study also hinted that this confidence was slightly more warranted when people have known each other longer. (It also found that people were more likely to accurately interpret negative emotions than positive ones.)\u003c/p>\n\u003cp>If a student doesn’t know his teacher well, Riordan points out, it may be easier for him to misinterpret her feedback. What’s more, without cues like tone of voice or facial expression, a reader’s mood can easily color his interpretations. If a student is feeling anxious and distressed, it’s probable he’ll take corrections critically. (Thus, it’s easy to imagine why Narter’s student was so reassured by his spoken commentary.)\u003c/p>\n\u003cp>Of course, we receive even more cues when we communicate in-person. Mahdi Roghanizad, an assistant professor of management and organizational studies at Canada’s Western University, has demonstrated that we’re more persuasive when we \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S002210311630292X\">make requests face-to-face\u003c/a> than via email. He has also found that people are better at gauging a stranger’s potential generosity when chatting in person, \u003ca href=\"https://scholarspace.manoa.hawaii.edu/bitstream/10125/41244/1/paper0095.pdf\">rather than \u003c/a>in a video-to-video format (a la Skype). This in-person advantage disappears, however, when people wear mirrored sunglasses, obstructing eye contact.\u003c/p>\n\u003cp>Evolutionary psychology, he says, offers a possible explanation: “Our brain has evolved to communicate face-to-face, the more we go away from that specific channel, the less efficient we are.”\u003c/p>\n\u003cp>That logic might also explain why online-only courses, including much-vaunted MOOCs, \u003ca href=\"http://hechingerreport.org/moocs-keep-getting-bigger-but-do-they-work/\">struggle to retain students\u003c/a>. But could video technology enhance these courses by adding more human elements?\u003c/p>\n\u003cp>Another Chatham professor, Meigan Robb of the nursing department, is trying to find out. Robb teaches an online course to experienced, degree-holding nursing professionals. Yet, just like Narter, she’s found that many pupils take away far more from a brief video than a densely edited manuscript. “I was pouring my heart and soul into [written feedback],” she recalls. But the students, she says, “didn’t do anything I asked them to do.”\u003c/p>\n\u003cp>To remedy that, she now \u003ca href=\"http://blogs.chatham.edu/techfellows/2017/03/15/dr-meigan-robb-nursing/\">combines written edits, audio files and narrated presentations\u003c/a> to comment on her students’ work, both at the level of individual assignments and their overall progress in the course. Although it’s time-consuming, Robb believes the approach makes the class more engaging.\u003c/p>\n\u003cp>Back at Monash, Phillips reports that students in classes with video feedback seem to take greater responsibility for their work. “It’s the only time ever that I’ve had a student apologize for failing,” he says of a recent class in which he used video. He suspects the rich, individualized feedback helped the student form a more personal connection to the course. That may be a small fail for the student but a big win for video.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/has-video-killed-the-red-grading-pen/\">\u003cem>video grading\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers are experimenting with video feedback as a replacement for traditional written mark-ups. There’s evidence that video grading does more to motivate students than written edits — and it can also save teachers time.","status":"publish","parent":0,"modified":1527056555,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1358},"headData":{"title":"How Giving Students Feedback Through Video Instead of Text Can Foster Better Understanding | KQED","description":"Teachers are experimenting with video feedback as a replacement for traditional written mark-ups. There’s evidence that video grading does more to motivate students than written edits — and it can also save teachers time.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Giving Students Feedback Through Video Instead of Text Can Foster Better Understanding","datePublished":"2018-05-23T06:22:35.000Z","dateModified":"2018-05-23T06:22:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51254 https://ww2.kqed.org/mindshift/?p=51254","disqusUrl":"https://ww2.kqed.org/mindshift/2018/05/22/how-giving-students-feedback-through-video-instead-of-text-can-foster-better-understanding/","disqusTitle":"How Giving Students Feedback Through Video Instead of Text Can Foster Better Understanding","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Daisy Yuhas, The Hechinger Report\u003c/a>","path":"/mindshift/51254/how-giving-students-feedback-through-video-instead-of-text-can-foster-better-understanding","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/has-video-killed-the-red-grading-pen/\">\u003cem>video grading\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003c/em>\u003c/p>\n\u003cp>A decade ago, English teacher David Narter had a revelation. One of his students had asked for extra guidance on her writing. She and Narter, a teacher at the Leyden High Schools, outside Chicago, sat down to review an essay of hers that he’d marked up. Narter started by simply reading his comments aloud. To his surprise, that process made a big difference.\u003c/p>\n\u003cp>In an article for the \u003ca href=\"http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1073-jan2018/EJ1073essay.pdf\">\u003cem>English Journal\u003c/em>\u003c/a>, Narter recounts how the student found his feedback more encouraging when he expressed it orally. As his student explained to him, “When I see the writing all over the paper, it just sounds like you’re saying, ‘You’re a bad writer.’ But now I feel like I can actually write this.”\u003c/p>\n\u003cp>Feedback is a funny beast. We all need pointers on our performance, but giving and receiving feedback can be fraught with misunderstanding. Take red pens. Social psychologists and sociologists have found that, as opposed to blue ink, grading in crimson can lead to \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/ejsp.753\">more aggressive critique\u003c/a>. The recipients of these mark-ups, meanwhile, may see their teacher as \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0362331912000638\">less approachable\u003c/a>.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Fortunately, some simple, creative changes can help. Although Narter could not provide one-on-one counseling to every student, he has found a way to simulate such tête-à-têtes to reach a larger audience: by replacing written comments with personalized, five-minute video reviews of each assignment. The videos, he has found, allow him to provide useful, big-picture commentary. They also keep students feeling motivated rather than deflated — and the task takes Narter less time than writing out his notes.\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>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/e8svksXIU4A'\n title='//www.youtube.com/embed/e8svksXIU4A'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Narter is not alone. In the past few years, a handful of educators, working in different disciplines and various education levels, have made similar observations. Michael Phillips and Michael Henderson, education faculty at Monash University in Australia, have been experimenting with \u003ca href=\"https://ajet.org.au/index.php/AJET/article/view/1878\">video feedback for years\u003c/a>. They’ve created a \u003ca href=\"http://newmediaresearch.educ.monash.edu.au/lnm/technology-mediated-assessment-feedback/\">website with recommendations\u003c/a> for teachers who want to try it out themselves. To date, Phillips and Henderson have helped instructors use video feedback for classes from 20 to 700 students, across high schools and universities, in subjects as far ranging as philosophy and engineering.\u003c/p>\n\u003cp>Technology has limitations, of course. Teachers need to master their smart phone or computer’s basic recording techniques. Videos must be relatively brief (about five minutes or less) lest the files become unwieldy to share. But technological advances are making the task easier and easier. For example, screencasting apps, which create the video equivalent of a screengrab, now let teachers highlight specific passages in a student’s work as part of the film.\u003c/p>\n\u003cp>Overall, Phillips and Henderson, who previously taught in high schools, have been blown away by their pupils’ rave reviews. Students, without any solicitation, have been emailing them to praise the videos for their clarity and encouragement. “In our combined 25 years of experience,” Phillips says, “we never got responses like that.”\u003c/p>\n\u003cp>Cognitive scientists may be less surprised by the enthusiasm for video grading. Simply put, video carries more communication cues, such as tone of voice and facial expression, than a written message. Those clues make it easier for students to correctly interpret their teacher’s meaning.\u003c/p>\n\u003cp>Emotion, for example, is largely conveyed through nonverbal cues, as psychologist Albert Mehrabian (now an emeritus professor at the University of California, Los Angeles) revealed in \u003ca href=\"http://psycnet.apa.org/doiLanding?doi=10.1037/h0024532\">studies in the 1960s\u003c/a>. And Mehrabian believes the video format offers other advantages to both teacher and student. “Speaking and recording are bound to involve far greater freedom and less effort than composing a written comment,” he explained in an email to me.\u003c/p>\n\u003cp>Indeed, in the videos, teachers typically use a casual, conversational style, which students see as authentic and accessible. Phillips, for one, stresses that he never edits or performs any post-processing: “It’s not a Spielberg movie.”\u003c/p>\n\u003cp>Video may be rich with clues, but the written word is relatively sparse. As a result, we do a lot more mental work to interpret this latter form of communication. “We have this way of processing things in our brain where we actually attach information to a particular person, so we can imagine that person talking as we read their words,” says Monica Riordan, a cognitive scientist and assistant professor of psychology at Chatham University, in Pittsburgh.\u003c/p>\n\u003cp>The implication, then, is that the more we know about a speaker or writer, the better we’ll interpret his or her meaning. Riordan has studied text messages and email where, broadly, we struggle to communicate fully. In 2016, she found, for instance, that we tend to \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/hcre.12093\">overestimate how well we share our feelings via email\u003c/a> — even among friends. Happily, the study also hinted that this confidence was slightly more warranted when people have known each other longer. (It also found that people were more likely to accurately interpret negative emotions than positive ones.)\u003c/p>\n\u003cp>If a student doesn’t know his teacher well, Riordan points out, it may be easier for him to misinterpret her feedback. What’s more, without cues like tone of voice or facial expression, a reader’s mood can easily color his interpretations. If a student is feeling anxious and distressed, it’s probable he’ll take corrections critically. (Thus, it’s easy to imagine why Narter’s student was so reassured by his spoken commentary.)\u003c/p>\n\u003cp>Of course, we receive even more cues when we communicate in-person. Mahdi Roghanizad, an assistant professor of management and organizational studies at Canada’s Western University, has demonstrated that we’re more persuasive when we \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S002210311630292X\">make requests face-to-face\u003c/a> than via email. He has also found that people are better at gauging a stranger’s potential generosity when chatting in person, \u003ca href=\"https://scholarspace.manoa.hawaii.edu/bitstream/10125/41244/1/paper0095.pdf\">rather than \u003c/a>in a video-to-video format (a la Skype). This in-person advantage disappears, however, when people wear mirrored sunglasses, obstructing eye contact.\u003c/p>\n\u003cp>Evolutionary psychology, he says, offers a possible explanation: “Our brain has evolved to communicate face-to-face, the more we go away from that specific channel, the less efficient we are.”\u003c/p>\n\u003cp>That logic might also explain why online-only courses, including much-vaunted MOOCs, \u003ca href=\"http://hechingerreport.org/moocs-keep-getting-bigger-but-do-they-work/\">struggle to retain students\u003c/a>. But could video technology enhance these courses by adding more human elements?\u003c/p>\n\u003cp>Another Chatham professor, Meigan Robb of the nursing department, is trying to find out. Robb teaches an online course to experienced, degree-holding nursing professionals. Yet, just like Narter, she’s found that many pupils take away far more from a brief video than a densely edited manuscript. “I was pouring my heart and soul into [written feedback],” she recalls. But the students, she says, “didn’t do anything I asked them to do.”\u003c/p>\n\u003cp>To remedy that, she now \u003ca href=\"http://blogs.chatham.edu/techfellows/2017/03/15/dr-meigan-robb-nursing/\">combines written edits, audio files and narrated presentations\u003c/a> to comment on her students’ work, both at the level of individual assignments and their overall progress in the course. Although it’s time-consuming, Robb believes the approach makes the class more engaging.\u003c/p>\n\u003cp>Back at Monash, Phillips reports that students in classes with video feedback seem to take greater responsibility for their work. “It’s the only time ever that I’ve had a student apologize for failing,” he says of a recent class in which he used video. He suspects the rich, individualized feedback helped the student form a more personal connection to the course. That may be a small fail for the student but a big win for video.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/has-video-killed-the-red-grading-pen/\">\u003cem>video grading\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51254/how-giving-students-feedback-through-video-instead-of-text-can-foster-better-understanding","authors":["byline_mindshift_51254"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_108","mindshift_20699","mindshift_20646","mindshift_20784","mindshift_21074","mindshift_1040","mindshift_21033","mindshift_943","mindshift_21168","mindshift_21196"],"featImg":"mindshift_51262","label":"mindshift"},"mindshift_49841":{"type":"posts","id":"mindshift_49841","meta":{"index":"posts_1591205157","site":"mindshift","id":"49841","score":null,"sort":[1517233894000]},"guestAuthors":[],"slug":"a-tech-tool-designed-for-collaboration-online-and-offline","title":"A Tech Tool Designed For Collaboration Online And Offline","publishDate":1517233894,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/11/the-connections-between-computer-use-and-learning-outcomes-in-students/\" target=\"_blank\" rel=\"noopener\">lack of clear evidence\u003c/a> that adding technology to classrooms makes them more effective has dimmed some of the excitement around its potential to radically transform learning. Advocates for technology are quick to point out that \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2042.html\" target=\"_blank\" rel=\"noopener\">implementation matters\u003c/a>, and getting the most out of technology that allows students to create, collaborate and connect across space and time will require \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/\" target=\"_blank\" rel=\"noopener\">fundamental shifts in teaching\u003c/a>. Skeptics, meanwhile, worry that precious education dollars are spent on expensive technology that strips the learning environment of important social dimensions, instead \u003ca href=\"https://ww2.kqed.org/mindshift/2013/01/22/shifting-tactics-rocketship-changes-computer-lab-model/\" target=\"_blank\" rel=\"noopener\">isolating students on screens\u003c/a>.\u003c/p>\n\u003cp>There is truth in both sides of the argument. And \u003ca href=\"https://ww2.kqed.org/mindshift/2017/11/06/its-time-for-a-deeper-conversation-about-how-schools-use-technology/\" target=\"_blank\" rel=\"noopener\">lack of clarity \u003c/a>about how to ensure technology lives up to its potential has led harried teachers to question whether it’s worth their time to change everything they do in the classroom.\u003c/p>\n\u003cp>Educators in Horry County, South Carolina have gone through this cycle of excitement about technology followed by a period of rethinking their strategy over the past few years. “We expected to see things dramatically move towards the use of technology in a very productive, constructive, critical way,” said Jeanie Dailey, a social studies learning specialist for the district. “And I don’t think that happened.”\u003c/p>\n\u003cp>Teachers found, as many others have, that at points devices were distractions to students, they had a tendency to make learning more individualistic, and that adults can’t assume because students have grown up with technology they automatically know how to \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/24/teaching-respect-and-responsibility-even-to-digital-natives/\" target=\"_blank\" rel=\"noopener\">use devices productively\u003c/a>. “The piece that was making me so sad was that the kids weren’t being challenged to think collaboratively using these tools,” Dailey said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that has been a guiding principle of my career is we don't know the talents and strengths of the students in our room.'\u003ccite>Jeanie Dailey, social studies specialist\u003c/cite>\u003c/aside>\n\u003cp>But Dailey and a team of social studies teachers think they may have found a tool that gives them the flexibility to hold onto best practices they’ve long used, while leveraging computing power. \u003ca href=\"https://versolearning.com/\" target=\"_blank\" rel=\"noopener\">Verso Learning\u003c/a> is an Australian company that describes itself as a tool to help teachers take learning from the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/\" target=\"_blank\" rel=\"noopener\">surface level to deep thinking\u003c/a> quickly. It’s basically an online communication platform, but Dailey and her team have found it has elevated the quality of thinking and discussion happening in middle school classrooms.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’ve never lost sight of the fact that true literacy is listening, speaking, reading and writing,” said Dailey, who has taught for 40 years. “It’s real simple, but we don’t do it. So I see this as an extension of the work I’ve done in my career. Verso excites me, quite frankly. It gets back to some of the basics, but it has a 21st century feel.”\u003c/p>\n\u003cp>Dailey has plenty of experience teaching these basic tenets of literacy without technology, but she has found elements of the virtual environment on Verso to be particularly powerful for highlighting unexpected pockets of brilliance in the room.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/CMLab3sUN2w\" frameborder=\"0\" gesture=\"media\" allow=\"encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“One of the things that has been a guiding principle of my career is we don’t know the talents and strengths of the students in our room,” Dailey said. “We know the high flyers and we know the ones who don’t perform well.” Because students can interact anonymously on Verso’s platform, and they can’t see other students’ responses until they’ve shared one of their own, Dailey sees more participation and more interaction between students who may never work together otherwise.\u003c/p>\n\u003cp>Unlike many tools that intend to keep students within the program as much as possible, Verso is designed to meld face-to-face interaction with online collaboration. Verso CEO Phil Stubbs says often when teachers first experiment with Verso they make the mistake of using it as an online question asking tool. Stubbs likes to say, “We want to see kids not at their first thinking, but at their best thinking,” something he believes only happens when they’ve been exposed to the ideas of others.\u003c/p>\n\u003cp>For example, a typical activity middle school social studies teachers use starts with a provocative, open-ended question that drives at a hard-to-grasp or core concept in the curriculum. For seventh graders in Horry County studying global history, that prompt might be: What was the biggest cause of the French Revolution?\u003c/p>\n\u003cp>Students are given time to jot down their initial thoughts on paper and then they share their thinking in a small group. Only after they’ve had this initial opportunity to activate their thinking and interact with peers do students begin typing an answer into Verso – getting at what Stubbs would call their best thinking in that moment. Student responses to the question show up anonymously; after sharing their own response students are usually required to read and respond to several of their peers, also anonymously.\u003c/p>\n\u003cp>Then, teachers can easily group students based on their responses to the question. For example, they may put students who agree into a group and then ask them to discuss their thinking in face-to-face groups before collaboratively writing a statement that synthesizes the arguments each member made.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Some of the things they said were very deep thinking -- it was pretty awesome.'\u003ccite>Jennifer Wilson, seventh grade social studies teacher\u003c/cite>\u003c/aside>\n\u003cp>“If you can take kids to a synthesis level in one class, you’ve done a great job,” said Dailey, who is constantly pushing the teachers she coaches to remember that despite the massive amount of content social studies teachers have to cover in a year, none of it will make a lasting impact without deeper thinking.\u003c/p>\n\u003cp>“We run the danger of making it very low level questioning, very right/wrong answer questioning, multiple choice type responses and assessments,” Dailey said. “We run the risk in that kind of environment of forgetting what the big picture is -- that we want to make all kids college and career ready.”\u003c/p>\n\u003cp>For Samantha House, a seventh grade social studies teacher at St. James Middle School (a public school in Horry County), structuring the lesson so there are multiple points of collaboration helps all learners feel comfortable participating. “By the time it’s no longer anonymous they’ve had a lot of opportunities to see correct answers,” House said. “So they’ve learned from their peers.” And, just as importantly in her mind, many of her shy students, as well as those who struggle, have seen their ideas validated by anonymous peer responses. That makes them feel more confident to speak up during small group or whole-class discussions.\u003c/p>\n\u003cp>[contextly_sidebar id=\"Jwv2BpisDcuHIdM3Qd7iJV7KSKN2X5VT\"]\u003c/p>\n\u003cp>Early on House and other teachers realized that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/15/developing-students-ability-to-give-and-take-effective-feedback/\" target=\"_blank\" rel=\"noopener\">students didn’t know how to give one another substantive feedback\u003c/a>. When asked to comment on one another’s contributions in Verso students would write unhelpful things like, “I agree.” In response, teachers started giving them sentence starters to agree, disagree or extend another person’s idea. House says she’s seen an improvement in the academic vocabulary students use when responding to each other. And she's beginning to see that online practice spill over into the conversations students have in-person too.\u003c/p>\n\u003cp>At first House worried that an anonymous online discussion forum like Verso would lead to inappropriate or bullying comments, but she’s been surprised that the only comments her students flag are ones that don’t appropriately use the sentence starters for good feedback.\u003c/p>\n\u003cp>When Jennifer Wilson first tried Verso with her seventh graders at Aynor Middle she hadn’t had any professional development. She used the tool as a space for students to make a claim about the book they were reading and back it up with evidence. That worked well, but she’s even more excited about the collaborative structures she has since learned through professional development. She says the Verso activities work best when she asks a meaty, open-ended question and pairs work in Verso with the Kagan cooperative structures teachers in this district have been using for some time.\u003c/p>\n\u003cp>For example Wilson asked students which founding document was most important to the country: the Declaration of Independence, the Constitution, or the Bill of Rights (students understood the Bill of Rights is part of the Constitution, but thought it should be considered on its own). To formulate answers students had to understand the differences in the documents and make evidence-based arguments. “Some of the things they said were very deep thinking -- it was pretty awesome,” Wilson said.\u003c/p>\n\u003cp>Wilson said preparing Verso lessons takes time because she has to plan a pre-Verso activity to get students thinking on their own, come up with a rich provocation or question for the Verso, and then make sure students debrief afterwards. She uses Verso once every two weeks, but she thinks the practice there is spilling over into students’ writing and academic discourse.\u003c/p>\n\u003cp>Using Verso can be a bit more challenging when there’s a broad array of abilities in the classroom. “With high level honors students that works beautifully,” said Annette Nerone, a seventh grade social studies teacher at Myrtle Beach Middle School. “It’s not as simple with lower-level kids because now you're introducing a lot of different processes in one lesson.” Nerone has more English language learners and kids with special needs in her classes and she finds they need more support with Verso activities because they require so much reading and writing.\u003c/p>\n\u003cp>“The higher level students can jump right in and they’ll basically do it on their own and the conversations are amazing. But with my lower level students, they need more support along the way,” Nerone said. She helps them by simplifying the instructions, offering sentence frames, and giving them lists of helpful vocabulary to include in their answers.\u003c/p>\n\u003cp>She also likes to start activities by having students work together so that the kids who understand more English can help their peers understand the question and documents. Despite the inherent challenges of working with students who are struggling with the language, Nerone says students are proud when they write a response in Verso and see it pop up in the class dialogue.\u003c/p>\n\u003cp>Nerone particularly likes using Verso in conjunction with the Kagan structures. She finds students enjoy the face-to-face interactions. “They’ll write interesting things to one another, but I think it’s kind of like human beings emailing back and forth. When you take the human side out of it you lose so much,” she said.\u003c/p>\n\u003cp>Verso CEO Phil Stubbs agrees that the collaboration piece is key to making Verso a deep learning experience. His team has baked collaborative structures into the \u003ca href=\"https://versolearning.com/campus-features/\" target=\"_blank\" rel=\"noopener\">premium version\u003c/a> of the technology with features like lesson builders, recipe cards, the ability to connect with other teachers, and other \u003ca href=\"https://versolearning.com/teaching-resources/sample-activities/\" target=\"_blank\" rel=\"noopener\">professional development\u003c/a>. “You can only move from best to better if you have collaborative structures,” Stubbs said.\u003c/p>\n\u003cp>Jeanie Dailey has appreciated Stubbs’ commitment to collaboration and the student experience. She knows his job is to sell a product, but she’s found him to be a helpful thought partner as she’s worked with classroom teachers on how to get the most out of the tool in Horry County.\u003c/p>\n\u003cp>“To me the exciting piece is if you can create a model that teachers can follow, step by step by step, you can change how they think about the construction of knowledge,” Dailey said. She believes the model they are following gets students to go from a surface knowledge of a subject to a deeper level of synthesis and reflection in one 60-minute class period. And some teachers even take it a step further, asking kids to think metacognitively about how the comments and suggestions of peers changed their thinking on a topic.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Dailey won’t have data until students take the standardized social studies exam in the spring, but she’s hoping all the writing they’ve done in Verso will boost their performance on the document-based questions. She says seeing improvement on test scores would be nice, but her real goals are bigger than that: “What I want to do as a social studies leader is help provide students with experiences that are enriching to them, that makes them better thinkers, deeper thinkers, more curious thinkers.”\u003c/p>\n\n","blocks":[],"excerpt":"These teachers say they've found a digital tool that melds tried-and-true teacher practices with effective online collaboration.","status":"publish","parent":0,"modified":1517233894,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/CMLab3sUN2w"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":2129},"headData":{"title":"A Tech Tool Designed For Collaboration Online And Offline | KQED","description":"These teachers say they've found a digital tool that melds tried-and-true teacher practices with effective online collaboration.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Tech Tool Designed For Collaboration Online And Offline","datePublished":"2018-01-29T13:51:34.000Z","dateModified":"2018-01-29T13:51:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49841 https://ww2.kqed.org/mindshift/?p=49841","disqusUrl":"https://ww2.kqed.org/mindshift/2018/01/29/a-tech-tool-designed-for-collaboration-online-and-offline/","disqusTitle":"A Tech Tool Designed For Collaboration Online And Offline","path":"/mindshift/49841/a-tech-tool-designed-for-collaboration-online-and-offline","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/11/the-connections-between-computer-use-and-learning-outcomes-in-students/\" target=\"_blank\" rel=\"noopener\">lack of clear evidence\u003c/a> that adding technology to classrooms makes them more effective has dimmed some of the excitement around its potential to radically transform learning. Advocates for technology are quick to point out that \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2042.html\" target=\"_blank\" rel=\"noopener\">implementation matters\u003c/a>, and getting the most out of technology that allows students to create, collaborate and connect across space and time will require \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/\" target=\"_blank\" rel=\"noopener\">fundamental shifts in teaching\u003c/a>. Skeptics, meanwhile, worry that precious education dollars are spent on expensive technology that strips the learning environment of important social dimensions, instead \u003ca href=\"https://ww2.kqed.org/mindshift/2013/01/22/shifting-tactics-rocketship-changes-computer-lab-model/\" target=\"_blank\" rel=\"noopener\">isolating students on screens\u003c/a>.\u003c/p>\n\u003cp>There is truth in both sides of the argument. And \u003ca href=\"https://ww2.kqed.org/mindshift/2017/11/06/its-time-for-a-deeper-conversation-about-how-schools-use-technology/\" target=\"_blank\" rel=\"noopener\">lack of clarity \u003c/a>about how to ensure technology lives up to its potential has led harried teachers to question whether it’s worth their time to change everything they do in the classroom.\u003c/p>\n\u003cp>Educators in Horry County, South Carolina have gone through this cycle of excitement about technology followed by a period of rethinking their strategy over the past few years. “We expected to see things dramatically move towards the use of technology in a very productive, constructive, critical way,” said Jeanie Dailey, a social studies learning specialist for the district. “And I don’t think that happened.”\u003c/p>\n\u003cp>Teachers found, as many others have, that at points devices were distractions to students, they had a tendency to make learning more individualistic, and that adults can’t assume because students have grown up with technology they automatically know how to \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/24/teaching-respect-and-responsibility-even-to-digital-natives/\" target=\"_blank\" rel=\"noopener\">use devices productively\u003c/a>. “The piece that was making me so sad was that the kids weren’t being challenged to think collaboratively using these tools,” Dailey said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that has been a guiding principle of my career is we don't know the talents and strengths of the students in our room.'\u003ccite>Jeanie Dailey, social studies specialist\u003c/cite>\u003c/aside>\n\u003cp>But Dailey and a team of social studies teachers think they may have found a tool that gives them the flexibility to hold onto best practices they’ve long used, while leveraging computing power. \u003ca href=\"https://versolearning.com/\" target=\"_blank\" rel=\"noopener\">Verso Learning\u003c/a> is an Australian company that describes itself as a tool to help teachers take learning from the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/\" target=\"_blank\" rel=\"noopener\">surface level to deep thinking\u003c/a> quickly. It’s basically an online communication platform, but Dailey and her team have found it has elevated the quality of thinking and discussion happening in middle school classrooms.\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’ve never lost sight of the fact that true literacy is listening, speaking, reading and writing,” said Dailey, who has taught for 40 years. “It’s real simple, but we don’t do it. So I see this as an extension of the work I’ve done in my career. Verso excites me, quite frankly. It gets back to some of the basics, but it has a 21st century feel.”\u003c/p>\n\u003cp>Dailey has plenty of experience teaching these basic tenets of literacy without technology, but she has found elements of the virtual environment on Verso to be particularly powerful for highlighting unexpected pockets of brilliance in the room.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/CMLab3sUN2w\" frameborder=\"0\" gesture=\"media\" allow=\"encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“One of the things that has been a guiding principle of my career is we don’t know the talents and strengths of the students in our room,” Dailey said. “We know the high flyers and we know the ones who don’t perform well.” Because students can interact anonymously on Verso’s platform, and they can’t see other students’ responses until they’ve shared one of their own, Dailey sees more participation and more interaction between students who may never work together otherwise.\u003c/p>\n\u003cp>Unlike many tools that intend to keep students within the program as much as possible, Verso is designed to meld face-to-face interaction with online collaboration. Verso CEO Phil Stubbs says often when teachers first experiment with Verso they make the mistake of using it as an online question asking tool. Stubbs likes to say, “We want to see kids not at their first thinking, but at their best thinking,” something he believes only happens when they’ve been exposed to the ideas of others.\u003c/p>\n\u003cp>For example, a typical activity middle school social studies teachers use starts with a provocative, open-ended question that drives at a hard-to-grasp or core concept in the curriculum. For seventh graders in Horry County studying global history, that prompt might be: What was the biggest cause of the French Revolution?\u003c/p>\n\u003cp>Students are given time to jot down their initial thoughts on paper and then they share their thinking in a small group. Only after they’ve had this initial opportunity to activate their thinking and interact with peers do students begin typing an answer into Verso – getting at what Stubbs would call their best thinking in that moment. Student responses to the question show up anonymously; after sharing their own response students are usually required to read and respond to several of their peers, also anonymously.\u003c/p>\n\u003cp>Then, teachers can easily group students based on their responses to the question. For example, they may put students who agree into a group and then ask them to discuss their thinking in face-to-face groups before collaboratively writing a statement that synthesizes the arguments each member made.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Some of the things they said were very deep thinking -- it was pretty awesome.'\u003ccite>Jennifer Wilson, seventh grade social studies teacher\u003c/cite>\u003c/aside>\n\u003cp>“If you can take kids to a synthesis level in one class, you’ve done a great job,” said Dailey, who is constantly pushing the teachers she coaches to remember that despite the massive amount of content social studies teachers have to cover in a year, none of it will make a lasting impact without deeper thinking.\u003c/p>\n\u003cp>“We run the danger of making it very low level questioning, very right/wrong answer questioning, multiple choice type responses and assessments,” Dailey said. “We run the risk in that kind of environment of forgetting what the big picture is -- that we want to make all kids college and career ready.”\u003c/p>\n\u003cp>For Samantha House, a seventh grade social studies teacher at St. James Middle School (a public school in Horry County), structuring the lesson so there are multiple points of collaboration helps all learners feel comfortable participating. “By the time it’s no longer anonymous they’ve had a lot of opportunities to see correct answers,” House said. “So they’ve learned from their peers.” And, just as importantly in her mind, many of her shy students, as well as those who struggle, have seen their ideas validated by anonymous peer responses. That makes them feel more confident to speak up during small group or whole-class discussions.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Early on House and other teachers realized that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/15/developing-students-ability-to-give-and-take-effective-feedback/\" target=\"_blank\" rel=\"noopener\">students didn’t know how to give one another substantive feedback\u003c/a>. When asked to comment on one another’s contributions in Verso students would write unhelpful things like, “I agree.” In response, teachers started giving them sentence starters to agree, disagree or extend another person’s idea. House says she’s seen an improvement in the academic vocabulary students use when responding to each other. And she's beginning to see that online practice spill over into the conversations students have in-person too.\u003c/p>\n\u003cp>At first House worried that an anonymous online discussion forum like Verso would lead to inappropriate or bullying comments, but she’s been surprised that the only comments her students flag are ones that don’t appropriately use the sentence starters for good feedback.\u003c/p>\n\u003cp>When Jennifer Wilson first tried Verso with her seventh graders at Aynor Middle she hadn’t had any professional development. She used the tool as a space for students to make a claim about the book they were reading and back it up with evidence. That worked well, but she’s even more excited about the collaborative structures she has since learned through professional development. She says the Verso activities work best when she asks a meaty, open-ended question and pairs work in Verso with the Kagan cooperative structures teachers in this district have been using for some time.\u003c/p>\n\u003cp>For example Wilson asked students which founding document was most important to the country: the Declaration of Independence, the Constitution, or the Bill of Rights (students understood the Bill of Rights is part of the Constitution, but thought it should be considered on its own). To formulate answers students had to understand the differences in the documents and make evidence-based arguments. “Some of the things they said were very deep thinking -- it was pretty awesome,” Wilson said.\u003c/p>\n\u003cp>Wilson said preparing Verso lessons takes time because she has to plan a pre-Verso activity to get students thinking on their own, come up with a rich provocation or question for the Verso, and then make sure students debrief afterwards. She uses Verso once every two weeks, but she thinks the practice there is spilling over into students’ writing and academic discourse.\u003c/p>\n\u003cp>Using Verso can be a bit more challenging when there’s a broad array of abilities in the classroom. “With high level honors students that works beautifully,” said Annette Nerone, a seventh grade social studies teacher at Myrtle Beach Middle School. “It’s not as simple with lower-level kids because now you're introducing a lot of different processes in one lesson.” Nerone has more English language learners and kids with special needs in her classes and she finds they need more support with Verso activities because they require so much reading and writing.\u003c/p>\n\u003cp>“The higher level students can jump right in and they’ll basically do it on their own and the conversations are amazing. But with my lower level students, they need more support along the way,” Nerone said. She helps them by simplifying the instructions, offering sentence frames, and giving them lists of helpful vocabulary to include in their answers.\u003c/p>\n\u003cp>She also likes to start activities by having students work together so that the kids who understand more English can help their peers understand the question and documents. Despite the inherent challenges of working with students who are struggling with the language, Nerone says students are proud when they write a response in Verso and see it pop up in the class dialogue.\u003c/p>\n\u003cp>Nerone particularly likes using Verso in conjunction with the Kagan structures. She finds students enjoy the face-to-face interactions. “They’ll write interesting things to one another, but I think it’s kind of like human beings emailing back and forth. When you take the human side out of it you lose so much,” she said.\u003c/p>\n\u003cp>Verso CEO Phil Stubbs agrees that the collaboration piece is key to making Verso a deep learning experience. His team has baked collaborative structures into the \u003ca href=\"https://versolearning.com/campus-features/\" target=\"_blank\" rel=\"noopener\">premium version\u003c/a> of the technology with features like lesson builders, recipe cards, the ability to connect with other teachers, and other \u003ca href=\"https://versolearning.com/teaching-resources/sample-activities/\" target=\"_blank\" rel=\"noopener\">professional development\u003c/a>. “You can only move from best to better if you have collaborative structures,” Stubbs said.\u003c/p>\n\u003cp>Jeanie Dailey has appreciated Stubbs’ commitment to collaboration and the student experience. She knows his job is to sell a product, but she’s found him to be a helpful thought partner as she’s worked with classroom teachers on how to get the most out of the tool in Horry County.\u003c/p>\n\u003cp>“To me the exciting piece is if you can create a model that teachers can follow, step by step by step, you can change how they think about the construction of knowledge,” Dailey said. She believes the model they are following gets students to go from a surface knowledge of a subject to a deeper level of synthesis and reflection in one 60-minute class period. And some teachers even take it a step further, asking kids to think metacognitively about how the comments and suggestions of peers changed their thinking on a topic.\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>Dailey won’t have data until students take the standardized social studies exam in the spring, but she’s hoping all the writing they’ve done in Verso will boost their performance on the document-based questions. She says seeing improvement on test scores would be nice, but her real goals are bigger than that: “What I want to do as a social studies leader is help provide students with experiences that are enriching to them, that makes them better thinkers, deeper thinkers, more curious thinkers.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49841/a-tech-tool-designed-for-collaboration-online-and-offline","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_1028","mindshift_20784","mindshift_21074","mindshift_1040","mindshift_20601","mindshift_125"],"featImg":"mindshift_49845","label":"mindshift"},"mindshift_49243":{"type":"posts","id":"mindshift_49243","meta":{"index":"posts_1591205157","site":"mindshift","id":"49243","score":null,"sort":[1508133359000]},"guestAuthors":[],"slug":"developing-students-ability-to-give-and-take-effective-feedback","title":"Developing Students' Ability to Give and Take Effective Feedback","publishDate":1508133359,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Emerie Lukas was hired to develop and teach a STEM Foundations course to middle school students at the \u003ca href=\"http://www.daytonstemschool.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Dayton Regional STEM School\u003c/a>, she was starting from scratch. The stated goal of the course was to prepare students for more rigorous work in science, technology, engineering and math (STEM) classes in high school, but Lukas knew that meant far more than academic preparation. She needed to teach her students how to give and take effective feedback, how to solve conflicts, how to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/13/why-executive-function-is-a-vital-stepping-stone-for-kids-ability-to-learn/\" target=\"_blank\" rel=\"noopener noreferrer\">organize themselves\u003c/a>, and how to present, discuss and communicate their ideas. She knew without these qualities students wouldn’t be prepared for a rigorous STEM environment.\u003c/p>\n\u003cp>To get at some of these non-academic skills, Lukas thought she might be able to use \u003ca href=\"http://www.debonothinkingsystems.com/tools/6hats.htm\" target=\"_blank\" rel=\"noopener noreferrer\">strategies from “Six Thinking Hats”\u003c/a> by \u003ca href=\"http://www.debonothinkingsystems.com/about/Edward.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Edward de Bono\u003c/a>. “His idea with 'Six Thinking Hats' is that you can train people to approach a problem in a methodical, organized way,” Lukas said. De Bono used his strategy to coach employees at Fortune 500 companies, but Lukas thought she could adapt the strategies to her middle schoolers and in the process help them learn to give and take effective peer feedback.\u003c/p>\n\u003caside class=\"pullquote alignright\">'So even though it was bumpy, and it wasn't always easy, the quality of work improved enough so it seemed like we needed to get better at doing this.'\u003ccite>Elisabeth Simon, high school art teacher\u003c/cite>\u003c/aside>\n\u003cp>The hats and the colors that go along with them can seem a little confusing, but their purpose is to help students think concretely about the kind of feedback they are giving. “Yellow hat” feedback is positive. “Black hat” feedback helps point out specific parts of the work that aren’t meeting the stated goal. This is not the time for suggestions on how to fix it, however, since there may be more than one solution. The “green hat” is when students can suggest ideas for fixing some of the issues raised during black hat feedback. These three hats are used most frequently, and some teachers Lukas has trained use only these ones.\u003c/p>\n\u003cp>The “red hat” is what Lukas calls “a breath of fresh air”; it’s an opportunity for students to share subjective impressions that aren’t necessarily related to the goal. Perhaps it’s something they really like or a general impression they have about the work. The “blue hat” is to step back and look at the big picture. When kids are getting used to critique, the teacher often wears this hat to connect something in the critique to a bigger theme or put it in context. But when kids become skilled in critique they might also “put on the blue hat” for a moment to explain what skill they’re trying to develop, the trajectory of their learning, and where they want peers to focus critique.\u003c/p>\n\u003cp>The white hat almost never comes up, and can be a bit hard to understand, but it’s meant for objective observations. “Its purpose in my classroom was to point out things that you’re not sure if the presenter intended to do them, but you’re noticing and you have no judgment about,” Lukas said. For example, if kids are designing websites and the homepage background is blue, but another page is green, a white hat comment might point that out so the presenter is aware, but it isn’t something that necessarily needs to be changed to improve the work.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Training \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">kids to give effective critique\u003c/a> is one of those teaching strategies that takes some time on the front end, but can save a lot of time once students get good at it. It’s common for students to give unhelpful, general or unkind feedback that doesn’t do much to advance a peer’s goals for the work, but Lukas found when she carefully trained students on some conversational “commandments” and attitudes around peer critique, 12-year-olds could give feedback as well as any adult. Even better, when kids got feedback from peers, she found they internalized it more.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=RyRvQGAfOWo&feature=youtu.be\u003c/p>\n\u003cp>But incorporating peer critique into the classroom does take time, which is most effectively spent on bigger, meatier projects that students are invested in improving. Lukas advises teachers she works with to use the adapted Six Hat feedback strategy only on assignments that require students to do several drafts, so they have time to incorporate the feedback they received.\u003c/p>\n\u003cp>“You can’t just front-load all of it,” Lukas cautioned. She knows it can seem complex at first, but she tells teachers not to teach the six hats as a rigid structure that students have to remember, but rather to introduce new elements as they naturally arise in class. “I don’t think [students] absorb it or see the value of it until they value critique,” Lukas said. “As they buy in more and more to the process, they care more and more about doing it well.”\u003c/p>\n\u003cp>The success of peer critique depends on a lot on some basic ground rules to ensure both the presenter and the person giving feedback are on the same page and getting something out of the experience.\u003c/p>\n\u003cp>\u003cstrong>GROUND RULES\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Pick work that matters\u003c/strong>. Getting peer feedback on worksheets that students aren’t invested in improving is probably not a good use of time. But when teachers buy into using peer feedback as a way to improve the craftsmanship and depth of more complicated projects, they may be surprised at how insightful students can be.\u003c/li>\n\u003cli>\u003cstrong>Be kind.\u003c/strong> Lukas emphasizes that both words and body language matter here, and sometimes the teacher has to help kids fake it until they make it. When students aren’t used to the process, she presents it to them as though she’s offering them a code to effective adult communication. At first, following the rules starts out as a performance, but over time kids internalize it and it becomes part of them. She teaches students to nod as a peer presents, to validate what a peer said with specifics before disagreeing, to make eye contact. The word “should,” is forbidden. Instead phrases like “Did you consider?” “Maybe try” and “What if” can go a long way to promoting kindness, and help prevent the person receiving feedback from getting defensive.\u003c/li>\n\u003cli>\u003cstrong>Be helpful.\u003c/strong> This ground rule requires that the teacher, or students themselves when they are more adept at the process, choose a discrete goal for feedback. Lukas often chooses a skill that “not one everyone has mastered, but also not one that everyone sucks at.” When she trains teachers on the Six Hat strategy she notices that often teachers pick too many goals, focusing on all the elements of their rubric, instead of honing in on the skill they really want students to improve with the specific project being critiqued. Setting a concrete goal helps keep the conversation productive and leads toward next steps for the presenter.\u003c/li>\n\u003cli>\u003cstrong>Be specific\u003c/strong>. When kids don’t know how to give good feedback they may say something like, “Good Job,” which doesn’t help improve the work. The “copy and paste” test is one way to help students understand what it means to be specific. If the feedback could be copied and pasted onto someone else’s project, it’s not specific enough. Good feedback points to concrete evidence in the piece of work.\u003c/li>\n\u003cli>\u003cstrong>Keep it moving\u003c/strong>. The goal is to give objective feedback that doesn’t make the presenter feel defensive. Curbing redundant comments is one big way to keep the process moving. Providing a way for students to validate a former comment on paper or with some sign or quick sound are good ways to do this. “There should be a way in a well-designed activity to validate and reinforce things that are redundant,” Lukas said. It’s helpful for the presenter to know if many people agree on a point, but it can be done quickly.\u003c/li>\n\u003cli>\u003cstrong>Hold everyone accountable\u003c/strong>. This ground rule is meant to ensure that feedback-givers are being kind, helpful and specific, as well as to help the presenter think about how to use the feedback. It could be a reflection on the three pieces of feedback a student plans to incorporate in the next draft, or a conversation with the teacher about next steps. Or it could be a shareout to the class, thanking them for the feedback, reiterating what they heard and committing to actionable next steps. This helps all the kids see that the exercise wasn’t a waste of time. It’s also important to have accountability for those critiquing. Lukas explains critique to the kids as sacred process, something that requires maturity. She tells them that if they aren’t talking they should be writing their feedback, since there’s only a limited number of time for oral feedback. “Everything subliminally or not is about reinforcing the cultural value of what we are doing,” Lukas said.\u003c/li>\n\u003c/ol>\n\u003cp>And, while calling kids out in front of other kids is a controversial teaching move, in this process Lukas believes it’s important to openly address when a student is being snide or mean. She’ll just say something like, “I’m not convinced that’s the level of kindness you would expect in your critique.” She says since one of the goals of this process is interpersonal skill development, the only way to deal with mean feedback is to talk about it openly and in the context of validating the process.\u003c/p>\n\u003cp>\u003cstrong>PUTTING IT INTO PRACTICE\u003c/strong>\u003c/p>\n\u003cp>All these rules and hats can seem a little overwhelming, but teachers who’ve made peer feedback a centerpiece of their classrooms say they take what they want and leave the rest. Lukas helped all the teachers at Dayton Regional STEM School integrate the practice into their content areas and has since moved on to \u003ca href=\"http://emerielukas.com/pd\" target=\"_blank\" rel=\"noopener noreferrer\">consult with other districts too\u003c/a>. The approach is being used in elementary, middle and high schools with good effect.\u003c/p>\n\u003cp>“When we first started it was really bumpy,” said Elisabeth Simon, a visual arts teacher at Yellow Springs High School. Simon began using the Six Hats for peer feedback when her school moved to project-based learning and there was a greater emphasis on deep projects that necessitated craftsmanship, revision, and thus critique. But kids weren’t used to the process and thought the formal structure was silly. Students often took feedback personally and didn’t incorporate it into their work. It felt like a waste of time to Simon. “It’s easy to give up as a teacher,” she said.\u003c/p>\n\u003cp>But as she was incorporating peer critique into her classroom, Simon was also experiencing the process herself in staff meetings. Every other week the faculty at her school engage in a “tuning” process, where a few teachers present a project they plan to use in class and get feedback from the group. “Experiencing it is powerful and it helped us believe that if we stick with it, and believe in it, we find it powerful and our students will as well,” Simon said.\u003c/p>\n\u003cp>She eases new students into the process by starting with a fairly low-stakes assignment. She might do a gallery walk, and have students post “warm and cool” (yellow and black hat) feedback on Post-Its next to the work. “Their heart and soul wasn’t in it in the first place, so it doesn’t feel as scary,” Simon said. Then she gradually adds complexity, until students are expert givers of feedback.\u003c/p>\n\u003cp>“Usually what I have to do is help the people giving the feedback to frame the feedback well so that it’s objective, it’s helpful, so it’s around the student's goals,” Simon said. She grades the feedback itself at first, until students know how to do it well. She says it also helps that the whole district is incorporating project-based learning, so incoming freshmen are already better at giving and receiving feedback than previous classes she’s had.\u003c/p>\n\u003cp>“We saw their work improve, too,” she said. “So even though it was bumpy, and it wasn’t always easy, the quality of work improved enough so it seemed like we needed to get better at doing this and they need to get more effective at it.”\u003c/p>\n\u003cfigure id=\"attachment_49265\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://esimo6.wixsite.com/simonart/ap-portfolios\">\u003cimg class=\"size-large wp-image-49265\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/student-art-portfolios-1020x470.png\" alt=\"AP Studio Art portfolios exhibited on Simon's class website.\" width=\"640\" height=\"295\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-1020x470.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-800x369.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-768x354.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-960x443.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-240x111.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-375x173.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-520x240.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios.png 1056w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">AP Studio Art portfolios exhibited on Simon's class website.\u003c/figcaption>\u003c/figure>\n\u003cp>It might seem obvious that critique should be part of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/01/how-arts-education-teaches-kids-to-learn-from-failure/\" target=\"_blank\" rel=\"noopener noreferrer\">art class\u003c/a>, but before Simon adopted this strategy she didn’t ask students to give feedback on each other’s work because “I didn’t have a good set of tools to depersonalize it. I didn't have a good set of tools to give feedback that was meaningful. So the feedback was very superficial.” Instead, she’d often ask students to assess their own work. Meanwhile, her assessment focused on the quality of the final product. Now she’s much more focused on the process: “Are they growing? Is the work improving? Are they making the changes that they recognized they need to make after a critique?”\u003c/p>\n\u003cp>The focus on growth has had the added benefit of infusing more equality into her classroom. Now, a very skilled artist can receive helpful feedback on a personal goal from a less technically proficient student, and grow from that process. Similarly, the less skilled student can grow in his goals, which may be different.\u003c/p>\n\u003cp>“In my experience, it’s invaluable. It’s the best thing to improve their work,” Simon said of the critique process. She remembers vividly when her AP studio art students set themselves the goal of producing a professional quality \u003ca href=\"https://esimo6.wixsite.com/flippingstereotypes\" target=\"_blank\" rel=\"noopener noreferrer\">book of art\u003c/a>. They had been through several rounds of peer critique and felt they were close to done when they had a critique from an outside expert that was harsh. The expert said if students wanted the work to be at a professional level it wasn’t enough to tinker around the edges -- they needed to start over.\u003c/p>\n\u003cp>[gallery type=\"rectangular\" size=\"large\" link=\"file\" ids=\"49256,49257,49262,49261\"]\u003c/p>\n\u003cp>“They got deflated,” Simon said. “They got a little prickly, but then a few days later when they came back to class and I put it in their hands, what they decided to do was follow all the suggestions that person had given.” It took time to get over the disappointment, but the students were invested enough in the goal that eventually they took the feedback. “They didn’t think they had it in them, until someone else said it,” Simon said.\u003c/p>\n\u003cp>\u003cstrong>ELEMENTARY STUDENTS AREN'T TOO YOUNG\u003c/strong>\u003c/p>\n\u003cp>“They love it. You have to teach them to love it, but they love it,” said fourth-grade teacher Allie Beers. When she learned about Lukas’ adaption of the Six Hats she thought it was a bit complicated for her students, so she just uses the yellow and black hats, but calls them warm and cool feedback. When she’s teaching students how to give feedback she emphasizes being kind, helpful and specific, hitting home the message by praising the feedback students give, not the work they do.\u003c/p>\n\u003cp>She teaches students who are receiving feedback to say “OK, thanks,” to all feedback, even if they don’t like something someone said or are feeling defensive. Ultimately, the way the work will change is up to its creator, and the feedback is only meant to help each person get to their best work. With that framework as a guiding star, Beers has found her students work harder and with more intention when they know their peers will be giving them feedback.\u003c/p>\n\u003cp>Beers says in the short time she’s been intentionally using peer feedback her biggest challenges have been helping students to take the feedback well -- some are better at this than others -- and getting them to implement what they heard. She’s tried modeling the implementation of feedback with the whole class before setting them off to try on their own, but she thinks she can get to even better quality work with a few tweaks.\u003c/p>\n\u003cp>“Part of the problem I had last year was I didn't say, ‘Hey, someone is going to look at your work again so you need to make sure you’re applying it,’ ” Beers said. She thinks if she plans for an extra revision and work cycle she’ll see better results.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Asking students to critique each other’s work can be an effective way to build their \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/10/the-role-of-metacognition-in-learning-and-achievement/\" target=\"_blank\" rel=\"noopener noreferrer\">metacognition\u003c/a> about the qualities of good work and whether or not those qualities are on display. All these teachers reflected that the act of giving feedback to a peer helps students to think about their own work more critically. And teachers can see how well students understand the criteria based on the type of feedback they give. But students don’t necessarily come to school equipped with the skills to engage in this process in a mature and helpful way -- they have to be trained.\u003c/p>\n\n","blocks":[],"excerpt":"Schools are using a modified version of the Six Thinking Hats technique to teach students how to give effective feedback to one another. ","status":"publish","parent":0,"modified":1508133359,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":true,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":2985},"headData":{"title":"Developing Students' Ability to Give and Take Effective Feedback | KQED","description":"Schools are using a modified version of the Six Thinking Hats technique to teach students how to give effective feedback to one another. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Developing Students' Ability to Give and Take Effective Feedback","datePublished":"2017-10-16T05:55:59.000Z","dateModified":"2017-10-16T05:55:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49243 https://ww2.kqed.org/mindshift/?p=49243","disqusUrl":"https://ww2.kqed.org/mindshift/2017/10/15/developing-students-ability-to-give-and-take-effective-feedback/","disqusTitle":"Developing Students' Ability to Give and Take Effective Feedback","path":"/mindshift/49243/developing-students-ability-to-give-and-take-effective-feedback","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Emerie Lukas was hired to develop and teach a STEM Foundations course to middle school students at the \u003ca href=\"http://www.daytonstemschool.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Dayton Regional STEM School\u003c/a>, she was starting from scratch. The stated goal of the course was to prepare students for more rigorous work in science, technology, engineering and math (STEM) classes in high school, but Lukas knew that meant far more than academic preparation. She needed to teach her students how to give and take effective feedback, how to solve conflicts, how to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/13/why-executive-function-is-a-vital-stepping-stone-for-kids-ability-to-learn/\" target=\"_blank\" rel=\"noopener noreferrer\">organize themselves\u003c/a>, and how to present, discuss and communicate their ideas. She knew without these qualities students wouldn’t be prepared for a rigorous STEM environment.\u003c/p>\n\u003cp>To get at some of these non-academic skills, Lukas thought she might be able to use \u003ca href=\"http://www.debonothinkingsystems.com/tools/6hats.htm\" target=\"_blank\" rel=\"noopener noreferrer\">strategies from “Six Thinking Hats”\u003c/a> by \u003ca href=\"http://www.debonothinkingsystems.com/about/Edward.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Edward de Bono\u003c/a>. “His idea with 'Six Thinking Hats' is that you can train people to approach a problem in a methodical, organized way,” Lukas said. De Bono used his strategy to coach employees at Fortune 500 companies, but Lukas thought she could adapt the strategies to her middle schoolers and in the process help them learn to give and take effective peer feedback.\u003c/p>\n\u003caside class=\"pullquote alignright\">'So even though it was bumpy, and it wasn't always easy, the quality of work improved enough so it seemed like we needed to get better at doing this.'\u003ccite>Elisabeth Simon, high school art teacher\u003c/cite>\u003c/aside>\n\u003cp>The hats and the colors that go along with them can seem a little confusing, but their purpose is to help students think concretely about the kind of feedback they are giving. “Yellow hat” feedback is positive. “Black hat” feedback helps point out specific parts of the work that aren’t meeting the stated goal. This is not the time for suggestions on how to fix it, however, since there may be more than one solution. The “green hat” is when students can suggest ideas for fixing some of the issues raised during black hat feedback. These three hats are used most frequently, and some teachers Lukas has trained use only these ones.\u003c/p>\n\u003cp>The “red hat” is what Lukas calls “a breath of fresh air”; it’s an opportunity for students to share subjective impressions that aren’t necessarily related to the goal. Perhaps it’s something they really like or a general impression they have about the work. The “blue hat” is to step back and look at the big picture. When kids are getting used to critique, the teacher often wears this hat to connect something in the critique to a bigger theme or put it in context. But when kids become skilled in critique they might also “put on the blue hat” for a moment to explain what skill they’re trying to develop, the trajectory of their learning, and where they want peers to focus critique.\u003c/p>\n\u003cp>The white hat almost never comes up, and can be a bit hard to understand, but it’s meant for objective observations. “Its purpose in my classroom was to point out things that you’re not sure if the presenter intended to do them, but you’re noticing and you have no judgment about,” Lukas said. For example, if kids are designing websites and the homepage background is blue, but another page is green, a white hat comment might point that out so the presenter is aware, but it isn’t something that necessarily needs to be changed to improve the work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Training \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">kids to give effective critique\u003c/a> is one of those teaching strategies that takes some time on the front end, but can save a lot of time once students get good at it. It’s common for students to give unhelpful, general or unkind feedback that doesn’t do much to advance a peer’s goals for the work, but Lukas found when she carefully trained students on some conversational “commandments” and attitudes around peer critique, 12-year-olds could give feedback as well as any adult. Even better, when kids got feedback from peers, she found they internalized it more.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/RyRvQGAfOWo'\n title='//www.youtube.com/embed/RyRvQGAfOWo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>But incorporating peer critique into the classroom does take time, which is most effectively spent on bigger, meatier projects that students are invested in improving. Lukas advises teachers she works with to use the adapted Six Hat feedback strategy only on assignments that require students to do several drafts, so they have time to incorporate the feedback they received.\u003c/p>\n\u003cp>“You can’t just front-load all of it,” Lukas cautioned. She knows it can seem complex at first, but she tells teachers not to teach the six hats as a rigid structure that students have to remember, but rather to introduce new elements as they naturally arise in class. “I don’t think [students] absorb it or see the value of it until they value critique,” Lukas said. “As they buy in more and more to the process, they care more and more about doing it well.”\u003c/p>\n\u003cp>The success of peer critique depends on a lot on some basic ground rules to ensure both the presenter and the person giving feedback are on the same page and getting something out of the experience.\u003c/p>\n\u003cp>\u003cstrong>GROUND RULES\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Pick work that matters\u003c/strong>. Getting peer feedback on worksheets that students aren’t invested in improving is probably not a good use of time. But when teachers buy into using peer feedback as a way to improve the craftsmanship and depth of more complicated projects, they may be surprised at how insightful students can be.\u003c/li>\n\u003cli>\u003cstrong>Be kind.\u003c/strong> Lukas emphasizes that both words and body language matter here, and sometimes the teacher has to help kids fake it until they make it. When students aren’t used to the process, she presents it to them as though she’s offering them a code to effective adult communication. At first, following the rules starts out as a performance, but over time kids internalize it and it becomes part of them. She teaches students to nod as a peer presents, to validate what a peer said with specifics before disagreeing, to make eye contact. The word “should,” is forbidden. Instead phrases like “Did you consider?” “Maybe try” and “What if” can go a long way to promoting kindness, and help prevent the person receiving feedback from getting defensive.\u003c/li>\n\u003cli>\u003cstrong>Be helpful.\u003c/strong> This ground rule requires that the teacher, or students themselves when they are more adept at the process, choose a discrete goal for feedback. Lukas often chooses a skill that “not one everyone has mastered, but also not one that everyone sucks at.” When she trains teachers on the Six Hat strategy she notices that often teachers pick too many goals, focusing on all the elements of their rubric, instead of honing in on the skill they really want students to improve with the specific project being critiqued. Setting a concrete goal helps keep the conversation productive and leads toward next steps for the presenter.\u003c/li>\n\u003cli>\u003cstrong>Be specific\u003c/strong>. When kids don’t know how to give good feedback they may say something like, “Good Job,” which doesn’t help improve the work. The “copy and paste” test is one way to help students understand what it means to be specific. If the feedback could be copied and pasted onto someone else’s project, it’s not specific enough. Good feedback points to concrete evidence in the piece of work.\u003c/li>\n\u003cli>\u003cstrong>Keep it moving\u003c/strong>. The goal is to give objective feedback that doesn’t make the presenter feel defensive. Curbing redundant comments is one big way to keep the process moving. Providing a way for students to validate a former comment on paper or with some sign or quick sound are good ways to do this. “There should be a way in a well-designed activity to validate and reinforce things that are redundant,” Lukas said. It’s helpful for the presenter to know if many people agree on a point, but it can be done quickly.\u003c/li>\n\u003cli>\u003cstrong>Hold everyone accountable\u003c/strong>. This ground rule is meant to ensure that feedback-givers are being kind, helpful and specific, as well as to help the presenter think about how to use the feedback. It could be a reflection on the three pieces of feedback a student plans to incorporate in the next draft, or a conversation with the teacher about next steps. Or it could be a shareout to the class, thanking them for the feedback, reiterating what they heard and committing to actionable next steps. This helps all the kids see that the exercise wasn’t a waste of time. It’s also important to have accountability for those critiquing. Lukas explains critique to the kids as sacred process, something that requires maturity. She tells them that if they aren’t talking they should be writing their feedback, since there’s only a limited number of time for oral feedback. “Everything subliminally or not is about reinforcing the cultural value of what we are doing,” Lukas said.\u003c/li>\n\u003c/ol>\n\u003cp>And, while calling kids out in front of other kids is a controversial teaching move, in this process Lukas believes it’s important to openly address when a student is being snide or mean. She’ll just say something like, “I’m not convinced that’s the level of kindness you would expect in your critique.” She says since one of the goals of this process is interpersonal skill development, the only way to deal with mean feedback is to talk about it openly and in the context of validating the process.\u003c/p>\n\u003cp>\u003cstrong>PUTTING IT INTO PRACTICE\u003c/strong>\u003c/p>\n\u003cp>All these rules and hats can seem a little overwhelming, but teachers who’ve made peer feedback a centerpiece of their classrooms say they take what they want and leave the rest. Lukas helped all the teachers at Dayton Regional STEM School integrate the practice into their content areas and has since moved on to \u003ca href=\"http://emerielukas.com/pd\" target=\"_blank\" rel=\"noopener noreferrer\">consult with other districts too\u003c/a>. The approach is being used in elementary, middle and high schools with good effect.\u003c/p>\n\u003cp>“When we first started it was really bumpy,” said Elisabeth Simon, a visual arts teacher at Yellow Springs High School. Simon began using the Six Hats for peer feedback when her school moved to project-based learning and there was a greater emphasis on deep projects that necessitated craftsmanship, revision, and thus critique. But kids weren’t used to the process and thought the formal structure was silly. Students often took feedback personally and didn’t incorporate it into their work. It felt like a waste of time to Simon. “It’s easy to give up as a teacher,” she said.\u003c/p>\n\u003cp>But as she was incorporating peer critique into her classroom, Simon was also experiencing the process herself in staff meetings. Every other week the faculty at her school engage in a “tuning” process, where a few teachers present a project they plan to use in class and get feedback from the group. “Experiencing it is powerful and it helped us believe that if we stick with it, and believe in it, we find it powerful and our students will as well,” Simon said.\u003c/p>\n\u003cp>She eases new students into the process by starting with a fairly low-stakes assignment. She might do a gallery walk, and have students post “warm and cool” (yellow and black hat) feedback on Post-Its next to the work. “Their heart and soul wasn’t in it in the first place, so it doesn’t feel as scary,” Simon said. Then she gradually adds complexity, until students are expert givers of feedback.\u003c/p>\n\u003cp>“Usually what I have to do is help the people giving the feedback to frame the feedback well so that it’s objective, it’s helpful, so it’s around the student's goals,” Simon said. She grades the feedback itself at first, until students know how to do it well. She says it also helps that the whole district is incorporating project-based learning, so incoming freshmen are already better at giving and receiving feedback than previous classes she’s had.\u003c/p>\n\u003cp>“We saw their work improve, too,” she said. “So even though it was bumpy, and it wasn’t always easy, the quality of work improved enough so it seemed like we needed to get better at doing this and they need to get more effective at it.”\u003c/p>\n\u003cfigure id=\"attachment_49265\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://esimo6.wixsite.com/simonart/ap-portfolios\">\u003cimg class=\"size-large wp-image-49265\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/student-art-portfolios-1020x470.png\" alt=\"AP Studio Art portfolios exhibited on Simon's class website.\" width=\"640\" height=\"295\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-1020x470.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-800x369.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-768x354.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-960x443.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-240x111.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-375x173.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-520x240.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios.png 1056w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">AP Studio Art portfolios exhibited on Simon's class website.\u003c/figcaption>\u003c/figure>\n\u003cp>It might seem obvious that critique should be part of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/01/how-arts-education-teaches-kids-to-learn-from-failure/\" target=\"_blank\" rel=\"noopener noreferrer\">art class\u003c/a>, but before Simon adopted this strategy she didn’t ask students to give feedback on each other’s work because “I didn’t have a good set of tools to depersonalize it. I didn't have a good set of tools to give feedback that was meaningful. So the feedback was very superficial.” Instead, she’d often ask students to assess their own work. Meanwhile, her assessment focused on the quality of the final product. Now she’s much more focused on the process: “Are they growing? Is the work improving? Are they making the changes that they recognized they need to make after a critique?”\u003c/p>\n\u003cp>The focus on growth has had the added benefit of infusing more equality into her classroom. Now, a very skilled artist can receive helpful feedback on a personal goal from a less technically proficient student, and grow from that process. Similarly, the less skilled student can grow in his goals, which may be different.\u003c/p>\n\u003cp>“In my experience, it’s invaluable. It’s the best thing to improve their work,” Simon said of the critique process. She remembers vividly when her AP studio art students set themselves the goal of producing a professional quality \u003ca href=\"https://esimo6.wixsite.com/flippingstereotypes\" target=\"_blank\" rel=\"noopener noreferrer\">book of art\u003c/a>. They had been through several rounds of peer critique and felt they were close to done when they had a critique from an outside expert that was harsh. The expert said if students wanted the work to be at a professional level it wasn’t enough to tinker around the edges -- they needed to start over.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"gallery","attributes":{"named":{"type":"rectangular","size":"large","link":"file","ids":"49256,49257,49262,49261","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“They got deflated,” Simon said. “They got a little prickly, but then a few days later when they came back to class and I put it in their hands, what they decided to do was follow all the suggestions that person had given.” It took time to get over the disappointment, but the students were invested enough in the goal that eventually they took the feedback. “They didn’t think they had it in them, until someone else said it,” Simon said.\u003c/p>\n\u003cp>\u003cstrong>ELEMENTARY STUDENTS AREN'T TOO YOUNG\u003c/strong>\u003c/p>\n\u003cp>“They love it. You have to teach them to love it, but they love it,” said fourth-grade teacher Allie Beers. When she learned about Lukas’ adaption of the Six Hats she thought it was a bit complicated for her students, so she just uses the yellow and black hats, but calls them warm and cool feedback. When she’s teaching students how to give feedback she emphasizes being kind, helpful and specific, hitting home the message by praising the feedback students give, not the work they do.\u003c/p>\n\u003cp>She teaches students who are receiving feedback to say “OK, thanks,” to all feedback, even if they don’t like something someone said or are feeling defensive. Ultimately, the way the work will change is up to its creator, and the feedback is only meant to help each person get to their best work. With that framework as a guiding star, Beers has found her students work harder and with more intention when they know their peers will be giving them feedback.\u003c/p>\n\u003cp>Beers says in the short time she’s been intentionally using peer feedback her biggest challenges have been helping students to take the feedback well -- some are better at this than others -- and getting them to implement what they heard. She’s tried modeling the implementation of feedback with the whole class before setting them off to try on their own, but she thinks she can get to even better quality work with a few tweaks.\u003c/p>\n\u003cp>“Part of the problem I had last year was I didn't say, ‘Hey, someone is going to look at your work again so you need to make sure you’re applying it,’ ” Beers said. She thinks if she plans for an extra revision and work cycle she’ll see better results.\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>Asking students to critique each other’s work can be an effective way to build their \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/10/the-role-of-metacognition-in-learning-and-achievement/\" target=\"_blank\" rel=\"noopener noreferrer\">metacognition\u003c/a> about the qualities of good work and whether or not those qualities are on display. All these teachers reflected that the act of giving feedback to a peer helps students to think about their own work more critically. And teachers can see how well students understand the criteria based on the type of feedback they give. But students don’t necessarily come to school equipped with the skills to engage in this process in a mature and helpful way -- they have to be trained.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49243/developing-students-ability-to-give-and-take-effective-feedback","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_21074","mindshift_1040","mindshift_20867","mindshift_20783"],"featImg":"mindshift_49267","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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