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Khan Academy Trains Teachers to Use Its Videos and Tools
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Five Smart Habits to Develop for Back to School
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Learning that Happens Online and Off, In and Out of School
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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"mindshift":{"type":"authors","id":"4354","meta":{"index":"authors_1591205172","id":"4354","found":true},"name":"MindShift","firstName":"MindShift","lastName":null,"slug":"mindshift","email":"tina@barseghian.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"MindShift | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_54514":{"type":"posts","id":"mindshift_54514","meta":{"index":"posts_1591205157","site":"mindshift","id":"54514","score":null,"sort":[1571642033000]},"guestAuthors":[],"slug":"how-tech-tools-can-reduce-anxiety-and-strengthen-relationships-with-students","title":"How Tech Tools Can Reduce Anxiety And Strengthen Relationships With Students","publishDate":1571642033,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.daveburgessconsulting.com/books/tech-with-heart/\" target=\"_blank\" rel=\"noopener\">Tech With Heart\u003c/a> by Stacey Roshan, copyright 2019. Reprinted with permission by Dave Burgess Consulting, Inc.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Stacey Roshan\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Pencils down, time's up.\u003cbr>\nCapture all multiples of five before the timer is up. Game over! \u003c/em>\u003c/p>\n\u003cp>In elementary school, I felt as if I was always being timed in math. And I could never finish in time. Tests made me panic, I had to count on my fingers and toes, and my friend was always faster than me when we practiced flashcards. My teachers told me that I didn't know the material well enough and my friend was smarter. And I believed them.\u003c/p>\n\u003cp>To top this all off, I was a perfectionist. I wanted to raise my hand and participate, but uncertainty, combined with the time-sensitive pressure to be the first to raise my hand and be called on, was oftentimes too much. And so, even though I was always eager to participate, it may not have always seemed this way to my teachers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I decided early on in my teaching that I wanted to reduce the stress level in my classroom. It's why I flipped my classroom, after all. As I've looked to technology to help me reimagine how class runs, I have been very deliberate in my approach. I'm careful to dissect the problem and need before jumping to the tech. Thinking back to my own experiences in school and how I felt in the classroom has led me to focus on these driving questions:\u003c/p>\n\u003cul>\n\u003cli>How can we create safe learning environments for all students to find their voice and build their confidence?\u003c/li>\n\u003cli>How can we leverage technology to gain insight into student needs and provide them multiple ways of showcasing their understanding and expressing themselves?\u003c/li>\n\u003cli>How can we empower students with the resources they need to take ownership for their learning?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg class=\"alignright wp-image-54527\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Tech-with-Heart-Book-Cover-1020x1020.png\" alt=\"\" width=\"250\" height=\"250\">\u003c/p>\n\u003cp>Let me take you through the process of choosing some of the key tools in my flipped classroom:\u003c/p>\n\u003cp>Because I flipped my class, students are able to watch a video for homework at a pace that best fits them. Students can pause and rewind the video based on how they are grasping the lesson. They can look back at old videos as they work to synthesize the material and make connections. In class, instead of standing at the board to deliver what I need to cover for the day, I can sit with individuals and customize class to their needs. Though this was a start, I realized that I could embrace tech tools to make the video watching experience a more active exercise for my students. And this is where I turned to Edpuzzle. Students now have the chance to self-assess as they watch, and I come to class equipped with the analytics from the video so I can pre-identify what needs to be done for the day. In class, \u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\" target=\"_blank\" rel=\"noopener\">students work on problems in groups\u003c/a>, collaboratively, at a pace that suits them. They have plenty of time in the classroom to get problems solved and questions answered and to chat about their process, reasoning, and thoughts. When I want to engage the class in a full discussion, I usually do this through Pear Deck so that no student can be a passive participant. Students have time to process and respond to the question on their own computer screen. They can contribute without needing to raise their hand, and we can discuss mistakes without singling any child out.\u003c/p>\n\u003cp>I'm always on a mission to find tools that help me get to know my students as individuals and build meaningful relationships with them. The information that both Edpuzzle and Pear Deck provide through the teacher dashboard gives me the ability to amplify student learning and give each student a voice in the classroom. These tools allow me to hear from each and every student in the room.\u003c/p>\n\u003cp>Technology provides a powerful way to engage students, inform individual and group instruction, differentiate lessons, document work, and empower students to direct their own learning. But if you want technology to be a transformative force in your classroom, school, or district, you have to start with \"why?\"\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/F4fgT0M4qao\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>If you are interested in seeing how we have approached this question at my school, take a moment to watch this video I created to explain our philosophy at Bullis: \"Empathy in EdTech: How We Are Transforming Learning at Bullis\" ( this video can also be found on the resources page of \u003ca href=\"https://techiemusings.com/techwithheart/\" target=\"_blank\" rel=\"noopener\">my website\u003c/a>).\u003c/p>\n\u003cp>As both a teacher and technology integrationist, I know the importance of finding simple solutions that keep the focus on the learning. One way to ensure we start the conversation with the pedagogy is to identify a set of go-to tools we help our students feel comfortable with, then to set a routine where using these tools becomes natural. Maintaining a small suite of tools also helps our students become fluent with technology that will boost their learning and productivity and serve them well in the long run.\u003c/p>\n\u003cp>Here are the primary reasons Pear Deck, Flipgrid, and Edpuzzle are go-to tools in my classroom:\u003c/p>\n\u003cul>\n\u003cli>They provide each student in the classroom an equal voice. In a traditional classroom discussion, students are called on or raise their hands to respond. As a result, teachers often repeatedly hear from the same students. In contrast, Pear Deck, Flipgrid, and Edpuzzle provide each student an opportunity to respond individually.\u003c/li>\n\u003cli>They engage each student in the room. With these tools, each student is required to actively participate and respond to each question, form an opinion, and submit an answer.\u003c/li>\n\u003cli>They create a safe space for each student to honestly respond and make mistakes. Students have time to draft out and revise responses before posting them. And the teacher can make answers anonymous to the group so students don't have to worry about how their peers might perceive their answers or worry about answering incorrectly (in Flipgrid, the teacher can choose to turn on moderated posts to keep all videos private to just the teacher).\u003c/li>\n\u003cli>They allow educators to efficiently and effectively target class and individual student needs. The analytics provided show class trends and also provide indicators of who is struggling.\u003c/li>\n\u003cli>They differentiate how students can respond to questions. While some students are wonderful with oral discussion and on-the-spot responses, other students are best when they have time to process and collect their thoughts before recording or typing an answer.\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft wp-image-54529 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Roshan-e1569824553133.jpg\" alt=\"\" width=\"247\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Roshan-e1569824553133.jpg 247w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Roshan-e1569824553133-160x194.jpg 160w\" sizes=\"(max-width: 247px) 100vw, 247px\">\u003ca href=\"https://twitter.com/buddyxo\">Stacey Roshan\u003c/a> is Director of Innovation & Educational Technology at Bullis School and author of \u003ca href=\"https://www.daveburgessconsulting.com/books/tech-with-heart/\" target=\"_blank\" rel=\"noopener\">Tech with Heart: Leveraging Technology to Empower Student Voice, Ease Anxiety, & Create Compassionate Classrooms\u003c/a>. In addition to teaching high school students to love and understand math, Stacey works closely with faculty to design tech-infused lessons aimed at providing the optimal learning environment for all students. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"High school math teacher and tech integrationist Stacey Roshan has found she needs to deliberately explore the classroom problem she's trying to solve before choosing tech tools.","status":"publish","parent":0,"modified":1571642205,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/F4fgT0M4qao"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1158},"headData":{"title":"How Tech Tools Can Reduce Anxiety And Strengthen Relationships With Students | KQED","description":"High school math teacher and tech integrationist Stacey Roshan has found she needs to deliberately explore the classroom problem she's trying to solve before choosing tech tools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Tech Tools Can Reduce Anxiety And Strengthen Relationships With Students","datePublished":"2019-10-21T07:13:53.000Z","dateModified":"2019-10-21T07:16:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54514 https://ww2.kqed.org/mindshift/?p=54514","disqusUrl":"https://ww2.kqed.org/mindshift/2019/10/21/how-tech-tools-can-reduce-anxiety-and-strengthen-relationships-with-students/","disqusTitle":"How Tech Tools Can Reduce Anxiety And Strengthen Relationships With Students","path":"/mindshift/54514/how-tech-tools-can-reduce-anxiety-and-strengthen-relationships-with-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.daveburgessconsulting.com/books/tech-with-heart/\" target=\"_blank\" rel=\"noopener\">Tech With Heart\u003c/a> by Stacey Roshan, copyright 2019. Reprinted with permission by Dave Burgess Consulting, Inc.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Stacey Roshan\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Pencils down, time's up.\u003cbr>\nCapture all multiples of five before the timer is up. Game over! \u003c/em>\u003c/p>\n\u003cp>In elementary school, I felt as if I was always being timed in math. And I could never finish in time. Tests made me panic, I had to count on my fingers and toes, and my friend was always faster than me when we practiced flashcards. My teachers told me that I didn't know the material well enough and my friend was smarter. And I believed them.\u003c/p>\n\u003cp>To top this all off, I was a perfectionist. I wanted to raise my hand and participate, but uncertainty, combined with the time-sensitive pressure to be the first to raise my hand and be called on, was oftentimes too much. And so, even though I was always eager to participate, it may not have always seemed this way to my teachers.\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 decided early on in my teaching that I wanted to reduce the stress level in my classroom. It's why I flipped my classroom, after all. As I've looked to technology to help me reimagine how class runs, I have been very deliberate in my approach. I'm careful to dissect the problem and need before jumping to the tech. Thinking back to my own experiences in school and how I felt in the classroom has led me to focus on these driving questions:\u003c/p>\n\u003cul>\n\u003cli>How can we create safe learning environments for all students to find their voice and build their confidence?\u003c/li>\n\u003cli>How can we leverage technology to gain insight into student needs and provide them multiple ways of showcasing their understanding and expressing themselves?\u003c/li>\n\u003cli>How can we empower students with the resources they need to take ownership for their learning?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg class=\"alignright wp-image-54527\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Tech-with-Heart-Book-Cover-1020x1020.png\" alt=\"\" width=\"250\" height=\"250\">\u003c/p>\n\u003cp>Let me take you through the process of choosing some of the key tools in my flipped classroom:\u003c/p>\n\u003cp>Because I flipped my class, students are able to watch a video for homework at a pace that best fits them. Students can pause and rewind the video based on how they are grasping the lesson. They can look back at old videos as they work to synthesize the material and make connections. In class, instead of standing at the board to deliver what I need to cover for the day, I can sit with individuals and customize class to their needs. Though this was a start, I realized that I could embrace tech tools to make the video watching experience a more active exercise for my students. And this is where I turned to Edpuzzle. Students now have the chance to self-assess as they watch, and I come to class equipped with the analytics from the video so I can pre-identify what needs to be done for the day. In class, \u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\" target=\"_blank\" rel=\"noopener\">students work on problems in groups\u003c/a>, collaboratively, at a pace that suits them. They have plenty of time in the classroom to get problems solved and questions answered and to chat about their process, reasoning, and thoughts. When I want to engage the class in a full discussion, I usually do this through Pear Deck so that no student can be a passive participant. Students have time to process and respond to the question on their own computer screen. They can contribute without needing to raise their hand, and we can discuss mistakes without singling any child out.\u003c/p>\n\u003cp>I'm always on a mission to find tools that help me get to know my students as individuals and build meaningful relationships with them. The information that both Edpuzzle and Pear Deck provide through the teacher dashboard gives me the ability to amplify student learning and give each student a voice in the classroom. These tools allow me to hear from each and every student in the room.\u003c/p>\n\u003cp>Technology provides a powerful way to engage students, inform individual and group instruction, differentiate lessons, document work, and empower students to direct their own learning. But if you want technology to be a transformative force in your classroom, school, or district, you have to start with \"why?\"\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/F4fgT0M4qao\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>If you are interested in seeing how we have approached this question at my school, take a moment to watch this video I created to explain our philosophy at Bullis: \"Empathy in EdTech: How We Are Transforming Learning at Bullis\" ( this video can also be found on the resources page of \u003ca href=\"https://techiemusings.com/techwithheart/\" target=\"_blank\" rel=\"noopener\">my website\u003c/a>).\u003c/p>\n\u003cp>As both a teacher and technology integrationist, I know the importance of finding simple solutions that keep the focus on the learning. One way to ensure we start the conversation with the pedagogy is to identify a set of go-to tools we help our students feel comfortable with, then to set a routine where using these tools becomes natural. Maintaining a small suite of tools also helps our students become fluent with technology that will boost their learning and productivity and serve them well in the long run.\u003c/p>\n\u003cp>Here are the primary reasons Pear Deck, Flipgrid, and Edpuzzle are go-to tools in my classroom:\u003c/p>\n\u003cul>\n\u003cli>They provide each student in the classroom an equal voice. In a traditional classroom discussion, students are called on or raise their hands to respond. As a result, teachers often repeatedly hear from the same students. In contrast, Pear Deck, Flipgrid, and Edpuzzle provide each student an opportunity to respond individually.\u003c/li>\n\u003cli>They engage each student in the room. With these tools, each student is required to actively participate and respond to each question, form an opinion, and submit an answer.\u003c/li>\n\u003cli>They create a safe space for each student to honestly respond and make mistakes. Students have time to draft out and revise responses before posting them. And the teacher can make answers anonymous to the group so students don't have to worry about how their peers might perceive their answers or worry about answering incorrectly (in Flipgrid, the teacher can choose to turn on moderated posts to keep all videos private to just the teacher).\u003c/li>\n\u003cli>They allow educators to efficiently and effectively target class and individual student needs. The analytics provided show class trends and also provide indicators of who is struggling.\u003c/li>\n\u003cli>They differentiate how students can respond to questions. While some students are wonderful with oral discussion and on-the-spot responses, other students are best when they have time to process and collect their thoughts before recording or typing an answer.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft wp-image-54529 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Roshan-e1569824553133.jpg\" alt=\"\" width=\"247\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Roshan-e1569824553133.jpg 247w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Roshan-e1569824553133-160x194.jpg 160w\" sizes=\"(max-width: 247px) 100vw, 247px\">\u003ca href=\"https://twitter.com/buddyxo\">Stacey Roshan\u003c/a> is Director of Innovation & Educational Technology at Bullis School and author of \u003ca href=\"https://www.daveburgessconsulting.com/books/tech-with-heart/\" target=\"_blank\" rel=\"noopener\">Tech with Heart: Leveraging Technology to Empower Student Voice, Ease Anxiety, & Create Compassionate Classrooms\u003c/a>. In addition to teaching high school students to love and understand math, Stacey works closely with faculty to design tech-infused lessons aimed at providing the optimal learning environment for all students. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54514/how-tech-tools-can-reduce-anxiety-and-strengthen-relationships-with-students","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20678","mindshift_21300","mindshift_20784","mindshift_21299","mindshift_651","mindshift_1040","mindshift_146","mindshift_20973","mindshift_392","mindshift_21298","mindshift_125"],"featImg":"mindshift_54530","label":"mindshift"},"mindshift_30030":{"type":"posts","id":"mindshift_30030","meta":{"index":"posts_1591205157","site":"mindshift","id":"30030","score":null,"sort":[1374156036000]},"guestAuthors":[],"slug":"khan-academy-offers-trainings","title":"Khan Academy Trains Teachers to Use Its Videos and Tools","publishDate":1374156036,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30033\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"https://www.youtube.com/watch?feature=player_embedded&v=mLi7BhMj8TA#at=156\">\u003cimg class=\"size-full wp-image-30033\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/khan.jpg\" alt=\"khan\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.khanacademy.org/%E2%80%8E\">Khan Academy\u003c/a>, best known for its free online library of video tutorials, is using the summer months to offer in-person teacher trainings in places like Chicago, New Orleans, and Redwood City, California. The workshops are integrating what teachers and Khan Academy staff have learned over the past few years while experimenting with different ways of integrating videos and Khan assessments into classrooms.\u003c/p>\n\u003cp>“Now that we are a couple of years in it, we have enough evidence of really great teacher practices that we are trying to share with a broader audience,” said Khan Academy President Shantanu Sinha, at a training workshop in Redwood City earlier this week.\u003c/p>\n\u003cp>Khan Academy isn’t new to many educators. Thousands of teachers are using the videos to reinforce concepts, introduce ideas, or as review resources. And as Khan Academy has grown in use, it has also expanded beyond videos by offering things like practice exercises and a dashboard for teachers to track how students are doing on those exercises.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“With this whole flipped model and the new standards coming out, it is nice to have some guidance.”\u003c/strong>\u003c/aside>\n\u003cp>Teachers sign up their students as a class and can monitor if students are watching videos and if they’re doing the associated practice exercises. This back-end view of how well a student understands the material helps teachers determine who is ready to move on and who needs more help.\u003c/p>\n\u003cp>“We think you should have the power to look at your data and say, ‘These four kids are ready to get off Khan Academy and do a deep dive into a hands-on project,’” workshop facilitator Maureen Suhendra said. She emphasized that Khan Academy believes learning should be mastery-based, kids don’t move on to a new skill until they’ve mastered the foundational ones.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We’re not about sitting kids down and leaving them in front of computers all day,” Suhendra said. In fact, she told the teachers gathered that kids get tired of the videos and exercises if they are used for more than an hour.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teachers' Ultimate Guide to Using Videos\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“It’s not that Sal is a better teacher and, ‘Oh, let's bring him into the classroom,” said Anne Hong, an eighth-grade math teacher at the training. “But more that you are extending learning beyond the classroom.” She’s found that allowing students to access the lessons online has freed her up to do more engaging projects and one-on-one work in the classroom.\u003c/p>\n\u003cp>Educators at the workshop also learned that the site shows how each video lines up with Common Core standards, broken down by grade level.\u003c/p>\n\u003cp>While the core materials on the site are still centered on K-12 math instruction, Khan Academy is beginning to branch out into other subjects as well, building up its video library on subjects ranging from art history to computer science. Those areas aren’t as robust as the math content, but Sinha says the plan is to build in ways to demonstrate knowledge and learning that are appropriate to each subject.\u003c/p>\n\u003cp>“Math is a subject area where it’s very clear how to assess the student,” Sinha said. “Computer science is a subject area that is fundamentally a creative art. It’s about creating programs that do things.” So assessment will be different, including more peer collaboration and review.\u003c/p>\n\u003cp>The Bay Area training focused on three specific ways to implement the program.\u003c/p>\n\u003col>\n\u003cli>The simplest way to get started is to teach by unit, and use Khan Academy videos to help reinforce the material and for practice. One teacher asked what to do if a student finishes quickly and is bored. Suhendra suggested giving her a deep-dive project to apply the new skill or asking her to help mentor peers who didn’t catch on as quickly. “We want you to supplement Khan Academy with projects and materials that deepen student learning,” Suhendra said.\u003c/li>\n\u003cli>Another way to approach that quick learner is to let her move ahead on Khan Academy to the next unit. To keep the class under control while giving students freedom to move at their own pace, some teachers allow kids to work on the preceding unit, the current unit, and the next unit. This method lets slower kids have some time to review and catch up, and faster kids can move ahead without getting bored. Teachers provide “playlists” for students so they know which videos and exercises should be completed for each unit.\u003c/li>\n\u003cli>The third implementation strategy -- and least traditional -- is a completely student-driven approach where students have access to all the units in the curriculum and progress completely at their own pace. “This is definitely the most ambitious way to use Khan Academy,” Suhendra said. “It requires a lot of flexibility and support from administrators.” This allows students to free themselves from the teacher's daily pace and move on their own. “We find when students are given this much ownership over learning they seize it,” Suhendra said.\u003c/li>\n\u003c/ol>\n\u003cp>Khan Academy will not be able to offer in-person trainings like this one to all its users, but the website still provides teachers with instructions on how to get started as well as those looking for new ideas. But for those who were able to attend, the workshop was valuable.\u003c/p>\n\u003cp>“With this whole flipped model and the new standards coming out, it is nice to have some guidance,” said middle school teacher Larkin O’Leary. “I don’t think they are going to tell me how to do it, but maybe just give me some more strategies or different ways of thinking.” Other teachers said it was nice to meet the people behind what can feel like a faceless product. And teachers isolated in classrooms throughout the school year love to network and get ideas from one another.\u003c/p>\n\u003cp>For Khan Academy staff, the events are a good way to take the temperature of users. For example, teachers at this training wanted an easier way to make a playlists on the site so students know what they need to accomplish for each unit.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We do find that there’s a lot of value in engaging with teachers directly and hearing their questions so we have a better understanding of their challenges,” Sinha said.\u003c/p>\n\n","blocks":[],"excerpt":"Khan Academy, best known for its free online library of math video tutorials, is using the summer months to offer in-person teacher trainings in places like Chicago, New Orleans and Redwood City, California. That might seem strange for an organization whose mission is to leverage the Internet to offer high quality learning to anyone, but Khan Academy has been piloting ways to integrate their videos into classrooms are ready to share what they’ve learned.","status":"publish","parent":0,"modified":1374253757,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1105},"headData":{"title":"Khan Academy Trains Teachers to Use Its Videos and Tools | KQED","description":"Khan Academy, best known for its free online library of math video tutorials, is using the summer months to offer in-person teacher trainings in places like Chicago, New Orleans and Redwood City, California. That might seem strange for an organization whose mission is to leverage the Internet to offer high quality learning to anyone, but Khan Academy has been piloting ways to integrate their videos into classrooms are ready to share what they’ve learned.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Khan Academy Trains Teachers to Use Its Videos and Tools","datePublished":"2013-07-18T14:00:36.000Z","dateModified":"2013-07-19T17:09:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30030 http://blogs.kqed.org/mindshift/?p=30030","disqusUrl":"https://ww2.kqed.org/mindshift/2013/07/18/khan-academy-offers-trainings/","disqusTitle":"Khan Academy Trains Teachers to Use Its Videos and Tools","path":"/mindshift/30030/khan-academy-offers-trainings","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30033\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"https://www.youtube.com/watch?feature=player_embedded&v=mLi7BhMj8TA#at=156\">\u003cimg class=\"size-full wp-image-30033\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/khan.jpg\" alt=\"khan\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.khanacademy.org/%E2%80%8E\">Khan Academy\u003c/a>, best known for its free online library of video tutorials, is using the summer months to offer in-person teacher trainings in places like Chicago, New Orleans, and Redwood City, California. The workshops are integrating what teachers and Khan Academy staff have learned over the past few years while experimenting with different ways of integrating videos and Khan assessments into classrooms.\u003c/p>\n\u003cp>“Now that we are a couple of years in it, we have enough evidence of really great teacher practices that we are trying to share with a broader audience,” said Khan Academy President Shantanu Sinha, at a training workshop in Redwood City earlier this week.\u003c/p>\n\u003cp>Khan Academy isn’t new to many educators. Thousands of teachers are using the videos to reinforce concepts, introduce ideas, or as review resources. And as Khan Academy has grown in use, it has also expanded beyond videos by offering things like practice exercises and a dashboard for teachers to track how students are doing on those exercises.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“With this whole flipped model and the new standards coming out, it is nice to have some guidance.”\u003c/strong>\u003c/aside>\n\u003cp>Teachers sign up their students as a class and can monitor if students are watching videos and if they’re doing the associated practice exercises. This back-end view of how well a student understands the material helps teachers determine who is ready to move on and who needs more help.\u003c/p>\n\u003cp>“We think you should have the power to look at your data and say, ‘These four kids are ready to get off Khan Academy and do a deep dive into a hands-on project,’” workshop facilitator Maureen Suhendra said. She emphasized that Khan Academy believes learning should be mastery-based, kids don’t move on to a new skill until they’ve mastered the foundational ones.\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>“We’re not about sitting kids down and leaving them in front of computers all day,” Suhendra said. In fact, she told the teachers gathered that kids get tired of the videos and exercises if they are used for more than an hour.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teachers' Ultimate Guide to Using Videos\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“It’s not that Sal is a better teacher and, ‘Oh, let's bring him into the classroom,” said Anne Hong, an eighth-grade math teacher at the training. “But more that you are extending learning beyond the classroom.” She’s found that allowing students to access the lessons online has freed her up to do more engaging projects and one-on-one work in the classroom.\u003c/p>\n\u003cp>Educators at the workshop also learned that the site shows how each video lines up with Common Core standards, broken down by grade level.\u003c/p>\n\u003cp>While the core materials on the site are still centered on K-12 math instruction, Khan Academy is beginning to branch out into other subjects as well, building up its video library on subjects ranging from art history to computer science. Those areas aren’t as robust as the math content, but Sinha says the plan is to build in ways to demonstrate knowledge and learning that are appropriate to each subject.\u003c/p>\n\u003cp>“Math is a subject area where it’s very clear how to assess the student,” Sinha said. “Computer science is a subject area that is fundamentally a creative art. It’s about creating programs that do things.” So assessment will be different, including more peer collaboration and review.\u003c/p>\n\u003cp>The Bay Area training focused on three specific ways to implement the program.\u003c/p>\n\u003col>\n\u003cli>The simplest way to get started is to teach by unit, and use Khan Academy videos to help reinforce the material and for practice. One teacher asked what to do if a student finishes quickly and is bored. Suhendra suggested giving her a deep-dive project to apply the new skill or asking her to help mentor peers who didn’t catch on as quickly. “We want you to supplement Khan Academy with projects and materials that deepen student learning,” Suhendra said.\u003c/li>\n\u003cli>Another way to approach that quick learner is to let her move ahead on Khan Academy to the next unit. To keep the class under control while giving students freedom to move at their own pace, some teachers allow kids to work on the preceding unit, the current unit, and the next unit. This method lets slower kids have some time to review and catch up, and faster kids can move ahead without getting bored. Teachers provide “playlists” for students so they know which videos and exercises should be completed for each unit.\u003c/li>\n\u003cli>The third implementation strategy -- and least traditional -- is a completely student-driven approach where students have access to all the units in the curriculum and progress completely at their own pace. “This is definitely the most ambitious way to use Khan Academy,” Suhendra said. “It requires a lot of flexibility and support from administrators.” This allows students to free themselves from the teacher's daily pace and move on their own. “We find when students are given this much ownership over learning they seize it,” Suhendra said.\u003c/li>\n\u003c/ol>\n\u003cp>Khan Academy will not be able to offer in-person trainings like this one to all its users, but the website still provides teachers with instructions on how to get started as well as those looking for new ideas. But for those who were able to attend, the workshop was valuable.\u003c/p>\n\u003cp>“With this whole flipped model and the new standards coming out, it is nice to have some guidance,” said middle school teacher Larkin O’Leary. “I don’t think they are going to tell me how to do it, but maybe just give me some more strategies or different ways of thinking.” Other teachers said it was nice to meet the people behind what can feel like a faceless product. And teachers isolated in classrooms throughout the school year love to network and get ideas from one another.\u003c/p>\n\u003cp>For Khan Academy staff, the events are a good way to take the temperature of users. For example, teachers at this training wanted an easier way to make a playlists on the site so students know what they need to accomplish for each unit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We do find that there’s a lot of value in engaging with teachers directly and hearing their questions so we have a better understanding of their challenges,” Sinha said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30030/khan-academy-offers-trainings","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_651","mindshift_1040","mindshift_295"],"featImg":"mindshift_30033","label":"mindshift"},"mindshift_30012":{"type":"posts","id":"mindshift_30012","meta":{"index":"posts_1591205157","site":"mindshift","id":"30012","score":null,"sort":[1374080223000]},"guestAuthors":[],"slug":"before-reading-or-watching-videos-students-should-first-experiment","title":"Before Reading or Watching Videos, Students Should Experiment First","publishDate":1374080223,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30015\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/12869-flipped_news.jpg\" alt=\"The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://news.stanford.edu/news/2013/july/flipped-learning-model-071613.html\">\u003cstrong>By David Plotnikoff\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A new \u003ca href=\"http://www.computer.org/portal/web/tlt\">study\u003c/a> from the Stanford \u003ca href=\"https://ed.stanford.edu\">Graduate School of Education \u003c/a>flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially.\u003c/p>\n\u003cp>While the study has broad implications about how best to employ interactive learning technologies, it also focuses specifically on the teaching of neuroscience and underscores the effectiveness of a new interactive tabletop learning environment, called BrainExplorer, which was developed by Stanford GSE researchers to enhance neuroscience instruction.\u003c/p>\n\u003cp>The findings were featured in the April-June issue of \u003cem>IEEE Transactions on Learning Technologies\u003c/em>.\u003c/p>\n\u003cp>\"Our results suggest that students are better prepared to understand a theory after first exploring by themselves, and that tangible user interfaces are particularly well-suited for that purpose,\" said \u003ca href=\"http://blog.bertrandschneider.com/?page_id=13\">Bertrand Schneider\u003c/a>, a GSE graduate student who led the research under the direction of \u003ca href=\"https://ed.stanford.edu/faculty/paulob\">Paulo Blikstein\u003c/a>, an assistant professor of education. The two other co-authors of the research paper are \u003ca href=\"https://ed.stanford.edu/faculty/roypea\">Roy Pea\u003c/a>, a professor of education, and Stanford undergraduate Jenelle Wallace.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms. They are powerful learning mechanisms that increase performance by every measure we have.\" \u003c/strong> \u003c/aside>\n\u003cp>The study draws on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. It features polymer reproductions of different regions of the brain and eyes, as well as cameras and infrared pens.\u003c/p>\n\u003cp>Students use the pen to manipulate and explore the neural network; by severing and reconfiguring the connections, they can see how perceptions of the visual field are transformed. (Schneider developed the device in collaboration with Wallace as a \u003ca href=\"http://beyondbitsandatomsblog.stanford.edu/spring2011/2011/05/28/bba-final-project-brain-explorer/\">final project\u003c/a> for a course, \u003cem>Beyond Bits and Atoms,\u003c/em> taught by Blikstein.)\u003c/p>\n\u003cp>The study involved 28 undergraduate and graduate students as participants, none of whom had studied neuroscience. After being given an initial test, half of the group read about the neuroscience of vision, while the others worked with BrainExplorer. When tested after those respective lessons, the performance of participants who used BrainExplorer increased significantly more – 30 percent – than those who had read the text.\u003c/p>\n\u003cp>Next the researchers had each of the two groups do the other learning activity: Those who had used BrainExplorer read the text, while those who had read the text used BrainExplorer. All the participants then took another test, and the findings revealed a 25-percent increase in performance when open-ended exploration came \u003cem>before\u003c/em> text study rather than after it. (A follow-up study showed identical results for video classes instead of text.)\u003c/p>\n\u003cp>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms,\" said Blikstein. \"They are powerful learning mechanisms that increase performance by every measure we have.\" Pea explained that these results indicate the value for learning of first engaging one's prior knowledge and intuitions in investigating problems in a learning domain – before being presented with abstracted knowledge. Having first explored how one believes a system works creates a knowledge-building relevance to the text or video that is then presented, he said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Part of our goal is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks so that our system can be easily and cheaply deployed in classrooms.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The research comes out as the idea of a \"flipped classroom,\" in which students first watch videos or read texts and then do projects in the classroom, has been growing in popularity at colleges and graduate schools. The study's conclusion suggests that the current model of the flipped classroom should itself be flipped upside down. The researchers advocate the \"flipped flipped classroom,\" in which videos come after exploration and not before.\u003c/p>\n\u003cp>The authors chose neuroscience as the discipline for the study because it is a rapidly changing field that relies heavily on computers rather than paper texts or lectures. But the results extend beyond neuroscience. Similar technology could be projected onto other emerging data-intensive fields such as genomics and nanotechnology, which are quickly making their way into undergraduate and high school education everywhere.\u003c/p>\n\u003cp>The BrainExplorer system is a proof-of-concept that may have applications in any field where teaching demands visualization and exploration of complex systems. \"Part of our goal,\" the researchers write, \"is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks such as web cameras and infrared pens so that our system can be easily and cheaply deployed in classrooms.\"\u003c/p>\n\u003cp>The study buttresses what many educational researchers and cognitive scientists have been asserting for many years: the \"exploration first\" model is a better way to learn. In addition to these published findings, the researchers spoke at an American Educational Research Association meeting earlier this year about another study that used instructional video instead of text and obtained the same results. The team is now conducting follow-up studies.\u003c/p>\n\u003cp>\"With this study, we are showing that research in education is useful because sometimes our intuitions about 'what works' are simply dead wrong,\" said Blikstein.\u003c/p>\n\u003cp>The study was funded with support from the National Science Foundation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>David Plotnikoff writes frequently for the Graduate School of Education. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A new Stanford study shows that students learn better when first exploring an unfamiliar idea or concept on their own, rather than reading a text or watching a video first.","status":"publish","parent":0,"modified":1374253730,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":931},"headData":{"title":"Before Reading or Watching Videos, Students Should Experiment First | KQED","description":"A new Stanford study shows that students learn better when first exploring an unfamiliar idea or concept on their own, rather than reading a text or watching a video first.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Before Reading or Watching Videos, Students Should Experiment First","datePublished":"2013-07-17T16:57:03.000Z","dateModified":"2013-07-19T17:08:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30012 http://blogs.kqed.org/mindshift/?p=30012","disqusUrl":"https://ww2.kqed.org/mindshift/2013/07/17/before-reading-or-watching-videos-students-should-first-experiment/","disqusTitle":"Before Reading or Watching Videos, Students Should Experiment First","path":"/mindshift/30012/before-reading-or-watching-videos-students-should-first-experiment","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30015\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/12869-flipped_news.jpg\" alt=\"The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://news.stanford.edu/news/2013/july/flipped-learning-model-071613.html\">\u003cstrong>By David Plotnikoff\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A new \u003ca href=\"http://www.computer.org/portal/web/tlt\">study\u003c/a> from the Stanford \u003ca href=\"https://ed.stanford.edu\">Graduate School of Education \u003c/a>flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially.\u003c/p>\n\u003cp>While the study has broad implications about how best to employ interactive learning technologies, it also focuses specifically on the teaching of neuroscience and underscores the effectiveness of a new interactive tabletop learning environment, called BrainExplorer, which was developed by Stanford GSE researchers to enhance neuroscience instruction.\u003c/p>\n\u003cp>The findings were featured in the April-June issue of \u003cem>IEEE Transactions on Learning Technologies\u003c/em>.\u003c/p>\n\u003cp>\"Our results suggest that students are better prepared to understand a theory after first exploring by themselves, and that tangible user interfaces are particularly well-suited for that purpose,\" said \u003ca href=\"http://blog.bertrandschneider.com/?page_id=13\">Bertrand Schneider\u003c/a>, a GSE graduate student who led the research under the direction of \u003ca href=\"https://ed.stanford.edu/faculty/paulob\">Paulo Blikstein\u003c/a>, an assistant professor of education. The two other co-authors of the research paper are \u003ca href=\"https://ed.stanford.edu/faculty/roypea\">Roy Pea\u003c/a>, a professor of education, and Stanford undergraduate Jenelle Wallace.\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>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms. They are powerful learning mechanisms that increase performance by every measure we have.\" \u003c/strong> \u003c/aside>\n\u003cp>The study draws on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. It features polymer reproductions of different regions of the brain and eyes, as well as cameras and infrared pens.\u003c/p>\n\u003cp>Students use the pen to manipulate and explore the neural network; by severing and reconfiguring the connections, they can see how perceptions of the visual field are transformed. (Schneider developed the device in collaboration with Wallace as a \u003ca href=\"http://beyondbitsandatomsblog.stanford.edu/spring2011/2011/05/28/bba-final-project-brain-explorer/\">final project\u003c/a> for a course, \u003cem>Beyond Bits and Atoms,\u003c/em> taught by Blikstein.)\u003c/p>\n\u003cp>The study involved 28 undergraduate and graduate students as participants, none of whom had studied neuroscience. After being given an initial test, half of the group read about the neuroscience of vision, while the others worked with BrainExplorer. When tested after those respective lessons, the performance of participants who used BrainExplorer increased significantly more – 30 percent – than those who had read the text.\u003c/p>\n\u003cp>Next the researchers had each of the two groups do the other learning activity: Those who had used BrainExplorer read the text, while those who had read the text used BrainExplorer. All the participants then took another test, and the findings revealed a 25-percent increase in performance when open-ended exploration came \u003cem>before\u003c/em> text study rather than after it. (A follow-up study showed identical results for video classes instead of text.)\u003c/p>\n\u003cp>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms,\" said Blikstein. \"They are powerful learning mechanisms that increase performance by every measure we have.\" Pea explained that these results indicate the value for learning of first engaging one's prior knowledge and intuitions in investigating problems in a learning domain – before being presented with abstracted knowledge. Having first explored how one believes a system works creates a knowledge-building relevance to the text or video that is then presented, he said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Part of our goal is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks so that our system can be easily and cheaply deployed in classrooms.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The research comes out as the idea of a \"flipped classroom,\" in which students first watch videos or read texts and then do projects in the classroom, has been growing in popularity at colleges and graduate schools. The study's conclusion suggests that the current model of the flipped classroom should itself be flipped upside down. The researchers advocate the \"flipped flipped classroom,\" in which videos come after exploration and not before.\u003c/p>\n\u003cp>The authors chose neuroscience as the discipline for the study because it is a rapidly changing field that relies heavily on computers rather than paper texts or lectures. But the results extend beyond neuroscience. Similar technology could be projected onto other emerging data-intensive fields such as genomics and nanotechnology, which are quickly making their way into undergraduate and high school education everywhere.\u003c/p>\n\u003cp>The BrainExplorer system is a proof-of-concept that may have applications in any field where teaching demands visualization and exploration of complex systems. \"Part of our goal,\" the researchers write, \"is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks such as web cameras and infrared pens so that our system can be easily and cheaply deployed in classrooms.\"\u003c/p>\n\u003cp>The study buttresses what many educational researchers and cognitive scientists have been asserting for many years: the \"exploration first\" model is a better way to learn. In addition to these published findings, the researchers spoke at an American Educational Research Association meeting earlier this year about another study that used instructional video instead of text and obtained the same results. The team is now conducting follow-up studies.\u003c/p>\n\u003cp>\"With this study, we are showing that research in education is useful because sometimes our intuitions about 'what works' are simply dead wrong,\" said Blikstein.\u003c/p>\n\u003cp>The study was funded with support from the National Science Foundation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>David Plotnikoff writes frequently for the Graduate School of Education. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30012/before-reading-or-watching-videos-students-should-first-experiment","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_651","mindshift_1040","mindshift_797","mindshift_980","mindshift_256","mindshift_79"],"label":"mindshift"},"mindshift_28696":{"type":"posts","id":"mindshift_28696","meta":{"index":"posts_1591205157","site":"mindshift","id":"28696","score":null,"sort":[1369153682000]},"guestAuthors":[],"slug":"flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos","title":"Flipped Classroom 2.0: Competency Learning With Videos","publishDate":1369153682,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/jeremywilburn/5229735592/sizes/z/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/teacher-students.jpg\" alt=\"teacher-students\" width=\"640\" height=\"360\" class=\"size-full wp-image-28950\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">The flipped classroom model generated \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-flip-why-i-love-it-how-i-use-it/\">a lot of excitement \u003c/a>initially, but more recently some educators -- even those who were initial advocates -- have \u003ca href=\"http://plpnetwork.com/2012/10/08/flip-love-affair/\">expressed disillusionment\u003c/a> with the idea of assigning students to watch instructional videos at home and work on problem solving and practice in class. Biggest criticisms: watching videos of lectures wasn't all that revolutionary, that it perpetuated bad teaching and raised questions about equal access to digital technology.\u003c/p>\n\u003cp>Now flipped classroom may have reached equilibrium, neither loved nor hated, just another potential tool for teachers -- if done well. “You never want to get stuck in a rut and keep doing the same thing over and over,” said \u003ca href=\"http://www.aaronsams.com/about-aaron/\">Aaron Sams\u003c/a>, a former high school chemistry teacher turned consultant who helped pioneer \u003ca href=\"http://flipped-learning.com/\">flipped classroom learning\u003c/a> in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. “The flipped classroom is not about the video,” said \u003ca href=\"http://www.ted.com/speakers/jon_bergmann.html\">Jonathan Bergmann\u003c/a>, Sams’ fellow teacher who helped fine tune and improve a flipped classroom strategy. “It’s about the active engaged stuff you can do in your class.”\u003c/p>\n\u003caside class=\"pullquote alignright\">“There is no place for them to hide. They had to converse with me and tell me when they were ready to be assessed on something.”\u003c/aside>\n\u003cp>The two teachers admit when they started flipping their classrooms they put everything into video form. Now, they've taken a step back and realized some things shouldn't be in lecture form, and \u003c!--more-->therefore shouldn't be videos either. Instead, the two teachers have embraced what they call mastery learning, with an emphasis on students taking control of their own learning. Instructional videos are an optional part of a bigger move towards asynchronous learning.\u003c/p>\n\u003cp>“The best use of class time is to meet the individual needs of each learner, not driving the class with predetermined curriculum,” Sams said. So he and Bergmann decided to make watching the video lectures optional. The videos are available, but if students felt they could learn it better in some other way, they're encouraged to do what works best for them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/can-ted-talks-really-work-in-a-classroom/\">Can TED Talks Really Work in the Classroom?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“One of the most important skills that any student can learn is where to go for information and resources,” Sams said. Instead of following a rigid curriculum, the two teachers decided on the key learning objectives of the class -- the things they felt their students really needed to know --and structured the class around those. Then they offered students a menu of resources that included instructional video, some sort of practice and links to the corresponding section of a textbook. The teachers became resources and helped provide benchmarks to keep students on track.\u003c/p>\n\u003cp>The educators say this method is working for them because they've decided to make their classrooms mastery based, whereby \"a student gets to the end of some learning unit and must pass whatever kind of assessment you have before he can move on,” Sams said -- very much like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\">competency-based learning\u003c/a>. “There is no place for them to hide. They had to converse with me and tell me when they were ready to be assessed on something,” Sams said. When he taught in a more traditional way, Sams admitted there were students he hardly knew.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S IT LOOK LIKE?\u003c/strong>\u003c/p>\n\u003cp>Working with a mastery-based model means students are not all learning the same thing at the same time. Bergmann said the first five minutes of class are essential to setting the class into productive motion by quickly assessing where students are and directing them to various stations around the room. ”Your class looks like organized chaos,” Bergmann said. “It’s very powerful.”\u003c/p>\n\u003caside class=\"pullquote alignleft\"> “The flipped classroom is not about the video. It’s about the active engaged stuff you can do in your class.”\u003c/aside>\n\u003cp>Students are scattered around the room learning a topic in their own way and teachers are walking around talking to students, answering questions and checking in on their progress. There’s no assigned homework, unless a student feels he needs to do some extra work to understand a concept. “The kids who are going to get most of my time are the kids who need it,” said Sams. “It’s the kids who are struggling or the kids who need me hovering over their shoulder.”\u003c/p>\n\u003cp>Sams and Bergmann soon realized that effective flipped classrooms didn’t include videos of science demonstrations. That’s the most exciting part of science and kids should get to see it up close. Since students were moving at different paces, Sams and Bergmann had to demonstrate the same thing multiple times. “We did demos for just a handful of students,” said Sams. “It was a far more intimate environment so we could converse with kids about what was going on.”\u003c/p>\n\u003cp>Disciplinary issues also diminished significantly. “When I was the guy up front, all the attention was supposed to be on me and it was really easy for a disruptive kid to pull the attention to himself,” said Sams. With everyone working on their own projects, one kid has much less power to disrupt.\u003c/p>\n\u003cp>\u003cstrong>ASSESSING WITH MASTERY MODEL\u003c/strong>\u003c/p>\n\u003cp>One of the most challenging parts of a messy, asynchronous classroom is that kids aren't all ready to be assessed at the same time, and when they do take a test, they might not pass. Sams’ and Bergmann's chemistry classes have formative assessments, constant checking in and talking about work with students on a daily basis.\u003c/p>\n\u003cp>The two teachers also spent two years building up a store of test questions in \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, a free learning management system that randomly generates tests. Those who fail the test can take another to prove mastery.\u003c/p>\n\u003cp>It took a lot of work to build up the system that now works smoothly and the process revealed challenges in the mastery model. “One of the dark sides of mastery is the demoralizing effect,” Bergmann said. He had students that he knew understood the material because of his daily work with them, but who couldn’t pass the tests. That’s a frustrating and demotivating experience for a student.\u003c/p>\n\u003cp>Sams and Bergmann turned to the \u003ca href=\"http://www.udlcenter.org/aboutudl\">Universal Design for Learning\u003c/a>, a set of curriculum principles that maintains students need more than one way to learn information and more than one way to demonstrate knowledge. Following the second principle, the two teachers allowed their students to show they understood the material any way they wanted. Sams said he received songs, welding projects and even hand-drawn graphic novels. He admits those didn’t help the students take standardized tests, but they showed chemistry understanding, his main goal.\u003c/p>\n\u003cp>If this all sounds messy, it is. Sams and Bergmann are the first to admit that there are challenges, especially around grading. But, they’ve discovered a way to take flipped learning to another level, offering it as one option in a smorgasbord of instructional materials and letting students have the autonomy to choose what works best for them. Kids got behind, but the teachers checked their progress along the way and structured the course so that the most necessary information was in the first four sections, with nice-to-know material in the fifth section.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We would rather our kids actually know 80 percent of the content, instead of being exposed to 100 percent of the content,” said Bergmann.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1457134472,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1263},"headData":{"title":"Flipped Classroom 2.0: Competency Learning With Videos | KQED","description":"The flipped classroom model generated a lot of excitement initially, but more recently some educators -- even those who were initial advocates -- have expressed disillusionment with the idea of assigning students to watch instructional videos at home and work on problem solving and practice in class. Biggest criticisms: watching videos of lectures wasn't all","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Flipped Classroom 2.0: Competency Learning With Videos","datePublished":"2013-05-21T16:28:02.000Z","dateModified":"2016-03-04T23:34:32.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"28696 http://blogs.kqed.org/mindshift/?p=28696","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/21/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos/","disqusTitle":"Flipped Classroom 2.0: Competency Learning With Videos","path":"/mindshift/28696/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/jeremywilburn/5229735592/sizes/z/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/teacher-students.jpg\" alt=\"teacher-students\" width=\"640\" height=\"360\" class=\"size-full wp-image-28950\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">The flipped classroom model generated \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-flip-why-i-love-it-how-i-use-it/\">a lot of excitement \u003c/a>initially, but more recently some educators -- even those who were initial advocates -- have \u003ca href=\"http://plpnetwork.com/2012/10/08/flip-love-affair/\">expressed disillusionment\u003c/a> with the idea of assigning students to watch instructional videos at home and work on problem solving and practice in class. Biggest criticisms: watching videos of lectures wasn't all that revolutionary, that it perpetuated bad teaching and raised questions about equal access to digital technology.\u003c/p>\n\u003cp>Now flipped classroom may have reached equilibrium, neither loved nor hated, just another potential tool for teachers -- if done well. “You never want to get stuck in a rut and keep doing the same thing over and over,” said \u003ca href=\"http://www.aaronsams.com/about-aaron/\">Aaron Sams\u003c/a>, a former high school chemistry teacher turned consultant who helped pioneer \u003ca href=\"http://flipped-learning.com/\">flipped classroom learning\u003c/a> in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. “The flipped classroom is not about the video,” said \u003ca href=\"http://www.ted.com/speakers/jon_bergmann.html\">Jonathan Bergmann\u003c/a>, Sams’ fellow teacher who helped fine tune and improve a flipped classroom strategy. “It’s about the active engaged stuff you can do in your class.”\u003c/p>\n\u003caside class=\"pullquote alignright\">“There is no place for them to hide. They had to converse with me and tell me when they were ready to be assessed on something.”\u003c/aside>\n\u003cp>The two teachers admit when they started flipping their classrooms they put everything into video form. Now, they've taken a step back and realized some things shouldn't be in lecture form, and \u003c!--more-->therefore shouldn't be videos either. Instead, the two teachers have embraced what they call mastery learning, with an emphasis on students taking control of their own learning. Instructional videos are an optional part of a bigger move towards asynchronous learning.\u003c/p>\n\u003cp>“The best use of class time is to meet the individual needs of each learner, not driving the class with predetermined curriculum,” Sams said. So he and Bergmann decided to make watching the video lectures optional. The videos are available, but if students felt they could learn it better in some other way, they're encouraged to do what works best for them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/can-ted-talks-really-work-in-a-classroom/\">Can TED Talks Really Work in the Classroom?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“One of the most important skills that any student can learn is where to go for information and resources,” Sams said. Instead of following a rigid curriculum, the two teachers decided on the key learning objectives of the class -- the things they felt their students really needed to know --and structured the class around those. Then they offered students a menu of resources that included instructional video, some sort of practice and links to the corresponding section of a textbook. The teachers became resources and helped provide benchmarks to keep students on track.\u003c/p>\n\u003cp>The educators say this method is working for them because they've decided to make their classrooms mastery based, whereby \"a student gets to the end of some learning unit and must pass whatever kind of assessment you have before he can move on,” Sams said -- very much like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\">competency-based learning\u003c/a>. “There is no place for them to hide. They had to converse with me and tell me when they were ready to be assessed on something,” Sams said. When he taught in a more traditional way, Sams admitted there were students he hardly knew.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S IT LOOK LIKE?\u003c/strong>\u003c/p>\n\u003cp>Working with a mastery-based model means students are not all learning the same thing at the same time. Bergmann said the first five minutes of class are essential to setting the class into productive motion by quickly assessing where students are and directing them to various stations around the room. ”Your class looks like organized chaos,” Bergmann said. “It’s very powerful.”\u003c/p>\n\u003caside class=\"pullquote alignleft\"> “The flipped classroom is not about the video. It’s about the active engaged stuff you can do in your class.”\u003c/aside>\n\u003cp>Students are scattered around the room learning a topic in their own way and teachers are walking around talking to students, answering questions and checking in on their progress. There’s no assigned homework, unless a student feels he needs to do some extra work to understand a concept. “The kids who are going to get most of my time are the kids who need it,” said Sams. “It’s the kids who are struggling or the kids who need me hovering over their shoulder.”\u003c/p>\n\u003cp>Sams and Bergmann soon realized that effective flipped classrooms didn’t include videos of science demonstrations. That’s the most exciting part of science and kids should get to see it up close. Since students were moving at different paces, Sams and Bergmann had to demonstrate the same thing multiple times. “We did demos for just a handful of students,” said Sams. “It was a far more intimate environment so we could converse with kids about what was going on.”\u003c/p>\n\u003cp>Disciplinary issues also diminished significantly. “When I was the guy up front, all the attention was supposed to be on me and it was really easy for a disruptive kid to pull the attention to himself,” said Sams. With everyone working on their own projects, one kid has much less power to disrupt.\u003c/p>\n\u003cp>\u003cstrong>ASSESSING WITH MASTERY MODEL\u003c/strong>\u003c/p>\n\u003cp>One of the most challenging parts of a messy, asynchronous classroom is that kids aren't all ready to be assessed at the same time, and when they do take a test, they might not pass. Sams’ and Bergmann's chemistry classes have formative assessments, constant checking in and talking about work with students on a daily basis.\u003c/p>\n\u003cp>The two teachers also spent two years building up a store of test questions in \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, a free learning management system that randomly generates tests. Those who fail the test can take another to prove mastery.\u003c/p>\n\u003cp>It took a lot of work to build up the system that now works smoothly and the process revealed challenges in the mastery model. “One of the dark sides of mastery is the demoralizing effect,” Bergmann said. He had students that he knew understood the material because of his daily work with them, but who couldn’t pass the tests. That’s a frustrating and demotivating experience for a student.\u003c/p>\n\u003cp>Sams and Bergmann turned to the \u003ca href=\"http://www.udlcenter.org/aboutudl\">Universal Design for Learning\u003c/a>, a set of curriculum principles that maintains students need more than one way to learn information and more than one way to demonstrate knowledge. Following the second principle, the two teachers allowed their students to show they understood the material any way they wanted. Sams said he received songs, welding projects and even hand-drawn graphic novels. He admits those didn’t help the students take standardized tests, but they showed chemistry understanding, his main goal.\u003c/p>\n\u003cp>If this all sounds messy, it is. Sams and Bergmann are the first to admit that there are challenges, especially around grading. But, they’ve discovered a way to take flipped learning to another level, offering it as one option in a smorgasbord of instructional materials and letting students have the autonomy to choose what works best for them. Kids got behind, but the teachers checked their progress along the way and structured the course so that the most necessary information was in the first four sections, with nice-to-know material in the fifth section.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We would rather our kids actually know 80 percent of the content, instead of being exposed to 100 percent of the content,” said Bergmann.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28696/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_1021","mindshift_651","mindshift_1040","mindshift_873"],"featImg":"mindshift_28950","label":"mindshift"},"mindshift_24385":{"type":"posts","id":"mindshift_24385","meta":{"index":"posts_1591205157","site":"mindshift","id":"24385","score":null,"sort":[1350495128000]},"guestAuthors":[],"slug":"what-will-work-in-new-blended-learning-experiment","title":"What Will Work in New Blended Learning Experiment?","publishDate":1350495128,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_24402\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-will-work-in-new-blended-learning-experiment/10_11-15_newtech_0505/\" rel=\"attachment wp-att-24402\">\u003cimg class=\"size-large wp-image-24402\" title=\"10_11.15_newtech_0505\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/10_11.15_newtech_0505-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Katrina Schwartz\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the blended learning movement grows in the U.S., schools will need to experiment with what works best in different types of settings. There's still a lot to learn about different types of blended learning models, and a new nonprofit called \u003ca href=\"http://www.siliconschools.com/\">Silicon Schools \u003c/a>will raise and invest $25 million toward that effort.\u003c/p>\n\u003cp>With partial grants from the Bay Area's Fisher family (owners of Gap), and the advice of board members Michael Horn from the Innosight Institute and Salman Khan of the Khan Academy, the nonprofit, which has raised $12 million so far, aims to fund new and innovative approaches in existing blended learning programs with grants to each school.\u003c/p>\n\u003cp>The effort is led by Brian Greenberg, who chronicled the successes and challenges of piloting the Khan Academy in Oakland’s Envision Schools on the \u003ca href=\"http://www.blendmylearning.com/\">Blend My Learning\u003c/a> blog. During that process Greenberg and his staff were very open about the pros and cons of integrating technology into the classroom, and other educators added their perspectives to what worked and didn't work on the blog. Greenberg points to the parts of the program that worked well, namely letting the technology do some of the heavy lifting in terms of grading, lesson planning and collecting analytics that free up teacher time to focus on students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>The movement is in its infancy. There is no blended-learning canon that can be taught to teachers -- they are the ones who need to write the playbook.\u003c/p>\n\u003c/aside>\n\u003cp>Giving students more responsibility for the learning process was also a significant outcome of the Envision pilot program. “What we're finding is that if you make the steps clear and make them accountable, the more you put them in charge of the process the more they amaze,” Greenberg said, referring to students. The pilot program also helped move the class toward “proficiency-based learning,” in which a student is responsible for an intended outcome, but not penalized every step along the way.\u003c/p>\n\u003cp>Greenberg intends to apply one important lesson he learned from the program to the schools funded by the Silicon Valley Fund: Technology in no way replaces the teacher. At some point the usefulness of technology runs out and the educator’s role is crucial. He also says that technology \u003c!--more-->doesn’t preclude the need for a good classroom management systems and positive school culture. Kids can get off track or “fake” work on sophisticated software just as easily as they could in a traditional classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And lastly, Greenberg says it’s hard for schools to navigate the many tools that populate the ed-tech space, especially when each is tailored to a different subject and use. He says the whole field needs to become more integrated, almost like an app store for ed-tech, and one that works across platforms. Schools don’t have access to endless money and as a result, ed-tech entrepreneurs and businesses need to design more precisely with the client in mind.\u003c/p>\n\u003cp>What’s interesting about the fund’s goal is that very little is proscriptive. Greenberg was clear to recognize that this movement is in its infancy. There is no blended-learning canon that can be taught to teachers. Rather Greenberg says the educators need to write the playbook. They need to be at the table and in the laboratories of innovation. And if all goes according to plan, in five years the various Silicon Schools will be networking with one another, sharing ideas with schools from around the world and thinking about how to scale up and replicate best practices.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/learning-that-happens-online-and-off-in-and-out-of-school/\">Learning Happens Online and Off, In and Out of School\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Combining Computer Games with Classroom Teaching\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The fund sees itself as the infusion of cash that schools need to get these expensive and technology-heavy programs off the ground, but they have no intention of funding them forever. “The schools that we fund, all eventually balance on California public dollars,” Greenberg said. “The hope would be that by finding new models and new ways to meet the needs of each kid that we can still make excellent schools work on California funding rates.”\u003c/p>\n\u003cp>Greenberg says the fund will focus on schools in Silicon Valley to try and build an “innovation hub” in an area already known for taking risks. The idea is to connect educators interested in integrating technology into the classroom with tech entrepreneurs who can create the software, apps and tools that will be most useful to teachers. “This combination of world class entrepreneurship with front line educational expertise is extremely promising. And if we can’t make that intersection happen here, at the heart of Silicon Valley, then we don’t think it will be easy to make it happen anywhere,” Greenberg said.\u003c/p>\n\u003cp>\u003cstrong>HOW IT WILL WORK\u003c/strong>\u003c/p>\n\u003cp>Greenberg says the fund is willing to give up to $700,000 to about 25 schools if they can demonstrate a unique idea or way to implement blended learning that pushes the conversation forward. Grantees also must have strong leadership teams, a track record of success and a financially sustainable model. The fund expects schools to be able to offer their innovations on the same budget as a traditional California public school.\u003c/p>\n\u003cp>The fund isn’t pushing any particular model of blended learning like \u003ca href=\"http://www.rsed.org/\">Rocketship\u003c/a>, \u003ca href=\"http://www.khanacademy.org/\">Khan Academy \u003c/a>or the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/the-flipped-classroom-defined/\">flipped classroom\u003c/a>. Rather, they want teachers to evaluate what works and what doesn’t from those “1.0 models” and then collaborate with ed-tech entrepreneurs to develop new tools for the areas that have been neglected or don’t work well. “You start to mix those things together in a real school, with really good educators and really good kids who are bought into this vision and that’s when it starts to get exciting,” said Greenberg.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-blended-learning-ask-salman-khan/\">Blended learning\u003c/a> is a relatively new concept with a mixed track record. Integrating certain types of technology into the classroom gives teachers and students real-time feedback so that each student can work at his or her own pace, and can give teachers accurate information that can help them better group students according to comprehension levels on a specific subjects. But \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">educators point out\u003c/a> that too often ed-tech focuses on improving test scores rather than on building creative thinking and a passion for learning in students and that schools still need passionate, innovative and dedicated teachers, no matter how kids absorb the content.\u003c/p>\n\u003cp>Greenberg agrees that it’s too early to expect schools across the country to buy into a blended learning model. But he does hope that some of the strategies that are piloted in schools funded by the Silicon Schools Fund will inspire other teachers and administrators to take elements back to their own schools.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We see creating new schools that are essentially laboratories of innovation, that are trying many different approaches, all with the idea of making education more powerful for each student and each teacher,” explained Greenberg. In five years, he envisions that the Bay Area will have somewhere close to 25 examples of how blended learning could be done. Some of those schools could be charter schools, others public, some built from the ground up and others a transformed existing schools. He wants to see it all so that lots of new ideas and ways of doing things can be tested.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1350500469,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1273},"headData":{"title":"What Will Work in New Blended Learning Experiment? | KQED","description":"By Katrina Schwartz As the blended learning movement grows in the U.S., schools will need to experiment with what works best in different types of settings. There's still a lot to learn about different types of blended learning models, and a new nonprofit called Silicon Schools will raise and invest $25 million toward that effort.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Will Work in New Blended Learning Experiment?","datePublished":"2012-10-17T17:32:08.000Z","dateModified":"2012-10-17T19:01:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24385 http://blogs.kqed.org/mindshift/?p=24385","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/17/what-will-work-in-new-blended-learning-experiment/","disqusTitle":"What Will Work in New Blended Learning Experiment?","path":"/mindshift/24385/what-will-work-in-new-blended-learning-experiment","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_24402\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-will-work-in-new-blended-learning-experiment/10_11-15_newtech_0505/\" rel=\"attachment wp-att-24402\">\u003cimg class=\"size-large wp-image-24402\" title=\"10_11.15_newtech_0505\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/10_11.15_newtech_0505-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Katrina Schwartz\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the blended learning movement grows in the U.S., schools will need to experiment with what works best in different types of settings. There's still a lot to learn about different types of blended learning models, and a new nonprofit called \u003ca href=\"http://www.siliconschools.com/\">Silicon Schools \u003c/a>will raise and invest $25 million toward that effort.\u003c/p>\n\u003cp>With partial grants from the Bay Area's Fisher family (owners of Gap), and the advice of board members Michael Horn from the Innosight Institute and Salman Khan of the Khan Academy, the nonprofit, which has raised $12 million so far, aims to fund new and innovative approaches in existing blended learning programs with grants to each school.\u003c/p>\n\u003cp>The effort is led by Brian Greenberg, who chronicled the successes and challenges of piloting the Khan Academy in Oakland’s Envision Schools on the \u003ca href=\"http://www.blendmylearning.com/\">Blend My Learning\u003c/a> blog. During that process Greenberg and his staff were very open about the pros and cons of integrating technology into the classroom, and other educators added their perspectives to what worked and didn't work on the blog. Greenberg points to the parts of the program that worked well, namely letting the technology do some of the heavy lifting in terms of grading, lesson planning and collecting analytics that free up teacher time to focus on students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>The movement is in its infancy. There is no blended-learning canon that can be taught to teachers -- they are the ones who need to write the playbook.\u003c/p>\n\u003c/aside>\n\u003cp>Giving students more responsibility for the learning process was also a significant outcome of the Envision pilot program. “What we're finding is that if you make the steps clear and make them accountable, the more you put them in charge of the process the more they amaze,” Greenberg said, referring to students. The pilot program also helped move the class toward “proficiency-based learning,” in which a student is responsible for an intended outcome, but not penalized every step along the way.\u003c/p>\n\u003cp>Greenberg intends to apply one important lesson he learned from the program to the schools funded by the Silicon Valley Fund: Technology in no way replaces the teacher. At some point the usefulness of technology runs out and the educator’s role is crucial. He also says that technology \u003c!--more-->doesn’t preclude the need for a good classroom management systems and positive school culture. Kids can get off track or “fake” work on sophisticated software just as easily as they could in a traditional 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>And lastly, Greenberg says it’s hard for schools to navigate the many tools that populate the ed-tech space, especially when each is tailored to a different subject and use. He says the whole field needs to become more integrated, almost like an app store for ed-tech, and one that works across platforms. Schools don’t have access to endless money and as a result, ed-tech entrepreneurs and businesses need to design more precisely with the client in mind.\u003c/p>\n\u003cp>What’s interesting about the fund’s goal is that very little is proscriptive. Greenberg was clear to recognize that this movement is in its infancy. There is no blended-learning canon that can be taught to teachers. Rather Greenberg says the educators need to write the playbook. They need to be at the table and in the laboratories of innovation. And if all goes according to plan, in five years the various Silicon Schools will be networking with one another, sharing ideas with schools from around the world and thinking about how to scale up and replicate best practices.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/learning-that-happens-online-and-off-in-and-out-of-school/\">Learning Happens Online and Off, In and Out of School\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Combining Computer Games with Classroom Teaching\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The fund sees itself as the infusion of cash that schools need to get these expensive and technology-heavy programs off the ground, but they have no intention of funding them forever. “The schools that we fund, all eventually balance on California public dollars,” Greenberg said. “The hope would be that by finding new models and new ways to meet the needs of each kid that we can still make excellent schools work on California funding rates.”\u003c/p>\n\u003cp>Greenberg says the fund will focus on schools in Silicon Valley to try and build an “innovation hub” in an area already known for taking risks. The idea is to connect educators interested in integrating technology into the classroom with tech entrepreneurs who can create the software, apps and tools that will be most useful to teachers. “This combination of world class entrepreneurship with front line educational expertise is extremely promising. And if we can’t make that intersection happen here, at the heart of Silicon Valley, then we don’t think it will be easy to make it happen anywhere,” Greenberg said.\u003c/p>\n\u003cp>\u003cstrong>HOW IT WILL WORK\u003c/strong>\u003c/p>\n\u003cp>Greenberg says the fund is willing to give up to $700,000 to about 25 schools if they can demonstrate a unique idea or way to implement blended learning that pushes the conversation forward. Grantees also must have strong leadership teams, a track record of success and a financially sustainable model. The fund expects schools to be able to offer their innovations on the same budget as a traditional California public school.\u003c/p>\n\u003cp>The fund isn’t pushing any particular model of blended learning like \u003ca href=\"http://www.rsed.org/\">Rocketship\u003c/a>, \u003ca href=\"http://www.khanacademy.org/\">Khan Academy \u003c/a>or the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/the-flipped-classroom-defined/\">flipped classroom\u003c/a>. Rather, they want teachers to evaluate what works and what doesn’t from those “1.0 models” and then collaborate with ed-tech entrepreneurs to develop new tools for the areas that have been neglected or don’t work well. “You start to mix those things together in a real school, with really good educators and really good kids who are bought into this vision and that’s when it starts to get exciting,” said Greenberg.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-blended-learning-ask-salman-khan/\">Blended learning\u003c/a> is a relatively new concept with a mixed track record. Integrating certain types of technology into the classroom gives teachers and students real-time feedback so that each student can work at his or her own pace, and can give teachers accurate information that can help them better group students according to comprehension levels on a specific subjects. But \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">educators point out\u003c/a> that too often ed-tech focuses on improving test scores rather than on building creative thinking and a passion for learning in students and that schools still need passionate, innovative and dedicated teachers, no matter how kids absorb the content.\u003c/p>\n\u003cp>Greenberg agrees that it’s too early to expect schools across the country to buy into a blended learning model. But he does hope that some of the strategies that are piloted in schools funded by the Silicon Schools Fund will inspire other teachers and administrators to take elements back to their own schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We see creating new schools that are essentially laboratories of innovation, that are trying many different approaches, all with the idea of making education more powerful for each student and each teacher,” explained Greenberg. In five years, he envisions that the Bay Area will have somewhere close to 25 examples of how blended learning could be done. Some of those schools could be charter schools, others public, some built from the ground up and others a transformed existing schools. He wants to see it all so that lots of new ideas and ways of doing things can be tested.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24385/what-will-work-in-new-blended-learning-experiment","authors":["4354"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_399","mindshift_955","mindshift_651","mindshift_295","mindshift_481","mindshift_954"],"featImg":"mindshift_24402","label":"mindshift"},"mindshift_23270":{"type":"posts","id":"mindshift_23270","meta":{"index":"posts_1591205157","site":"mindshift","id":"23270","score":null,"sort":[1344876962000]},"guestAuthors":[],"slug":"five-smart-habits-to-develop-for-back-to-school","title":"Five Smart Habits to Develop for Back to School","publishDate":1344876962,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/five-smart-habits-to-develop-for-back-to-school/865425441-2/\" rel=\"attachment wp-att-23303\">\u003cimg class=\"alignright size-large wp-image-23303\" title=\"865425441\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/8654254412-620x410.jpg\" alt=\"\" width=\"620\" height=\"410\">\u003c/a>\u003c/h5>\n\u003ch5>By Ben Stern, \u003ca href=\"https://www.edsurge.com\">EdSurge\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">The enemy of innovation and growth is routine. These auspicious weeks before the school year commences are the perfect time to create a new routine that will ensure innovation in your instruction and growth as an instructor. Here are some idea for those who want to take advantage of these next few weeks to guarantee the best year they've ever had.\u003c/p>\n\u003cp>\u003cstrong>1. MOVE BEYOND THE TEXTBOOK\u003c/strong> Textbooks are by nature restrictive. The chapter order is an imposition; the information within the book is only as current as the publication date. If you can, liberate yourself from the book! If you don’t have the luxury of foregoing textbooks altogether, you can still supplement them. The first step is to choose a destination for the resources. If your school doesn’t already use a Learning Management System like Moodle or Blackboard, there are some excellent, free resources. \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a> looks and feels a bit like Facebook but with education-friendly features like assignment postings, quizzes, due dates, and more. If you’d prefer more customizability and care less about the aesthetics of your destination you could build a wiki with your students on \u003ca href=\"http://www.wikispaces.com/\">Wikispaces\u003c/a>. Once you set up your destination, you can begin to aggregate content and resources. Put a few resources up for the beginning of the year, but then invite students to contribute much of the material thereafter--an excellent strategy for enriching students' learning. For instance, you might have students find interesting websites that relate to the themes of each chapter of the text. Students can then guide the class with their discoveries. You could have students rewrite sections of the textbook based on these resources and collect the best submissions in a wiki that becomes \u003c!--more-->a sort of “living” textbook for your particular class. You can even invite students to discuss subject-related Youtube videos in an Edmodo discussion board, then pick up the discussion in class the next morning as a warm-up. Now is the best time to work out the kinks in these platforms (of which there are only a very few) and develop unit plans that make full use of them. You'll thank yourself later (as will the students)! \u003cstrong>2. BECOME AN EXPERT IN ONE TOOL \u003c/strong> There are at least half a dozen apps and software for every job. Should you use \u003ca href=\"http://www.diigo.com/\">Diigo\u003c/a>, \u003ca href=\"http://delicious.com/\">Delicious\u003c/a>, \u003ca href=\"http://educlipper.net/\">eduClipper\u003c/a>, \u003ca href=\"http://pinterest.com/\">Pinterest\u003c/a>, or \u003ca href=\"http://bagtheweb.com/\">BagTheWeb\u003c/a> to collect links? Is Photoshop, \u003ca href=\"http://www.gimp.org/\">GIMP\u003c/a>, \u003ca href=\"http://pixlr.com/\">Pixlr\u003c/a>, or \u003ca href=\"http://fotoflexer.com/\">FotoFlexer\u003c/a> the right photo-editing software? It's overwhelming, and there really is no single right answer. (For the record, though, Diigo is great because of its iOS app and GIMP works well because it’s both free and powerful.) So pick one class of tools and become a ninja in how to use one of the leading tools in that class. Skills from one platform are transferable to the others. You will benefit from learning everything about whatever tool you choose. \u003cstrong>3. READ ABOUT ALL THINGS EDUCATION \u003c/strong> In the middle of the school year, a good novel sounds much more compelling than a book on education. But books on pedagogical theory can influence your instruction in meaningful and enduring ways even if they are short on immediate, practical advice. Reading books about math pedagogy have helped educators teach more linear, logical concepts like cause and effect analysis using timelines or even Roman battle strategies. Here are some favorite books from a summer reading list: \u003ca href=\"http://www.amazon.com/Scaling-Success-Technology-Based-Educational-Improvement/dp/0787976598/ref=sr_1_1?ie=UTF8&qid=1344281581&sr=8-1&keywords=scaling+up+success\">Scaling Up Success\u003c/a> \u003ca href=\"http://www.amazon.com/Education-Nation-Leading-Innovation-Jossey-Bass/dp/1118157400/ref=sr_1_1?s=books&ie=UTF8&qid=1344281603&sr=1-1&keywords=education+nation\">Education Nation\u003c/a> \u003ca href=\"http://www.amazon.com/Students-are-Watching-Schools-Contract/dp/0807031216/ref=sr_1_2?s=books&ie=UTF8&qid=1344281631&sr=1-2&keywords=the+kids+are+watching+education\">The Students Are Watching\u003c/a> \u003ca href=\"http://www.amazon.com/Reinventing-Project-Based-Learning-Real-World-Projects/dp/156484238X/ref=sr_1_2?s=books&ie=UTF8&qid=1344281680&sr=1-2&keywords=project-based+learning\">Reinventing Project-Based Learning\u003c/a> \u003cstrong>4. REVISIT YOUR HOMEWORK STRATEGY \u003c/strong> Flipping is not just for math. The essential justification for flipping – that is, utilizing technology to redistribute tasks between homework and classwork to make both more meaningful – can benefit any class. Are there individual activities that you could turn into homework in order to devote more attention to students in class? Is there a tangential class discussion that you want to continue but can't justify doing during precious class time? To flip your lectures, you'll need some kind of software. \u003ca href=\"http://www.techsmith.com/camtasia.html\">Camtasia\u003c/a> is the crème de la crème of flipping software, but it’s expensive. An alternative is to film your lecture with your phone, edit it with Windows Live Movie Maker or iMovie, and post it to Youtube as an unlisted video, and use the discussion board to allow your students to ask and answer questions. But you don’t necessarily need to post a lecture on-line to flip your class. Any aspect of your class can be flipped. An English teacher asked her students to conduct discussions of each reading assignment on her Edmodo page. Some students were responsible for posting a discussion question, others for being first responders, and others for posting follow-ups. Then, every student had to respond to another discussion thread also. The roles rotated and were staggered over a few days so that timing issues were minimized. We found that the students retained the reading better when they had to engage with their classmates immediately. In class, they would apply their understanding of the reading in some creative endeavor like a skit and discuss the essential meaning of the text at the very end of class. The extra time afforded to the students by the meaningful work they did the night before allowed them to access the core of the text much more effectively. \u003cstrong>5. MAKE A PROFESSIONAL DEVELOPMENT SCHEDULE \u003c/strong> A formal principal used to tell the kids: “Ask for it and you just might get it!” The same sentiment applies to teachers. Funds are limited in every school and they become increasingly scarce as the school year progresses. Get your requests in now. Look for major conferences in your nearest city and peruse the blogs, Twitter, and EdSurge for other educators' assessments of previous year's events. To demonstrate your genuine commitment to regular PD, also “attend” some free webinars such as these from ASCD or these from EdWeek. Watch \u003ca href=\"http://www.ted.com/talks/tags/education\">TED talks about education\u003c/a> and peruse \u003ca href=\"https://www.teachingchannel.org/\">Teaching Channel\u003c/a> for lesson plan inspiration. Your administrators will be more inclined to encourage your continued learning, and you will get that much-needed “shot in the arm” on a regular basis. Your teaching is only as good as your learning. During the madness of a school year, it's very difficult to begin any new endeavor that doesn't relate directly to your class. So use these final dog days of summer to set yourself up to be a learner for the rest of the year. \u003cem>This piece was reprinted from \u003ca href=\"http://www.edsurge.com/\">EdSurge-Instruct\u003c/a>, a weekly newsletter for educators on education technology products and great practices.\u003c/em> \u003cem>Ben Stern writes the \"\u003ca href=\"https://www.edsurge.com/because-you-asked#/news\">Because You Asked\u003c/a>\" column for \u003ca href=\"http://www.edsurge.com\">EdSurge\u003c/a>. He is also the Technology Integrationist for a middle school in New York City. Earlier in his career, he revamped his curriculum using computers and the Internet, replacing textbooks with scholarly sources and leveraging the connectivity afforded by the Internet to contextualize content. Since then, Ben has found a passion in the evolution of education through technology and works to help teachers enhance their curriculum wherever possible. You can follow him on Twitter at \u003ca href=\"https://twitter.com/EdTechBSt\">@EdTechBSt\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1409250068,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":1212},"headData":{"title":"Five Smart Habits to Develop for Back to School | KQED","description":"By Ben Stern, EdSurge The enemy of innovation and growth is routine. These auspicious weeks before the school year commences are the perfect time to create a new routine that will ensure innovation in your instruction and growth as an instructor. Here are some idea for those who want to take advantage of these next","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Five Smart Habits to Develop for Back to School","datePublished":"2012-08-13T16:56:02.000Z","dateModified":"2014-08-28T18:21:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"23270 http://blogs.kqed.org/mindshift/?p=23270","disqusUrl":"https://ww2.kqed.org/mindshift/2012/08/13/five-smart-habits-to-develop-for-back-to-school/","disqusTitle":"Five Smart Habits to Develop for Back to School","path":"/mindshift/23270/five-smart-habits-to-develop-for-back-to-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/five-smart-habits-to-develop-for-back-to-school/865425441-2/\" rel=\"attachment wp-att-23303\">\u003cimg class=\"alignright size-large wp-image-23303\" title=\"865425441\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/8654254412-620x410.jpg\" alt=\"\" width=\"620\" height=\"410\">\u003c/a>\u003c/h5>\n\u003ch5>By Ben Stern, \u003ca href=\"https://www.edsurge.com\">EdSurge\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">The enemy of innovation and growth is routine. These auspicious weeks before the school year commences are the perfect time to create a new routine that will ensure innovation in your instruction and growth as an instructor. Here are some idea for those who want to take advantage of these next few weeks to guarantee the best year they've ever had.\u003c/p>\n\u003cp>\u003cstrong>1. MOVE BEYOND THE TEXTBOOK\u003c/strong> Textbooks are by nature restrictive. The chapter order is an imposition; the information within the book is only as current as the publication date. If you can, liberate yourself from the book! If you don’t have the luxury of foregoing textbooks altogether, you can still supplement them. The first step is to choose a destination for the resources. If your school doesn’t already use a Learning Management System like Moodle or Blackboard, there are some excellent, free resources. \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a> looks and feels a bit like Facebook but with education-friendly features like assignment postings, quizzes, due dates, and more. If you’d prefer more customizability and care less about the aesthetics of your destination you could build a wiki with your students on \u003ca href=\"http://www.wikispaces.com/\">Wikispaces\u003c/a>. Once you set up your destination, you can begin to aggregate content and resources. Put a few resources up for the beginning of the year, but then invite students to contribute much of the material thereafter--an excellent strategy for enriching students' learning. For instance, you might have students find interesting websites that relate to the themes of each chapter of the text. Students can then guide the class with their discoveries. You could have students rewrite sections of the textbook based on these resources and collect the best submissions in a wiki that becomes \u003c!--more-->a sort of “living” textbook for your particular class. You can even invite students to discuss subject-related Youtube videos in an Edmodo discussion board, then pick up the discussion in class the next morning as a warm-up. Now is the best time to work out the kinks in these platforms (of which there are only a very few) and develop unit plans that make full use of them. You'll thank yourself later (as will the students)! \u003cstrong>2. BECOME AN EXPERT IN ONE TOOL \u003c/strong> There are at least half a dozen apps and software for every job. Should you use \u003ca href=\"http://www.diigo.com/\">Diigo\u003c/a>, \u003ca href=\"http://delicious.com/\">Delicious\u003c/a>, \u003ca href=\"http://educlipper.net/\">eduClipper\u003c/a>, \u003ca href=\"http://pinterest.com/\">Pinterest\u003c/a>, or \u003ca href=\"http://bagtheweb.com/\">BagTheWeb\u003c/a> to collect links? Is Photoshop, \u003ca href=\"http://www.gimp.org/\">GIMP\u003c/a>, \u003ca href=\"http://pixlr.com/\">Pixlr\u003c/a>, or \u003ca href=\"http://fotoflexer.com/\">FotoFlexer\u003c/a> the right photo-editing software? It's overwhelming, and there really is no single right answer. (For the record, though, Diigo is great because of its iOS app and GIMP works well because it’s both free and powerful.) So pick one class of tools and become a ninja in how to use one of the leading tools in that class. Skills from one platform are transferable to the others. You will benefit from learning everything about whatever tool you choose. \u003cstrong>3. READ ABOUT ALL THINGS EDUCATION \u003c/strong> In the middle of the school year, a good novel sounds much more compelling than a book on education. But books on pedagogical theory can influence your instruction in meaningful and enduring ways even if they are short on immediate, practical advice. Reading books about math pedagogy have helped educators teach more linear, logical concepts like cause and effect analysis using timelines or even Roman battle strategies. Here are some favorite books from a summer reading list: \u003ca href=\"http://www.amazon.com/Scaling-Success-Technology-Based-Educational-Improvement/dp/0787976598/ref=sr_1_1?ie=UTF8&qid=1344281581&sr=8-1&keywords=scaling+up+success\">Scaling Up Success\u003c/a> \u003ca href=\"http://www.amazon.com/Education-Nation-Leading-Innovation-Jossey-Bass/dp/1118157400/ref=sr_1_1?s=books&ie=UTF8&qid=1344281603&sr=1-1&keywords=education+nation\">Education Nation\u003c/a> \u003ca href=\"http://www.amazon.com/Students-are-Watching-Schools-Contract/dp/0807031216/ref=sr_1_2?s=books&ie=UTF8&qid=1344281631&sr=1-2&keywords=the+kids+are+watching+education\">The Students Are Watching\u003c/a> \u003ca href=\"http://www.amazon.com/Reinventing-Project-Based-Learning-Real-World-Projects/dp/156484238X/ref=sr_1_2?s=books&ie=UTF8&qid=1344281680&sr=1-2&keywords=project-based+learning\">Reinventing Project-Based Learning\u003c/a> \u003cstrong>4. REVISIT YOUR HOMEWORK STRATEGY \u003c/strong> Flipping is not just for math. The essential justification for flipping – that is, utilizing technology to redistribute tasks between homework and classwork to make both more meaningful – can benefit any class. Are there individual activities that you could turn into homework in order to devote more attention to students in class? Is there a tangential class discussion that you want to continue but can't justify doing during precious class time? To flip your lectures, you'll need some kind of software. \u003ca href=\"http://www.techsmith.com/camtasia.html\">Camtasia\u003c/a> is the crème de la crème of flipping software, but it’s expensive. An alternative is to film your lecture with your phone, edit it with Windows Live Movie Maker or iMovie, and post it to Youtube as an unlisted video, and use the discussion board to allow your students to ask and answer questions. But you don’t necessarily need to post a lecture on-line to flip your class. Any aspect of your class can be flipped. An English teacher asked her students to conduct discussions of each reading assignment on her Edmodo page. Some students were responsible for posting a discussion question, others for being first responders, and others for posting follow-ups. Then, every student had to respond to another discussion thread also. The roles rotated and were staggered over a few days so that timing issues were minimized. We found that the students retained the reading better when they had to engage with their classmates immediately. In class, they would apply their understanding of the reading in some creative endeavor like a skit and discuss the essential meaning of the text at the very end of class. The extra time afforded to the students by the meaningful work they did the night before allowed them to access the core of the text much more effectively. \u003cstrong>5. MAKE A PROFESSIONAL DEVELOPMENT SCHEDULE \u003c/strong> A formal principal used to tell the kids: “Ask for it and you just might get it!” The same sentiment applies to teachers. Funds are limited in every school and they become increasingly scarce as the school year progresses. Get your requests in now. Look for major conferences in your nearest city and peruse the blogs, Twitter, and EdSurge for other educators' assessments of previous year's events. To demonstrate your genuine commitment to regular PD, also “attend” some free webinars such as these from ASCD or these from EdWeek. Watch \u003ca href=\"http://www.ted.com/talks/tags/education\">TED talks about education\u003c/a> and peruse \u003ca href=\"https://www.teachingchannel.org/\">Teaching Channel\u003c/a> for lesson plan inspiration. Your administrators will be more inclined to encourage your continued learning, and you will get that much-needed “shot in the arm” on a regular basis. Your teaching is only as good as your learning. During the madness of a school year, it's very difficult to begin any new endeavor that doesn't relate directly to your class. So use these final dog days of summer to set yourself up to be a learner for the rest of the year. \u003cem>This piece was reprinted from \u003ca href=\"http://www.edsurge.com/\">EdSurge-Instruct\u003c/a>, a weekly newsletter for educators on education technology products and great practices.\u003c/em> \u003cem>Ben Stern writes the \"\u003ca href=\"https://www.edsurge.com/because-you-asked#/news\">Because You Asked\u003c/a>\" column for \u003ca href=\"http://www.edsurge.com\">EdSurge\u003c/a>. He is also the Technology Integrationist for a middle school in New York City. Earlier in his career, he revamped his curriculum using computers and the Internet, replacing textbooks with scholarly sources and leveraging the connectivity afforded by the Internet to contextualize content. Since then, Ben has found a passion in the evolution of education through technology and works to help teachers enhance their curriculum wherever possible. You can follow him on Twitter at \u003ca href=\"https://twitter.com/EdTechBSt\">@EdTechBSt\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\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\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23270/five-smart-habits-to-develop-for-back-to-school","authors":["4354"],"categories":["mindshift_20729","mindshift_193"],"tags":["mindshift_33","mindshift_651","mindshift_76","mindshift_96"],"featImg":"mindshift_23303","label":"mindshift"},"mindshift_22171":{"type":"posts","id":"mindshift_22171","meta":{"index":"posts_1591205157","site":"mindshift","id":"22171","score":null,"sort":[1340040096000]},"guestAuthors":[],"slug":"can-the-flipped-classroom-benefit-low-income-students","title":"Can the Flipped Classroom Benefit Low-Income Students?","publishDate":1340040096,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_22173\" class=\"wp-caption center\" style=\"max-width: 598px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM.png\">\u003cimg class=\"size-full wp-image-22173\" title=\"Chemistry class\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM.png\" alt=\"\" width=\"598\" height=\"397\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM.png 598w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM-400x266.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM-320x212.png 320w\" sizes=\"(max-width: 598px) 100vw, 598px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jasmine Redeaux (left) and Nakesha Wilkerson team up to finish a worksheet in a \"flipped\" chemistry class at their Macon, Ga., high school, while other classmates work on a lab.\u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca title=\"Posts by Sarah Butrymowicz\" href=\"http://hechingerreport.org/content/author/sarah-butrymowicz/\">Sarah Butrymowicz\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">When Portland, Ore., elementary school teacher Sacha Luria decided last fall to try out a new education strategy called “flipping the classroom,” she faced a big obstacle.\u003c/p>\n\u003cp>Flipped classrooms use technology—online video instruction, laptops, DVDs of lessons—to reverse what students have traditionally done in class and at home to learn. Listening to lectures becomes the homework assignment so teachers can provide more one-on-one attention in class and students can work at their own pace or with other students.\u003c/p>\n\u003cp>But Luria realized that none of her students had computers at home, and she had just one in the classroom. So she used her own money to buy a second computer and begged everyone she knew for donations, finally bringing the total to six for her 23 fourth-graders at Rigler School. In her classroom, students now alternate between working on the computers and working with her.\u003c/p>\n\u003cp>So far, the strategy is showing signs of success. She uses class time to tailor instruction to students who started the school year behind their classmates in reading and math, and she has seen rapid improvement. By the end of the school year, she said, her students have averaged two years’ worth of progress in math, for example.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“We do need to figure out ways that students, regardless of Zip code, regardless of their parents’ income level, have access” to technology inside and outside of schools.\u003c/p>\n\u003c/aside>\n\u003cp>“It’s powerful stuff,” she said, noting that this year was her most successful in a decade of teaching. “I’m really able to meet students where they are as opposed to where the curriculum says they should be.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Other teachers in high-poverty schools like Rigler also report very strong results after flipping classrooms. Greg Green, principal of Clintondale High School in Clinton Township, Mich., thinks the flipped classroom—and the unprecedented amount of one-on-one time it provides students—could even be enough to close the achievement gap between low-income, minority students and their more affluent white peers. Clintondale has reduced the percentage of Fs given out from about 40 percent to around 10 percent.\u003c/p>\n\u003cp>Yet anecdotal evidence suggests that flipping classrooms is a more popular practice in wealthier suburban communities where nearly all students have Internet access at home and schools are more likely to have computers in classrooms. Some skeptics say flipped classrooms still rely \u003c!--more-->heavily on lectures by teachers, which they argue are not as effective as hands-on learning. Still others worry that the new practice—so dependent on technology—could end up leaving low-income students behind and widening the achievement gap.\u003c/p>\n\u003cp>“It’s an obstacle,” said Karen Cator, director of the Office of Educational Technology in the U.S. Department of Education. “We do need to figure out ways that students, regardless of Zip code, regardless of their parents’ income level, have access” to technology inside and outside of schools.\u003c/p>\n\u003cp>The flipped classroom can be traced to a 2008 experiment by Aaron Sams and Jonathan Bergmann, teachers in Woodland Park, Colo., who were quick to take advantage of the ability to post videos online. The concept is one small and simple way that technology can transform the way students learn. Research on the effectiveness of flipped classrooms is in the early stages, and it’s not known how widespread the practice is.\u003c/p>\n\u003cp>Praised by advocates for letting students work at their own pace, flipped classrooms also allow teachers to tailor their instruction to individual students. At home, for example, students can watch online video lectures—recordings of their own teachers explaining concepts, say, or videos produced by other teachers or textbook companies—while classroom time can be spent working one-on-one with teachers, tackling worksheets or problem sets once given as homework, or collaborating with other students on projects.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>Two chemistry teachers learned that they could solve technology access issues by making DVDs of the videos for students without reliable Internet access at home.\u003c/p>\n\u003c/aside>\n\u003cp>These are the tenets that Sams and Bergmann, whose book \u003cem>Flip Your Classroom: Reach Every Student in Every Class Every Day\u003c/em> is due out this month, will try to spread with the Flipped Learning Network, a nonprofit organization launched this spring to train teachers from schools across the socioeconomic spectrum in the strategy. Sams and Bergmann, who are chemistry teachers, had learned, for example, that they could solve their technology access issues by making DVDs of the videos for students without reliable Internet access at home.\u003c/p>\n\u003cp>At Luria’s school in Oregon, she said other teachers were interested in the strategy but were unlikely to emulate her. “The reality is that I have more computers than anyone else does,” Luria said. “Unless they’re able to ask and get laptops from other people, there’s just not the capacity.”\u003c/p>\n\u003cp>At Westside High School in Macon, Ga., more than 85 percent of students are minorities and 78 percent qualify for free or reduced-price lunch. Chemistry teacher Jennifer Douglass estimated that about half are so transient they don’t have a guaranteed place to sleep each night. Members of feuding gangs are placed into classes alongside pregnant teenagers, she said, and parent involvement is rare.\u003c/p>\n\u003cp>With the help of a federal grant that provided netbooks for all students, a handful of teachers in different disciplines at Westside flipped their classrooms and reported that doing so improved students’ grades—and their level of engagement.\u003c/p>\n\u003cp>Douglass has seen a modest increase on her regular chemistry class’s final exam scores since flipping. Social studies teacher Sydney Elkin said her students’ scores on the Georgia state end-of-course exams increased, particularly for her special-education students. The semester before she flipped her classroom, about 30 percent of all students passed. In her first semester with a flipped class, she said, nearly three-quarters passed, including nine out of 10 special-education students.\u003c/p>\n\u003cfigure id=\"attachment_22176\" class=\"wp-caption alignright\" style=\"max-width: 601px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/the-flipped-classroom-defined/\">\u003cimg class=\"size-full wp-image-22176\" title=\"Screen Shot 2012-06-18 at 9.58.21 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.58.21-AM.png\" alt=\"\" width=\"601\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.58.21-AM.png 601w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.58.21-AM-400x143.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.58.21-AM-320x114.png 320w\" sizes=\"(max-width: 601px) 100vw, 601px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An infographic explaining the \"flipped classroom.\" Click to see the entire image.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>NOT A PANACEA\u003c/strong>\u003c/p>\n\u003cp>Flipping does not solve all problems, though, Elkin said. Some students must still be constantly needled to do their work. And despite second and third chances on tests that act as gateways to the next level, some students still fall behind.\u003c/p>\n\u003cp>“I would love to say this was a better fit for everyone. There’s no panacea,” Elkin said. Outside factors “have an impact on what these kids do just as much as the way content is delivered.”\u003c/p>\n\u003cp>The students at Westside are disadvantaged from the start, she said, coming from homes where parents might work two or three jobs to get by and children aren’t exposed to as many opportunities to learn as their more affluent peers. By the time they get to high school, many are far behind and haven’t developed a work ethic for school.\u003c/p>\n\u003cp>Sams, the Colorado chemistry teacher known as one of the fathers of flipping, acknowledged that about 9 percent of his students have received Fs every year he has taught—both before and after he started delivering lectures through video in his school district.\u003c/p>\n\u003cp>“Some students, they choose not to learn, not to participate,” he said. “A lot of people ask, ‘What do you do with the unmotivated kid?’ I wish I had a good answer to that.”\u003c/p>\n\u003cp>But Bergmann, his former colleague who is now a lead technology facilitator for a school in Illinois, said students were learning more and performing at higher levels, on average. He said the change also created time for him to talk to every student every day to monitor his or her progress.\u003c/p>\n\u003cp>Some students at Westside, in Macon, Ga., said they were no longer bored in class, where they can work with classmates, ask for help and enjoy more face-time with their teachers.\u003c/p>\n\u003cp>“It’s like having a private tutor,” junior Marvin Wesley explained.\u003c/p>\n\u003cp>“That you don’t have to pay for,” his classmate Sarah Walker chimed in.\u003c/p>\n\u003cp>Douglass’s chemistry class looked like an exercise in organized chaos on a weekday in March, with some students working on a lab in the back of the classroom as others, wearing headphones, danced in their seats while filling out a worksheet.\u003c/p>\n\u003cp>Periodically, as those with their netbooks\u003cstrong> \u003c/strong>hit the play button\u003cstrong> \u003c/strong>on a video Douglass had made, the faint strains of a Rihanna parody, “Only Mole (in the World),” could be heard. Two girls new to the school had teamed up to finish a worksheet while Douglas darted around the classroom, wearing her signature white lab coat, answering questions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s a first step on the way to a promising use of technology, but I don’t think people should see it as an end-all, be-all.\"\u003c/p>\n\u003c/aside>\n\u003cp>“I used to get tired because I had to stand up [and lecture], and I felt like a circus performer,” she said. “Now I’m running all around the room. I don’t sit down all day long.”\u003c/p>\n\u003cp>Students said they spend different amounts of time on her instructional videos, although all must fill out a “note-taker” sheet as they watch. One might spend just 10 minutes, while another might pause and rewind, listening over and over to certain sections for nearly half an hour. Some watch the videos at home; others prefer to listen in class.\u003c/p>\n\u003cp>“It’s wherever, whatever, whenever; that’s the whole point,” said Larry Rosen, a psychology professor at California State University, Dominguez Hills, who writes widely about technology and is studying how it’s transforming education. “The flipped classroom allows you to present content and the kids then consume it in their own location at their own pace.”\u003c/p>\n\u003cp>Flipped classrooms are a start, but don’t take the concept of individualized learning as far as it can go, said Michael Horn, executive director of education at the Innosight Institute in Mountain View, Calif., which works to introduce innovation into education.\u003c/p>\n\u003cp>“It’s a first step on the way to a promising use of technology, but I don’t think people should see it as an end-all, be-all,” Horn said. “It’s sort of a low hanging fruit of innovation.”\u003c/p>\n\u003cp>For Douglass, though, such uses of technology are nothing short of revolutionary. She said she still has the occasional student who’ll put his head down or surf the Internet instead of working, but giving students some control over the pace of their learning improves their desire to learn.\u003c/p>\n\u003cp>Misbehavior all but disappeared after she flipped the classroom, Douglass said, and students who hadn’t passed anything in years began proudly displaying their grades.\u003c/p>\n\u003cp>“They were getting to choose to push the play button,” Douglass said. “They were very, very excited about accepting that responsibility. They actually like having the power to make decisions. That’s the biggest impact I’ve seen in my classroom—the ownership has gone from teacher to student.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This article originally appeared on the \u003ca href=\"http://hechingerreport.org/content/promise-of-the-flipped-classroom-eludes-poorer-school-districts_8748/\">Hechinger Report\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1340040096,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1951},"headData":{"title":"Can the Flipped Classroom Benefit Low-Income Students? | KQED","description":"By Sarah Butrymowicz When Portland, Ore., elementary school teacher Sacha Luria decided last fall to try out a new education strategy called “flipping the classroom,” she faced a big obstacle. Flipped classrooms use technology—online video instruction, laptops, DVDs of lessons—to reverse what students have traditionally done in class and at home to learn. Listening to","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can the Flipped Classroom Benefit Low-Income Students?","datePublished":"2012-06-18T17:21:36.000Z","dateModified":"2012-06-18T17:21:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"22171 http://blogs.kqed.org/mindshift/?p=22171","disqusUrl":"https://ww2.kqed.org/mindshift/2012/06/18/can-the-flipped-classroom-benefit-low-income-students/","disqusTitle":"Can the Flipped Classroom Benefit Low-Income Students?","path":"/mindshift/22171/can-the-flipped-classroom-benefit-low-income-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_22173\" class=\"wp-caption center\" style=\"max-width: 598px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM.png\">\u003cimg class=\"size-full wp-image-22173\" title=\"Chemistry class\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM.png\" alt=\"\" width=\"598\" height=\"397\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM.png 598w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM-400x266.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM-320x212.png 320w\" sizes=\"(max-width: 598px) 100vw, 598px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jasmine Redeaux (left) and Nakesha Wilkerson team up to finish a worksheet in a \"flipped\" chemistry class at their Macon, Ga., high school, while other classmates work on a lab.\u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca title=\"Posts by Sarah Butrymowicz\" href=\"http://hechingerreport.org/content/author/sarah-butrymowicz/\">Sarah Butrymowicz\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">When Portland, Ore., elementary school teacher Sacha Luria decided last fall to try out a new education strategy called “flipping the classroom,” she faced a big obstacle.\u003c/p>\n\u003cp>Flipped classrooms use technology—online video instruction, laptops, DVDs of lessons—to reverse what students have traditionally done in class and at home to learn. Listening to lectures becomes the homework assignment so teachers can provide more one-on-one attention in class and students can work at their own pace or with other students.\u003c/p>\n\u003cp>But Luria realized that none of her students had computers at home, and she had just one in the classroom. So she used her own money to buy a second computer and begged everyone she knew for donations, finally bringing the total to six for her 23 fourth-graders at Rigler School. In her classroom, students now alternate between working on the computers and working with her.\u003c/p>\n\u003cp>So far, the strategy is showing signs of success. She uses class time to tailor instruction to students who started the school year behind their classmates in reading and math, and she has seen rapid improvement. By the end of the school year, she said, her students have averaged two years’ worth of progress in math, for example.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“We do need to figure out ways that students, regardless of Zip code, regardless of their parents’ income level, have access” to technology inside and outside of schools.\u003c/p>\n\u003c/aside>\n\u003cp>“It’s powerful stuff,” she said, noting that this year was her most successful in a decade of teaching. “I’m really able to meet students where they are as opposed to where the curriculum says they should be.”\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>Other teachers in high-poverty schools like Rigler also report very strong results after flipping classrooms. Greg Green, principal of Clintondale High School in Clinton Township, Mich., thinks the flipped classroom—and the unprecedented amount of one-on-one time it provides students—could even be enough to close the achievement gap between low-income, minority students and their more affluent white peers. Clintondale has reduced the percentage of Fs given out from about 40 percent to around 10 percent.\u003c/p>\n\u003cp>Yet anecdotal evidence suggests that flipping classrooms is a more popular practice in wealthier suburban communities where nearly all students have Internet access at home and schools are more likely to have computers in classrooms. Some skeptics say flipped classrooms still rely \u003c!--more-->heavily on lectures by teachers, which they argue are not as effective as hands-on learning. Still others worry that the new practice—so dependent on technology—could end up leaving low-income students behind and widening the achievement gap.\u003c/p>\n\u003cp>“It’s an obstacle,” said Karen Cator, director of the Office of Educational Technology in the U.S. Department of Education. “We do need to figure out ways that students, regardless of Zip code, regardless of their parents’ income level, have access” to technology inside and outside of schools.\u003c/p>\n\u003cp>The flipped classroom can be traced to a 2008 experiment by Aaron Sams and Jonathan Bergmann, teachers in Woodland Park, Colo., who were quick to take advantage of the ability to post videos online. The concept is one small and simple way that technology can transform the way students learn. Research on the effectiveness of flipped classrooms is in the early stages, and it’s not known how widespread the practice is.\u003c/p>\n\u003cp>Praised by advocates for letting students work at their own pace, flipped classrooms also allow teachers to tailor their instruction to individual students. At home, for example, students can watch online video lectures—recordings of their own teachers explaining concepts, say, or videos produced by other teachers or textbook companies—while classroom time can be spent working one-on-one with teachers, tackling worksheets or problem sets once given as homework, or collaborating with other students on projects.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>Two chemistry teachers learned that they could solve technology access issues by making DVDs of the videos for students without reliable Internet access at home.\u003c/p>\n\u003c/aside>\n\u003cp>These are the tenets that Sams and Bergmann, whose book \u003cem>Flip Your Classroom: Reach Every Student in Every Class Every Day\u003c/em> is due out this month, will try to spread with the Flipped Learning Network, a nonprofit organization launched this spring to train teachers from schools across the socioeconomic spectrum in the strategy. Sams and Bergmann, who are chemistry teachers, had learned, for example, that they could solve their technology access issues by making DVDs of the videos for students without reliable Internet access at home.\u003c/p>\n\u003cp>At Luria’s school in Oregon, she said other teachers were interested in the strategy but were unlikely to emulate her. “The reality is that I have more computers than anyone else does,” Luria said. “Unless they’re able to ask and get laptops from other people, there’s just not the capacity.”\u003c/p>\n\u003cp>At Westside High School in Macon, Ga., more than 85 percent of students are minorities and 78 percent qualify for free or reduced-price lunch. Chemistry teacher Jennifer Douglass estimated that about half are so transient they don’t have a guaranteed place to sleep each night. Members of feuding gangs are placed into classes alongside pregnant teenagers, she said, and parent involvement is rare.\u003c/p>\n\u003cp>With the help of a federal grant that provided netbooks for all students, a handful of teachers in different disciplines at Westside flipped their classrooms and reported that doing so improved students’ grades—and their level of engagement.\u003c/p>\n\u003cp>Douglass has seen a modest increase on her regular chemistry class’s final exam scores since flipping. Social studies teacher Sydney Elkin said her students’ scores on the Georgia state end-of-course exams increased, particularly for her special-education students. The semester before she flipped her classroom, about 30 percent of all students passed. In her first semester with a flipped class, she said, nearly three-quarters passed, including nine out of 10 special-education students.\u003c/p>\n\u003cfigure id=\"attachment_22176\" class=\"wp-caption alignright\" style=\"max-width: 601px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/the-flipped-classroom-defined/\">\u003cimg class=\"size-full wp-image-22176\" title=\"Screen Shot 2012-06-18 at 9.58.21 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.58.21-AM.png\" alt=\"\" width=\"601\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.58.21-AM.png 601w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.58.21-AM-400x143.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.58.21-AM-320x114.png 320w\" sizes=\"(max-width: 601px) 100vw, 601px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An infographic explaining the \"flipped classroom.\" Click to see the entire image.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>NOT A PANACEA\u003c/strong>\u003c/p>\n\u003cp>Flipping does not solve all problems, though, Elkin said. Some students must still be constantly needled to do their work. And despite second and third chances on tests that act as gateways to the next level, some students still fall behind.\u003c/p>\n\u003cp>“I would love to say this was a better fit for everyone. There’s no panacea,” Elkin said. Outside factors “have an impact on what these kids do just as much as the way content is delivered.”\u003c/p>\n\u003cp>The students at Westside are disadvantaged from the start, she said, coming from homes where parents might work two or three jobs to get by and children aren’t exposed to as many opportunities to learn as their more affluent peers. By the time they get to high school, many are far behind and haven’t developed a work ethic for school.\u003c/p>\n\u003cp>Sams, the Colorado chemistry teacher known as one of the fathers of flipping, acknowledged that about 9 percent of his students have received Fs every year he has taught—both before and after he started delivering lectures through video in his school district.\u003c/p>\n\u003cp>“Some students, they choose not to learn, not to participate,” he said. “A lot of people ask, ‘What do you do with the unmotivated kid?’ I wish I had a good answer to that.”\u003c/p>\n\u003cp>But Bergmann, his former colleague who is now a lead technology facilitator for a school in Illinois, said students were learning more and performing at higher levels, on average. He said the change also created time for him to talk to every student every day to monitor his or her progress.\u003c/p>\n\u003cp>Some students at Westside, in Macon, Ga., said they were no longer bored in class, where they can work with classmates, ask for help and enjoy more face-time with their teachers.\u003c/p>\n\u003cp>“It’s like having a private tutor,” junior Marvin Wesley explained.\u003c/p>\n\u003cp>“That you don’t have to pay for,” his classmate Sarah Walker chimed in.\u003c/p>\n\u003cp>Douglass’s chemistry class looked like an exercise in organized chaos on a weekday in March, with some students working on a lab in the back of the classroom as others, wearing headphones, danced in their seats while filling out a worksheet.\u003c/p>\n\u003cp>Periodically, as those with their netbooks\u003cstrong> \u003c/strong>hit the play button\u003cstrong> \u003c/strong>on a video Douglass had made, the faint strains of a Rihanna parody, “Only Mole (in the World),” could be heard. Two girls new to the school had teamed up to finish a worksheet while Douglas darted around the classroom, wearing her signature white lab coat, answering questions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s a first step on the way to a promising use of technology, but I don’t think people should see it as an end-all, be-all.\"\u003c/p>\n\u003c/aside>\n\u003cp>“I used to get tired because I had to stand up [and lecture], and I felt like a circus performer,” she said. “Now I’m running all around the room. I don’t sit down all day long.”\u003c/p>\n\u003cp>Students said they spend different amounts of time on her instructional videos, although all must fill out a “note-taker” sheet as they watch. One might spend just 10 minutes, while another might pause and rewind, listening over and over to certain sections for nearly half an hour. Some watch the videos at home; others prefer to listen in class.\u003c/p>\n\u003cp>“It’s wherever, whatever, whenever; that’s the whole point,” said Larry Rosen, a psychology professor at California State University, Dominguez Hills, who writes widely about technology and is studying how it’s transforming education. “The flipped classroom allows you to present content and the kids then consume it in their own location at their own pace.”\u003c/p>\n\u003cp>Flipped classrooms are a start, but don’t take the concept of individualized learning as far as it can go, said Michael Horn, executive director of education at the Innosight Institute in Mountain View, Calif., which works to introduce innovation into education.\u003c/p>\n\u003cp>“It’s a first step on the way to a promising use of technology, but I don’t think people should see it as an end-all, be-all,” Horn said. “It’s sort of a low hanging fruit of innovation.”\u003c/p>\n\u003cp>For Douglass, though, such uses of technology are nothing short of revolutionary. She said she still has the occasional student who’ll put his head down or surf the Internet instead of working, but giving students some control over the pace of their learning improves their desire to learn.\u003c/p>\n\u003cp>Misbehavior all but disappeared after she flipped the classroom, Douglass said, and students who hadn’t passed anything in years began proudly displaying their grades.\u003c/p>\n\u003cp>“They were getting to choose to push the play button,” Douglass said. “They were very, very excited about accepting that responsibility. They actually like having the power to make decisions. That’s the biggest impact I’ve seen in my classroom—the ownership has gone from teacher to student.”\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 article originally appeared on the \u003ca href=\"http://hechingerreport.org/content/promise-of-the-flipped-classroom-eludes-poorer-school-districts_8748/\">Hechinger Report\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22171/can-the-flipped-classroom-benefit-low-income-students","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_252","mindshift_651"],"featImg":"mindshift_22173","label":"mindshift"},"mindshift_21511":{"type":"posts","id":"mindshift_21511","meta":{"index":"posts_1591205157","site":"mindshift","id":"21511","score":null,"sort":[1337291871000]},"guestAuthors":[],"slug":"flip-this-blooms-taxonomy-should-start-with-creating","title":"Flip This: Bloom's Taxonomy Should Start with Creating","publishDate":1337291871,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_21512\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cimg class=\"size-medium wp-image-21512\" title=\"bloom_pyramid-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/bloom_pyramid-2-300x321.png\" alt=\"\" width=\"300\" height=\"321\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Chris Davis, Powerful Learning Practice LLC\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://plpnetwork.com/2012/05/15/flipping-blooms-taxonomy/\">By Shelley Wright\u003c/a>\u003c/h5>\n\u003cp>I think the revised Bloom’s Taxonomy is wrong.\u003c/p>\n\u003cp>I know this statement sounds heretical in the realms of education, but I think this is something we should rethink, especially since it is so widely taught to pre-service teachers. I agree that the taxonomy accurately classifies various types of cognitive thinking skills. It certainly identifies the different levels of complexity. But its organizing framework is dead wrong. Here’s why.\u003c/p>\n\u003cp>Conceived in 1956 by a group of educators chaired by Benjamin Bloom, the taxonomy classifies skills from least to most complex. The presentation of the Taxonomy (in \u003ca href=\"http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm\" target=\"_blank\">both\u003c/a>the original and revised versions) as a pyramid suggests that one cannot effectively begin to address higher levels of thinking until those below them have been thoroughly addressed. Consequently (at least in the view of many teachers who learned the taxonomy as part of their college training) Blooms becomes a “step pyramid” that one must arduously try to climb with your learners. Only the most academically adept are likely to reach the pinnacle. That’s the way I was taught it.\u003c/p>\n\u003cp>Many teachers in many classrooms spend the majority of their time in the basement of the taxonomy, never really addressing or developing the higher order thinking skills that kids need to develop. We end up with rote and boring classrooms. Rote and boring curriculum. Much of today’s standardized testing rigorously tests the basement, further anchoring the focus of learning at the bottom steps, which is not beneficial for our students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.\u003c/p>\n\u003c/aside>\n\u003cp>The pyramid creates the impression that there is \u003cem>a scarcity of creativity\u003c/em> — only those who can traverse the bottom levels and reach the summit can be creative. And while this may be how it plays out in many schools, it’s not due to any shortage of creative potential on the part of our students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I think the narrowing pyramid also posits that our students need a lot more focus on factual knowledge than creativity, or analyzing, or evaluating and applying what they’ve learned. And in a Google-world, it’s just not true.\u003c/p>\n\u003cp>Here’s what I propose: we flip Bloom’s taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.\u003c/p>\n\u003ch4>Creating at the Forefront\u003c/h4>\n\u003cp>In media studies we often look at the creation of print and digital advertisements. Traditionally, students learn many of the foundational principles for creating a layout through a lecture or text \u003c!--more-->book reading, and then eventually create their own.\u003c/p>\n\u003cp>What if we started with creativity rather than principles? My students start with the standard elements of an advertisement (product photo, copy, logo etc.) and create a mockup. Then students evaluate their mock-up by comparing their ads to a few professional examples and discuss what they did right and wrong in comparison to what they’ve seen.\u003c/p>\n\u003cp>As students are pointing out design elements that work, we begin to analyze for similarities and divide them accordingly into groups. Most will likely fall into the four design principles of contrast, repetition, alignment, and proximity. At this point, students compile their findings as a class, and only then are the four design principles formally introduced.\u003c/p>\n\u003cp>Now students can apply what they’ve learned as they return to their own mock-up and fix elements based on the design principles they’ve begun to absorb.\u003c/p>\n\u003cp>Finally, students research the four design principles to flesh out their understanding where needed, and possibly correct any misconceptions. From this research, students create their own graphic organizer of the four design principles for future reference and to help them remember. We \u003cem>started\u003c/em> with creativity and \u003cem>ended\u003c/em> with the knowledge my students have curated. They’ve been engaged with the entire process from start to finish, and my students have make some significant decisions about the essential knowledge they need.\u003c/p>\n\u003ch4>But Will it Work for Science?\u003c/h4>\n\u003cp>Not only does flipping Blooms work for classes like media studies, it also blends beautifully with my inquiry-based Chemistry class.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Blooms21-tall.png\">\u003cimg class=\"alignright size-full wp-image-21514\" title=\"Blooms21-tall\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Blooms21-tall.png\" alt=\"\" width=\"107\" height=\"187\">\u003c/a>As we study science, I’ve come to realize that it’s very important for my students to encounter a concept before fully understanding what’s going on. It makes their brain try to fill in the gaps, and the more churn a brain experiences, the more likely it’s going to retain information.\u003c/p>\n\u003cp>When we study ionic compounds, we start with a lab. My students begin by creating conductivity testers out of tin foil, batteries, and mini Christmas lights. Students then create their own lab and test 10-12 different substances, from salt water, to HCL, to sugar water, to check which substances conduct electricity. Usually, about half of the solutions provided do.\u003c/p>\n\u003cp>I have them compare their findings to how scientists usually categorize these solutions. Sometimes, solutions that are supposed to conduct electricity, don’t. So providing the results of experts helps them to have more confidence in their own results.\u003c/p>\n\u003cp>However, it’s not enough to discover which substances conduct electricity. I want them to try to figure out why. With the results my students have obtained, they analyze their findings. By dividing the solutions into appropriate categories, students often discern that the solutions that conduct electricity are made up of two elements and the elements combined are found on opposite sides of the periodic table, such as NaCl. They also realize that solutions that don’t conduct, such as sugar, are usually made of elements found on the same side of the table.\u003c/p>\n\u003cp>Once they begin to analyze each solution’s makeup more closely, they tend to realize that conductive solutions are, for the most part, made up of a metal and non-metal, whereas solutions that don’t conduct usually don’t contain any metals. Once they’ve exhausted this activity, I introduce the concepts of ionic and covalent bonds to label each category.\u003c/p>\n\u003cp>Then students re-evaluate their own findings and apply their learning by fixing elements in their categorization system.\u003c/p>\n\u003cp>At this point, my students research ionic and covalent bonds, either through cooperative research, or by using the flipped classroom model, to fill out their findings with information about the characteristics of each type of bond, such as malleability, boiling and melting points, etc. They’re essentially creating their own notes.\u003c/p>\n\u003ch4>How About English?\u003c/h4>\n\u003cp>Flipping Blooms — putting Creating, Evaluating, Analyzing and Applying first — also works in English. From what I can tell, it’s likely the easiest route to creating a flipped English classroom. In the past, I’ve struggled to teach my students concepts such as grammar rules and abstract ideas like voice. Flipping Blooms makes this much easier.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>We’re creating the churn, the friction for the brain, rather than solely focusing on acquiring rote knowledge.\u003c/p>\n\u003c/aside>\n\u003cp>I begin with having my students write a paragraph, either in response to a prompt or their own free writing. Next, students, working in small groups or pairs, evaluate several master texts for the criteria we’re working on. How does the writer use punctuation or voice in a particular text? What similarities are there between texts? Students then compare their own writing with each text. What did they do correctly or well? How does their writing differ and to what effect?\u003c/p>\n\u003cp>As a class, or in their groups, we analyze the pieces for similarities and differences and group them accordingly. Only then do I introduce the concept of run-on sentences, comma splices, and fragments. Essentially, through this process, my students identify the criteria for good writing. From this, we’re able to co-construct criteria and rubrics for summative assessments.\u003c/p>\n\u003cp>Students then apply what they’ve learned by returning to their own writing. They change elements based on the ideas they’ve encountered.\u003c/p>\n\u003cp>Students further their understanding by either listening to a podcast, or engaging in their own research of grammar rules. Finally, as the knowledge piece, students create a graphic organizer/infographic or a screencast that identifies the language rules they’ve learned.\u003c/p>\n\u003cp>I think the best flipped classrooms work because they spend most of their time creating, evaluating and analyzing. In a sense we’re creating the churn, the friction for the brain, rather than solely focusing on acquiring rote knowledge. The flipped classroom approach is not about watching videos. It’s about students being actively involved in their own learning and creating content in the structure that is most meaningful for them.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Blooms 21 actively places learning where it should be, in the hands of the learner.\u003c/p>\n\u003ch5>\u003cem>This post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/05/15/flipping-blooms-taxonomy/\">Voices from the Learning Revolution\u003c/a>. Shelley Wright is a teacher/education blogger living in Moose Jaw, Saskatchewan in Canada. She teaches high school English, science and technology. Her passion in education is social justice, global education and helping her students make the world a better place. She blogs at \u003ca href=\"http://shelleywright.wordpress.com/\">Wright’s Room\u003c/a>\u003c/em>.\u003c/h5>\n\n","blocks":[],"excerpt":"One educator rethinks Bloom's Taxonomy because it gives the impression that there is a scarcity of creativity in students.","status":"publish","parent":0,"modified":1388075021,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1597},"headData":{"title":"Flip This: Bloom's Taxonomy Should Start with Creating | KQED","description":"One educator rethinks Bloom's Taxonomy because it gives the impression that there is a scarcity of creativity in students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Flip This: Bloom's Taxonomy Should Start with Creating","datePublished":"2012-05-17T21:57:51.000Z","dateModified":"2013-12-26T16:23:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"21511 http://blogs.kqed.org/mindshift/?p=21511","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/17/flip-this-blooms-taxonomy-should-start-with-creating/","disqusTitle":"Flip This: Bloom's Taxonomy Should Start with Creating","path":"/mindshift/21511/flip-this-blooms-taxonomy-should-start-with-creating","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_21512\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cimg class=\"size-medium wp-image-21512\" title=\"bloom_pyramid-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/bloom_pyramid-2-300x321.png\" alt=\"\" width=\"300\" height=\"321\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Chris Davis, Powerful Learning Practice LLC\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://plpnetwork.com/2012/05/15/flipping-blooms-taxonomy/\">By Shelley Wright\u003c/a>\u003c/h5>\n\u003cp>I think the revised Bloom’s Taxonomy is wrong.\u003c/p>\n\u003cp>I know this statement sounds heretical in the realms of education, but I think this is something we should rethink, especially since it is so widely taught to pre-service teachers. I agree that the taxonomy accurately classifies various types of cognitive thinking skills. It certainly identifies the different levels of complexity. But its organizing framework is dead wrong. Here’s why.\u003c/p>\n\u003cp>Conceived in 1956 by a group of educators chaired by Benjamin Bloom, the taxonomy classifies skills from least to most complex. The presentation of the Taxonomy (in \u003ca href=\"http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm\" target=\"_blank\">both\u003c/a>the original and revised versions) as a pyramid suggests that one cannot effectively begin to address higher levels of thinking until those below them have been thoroughly addressed. Consequently (at least in the view of many teachers who learned the taxonomy as part of their college training) Blooms becomes a “step pyramid” that one must arduously try to climb with your learners. Only the most academically adept are likely to reach the pinnacle. That’s the way I was taught it.\u003c/p>\n\u003cp>Many teachers in many classrooms spend the majority of their time in the basement of the taxonomy, never really addressing or developing the higher order thinking skills that kids need to develop. We end up with rote and boring classrooms. Rote and boring curriculum. Much of today’s standardized testing rigorously tests the basement, further anchoring the focus of learning at the bottom steps, which is not beneficial for our students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.\u003c/p>\n\u003c/aside>\n\u003cp>The pyramid creates the impression that there is \u003cem>a scarcity of creativity\u003c/em> — only those who can traverse the bottom levels and reach the summit can be creative. And while this may be how it plays out in many schools, it’s not due to any shortage of creative potential on the part of our students.\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 think the narrowing pyramid also posits that our students need a lot more focus on factual knowledge than creativity, or analyzing, or evaluating and applying what they’ve learned. And in a Google-world, it’s just not true.\u003c/p>\n\u003cp>Here’s what I propose: we flip Bloom’s taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.\u003c/p>\n\u003ch4>Creating at the Forefront\u003c/h4>\n\u003cp>In media studies we often look at the creation of print and digital advertisements. Traditionally, students learn many of the foundational principles for creating a layout through a lecture or text \u003c!--more-->book reading, and then eventually create their own.\u003c/p>\n\u003cp>What if we started with creativity rather than principles? My students start with the standard elements of an advertisement (product photo, copy, logo etc.) and create a mockup. Then students evaluate their mock-up by comparing their ads to a few professional examples and discuss what they did right and wrong in comparison to what they’ve seen.\u003c/p>\n\u003cp>As students are pointing out design elements that work, we begin to analyze for similarities and divide them accordingly into groups. Most will likely fall into the four design principles of contrast, repetition, alignment, and proximity. At this point, students compile their findings as a class, and only then are the four design principles formally introduced.\u003c/p>\n\u003cp>Now students can apply what they’ve learned as they return to their own mock-up and fix elements based on the design principles they’ve begun to absorb.\u003c/p>\n\u003cp>Finally, students research the four design principles to flesh out their understanding where needed, and possibly correct any misconceptions. From this research, students create their own graphic organizer of the four design principles for future reference and to help them remember. We \u003cem>started\u003c/em> with creativity and \u003cem>ended\u003c/em> with the knowledge my students have curated. They’ve been engaged with the entire process from start to finish, and my students have make some significant decisions about the essential knowledge they need.\u003c/p>\n\u003ch4>But Will it Work for Science?\u003c/h4>\n\u003cp>Not only does flipping Blooms work for classes like media studies, it also blends beautifully with my inquiry-based Chemistry class.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Blooms21-tall.png\">\u003cimg class=\"alignright size-full wp-image-21514\" title=\"Blooms21-tall\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Blooms21-tall.png\" alt=\"\" width=\"107\" height=\"187\">\u003c/a>As we study science, I’ve come to realize that it’s very important for my students to encounter a concept before fully understanding what’s going on. It makes their brain try to fill in the gaps, and the more churn a brain experiences, the more likely it’s going to retain information.\u003c/p>\n\u003cp>When we study ionic compounds, we start with a lab. My students begin by creating conductivity testers out of tin foil, batteries, and mini Christmas lights. Students then create their own lab and test 10-12 different substances, from salt water, to HCL, to sugar water, to check which substances conduct electricity. Usually, about half of the solutions provided do.\u003c/p>\n\u003cp>I have them compare their findings to how scientists usually categorize these solutions. Sometimes, solutions that are supposed to conduct electricity, don’t. So providing the results of experts helps them to have more confidence in their own results.\u003c/p>\n\u003cp>However, it’s not enough to discover which substances conduct electricity. I want them to try to figure out why. With the results my students have obtained, they analyze their findings. By dividing the solutions into appropriate categories, students often discern that the solutions that conduct electricity are made up of two elements and the elements combined are found on opposite sides of the periodic table, such as NaCl. They also realize that solutions that don’t conduct, such as sugar, are usually made of elements found on the same side of the table.\u003c/p>\n\u003cp>Once they begin to analyze each solution’s makeup more closely, they tend to realize that conductive solutions are, for the most part, made up of a metal and non-metal, whereas solutions that don’t conduct usually don’t contain any metals. Once they’ve exhausted this activity, I introduce the concepts of ionic and covalent bonds to label each category.\u003c/p>\n\u003cp>Then students re-evaluate their own findings and apply their learning by fixing elements in their categorization system.\u003c/p>\n\u003cp>At this point, my students research ionic and covalent bonds, either through cooperative research, or by using the flipped classroom model, to fill out their findings with information about the characteristics of each type of bond, such as malleability, boiling and melting points, etc. They’re essentially creating their own notes.\u003c/p>\n\u003ch4>How About English?\u003c/h4>\n\u003cp>Flipping Blooms — putting Creating, Evaluating, Analyzing and Applying first — also works in English. From what I can tell, it’s likely the easiest route to creating a flipped English classroom. In the past, I’ve struggled to teach my students concepts such as grammar rules and abstract ideas like voice. Flipping Blooms makes this much easier.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>We’re creating the churn, the friction for the brain, rather than solely focusing on acquiring rote knowledge.\u003c/p>\n\u003c/aside>\n\u003cp>I begin with having my students write a paragraph, either in response to a prompt or their own free writing. Next, students, working in small groups or pairs, evaluate several master texts for the criteria we’re working on. How does the writer use punctuation or voice in a particular text? What similarities are there between texts? Students then compare their own writing with each text. What did they do correctly or well? How does their writing differ and to what effect?\u003c/p>\n\u003cp>As a class, or in their groups, we analyze the pieces for similarities and differences and group them accordingly. Only then do I introduce the concept of run-on sentences, comma splices, and fragments. Essentially, through this process, my students identify the criteria for good writing. From this, we’re able to co-construct criteria and rubrics for summative assessments.\u003c/p>\n\u003cp>Students then apply what they’ve learned by returning to their own writing. They change elements based on the ideas they’ve encountered.\u003c/p>\n\u003cp>Students further their understanding by either listening to a podcast, or engaging in their own research of grammar rules. Finally, as the knowledge piece, students create a graphic organizer/infographic or a screencast that identifies the language rules they’ve learned.\u003c/p>\n\u003cp>I think the best flipped classrooms work because they spend most of their time creating, evaluating and analyzing. In a sense we’re creating the churn, the friction for the brain, rather than solely focusing on acquiring rote knowledge. The flipped classroom approach is not about watching videos. It’s about students being actively involved in their own learning and creating content in the structure that is most meaningful for them.\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>Blooms 21 actively places learning where it should be, in the hands of the learner.\u003c/p>\n\u003ch5>\u003cem>This post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/05/15/flipping-blooms-taxonomy/\">Voices from the Learning Revolution\u003c/a>. Shelley Wright is a teacher/education blogger living in Moose Jaw, Saskatchewan in Canada. She teaches high school English, science and technology. Her passion in education is social justice, global education and helping her students make the world a better place. She blogs at \u003ca href=\"http://shelleywright.wordpress.com/\">Wright’s Room\u003c/a>\u003c/em>.\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21511/flip-this-blooms-taxonomy-should-start-with-creating","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_872","mindshift_651","mindshift_1040"],"featImg":"mindshift_33225","label":"mindshift"},"mindshift_21495":{"type":"posts","id":"mindshift_21495","meta":{"index":"posts_1591205157","site":"mindshift","id":"21495","score":null,"sort":[1337281209000]},"guestAuthors":[],"slug":"learning-that-happens-online-and-off-in-and-out-of-school","title":"Learning that Happens Online and Off, In and Out of School","publishDate":1337281209,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_21497\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8793.jpg\">\u003cimg class=\"size-large wp-image-21497\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8793-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Urban School students work in groups.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">Field trips have always been a staple – some might say the best part of -- school. But those trips are typically special occasions and happen only a few times a year, if budgets and schedules allow for them.\u003c/p>\n\u003cp>At the \u003ca href=\"http://www.urbanschool.org/\">Urban School\u003c/a>, an independent high school in San Francisco, off-site learning is going to be a core part of a few of the classes next year. For students who take statistics and elections the classes will incorporate a chunk of time spent at companies and organizations that are relevant to the class topic.\u003c/p>\n\u003cp>For example, in the statistics class, Urban School staff is looking to partner with companies and organizations that have data they’d be willing to open up to classes to analyze. For the elections class, students would ideally work in local field offices.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“With technology, we start with ‘yes’ and then put boundaries on it, instead of starting with ‘no’ and having censorship,”\u003c/p>\n\u003c/aside>\n\u003cp>Time spent in the field would be part of a broader, comprehensive curriculum that includes time spent in class, project work with other schools – perhaps even in other cities and countries that will eventually become part of a larger network, guest lectures and speakers, group work, and online work done at home.\u003c/p>\n\u003cp>Taken all together, it’s a combination of “flipped,” “blended,” “experiential,” “authentic,” and some of the other buzz words we hear in education circles. This experiment for Urban is what some educators envision would exemplify \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">the future school day\u003c/a>: learning that happens outside of fixed boundaries, in fluid environments, applying real-world applications to concepts and theories.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Imagine a kid in a math class working on a project,” said David Bill, the Director of Educational Technology. “Several times a week, they don’t have to be in class, but they can go out and work with a company to get data sets for a unit. It’s a more real-world experience.”\u003c/p>\n\u003cp>\u003cstrong>IN THE DNA\u003c/strong>\u003c/p>\n\u003cp>This kind of experimentation is not unusual for a school like Urban, which has long had a forward-\u003c!--more-->thinking reputation. The school opened in 1966 and quickly gained notoriety for its progressive pedagogy, which focused on rigorous academics and service learning. The school pioneered the use of block scheduling in the 1970s, and until recently, students were not shown their grades.\u003c/p>\n\u003cfigure id=\"attachment_21502\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8748.jpg\">\u003cimg class=\"size-medium wp-image-21502\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8748-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Art class incorporates tactile and digital techniques.\u003c/figcaption>\u003c/figure>\n\u003cp>Urban introduced its one-to-one laptop program a little more than a decade ago. “We’re trying to find the sweet spot between traditional school methods that have a face-to-face community and making space for this rich learning content that can be accessed digitally,” said Dean of Faculty Jonathan Howland.\u003c/p>\n\u003cp>Head of School Mark Salkind explained that Urban officials wanted to go beyond the traditional computer lab approach.\u003c/p>\n\u003cp>“In real life, you don’t have to schedule in time to use your computer,” he said. “Our goal was to have the laptops disappear – that is, become so integrated into what we do that they were not seen as anything special.”\u003c/p>\n\u003cp>The nearly 400 students at Urban currently use MacBook Air laptops and pay for them in yearly installments that’s included in their annual tuition fees, which can top $35,000.\u003c/p>\n\u003cp>Senior Brett Klapper said he uses his laptop in nearly every class. “I think it introduces us to the way of life we’ll be leading in college and as adults,” he said.\u003c/p>\n\u003cp>Junior Tanisha Rai said that having a laptop for schoolwork makes her more organized but admitted that she sometimes feels over-reliant on her computer.\u003c/p>\n\u003cp>“All my assignments, all my homework, my calendar: they’re all on my laptop,” she said. “I wouldn’t be able to survive a day here without my computer.”\u003c/p>\n\u003cp>Several students as well as teachers noted how much freedom the Urban School allows students in their use of technology.\u003c/p>\n\u003cp>“With technology, we start with ‘yes’ and then put boundaries on it, instead of starting with ‘no’ and having censorship,” said Charlotte Worsley, the Assistant Head of School for Student Life.\u003c/p>\n\u003cfigure id=\"attachment_21503\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8777.jpg\">\u003cimg class=\"size-medium wp-image-21503\" title=\"IMG_8777\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8777-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Every student at Urban gets a Macbook Air laptop.\u003c/figcaption>\u003c/figure>\n\u003cp>Klapper, who will graduate in June and plans to attend Wesleyan University in the fall, said he appreciates the “trust” implicit in Urban’s approach -- not just in the use of technology, but to the curriculum in general.\u003c/p>\n\u003cp>“As a student, you feel so respected here,” he said. “Not all schools would trust kids to let us do some of the things we do in our classes.”\u003c/p>\n\u003cp>Klapper led an HIV-testing drive at the school as part of a service learning class called “Projects.” He said he got some guidance from teachers but was allowed to do most of the work on his own.\u003c/p>\n\u003cp>“What we want to do is make education ‘asynchronous,’ not where everybody is asked to do the same thing all at once,” Howland said.\u003c/p>\n\u003cp>The school is pushing teachers to use technology in ways that enhance project-based learning and inquiry. “In the future, we could have teachers put a lot of their basic content online for kids to review at home,” he said. “And actual class time is used for the extension of that basic knowledge or for field trips or service projects.”\u003c/p>\n\u003cp>At Urban, perhaps the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/\">future\u003c/a> is here.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch5>\u003cem>Clarification: The current post reflects that, as of now, only the statistics and elections classes at Urban will be working with off-site organizations.\u003c/em>\u003c/h5>\n\n","blocks":[],"excerpt":"Could this be a model for the future school? Students spend time doing projects at off-site organizations, listening to lectures at home, collaborating with other students and teachers at school.","status":"publish","parent":0,"modified":1337886946,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":982},"headData":{"title":"Learning that Happens Online and Off, In and Out of School | KQED","description":"Could this be a model for the future school? Students spend time doing projects at off-site organizations, listening to lectures at home, collaborating with other students and teachers at school.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Learning that Happens Online and Off, In and Out of School","datePublished":"2012-05-17T19:00:09.000Z","dateModified":"2012-05-24T19:15:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"21495 http://blogs.kqed.org/mindshift/?p=21495","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/17/learning-that-happens-online-and-off-in-and-out-of-school/","disqusTitle":"Learning that Happens Online and Off, In and Out of School","path":"/mindshift/21495/learning-that-happens-online-and-off-in-and-out-of-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21497\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8793.jpg\">\u003cimg class=\"size-large wp-image-21497\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8793-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Urban School students work in groups.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">Field trips have always been a staple – some might say the best part of -- school. But those trips are typically special occasions and happen only a few times a year, if budgets and schedules allow for them.\u003c/p>\n\u003cp>At the \u003ca href=\"http://www.urbanschool.org/\">Urban School\u003c/a>, an independent high school in San Francisco, off-site learning is going to be a core part of a few of the classes next year. For students who take statistics and elections the classes will incorporate a chunk of time spent at companies and organizations that are relevant to the class topic.\u003c/p>\n\u003cp>For example, in the statistics class, Urban School staff is looking to partner with companies and organizations that have data they’d be willing to open up to classes to analyze. For the elections class, students would ideally work in local field offices.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“With technology, we start with ‘yes’ and then put boundaries on it, instead of starting with ‘no’ and having censorship,”\u003c/p>\n\u003c/aside>\n\u003cp>Time spent in the field would be part of a broader, comprehensive curriculum that includes time spent in class, project work with other schools – perhaps even in other cities and countries that will eventually become part of a larger network, guest lectures and speakers, group work, and online work done at home.\u003c/p>\n\u003cp>Taken all together, it’s a combination of “flipped,” “blended,” “experiential,” “authentic,” and some of the other buzz words we hear in education circles. This experiment for Urban is what some educators envision would exemplify \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">the future school day\u003c/a>: learning that happens outside of fixed boundaries, in fluid environments, applying real-world applications to concepts and theories.\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>“Imagine a kid in a math class working on a project,” said David Bill, the Director of Educational Technology. “Several times a week, they don’t have to be in class, but they can go out and work with a company to get data sets for a unit. It’s a more real-world experience.”\u003c/p>\n\u003cp>\u003cstrong>IN THE DNA\u003c/strong>\u003c/p>\n\u003cp>This kind of experimentation is not unusual for a school like Urban, which has long had a forward-\u003c!--more-->thinking reputation. The school opened in 1966 and quickly gained notoriety for its progressive pedagogy, which focused on rigorous academics and service learning. The school pioneered the use of block scheduling in the 1970s, and until recently, students were not shown their grades.\u003c/p>\n\u003cfigure id=\"attachment_21502\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8748.jpg\">\u003cimg class=\"size-medium wp-image-21502\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8748-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Art class incorporates tactile and digital techniques.\u003c/figcaption>\u003c/figure>\n\u003cp>Urban introduced its one-to-one laptop program a little more than a decade ago. “We’re trying to find the sweet spot between traditional school methods that have a face-to-face community and making space for this rich learning content that can be accessed digitally,” said Dean of Faculty Jonathan Howland.\u003c/p>\n\u003cp>Head of School Mark Salkind explained that Urban officials wanted to go beyond the traditional computer lab approach.\u003c/p>\n\u003cp>“In real life, you don’t have to schedule in time to use your computer,” he said. “Our goal was to have the laptops disappear – that is, become so integrated into what we do that they were not seen as anything special.”\u003c/p>\n\u003cp>The nearly 400 students at Urban currently use MacBook Air laptops and pay for them in yearly installments that’s included in their annual tuition fees, which can top $35,000.\u003c/p>\n\u003cp>Senior Brett Klapper said he uses his laptop in nearly every class. “I think it introduces us to the way of life we’ll be leading in college and as adults,” he said.\u003c/p>\n\u003cp>Junior Tanisha Rai said that having a laptop for schoolwork makes her more organized but admitted that she sometimes feels over-reliant on her computer.\u003c/p>\n\u003cp>“All my assignments, all my homework, my calendar: they’re all on my laptop,” she said. “I wouldn’t be able to survive a day here without my computer.”\u003c/p>\n\u003cp>Several students as well as teachers noted how much freedom the Urban School allows students in their use of technology.\u003c/p>\n\u003cp>“With technology, we start with ‘yes’ and then put boundaries on it, instead of starting with ‘no’ and having censorship,” said Charlotte Worsley, the Assistant Head of School for Student Life.\u003c/p>\n\u003cfigure id=\"attachment_21503\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8777.jpg\">\u003cimg class=\"size-medium wp-image-21503\" title=\"IMG_8777\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8777-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Every student at Urban gets a Macbook Air laptop.\u003c/figcaption>\u003c/figure>\n\u003cp>Klapper, who will graduate in June and plans to attend Wesleyan University in the fall, said he appreciates the “trust” implicit in Urban’s approach -- not just in the use of technology, but to the curriculum in general.\u003c/p>\n\u003cp>“As a student, you feel so respected here,” he said. “Not all schools would trust kids to let us do some of the things we do in our classes.”\u003c/p>\n\u003cp>Klapper led an HIV-testing drive at the school as part of a service learning class called “Projects.” He said he got some guidance from teachers but was allowed to do most of the work on his own.\u003c/p>\n\u003cp>“What we want to do is make education ‘asynchronous,’ not where everybody is asked to do the same thing all at once,” Howland said.\u003c/p>\n\u003cp>The school is pushing teachers to use technology in ways that enhance project-based learning and inquiry. “In the future, we could have teachers put a lot of their basic content online for kids to review at home,” he said. “And actual class time is used for the extension of that basic knowledge or for field trips or service projects.”\u003c/p>\n\u003cp>At Urban, perhaps the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/\">future\u003c/a> is here.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch5>\u003cem>Clarification: The current post reflects that, as of now, only the statistics and elections classes at Urban will be working with off-site organizations.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21495/learning-that-happens-online-and-off-in-and-out-of-school","authors":["4354"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_399","mindshift_651","mindshift_797","mindshift_871"],"featImg":"mindshift_21497","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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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. 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