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FM","link":"/"}},"mindshift_52193":{"type":"posts","id":"mindshift_52193","meta":{"index":"posts_1591205157","site":"mindshift","id":"52193","score":null,"sort":[1537288541000]},"guestAuthors":[],"slug":"ten-jobs-that-should-be-safe-from-automation","title":"Ten Jobs That Should Be Safe From Automation","publishDate":1537288541,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/ten-jobs-that-are-safe-from-robots/\">\u003cem>robots and jobs\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">our newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>Yes, the robots are definitely coming for the jobs of America’s \u003ca href=\"https://www.bls.gov/ooh/sales/cashiers.htm\">3.5 million cashiers\u003c/a>. Just ask the retail workers who’ve already been \u003ca href=\"https://www.cnbc.com/2018/01/09/between-walmart-and-kroger-500-stores-are-about-to-ditch-cashiers.html\">displaced \u003c/a>\u003ca href=\"https://www.cnbc.com/2018/01/09/between-walmart-and-kroger-500-stores-are-about-to-ditch-cashiers.html\">by\u003c/a>\u003ca href=\"https://www.cnbc.com/2018/01/09/between-walmart-and-kroger-500-stores-are-about-to-ditch-cashiers.html\"> automated checkout machines\u003c/a>. Robots may also be coming for radiologists, whose expertise diagnosing diseases through X-rays and MRIs is facing stiff \u003ca href=\"https://www.newyorker.com/magazine/2017/04/03/ai-versus-md\">competition from artificial intelligence\u003c/a>. And robots are starting to do some of the work in professions as diverse as \u003ca href=\"https://www.washingtonpost.com/news/innovations/wp/2018/05/17/will-robots-replace-chefs-at-this-new-boston-restaurant-they-already-have/?utm_term=.de9a87225e7b\">chef\u003c/a>, \u003ca href=\"http://www.chicagotribune.com/business/ct-white-collar-job-automation-0910-biz-20170907-story.html\">office clerk\u003c/a> and \u003ca href=\"https://www.wired.com/2016/10/ubers-self-driving-truck-makes-first-delivery-50000-beers/\">tractor-trailer operator\u003c/a>.\u003c/p>\n\u003cp>For most of us, though, the robot invasion will simply change the tasks we do, not destroy our jobs altogether. That’s according to researchers who study the impact of automation on jobs. They also note that, as the spread of artificial intelligence automates the rote parts of our jobs, it will not only force us to upgrade our skills but also free us up to take on more sophisticated tasks. Meanwhile, the education system will have to adapt by focusing on giving people the high-level problem-solving and interpersonal skills that robots may never be able to master.\u003c/p>\n\u003cp>Over the next decade, at least one-third of the tasks in about \u003ca href=\"https://www.mckinsey.com/featured-insights/future-of-organizations-and-work/jobs-lost-jobs-gained-what-the-future-of-work-will-mean-for-jobs-skills-and-wages\">60 percent\u003c/a> of jobs could be automated, according to research by consulting firm McKinsey & Company. Globally, the firm estimates that up to \u003ca href=\"https://www.mckinsey.com/featured-insights/future-of-organizations-and-work/jobs-lost-jobs-gained-what-the-future-of-work-will-mean-for-jobs-skills-and-wages\">30 percent\u003c/a> of current work hours will be automated. Less than \u003ca href=\"https://www.mckinsey.com/featured-insights/digital-disruption/harnessing-automation-for-a-future-that-works\">5 percent\u003c/a> of jobs, McKinsey says, will disappear completely in that period. Here, we take a look at jobs that, to the extent that workforce and automation research can predict the future, will continue to depend largely on uniquely human skills, thus remaining relatively robot-proof.\u003c/p>\n\u003cp>The most vulnerable jobs are low-skill positions in very structured and predictable settings, such as heavy-machinery operations and fast-food work. Significant parts of white-collar jobs that involve collecting and processing information — paralegal work, accounting and mortgage origination, for example — are also likely to be automated. “The jobs that will go away are the jobs that are routine in nature,” said Joseph B. Fuller, professor of management practice at Harvard Business School. Jobs that don't require much deviation from a central task, he noted, are the easiest to describe in an algorithm and thus prime candidates for automation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In contrast, robot-proof jobs tend to involve tasks like decision-making and problem-solving, and require a flexible mindset and a willingness to multitask. They’re also likely to require higher education, according to a Georgetown University Center on Education and the Workforce analysis conducted for The Hechinger Report. “For the most part, a bachelor’s degree has a higher probability of giving you automation protection,” said Megan Fasules, an assistant professor and research economist at the center who compiled the data. “So even if my job has a degree of automation, a bachelor’s degree might allow me to have the skills to adapt to changes more easily.”\u003c/p>\n\u003cp>As artificial intelligence enters workplaces, many jobs will become hybrid versions of earlier jobs. Job roles and skills will mix together in new ways — forcing education programs to adapt as well. For example, Harvard’s Fuller cites the growing demand for registered nurses with specialized computer science skills. “I’ve looked all across the U.S., there is no such education program available.”\u003c/p>\n\u003cp>Workers in all job levels will need to keep sharpening their skills and continuing to learn, according to Benjamin Pring, co-founder and managing director of The Center for the Future of Work, a research unit funded by Cognizant, a tech services company. “If you’re a doctor, you should aim to be an even smarter doctor. If you’re a garbage collector, you should aim to be a smarter garbage collector.”\u003c/p>\n\u003cfigure id=\"attachment_52195\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52195\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/GonserRobotProofJobs2-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-1200x799.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-1180x786.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-960x639.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A high school teacher in New York helps a student during class. Due to its highly interpersonal nature, high school teaching ranks very low on the automation-risk scale. \u003ccite>(The Hechinger Report/Jackie Mader)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He says that a more \u003ca href=\"https://hechingerreport.org/is-the-new-education-reform-hiding-in-plain-sight/\">personalized method\u003c/a> of education, rather than a one-size-fits-all approach, may do the best job of preparing young people for the future work environment. Whereas traditional, standardized teaching models work for motivated students, they often leave less motivated or struggling students behind, he says. “A more personalized approach, where the performance of each child is improved, will create, in aggregate, smarter people who can thrive in this era in which tools and machines are smarter than ourselves,” said Pring.\u003c/p>\n\u003cp>But there’s only so much educators, and workers, can do now to prepare. “The notion that we can train someone in 2018 for job requirements in 2028 isn’t realistic,” Fuller said. Given the fast pace of change, job training will have to be fluid rather than static, helping people gather the skills to survive as workplaces and needs continuously evolve.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=OjJvDiZJeGE]\u003c/p>\n\u003cp>In its analysis for The Hechinger Report, the Georgetown University Center on Education and the Workforce identified 10 robot-proof jobs, in sizable fields that pay a solid middle-class wage. The analysis was based on information from the \u003ca href=\"https://www.onetcenter.org/whatsnew.html\">O*NET Resource Center\u003c/a> and the U.S. Census Bureau, American Community Survey, 2016. Job wages and details are from the Bureau of Labor Statistics.\u003c/p>\n\u003cp>\u003cstrong>Best robot-proof jobs requiring a high-school degree but no college:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Automotive body and glass repairs\u003c/strong>\u003c/p>\n\u003cp>With a median wage of \u003ca href=\"https://www.bls.gov/ooh/installation-maintenance-and-repair/automotive-service-technicians-and-mechanics.htm\">$40,580\u003c/a>, this is among the better jobs that don’t call for education beyond high school — especially now that auto shops are well-ventilated, so that fumes and dust are dispersed. And because this job requires technical knowledge plus problem-solving and customer service skills, it has a low risk of automation.\u003c/p>\n\u003cp>\u003cstrong>Heavy vehicle and mobile equipment service technicians\u003c/strong>\u003c/p>\n\u003cp>These mechanics inspect and repair the vehicles and machinery used in such growing fields as construction, farming and rail transportation. Employers will hire workers right out of high school, though postsecondary training is an asset. With a median wage of \u003ca href=\"https://www.bls.gov/ooh/installation-maintenance-and-repair/heavy-vehicle-and-mobile-equipment-service-technicians.htm\">$49,440\u003c/a> and required (and robot-proof) customer service and problem-solving skills and technical know-how, the real downside to this job is that it’s tough, physical and often dirty work.\u003c/p>\n\u003cp>\u003cstrong>Best robot-proof jobs requiring a certification or 2-year degree:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Bus and truck mechanics and diesel engine specialists\u003c/strong>\u003c/p>\n\u003cp>Industry certification in diesel engine repair, or other postsecondary preparation, is strongly preferred for this job. This is physically demanding work, often in noisy repair shops, and it pays a middle-class wage of \u003ca href=\"https://www.bls.gov/ooh/installation-maintenance-and-repair/diesel-service-technicians-and-mechanics.htm\">$46,360\u003c/a>. Because this job requires the ability to troubleshoot, deal with customers and handle sophisticated technology such as engine diagnostic software, it rates low for automation risk.\u003c/p>\n\u003cp>\u003cstrong>Line installers and workers\u003c/strong>\u003c/p>\n\u003cp>Line workers install and repair electrical power systems and telecommunications cables. The job requires a high school diploma, technical certification and on-the-job training, and it can be physically demanding and hazardous. Still, because of the degree of customer interaction, complex problem-solving and critical thinking involved in the job, it is relatively automation-proof and pays \u003ca href=\"https://www.bls.gov/ooh/Installation-Maintenance-and-Repair/Line-installers-and-repairers.htm\">$64,190\u003c/a> per year.\u003c/p>\n\u003cp>\u003cstrong>Best robot-proof jobs requiring a bachelor’s degree or more:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>High school teachers\u003c/strong>\u003c/p>\n\u003cp>High school teachers need at least a bachelor’s degree and, to work in public schools, a teaching license or certification. The median wage is \u003ca href=\"https://www.bls.gov/ooh/education-training-and-library/high-school-teachers.htm\">$59,170\u003c/a> and, with some variation by region, employment in the profession is expected to grow. While there is the big upside of summer and holiday vacations, this advantage is offset by the reality that teachers tend to work evenings and weekends grading papers and preparing lessons. Due to its highly interpersonal nature, high school teaching ranks very low on the automation-risk scale.\u003c/p>\n\u003cp>\u003cstrong>Occupational therapists\u003c/strong>\u003c/p>\n\u003cp>Occupational therapists work in settings such as hospitals and schools to help ill, injured or disabled people build the skills needed for everyday life. Demand for the jobs, which pay an average of \u003ca href=\"https://www.bls.gov/ooh/healthcare/occupational-therapists.htm\">$83,200\u003c/a>, is increasing rapidly: Employment is projected to grow 24 percent in the next decade. This job requires sophisticated reasoning, strong communication skills and high-level problem-solving and decision-making abilities — making it an unpredictable, challenging and thus robot-proof job.\u003c/p>\n\u003cp>\u003cstrong>Special education teachers\u003c/strong>\u003c/p>\n\u003cp>Special education teachers work with students with disabilities, from preschool through high school, and earn a median annual wage of \u003ca href=\"https://www.bls.gov/ooh/education-training-and-library/special-education-teachers.htm\">$58,980\u003c/a>. This job requires a bachelor’s degree and a state certification or license. While some special education teachers receive summers and holidays off, many work year-round. The job’s automation-proof skills include the ability to build strong relationships with students and co-workers, modify curriculum based on students’ needs and assess students’ abilities.\u003c/p>\n\u003cp>\u003cstrong>Aerospace engineers\u003c/strong>\u003c/p>\n\u003cp>Investment in redesigning aircraft to be quieter and more fuel efficient is driving job creation for aerospace engineers. With a median annual wage of \u003ca href=\"https://www.bls.gov/ooh/architecture-and-engineering/aerospace-engineers.htm\">$113,030\u003c/a>, positions require a bachelor’s degree in aerospace engineering or a related science or engineering field. Workers must possess deep technical knowledge, critical-thinking skills and complex problem-solving abilities, among many other automation-proof skills.\u003c/p>\n\u003cp>\u003cstrong>Nurse practitioners and nurse midwives\u003c/strong>\u003c/p>\n\u003cp>Nurse practitioners and nurse midwives need a master’s degree and a state license, at minimum; they must also pass a national certification exam. The average annual wage is \u003ca href=\"https://www.bls.gov/ooh/healthcare/nurse-anesthetists-nurse-midwives-and-nurse-practitioners.htm\">$110,930\u003c/a>. As Americans age, this job sector is projected to grow a whopping 31 percent in the next decade. Because this job requires a unique and demanding combination of critical-thinking and social skills and adaptability, it ranks low for risk of automation.\u003c/p>\n\u003cp>\u003cstrong>Writers and authors\u003c/strong>\u003c/p>\n\u003cp>These jobs — \u003ca href=\"https://www.bls.gov/ooh/media-and-communication/writers-and-authors.htm#tab-1\">in copy and technical writing, book authorship and other fields\u003c/a> — pay a median annual wage of $61,820 and generally require at least a bachelor’s degree. While computer programs are starting to \u003ca href=\"https://www.poynter.org/news/will-robots-automate-our-journalism-jobs-many-ways-they-already-have\">produce simple news articles\u003c/a>, the overall threat of a robot penning the next novel you read, or the next advertising jingle you hear, is very low.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/ten-jobs-that-are-safe-from-robots/\">\u003cem>robots and jobs\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">our newsletter\u003c/a>\u003cem>. Do you have questions about the future of work? Submit them \u003ca href=\"https://hechingerreport.org/special-reports/map-to-the-middle-class/\">here\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"By 2028, likely one-third of the current tasks in most jobs will be automated. Competing with robots will require adaptability and, for the best jobs, a college education. The Center on Education and the Workforce says that the middle-class jobs at lowest risk of automation include aerospace engineers and nurse practitioners.\r\n","status":"publish","parent":0,"modified":1549926781,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":1757},"headData":{"title":"Ten Jobs That Should Be Safe From Automation | KQED","description":"By 2028, likely one-third of the current tasks in most jobs will be automated. Competing with robots will require adaptability and, for the best jobs, a college education. The Center on Education and the Workforce says that the middle-class jobs at lowest risk of automation include aerospace engineers and nurse practitioners.\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Ten Jobs That Should Be Safe From Automation","datePublished":"2018-09-18T16:35:41.000Z","dateModified":"2019-02-11T23:13:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52193 https://ww2.kqed.org/mindshift/?p=52193","disqusUrl":"https://ww2.kqed.org/mindshift/2018/09/18/ten-jobs-that-should-be-safe-from-automation/","disqusTitle":"Ten Jobs That Should Be Safe From Automation","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Sarah Gonser, The Hechinger Report\u003c/a>","path":"/mindshift/52193/ten-jobs-that-should-be-safe-from-automation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/ten-jobs-that-are-safe-from-robots/\">\u003cem>robots and jobs\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">our newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>Yes, the robots are definitely coming for the jobs of America’s \u003ca href=\"https://www.bls.gov/ooh/sales/cashiers.htm\">3.5 million cashiers\u003c/a>. Just ask the retail workers who’ve already been \u003ca href=\"https://www.cnbc.com/2018/01/09/between-walmart-and-kroger-500-stores-are-about-to-ditch-cashiers.html\">displaced \u003c/a>\u003ca href=\"https://www.cnbc.com/2018/01/09/between-walmart-and-kroger-500-stores-are-about-to-ditch-cashiers.html\">by\u003c/a>\u003ca href=\"https://www.cnbc.com/2018/01/09/between-walmart-and-kroger-500-stores-are-about-to-ditch-cashiers.html\"> automated checkout machines\u003c/a>. Robots may also be coming for radiologists, whose expertise diagnosing diseases through X-rays and MRIs is facing stiff \u003ca href=\"https://www.newyorker.com/magazine/2017/04/03/ai-versus-md\">competition from artificial intelligence\u003c/a>. And robots are starting to do some of the work in professions as diverse as \u003ca href=\"https://www.washingtonpost.com/news/innovations/wp/2018/05/17/will-robots-replace-chefs-at-this-new-boston-restaurant-they-already-have/?utm_term=.de9a87225e7b\">chef\u003c/a>, \u003ca href=\"http://www.chicagotribune.com/business/ct-white-collar-job-automation-0910-biz-20170907-story.html\">office clerk\u003c/a> and \u003ca href=\"https://www.wired.com/2016/10/ubers-self-driving-truck-makes-first-delivery-50000-beers/\">tractor-trailer operator\u003c/a>.\u003c/p>\n\u003cp>For most of us, though, the robot invasion will simply change the tasks we do, not destroy our jobs altogether. That’s according to researchers who study the impact of automation on jobs. They also note that, as the spread of artificial intelligence automates the rote parts of our jobs, it will not only force us to upgrade our skills but also free us up to take on more sophisticated tasks. Meanwhile, the education system will have to adapt by focusing on giving people the high-level problem-solving and interpersonal skills that robots may never be able to master.\u003c/p>\n\u003cp>Over the next decade, at least one-third of the tasks in about \u003ca href=\"https://www.mckinsey.com/featured-insights/future-of-organizations-and-work/jobs-lost-jobs-gained-what-the-future-of-work-will-mean-for-jobs-skills-and-wages\">60 percent\u003c/a> of jobs could be automated, according to research by consulting firm McKinsey & Company. Globally, the firm estimates that up to \u003ca href=\"https://www.mckinsey.com/featured-insights/future-of-organizations-and-work/jobs-lost-jobs-gained-what-the-future-of-work-will-mean-for-jobs-skills-and-wages\">30 percent\u003c/a> of current work hours will be automated. Less than \u003ca href=\"https://www.mckinsey.com/featured-insights/digital-disruption/harnessing-automation-for-a-future-that-works\">5 percent\u003c/a> of jobs, McKinsey says, will disappear completely in that period. Here, we take a look at jobs that, to the extent that workforce and automation research can predict the future, will continue to depend largely on uniquely human skills, thus remaining relatively robot-proof.\u003c/p>\n\u003cp>The most vulnerable jobs are low-skill positions in very structured and predictable settings, such as heavy-machinery operations and fast-food work. Significant parts of white-collar jobs that involve collecting and processing information — paralegal work, accounting and mortgage origination, for example — are also likely to be automated. “The jobs that will go away are the jobs that are routine in nature,” said Joseph B. Fuller, professor of management practice at Harvard Business School. Jobs that don't require much deviation from a central task, he noted, are the easiest to describe in an algorithm and thus prime candidates for automation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In contrast, robot-proof jobs tend to involve tasks like decision-making and problem-solving, and require a flexible mindset and a willingness to multitask. They’re also likely to require higher education, according to a Georgetown University Center on Education and the Workforce analysis conducted for The Hechinger Report. “For the most part, a bachelor’s degree has a higher probability of giving you automation protection,” said Megan Fasules, an assistant professor and research economist at the center who compiled the data. “So even if my job has a degree of automation, a bachelor’s degree might allow me to have the skills to adapt to changes more easily.”\u003c/p>\n\u003cp>As artificial intelligence enters workplaces, many jobs will become hybrid versions of earlier jobs. Job roles and skills will mix together in new ways — forcing education programs to adapt as well. For example, Harvard’s Fuller cites the growing demand for registered nurses with specialized computer science skills. “I’ve looked all across the U.S., there is no such education program available.”\u003c/p>\n\u003cp>Workers in all job levels will need to keep sharpening their skills and continuing to learn, according to Benjamin Pring, co-founder and managing director of The Center for the Future of Work, a research unit funded by Cognizant, a tech services company. “If you’re a doctor, you should aim to be an even smarter doctor. If you’re a garbage collector, you should aim to be a smarter garbage collector.”\u003c/p>\n\u003cfigure id=\"attachment_52195\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52195\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/GonserRobotProofJobs2-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-1200x799.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-1180x786.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-960x639.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A high school teacher in New York helps a student during class. Due to its highly interpersonal nature, high school teaching ranks very low on the automation-risk scale. \u003ccite>(The Hechinger Report/Jackie Mader)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He says that a more \u003ca href=\"https://hechingerreport.org/is-the-new-education-reform-hiding-in-plain-sight/\">personalized method\u003c/a> of education, rather than a one-size-fits-all approach, may do the best job of preparing young people for the future work environment. Whereas traditional, standardized teaching models work for motivated students, they often leave less motivated or struggling students behind, he says. “A more personalized approach, where the performance of each child is improved, will create, in aggregate, smarter people who can thrive in this era in which tools and machines are smarter than ourselves,” said Pring.\u003c/p>\n\u003cp>But there’s only so much educators, and workers, can do now to prepare. “The notion that we can train someone in 2018 for job requirements in 2028 isn’t realistic,” Fuller said. Given the fast pace of change, job training will have to be fluid rather than static, helping people gather the skills to survive as workplaces and needs continuously evolve.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/OjJvDiZJeGE'\n title='//www.youtube.com/embed/OjJvDiZJeGE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In its analysis for The Hechinger Report, the Georgetown University Center on Education and the Workforce identified 10 robot-proof jobs, in sizable fields that pay a solid middle-class wage. The analysis was based on information from the \u003ca href=\"https://www.onetcenter.org/whatsnew.html\">O*NET Resource Center\u003c/a> and the U.S. Census Bureau, American Community Survey, 2016. Job wages and details are from the Bureau of Labor Statistics.\u003c/p>\n\u003cp>\u003cstrong>Best robot-proof jobs requiring a high-school degree but no college:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Automotive body and glass repairs\u003c/strong>\u003c/p>\n\u003cp>With a median wage of \u003ca href=\"https://www.bls.gov/ooh/installation-maintenance-and-repair/automotive-service-technicians-and-mechanics.htm\">$40,580\u003c/a>, this is among the better jobs that don’t call for education beyond high school — especially now that auto shops are well-ventilated, so that fumes and dust are dispersed. And because this job requires technical knowledge plus problem-solving and customer service skills, it has a low risk of automation.\u003c/p>\n\u003cp>\u003cstrong>Heavy vehicle and mobile equipment service technicians\u003c/strong>\u003c/p>\n\u003cp>These mechanics inspect and repair the vehicles and machinery used in such growing fields as construction, farming and rail transportation. Employers will hire workers right out of high school, though postsecondary training is an asset. With a median wage of \u003ca href=\"https://www.bls.gov/ooh/installation-maintenance-and-repair/heavy-vehicle-and-mobile-equipment-service-technicians.htm\">$49,440\u003c/a> and required (and robot-proof) customer service and problem-solving skills and technical know-how, the real downside to this job is that it’s tough, physical and often dirty work.\u003c/p>\n\u003cp>\u003cstrong>Best robot-proof jobs requiring a certification or 2-year degree:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Bus and truck mechanics and diesel engine specialists\u003c/strong>\u003c/p>\n\u003cp>Industry certification in diesel engine repair, or other postsecondary preparation, is strongly preferred for this job. This is physically demanding work, often in noisy repair shops, and it pays a middle-class wage of \u003ca href=\"https://www.bls.gov/ooh/installation-maintenance-and-repair/diesel-service-technicians-and-mechanics.htm\">$46,360\u003c/a>. Because this job requires the ability to troubleshoot, deal with customers and handle sophisticated technology such as engine diagnostic software, it rates low for automation risk.\u003c/p>\n\u003cp>\u003cstrong>Line installers and workers\u003c/strong>\u003c/p>\n\u003cp>Line workers install and repair electrical power systems and telecommunications cables. The job requires a high school diploma, technical certification and on-the-job training, and it can be physically demanding and hazardous. Still, because of the degree of customer interaction, complex problem-solving and critical thinking involved in the job, it is relatively automation-proof and pays \u003ca href=\"https://www.bls.gov/ooh/Installation-Maintenance-and-Repair/Line-installers-and-repairers.htm\">$64,190\u003c/a> per year.\u003c/p>\n\u003cp>\u003cstrong>Best robot-proof jobs requiring a bachelor’s degree or more:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>High school teachers\u003c/strong>\u003c/p>\n\u003cp>High school teachers need at least a bachelor’s degree and, to work in public schools, a teaching license or certification. The median wage is \u003ca href=\"https://www.bls.gov/ooh/education-training-and-library/high-school-teachers.htm\">$59,170\u003c/a> and, with some variation by region, employment in the profession is expected to grow. While there is the big upside of summer and holiday vacations, this advantage is offset by the reality that teachers tend to work evenings and weekends grading papers and preparing lessons. Due to its highly interpersonal nature, high school teaching ranks very low on the automation-risk scale.\u003c/p>\n\u003cp>\u003cstrong>Occupational therapists\u003c/strong>\u003c/p>\n\u003cp>Occupational therapists work in settings such as hospitals and schools to help ill, injured or disabled people build the skills needed for everyday life. Demand for the jobs, which pay an average of \u003ca href=\"https://www.bls.gov/ooh/healthcare/occupational-therapists.htm\">$83,200\u003c/a>, is increasing rapidly: Employment is projected to grow 24 percent in the next decade. This job requires sophisticated reasoning, strong communication skills and high-level problem-solving and decision-making abilities — making it an unpredictable, challenging and thus robot-proof job.\u003c/p>\n\u003cp>\u003cstrong>Special education teachers\u003c/strong>\u003c/p>\n\u003cp>Special education teachers work with students with disabilities, from preschool through high school, and earn a median annual wage of \u003ca href=\"https://www.bls.gov/ooh/education-training-and-library/special-education-teachers.htm\">$58,980\u003c/a>. This job requires a bachelor’s degree and a state certification or license. While some special education teachers receive summers and holidays off, many work year-round. The job’s automation-proof skills include the ability to build strong relationships with students and co-workers, modify curriculum based on students’ needs and assess students’ abilities.\u003c/p>\n\u003cp>\u003cstrong>Aerospace engineers\u003c/strong>\u003c/p>\n\u003cp>Investment in redesigning aircraft to be quieter and more fuel efficient is driving job creation for aerospace engineers. With a median annual wage of \u003ca href=\"https://www.bls.gov/ooh/architecture-and-engineering/aerospace-engineers.htm\">$113,030\u003c/a>, positions require a bachelor’s degree in aerospace engineering or a related science or engineering field. Workers must possess deep technical knowledge, critical-thinking skills and complex problem-solving abilities, among many other automation-proof skills.\u003c/p>\n\u003cp>\u003cstrong>Nurse practitioners and nurse midwives\u003c/strong>\u003c/p>\n\u003cp>Nurse practitioners and nurse midwives need a master’s degree and a state license, at minimum; they must also pass a national certification exam. The average annual wage is \u003ca href=\"https://www.bls.gov/ooh/healthcare/nurse-anesthetists-nurse-midwives-and-nurse-practitioners.htm\">$110,930\u003c/a>. As Americans age, this job sector is projected to grow a whopping 31 percent in the next decade. Because this job requires a unique and demanding combination of critical-thinking and social skills and adaptability, it ranks low for risk of automation.\u003c/p>\n\u003cp>\u003cstrong>Writers and authors\u003c/strong>\u003c/p>\n\u003cp>These jobs — \u003ca href=\"https://www.bls.gov/ooh/media-and-communication/writers-and-authors.htm#tab-1\">in copy and technical writing, book authorship and other fields\u003c/a> — pay a median annual wage of $61,820 and generally require at least a bachelor’s degree. While computer programs are starting to \u003ca href=\"https://www.poynter.org/news/will-robots-automate-our-journalism-jobs-many-ways-they-already-have\">produce simple news articles\u003c/a>, the overall threat of a robot penning the next novel you read, or the next advertising jingle you hear, is very low.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/ten-jobs-that-are-safe-from-robots/\">\u003cem>robots and jobs\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">our newsletter\u003c/a>\u003cem>. Do you have questions about the future of work? Submit them \u003ca href=\"https://hechingerreport.org/special-reports/map-to-the-middle-class/\">here\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52193/ten-jobs-that-should-be-safe-from-automation","authors":["byline_mindshift_52193"],"categories":["mindshift_192"],"tags":["mindshift_1023","mindshift_21220","mindshift_21188","mindshift_20784","mindshift_1040","mindshift_110"],"featImg":"mindshift_52196","label":"mindshift"},"mindshift_40130":{"type":"posts","id":"mindshift_40130","meta":{"index":"posts_1591205157","site":"mindshift","id":"40130","score":null,"sort":[1431091190000]},"guestAuthors":[],"slug":"what-the-future-economy-means-for-how-kids-learn-today","title":"What the Future Economy Means for How Kids Learn Today","publishDate":1431091190,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>By David Price\u003c/p>\n\u003cp>If you were only to listen to politicians and policy makers, you could be forgiven for harboring two delusions: first, that the sole purpose of schooling is to create the workforce of the future; second, that the only place that our students learn is at school. If you believe that preparation for work is at least a part of education's function, at what point do educators have a responsibility to face the radically changing employment patterns facing our students? And how can we re-think schooling to complement, not compete with, their informal learning?\u003c/p>\n\u003cp>My argument, here and in my book, \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">\u003cem>OPEN: How We'll Work, Live and Learn in the Future\u003c/em>\u003c/a>, is that the discourse surrounding formal learning is becoming ever further detached from the lessons we see when learning happens outside formal boundaries. The grades that individual students receive for their school projects matter little compared to the comments found on their blogs, or their Vimeo accounts. Rising numbers of parents, frustrated by the worksheet culture of their child’s classroom, are self-organizing and co-creating local home-learning networks.\u003c/p>\n\u003cp>Learning which is \"\u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/16/what-will-education-look-like-in-a-more-open-future/\">open\u003c/a>\" -- outward-facing, highly collaborative, co-created and purpose-driven -- offers the promise of addressing the two biggest, yet largely overlooked, challenges facing educators.\u003c/p>\n\u003cp>\u003cstrong>1. The Revolution In How We Now Work\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>According to\u003ca href=\"http://www.dailymail.co.uk/news/article-2826463/CBRE-report-warns-50-cent-occupations-redundant-20-years-time.html\"> social forecasts\u003c/a> in the U.S., U.K. and Australia, the point at which our labor market has more freelancers than full-time employees is between 5 to 10 years away. The growing automation of knowledge work means that, globally, we are expected to lose around 2 billion jobs by 2030. Some of that loss will be softened by new jobs created, but they're going to be of the low-paid, temporary, variety. Today’s university graduates are facing what has been termed a \"high skills/low income\" future. The recent rapid growth in \"knowledge process outsourcing\" -- the breaking up of salaried jobs into bid-for tasks, through websites like Elance.com and Freelancer. com -- may well be transforming economies of developing countries like India, but it is causing futurists in the west to predict \"the end of job.\"\u003c/p>\n\u003cp>\u003cstrong>2. The Revolution In How We Now Learn\u003c/strong>\u003c/p>\n\u003cp>It is perhaps a measure of how open our learning has become, that the exchange of knowledge among anybody with an Internet connection, has become ubiquitous. Much of it may have once been frivolous: pictures of cats playing the piano and the like. But now it ranges from the personal/professional, through blogging and other forms of social media, to the political. The phenomenal success of campaign groups like \u003ca href=\"https://twitter.com/avaaz\">Avaaz\u003c/a> and \u003ca href=\"http://www.38degrees.org.uk/\">38 Degrees\u003c/a> give the lie to the stereotype of young people who are politically disengaged.\u003c/p>\n\u003cp>[contextly_sidebar id=\"RuR7bhyQEgqlUdwJBiU9EitJqOhy0zQa\"]\u003c/p>\n\u003cp>The learning which is taking place socially is also purposeful: we have more control over our lives now, and we learn so that we can collectively take action, often driven by values and humanitarian concern.\u003c/p>\n\u003cp>Because socially-connected learning has crept up on us, we have not seen it for the true revolution that it represents. In addition, although high-profile examples of abuse are often scandalized in popular media, the value of peer-to-peer informal learning is absent from policy discussions on education.\u003c/p>\n\u003cp>\u003cstrong>BACK TO BASICS\u003c/strong>\u003c/p>\n\u003cp>Instead of a forward-focused public discussion on the challenges of the labor market, or the opportunities presented by informal learning, what we have seen and heard from politicians and policy-makers tends to be a nostalgic desire to return to the certainty of \"the basics.\" Such nostalgia is bolstered by the PISA performance of countries favoring traditional pedagogies (whilst neatly avoiding the inefficiency of learning systems that, in order to be successful, require students to work longer hours than 19th century English child factory hands).\u003c/p>\n\u003cp>While this myopic and somewhat irrelevant argument takes place, the gulf in motivation between the learning that our students \u003cstrong>have \u003c/strong>to do, and the learning that they \u003cstrong>choose \u003c/strong>to do, grows ever wider. Meanwhile, the implementation of standardized testing and high-stakes accountability leaves a devastating legacy of what \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/07/can-schools-cultivate-a-students-ability-to-think-differently/\">Yong Zhao\u003c/a> calls side effects: increasing student (and staff) disengagement; perceived irrelevance of formal education; and the loss of autonomy and trust in the teaching profession.\u003c/p>\n\u003cp>If we want to re-engage learners, re-professionalize teachers, and re-think how we prepare students for a globally competitive working life, we need to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/six-powerful-motivations-driving-social-learning-by-teens/\">follow the learners\u003c/a>, and develop more \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/16/what-will-education-look-like-in-a-more-open-future/\">open learning systems\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>David Price is an author, learning futurist and senior associate at the Innovation Unit in London, England. His new book is \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">OPEN: How We’ll Work, Live And Learn In The Future\u003c/a> is available on Amazon. You can follow him on Twitter at \u003ca href=\"https://twitter.com/davidpriceobe\">@DavidPriceOBE\u003c/a>.\u003c/em>\u003c/p>\n\u003cdiv class=\"row\">\u003c/div>\n\n","blocks":[],"excerpt":"Amidst an uncertain jobs future, how can schooling complement, not compete with, students' informal learning?","status":"publish","parent":0,"modified":1431091190,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":800},"headData":{"title":"What the Future Economy Means for How Kids Learn Today | KQED","description":"Amidst an uncertain jobs future, how can schooling complement, not compete with, students' informal learning?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What the Future Economy Means for How Kids Learn Today","datePublished":"2015-05-08T13:19:50.000Z","dateModified":"2015-05-08T13:19:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40130 http://ww2.kqed.org/mindshift/?p=40130","disqusUrl":"https://ww2.kqed.org/mindshift/2015/05/08/what-the-future-economy-means-for-how-kids-learn-today/","disqusTitle":"What the Future Economy Means for How Kids Learn Today","path":"/mindshift/40130/what-the-future-economy-means-for-how-kids-learn-today","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>By David Price\u003c/p>\n\u003cp>If you were only to listen to politicians and policy makers, you could be forgiven for harboring two delusions: first, that the sole purpose of schooling is to create the workforce of the future; second, that the only place that our students learn is at school. If you believe that preparation for work is at least a part of education's function, at what point do educators have a responsibility to face the radically changing employment patterns facing our students? And how can we re-think schooling to complement, not compete with, their informal learning?\u003c/p>\n\u003cp>My argument, here and in my book, \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">\u003cem>OPEN: How We'll Work, Live and Learn in the Future\u003c/em>\u003c/a>, is that the discourse surrounding formal learning is becoming ever further detached from the lessons we see when learning happens outside formal boundaries. The grades that individual students receive for their school projects matter little compared to the comments found on their blogs, or their Vimeo accounts. Rising numbers of parents, frustrated by the worksheet culture of their child’s classroom, are self-organizing and co-creating local home-learning networks.\u003c/p>\n\u003cp>Learning which is \"\u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/16/what-will-education-look-like-in-a-more-open-future/\">open\u003c/a>\" -- outward-facing, highly collaborative, co-created and purpose-driven -- offers the promise of addressing the two biggest, yet largely overlooked, challenges facing educators.\u003c/p>\n\u003cp>\u003cstrong>1. The Revolution In How We Now Work\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to\u003ca href=\"http://www.dailymail.co.uk/news/article-2826463/CBRE-report-warns-50-cent-occupations-redundant-20-years-time.html\"> social forecasts\u003c/a> in the U.S., U.K. and Australia, the point at which our labor market has more freelancers than full-time employees is between 5 to 10 years away. The growing automation of knowledge work means that, globally, we are expected to lose around 2 billion jobs by 2030. Some of that loss will be softened by new jobs created, but they're going to be of the low-paid, temporary, variety. Today’s university graduates are facing what has been termed a \"high skills/low income\" future. The recent rapid growth in \"knowledge process outsourcing\" -- the breaking up of salaried jobs into bid-for tasks, through websites like Elance.com and Freelancer. com -- may well be transforming economies of developing countries like India, but it is causing futurists in the west to predict \"the end of job.\"\u003c/p>\n\u003cp>\u003cstrong>2. The Revolution In How We Now Learn\u003c/strong>\u003c/p>\n\u003cp>It is perhaps a measure of how open our learning has become, that the exchange of knowledge among anybody with an Internet connection, has become ubiquitous. Much of it may have once been frivolous: pictures of cats playing the piano and the like. But now it ranges from the personal/professional, through blogging and other forms of social media, to the political. The phenomenal success of campaign groups like \u003ca href=\"https://twitter.com/avaaz\">Avaaz\u003c/a> and \u003ca href=\"http://www.38degrees.org.uk/\">38 Degrees\u003c/a> give the lie to the stereotype of young people who are politically disengaged.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The learning which is taking place socially is also purposeful: we have more control over our lives now, and we learn so that we can collectively take action, often driven by values and humanitarian concern.\u003c/p>\n\u003cp>Because socially-connected learning has crept up on us, we have not seen it for the true revolution that it represents. In addition, although high-profile examples of abuse are often scandalized in popular media, the value of peer-to-peer informal learning is absent from policy discussions on education.\u003c/p>\n\u003cp>\u003cstrong>BACK TO BASICS\u003c/strong>\u003c/p>\n\u003cp>Instead of a forward-focused public discussion on the challenges of the labor market, or the opportunities presented by informal learning, what we have seen and heard from politicians and policy-makers tends to be a nostalgic desire to return to the certainty of \"the basics.\" Such nostalgia is bolstered by the PISA performance of countries favoring traditional pedagogies (whilst neatly avoiding the inefficiency of learning systems that, in order to be successful, require students to work longer hours than 19th century English child factory hands).\u003c/p>\n\u003cp>While this myopic and somewhat irrelevant argument takes place, the gulf in motivation between the learning that our students \u003cstrong>have \u003c/strong>to do, and the learning that they \u003cstrong>choose \u003c/strong>to do, grows ever wider. Meanwhile, the implementation of standardized testing and high-stakes accountability leaves a devastating legacy of what \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/07/can-schools-cultivate-a-students-ability-to-think-differently/\">Yong Zhao\u003c/a> calls side effects: increasing student (and staff) disengagement; perceived irrelevance of formal education; and the loss of autonomy and trust in the teaching profession.\u003c/p>\n\u003cp>If we want to re-engage learners, re-professionalize teachers, and re-think how we prepare students for a globally competitive working life, we need to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/six-powerful-motivations-driving-social-learning-by-teens/\">follow the learners\u003c/a>, and develop more \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/16/what-will-education-look-like-in-a-more-open-future/\">open learning systems\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>David Price is an author, learning futurist and senior associate at the Innovation Unit in London, England. His new book is \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">OPEN: How We’ll Work, Live And Learn In The Future\u003c/a> is available on Amazon. You can follow him on Twitter at \u003ca href=\"https://twitter.com/davidpriceobe\">@DavidPriceOBE\u003c/a>.\u003c/em>\u003c/p>\n\u003cdiv class=\"row\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40130/what-the-future-economy-means-for-how-kids-learn-today","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_110","mindshift_488"],"featImg":"mindshift_40456","label":"mindshift"},"mindshift_40074":{"type":"posts","id":"mindshift_40074","meta":{"index":"posts_1591205157","site":"mindshift","id":"40074","score":null,"sort":[1429207978000]},"guestAuthors":[],"slug":"what-will-education-look-like-in-a-more-open-future","title":"What Will Education Look Like in a More Open Future?","publishDate":1429207978,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>By David Price\u003c/p>\n\u003cp>In my book, \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">OPEN: How We’ll Work, Live And Learn In The Future\u003c/a>, I argue that a relentless focus upon high-stakes accountability -- through student testing and teacher evaluation -- has done little to improve outcomes, and has de-professionalized and demoralized teachers.\u003c/p>\n\u003cp>On the other hand, the flourishing of social collaboration among educators offers hope for a profession under siege, because it’s through self-determining their own professional learning that teachers and administrators can both offset the worst effects of being told how to do their jobs and accelerate innovation.\u003c/p>\n\u003cp>After the failure of command-and-control, there is now a growing interest in \u003ca href=\"http://www.fastcolabs.com/3026079/open-company/lessons-from-converting-to-a-no-management-company-in-just-two-days\">self-managed work-groups\u003c/a>, radical transparency and open learning systems as productivity and innovation drivers. What would that look like for educators?\u003c/p>\n\u003cp>\u003cstrong>Going Open\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Open learning systems apply the same learning principles to their professionals as they do to their students. They understand that the only sustainable transformation in education has to be owned by the people who have to implement it: teachers. They have high expectations of the profession’s capacity to learn through transparent, shared practice, and of their ability to rise to additional responsibilities. They have the humility to accept that learning now happens everywhere, anytime, and they work hard to integrate informal learning into the formal environment.\u003c/p>\n\u003cp>Open learning systems, in the workplace, and in the formal learning space, share common characteristics.\u003c/p>\n\u003cp>\u003cstrong>They place an emphasis upon innovation through collaboration.\u003c/strong> For Professor David H. Hargreaves, \u003ca href=\"http://dera.ioe.ac.uk/15804/1/a-self-improving-school-system-towards-maturity.pdf\">\"professional development and partnership competence are the soil in which collaborative capital grows.\"\u003c/a> Innovation will flourish if it is disintermediated: shorn of the externally imposed agendas and intermediaries that invite resistance and that de-professionalize teaching. It will also flourish if professional learning is collegial and self-determined. In an open learning system, teachers open up the classroom, not just welcoming colleagues, but also the range of entrepreneurs, technologists and industrialists who thus increase their investment in the future of the school, while at the same time connecting learners to the adult world.\u003c/p>\n\u003cp>\u003cstrong>Open learning systems should have low-entry barriers and be inclusive, welcoming diversity\u003c/strong>. They acknowledge that effective learning happens when knowledge is not seen as a finite resource, to be guarded jealously, but freely exchanged in cultures where vested interests and copyright are minimized. Open learning systems practice \"radical transparency.\"\u003c/p>\n\u003cp>\u003cstrong>Open learning systems need to promote the freedom to innovate, and therefore the freedom to fail.\u003c/strong> How many school systems would be allowed such freedom? Fear of failure paralyzes schools and system leaders and is our biggest innovation killer.\u003c/p>\n\u003cp>\u003cstrong>Most importantly, they prioritize autonomy and trust.\u003c/strong> Much has been said about the achievements of the Finnish education system, usually countermanded by the limited transferability of its lessons to less homogenous cultures. Their insistence upon trust in the profession and the autonomy that accompanies that trust could be adopted by any country.\u003c/p>\n\u003cp>As an industry, education is no different to any other, facing the immense challenges of a disintermediated, fragmented, yet socially connected, future. As an institution, government-led education bears similarities to the concept of universal suffrage. Both were always seen to be an unchallenged, essential entitlement. Young people, however, increasingly fail to see the point of voting, or of learning formally, and they have discovered other, more dynamic routes to both political activism and self-improvement. Tinkering with standards and structures will not win them back.\u003c/p>\n\u003cp>[contextly_sidebar id=\"OZZaLFLDqnHIIsbnwn4BdIX4QvIb18RK\"]\u003c/p>\n\u003cp>It is just possible that an alliance between parents and teachers, amplified through the voices of the students on the receiving end, may finally get the message across to governments -- desperate to effect breakthroughs but not knowing what else to do -- that we need some new ideas around here. I believe open learning systems may help to address those demands.\u003c/p>\n\u003cp>\"Open\" as a way of working, and living our lives, is winning. It is time we applied it to education.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>David Price is an author, learning futurist and senior associate at the Innovation Unit in London, England. His new book is \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">OPEN: How We’ll Work, Live And Learn In The Future\u003c/a> is available on Amazon. You can follow him on Twitter at \u003ca href=\"https://twitter.com/davidpriceobe\">@DavidPriceOBE\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Technology and rapidly evolving student needs are influencing how schools can think about trust, autonomy and collaboration. ","status":"publish","parent":0,"modified":1429207978,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":703},"headData":{"title":"What Will Education Look Like in a More Open Future? | KQED","description":"Technology and rapidly evolving student needs are influencing how schools can think about trust, autonomy and collaboration. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Will Education Look Like in a More Open Future?","datePublished":"2015-04-16T18:12:58.000Z","dateModified":"2015-04-16T18:12:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40074 http://ww2.kqed.org/mindshift/?p=40074","disqusUrl":"https://ww2.kqed.org/mindshift/2015/04/16/what-will-education-look-like-in-a-more-open-future/","disqusTitle":"What Will Education Look Like in a More Open Future?","path":"/mindshift/40074/what-will-education-look-like-in-a-more-open-future","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>By David Price\u003c/p>\n\u003cp>In my book, \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">OPEN: How We’ll Work, Live And Learn In The Future\u003c/a>, I argue that a relentless focus upon high-stakes accountability -- through student testing and teacher evaluation -- has done little to improve outcomes, and has de-professionalized and demoralized teachers.\u003c/p>\n\u003cp>On the other hand, the flourishing of social collaboration among educators offers hope for a profession under siege, because it’s through self-determining their own professional learning that teachers and administrators can both offset the worst effects of being told how to do their jobs and accelerate innovation.\u003c/p>\n\u003cp>After the failure of command-and-control, there is now a growing interest in \u003ca href=\"http://www.fastcolabs.com/3026079/open-company/lessons-from-converting-to-a-no-management-company-in-just-two-days\">self-managed work-groups\u003c/a>, radical transparency and open learning systems as productivity and innovation drivers. What would that look like for educators?\u003c/p>\n\u003cp>\u003cstrong>Going Open\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Open learning systems apply the same learning principles to their professionals as they do to their students. They understand that the only sustainable transformation in education has to be owned by the people who have to implement it: teachers. They have high expectations of the profession’s capacity to learn through transparent, shared practice, and of their ability to rise to additional responsibilities. They have the humility to accept that learning now happens everywhere, anytime, and they work hard to integrate informal learning into the formal environment.\u003c/p>\n\u003cp>Open learning systems, in the workplace, and in the formal learning space, share common characteristics.\u003c/p>\n\u003cp>\u003cstrong>They place an emphasis upon innovation through collaboration.\u003c/strong> For Professor David H. Hargreaves, \u003ca href=\"http://dera.ioe.ac.uk/15804/1/a-self-improving-school-system-towards-maturity.pdf\">\"professional development and partnership competence are the soil in which collaborative capital grows.\"\u003c/a> Innovation will flourish if it is disintermediated: shorn of the externally imposed agendas and intermediaries that invite resistance and that de-professionalize teaching. It will also flourish if professional learning is collegial and self-determined. In an open learning system, teachers open up the classroom, not just welcoming colleagues, but also the range of entrepreneurs, technologists and industrialists who thus increase their investment in the future of the school, while at the same time connecting learners to the adult world.\u003c/p>\n\u003cp>\u003cstrong>Open learning systems should have low-entry barriers and be inclusive, welcoming diversity\u003c/strong>. They acknowledge that effective learning happens when knowledge is not seen as a finite resource, to be guarded jealously, but freely exchanged in cultures where vested interests and copyright are minimized. Open learning systems practice \"radical transparency.\"\u003c/p>\n\u003cp>\u003cstrong>Open learning systems need to promote the freedom to innovate, and therefore the freedom to fail.\u003c/strong> How many school systems would be allowed such freedom? Fear of failure paralyzes schools and system leaders and is our biggest innovation killer.\u003c/p>\n\u003cp>\u003cstrong>Most importantly, they prioritize autonomy and trust.\u003c/strong> Much has been said about the achievements of the Finnish education system, usually countermanded by the limited transferability of its lessons to less homogenous cultures. Their insistence upon trust in the profession and the autonomy that accompanies that trust could be adopted by any country.\u003c/p>\n\u003cp>As an industry, education is no different to any other, facing the immense challenges of a disintermediated, fragmented, yet socially connected, future. As an institution, government-led education bears similarities to the concept of universal suffrage. Both were always seen to be an unchallenged, essential entitlement. Young people, however, increasingly fail to see the point of voting, or of learning formally, and they have discovered other, more dynamic routes to both political activism and self-improvement. Tinkering with standards and structures will not win them back.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>It is just possible that an alliance between parents and teachers, amplified through the voices of the students on the receiving end, may finally get the message across to governments -- desperate to effect breakthroughs but not knowing what else to do -- that we need some new ideas around here. I believe open learning systems may help to address those demands.\u003c/p>\n\u003cp>\"Open\" as a way of working, and living our lives, is winning. It is time we applied it to education.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>David Price is an author, learning futurist and senior associate at the Innovation Unit in London, England. His new book is \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">OPEN: How We’ll Work, Live And Learn In The Future\u003c/a> is available on Amazon. You can follow him on Twitter at \u003ca href=\"https://twitter.com/davidpriceobe\">@DavidPriceOBE\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40074/what-will-education-look-like-in-a-more-open-future","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_1015","mindshift_20784","mindshift_1040","mindshift_110"],"featImg":"mindshift_39148","label":"mindshift"},"mindshift_13645":{"type":"posts","id":"mindshift_13645","meta":{"index":"posts_1591205157","site":"mindshift","id":"13645","score":null,"sort":[1310584770000]},"guestAuthors":[],"slug":"nine-tenets-of-passion-based-learning","title":"Nine Tenets of Passion-Based Learning","publishDate":1310584770,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\n\u003cfigure id=\"attachment_13657\" class=\"wp-caption left\" style=\"max-width: 225px\">\u003ca href=\"http://schools.nyc.gov/schoolportals/01/m188/default.htm\">\u003cimg class=\"size-full wp-image-13657\" title=\"timthumb\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/timthumb.jpg\" alt=\"\" width=\"225\" height=\"246\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Island School, a public school in New York City, embodies passion-based learning.\u003c/figcaption>\u003c/figure>\n\u003c/h5>\u003cp>By Kimberly Vincent\n\u003c/p>\u003cp>We hear a lot about \"passion-based\" learning, and although in theory it sounds ideal, there are many factors to consider in building an education system around something as intangible as passion. A recent \u003ca href=\"http://www.stevehargadon.com/2011/05/may-10-second-panel-discussion-on.html\">Future of Education\u003c/a> talk addressed the topic, with experts in the field weighing in. The group included Angela Maiers, Amy Sandvold, Lisa Nielsen, and George Couros, and the talk was mediated by Steve Hargadon. These are some of the key points that address the issues around passion-based learning that came from the talk, along with some additional thoughts from \u003ca href=\"http://www.johnseelybrown.com/\">John Seely Brown\u003c/a>, co-author of \u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>, \u003cem>\u003ca href=\"http://www.amazon.com/New-Culture-Learning-Cultivating-Imagination/dp/1456458884/\">\u003cstrong> \u003c/strong>\u003c/a>\u003c/em> and educator \u003ca href=\"http://jackiegerstein.weebly.com/\">Jackie Gerstein\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>REACH OUT TO THE DISENFRANCHISED.\u003c/strong> We say that we want creative, passion-driven students, yet we reward the opposite. Standards-based education stifles engagement and passion in students. While drop-outs are considered to be lazy and unmotivated, many are simply not interested because they don't understand the relevance of what they're being taught. We're rewarding students who are best at obedience, memorization, regurgitation, and compliance. And those who do succeed in school often don't know what to do when they get out. We need to prepare kids to be successful in the real world, not just while in school.\u003c/li>\n\u003cli>\u003cstrong>SHOW RELEVANCE TO LIFE OUTSIDE SCHOOL.\u003c/strong> Passion is the narrative of mattering. It's that simple and that difficult. Everyone has a deep rooted drive to know that they matter to others and that what they're doing matters. When you're doing work that matters, with people who matter, you're willing to suffer and study more. Passion-based learning is not about matching students with topics that interest them, it's about presenting subjects to students in a way that's relevant. People gain empowerment when they're doing work that matters and is respected. Angela Maiers suggests that a class essay rubric may seem irrelevant for some, and that having students surf the web to identify writing standards that are \"worthy of the world\" may engage them to take ownership of their writing.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>INDOCTRINATE PASSION INTO THE SYSTEM. \u003c/strong>We must switch from a control narrative in the classroom to a passion narrative. While our education system allows continuity between grade levels, provides a streamlined performance metric, and \"teacher-proofs\" schools, assessment-based education can quell the creative process in teachers. Lisa Nielsen writes in her \u003ca href=\"http://theinnovativeeducator.blogspot.com/\">Innovative Educator\u003c/a> blog: \"Are we going to lose another excellent, passion-driven teacher to a compulsory system of education that as Seth Godin so aptly expresses, 'only values compliance not initiative, because, of course, that's what's easiest to measure.'\" School mandates paralyze educators from taking a close look at their passion for learning. School administrators should support teachers and empower them to be creative. Teachers and leadership, as exemplified by those from Aurora High School in Ohio, can read books like \u003cem>\u003ca href=\"http://www.amazon.com/Passion-Driven-Classroom-Framework-Teaching-Learning/dp/1596671599\">Passion-Driven Classrooms\u003c/a>\u003c/em> (written by panelists Angela Maiers and Amy Sandvold) to discover ways to use more passion in their classrooms.The\u003ca href=\"http://schools.nyc.gov/schoolportals/01/m188/default.htm\"> Island School\u003c/a> is an example of a public-financed school in New York City that's implemented a schoolwide enrichment model focusing on talent development and nurturing multiple intelligences.\u003c/li>\n\u003cli>\u003cstrong>TRY USING THE SCHOOLWIDE ENRICHMENT MODEL. \u003c/strong>Passion-based learning is about finding a \"hero,\" learning what makes him/her successful, and acquiring the practices and the norms of established practitioners in that field. The \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/12/preparing-students-for-success-by.html\">Schoolwide Enrichment Mode\u003c/a>l identifies student strengths, nurtures skills, and creates authentic opportunities for students to utilize these skills not just as students, but as practicing professionals providing experiences and opportunities to work and learn with others in the fields in which they are interested. If a student takes interest in the culinary arts, watching the\u003cem> 60 Minutes\u003c/em> interview of Jose Andres, following up on studies of molecular gastronomy, volunteering at a local soup kitchen and exchanging recipes with a network of cooks is far more enriching than simply taking a cooking class. Jackie Gerstein said: \"I realized that it becomes much more than learning about the culinary arts. It becomes a way of being in the world, the dispositions that contributes to success as a culinary artist.\"\u003c/li>\n\u003cli>\u003cstrong>DIGITAL MEDIA IS KEY. \u003c/strong>Students can read and view media about their heroes and possibly even connect directly with them. John Seely Brown, a notable passion-based proponent and keynote at the New Media Consortium this past summer, says that passion involves an extreme performance with a deep questioning disposition. Without digital media, this quest is not possible in formal education.\u003c/li>\n\u003cli>\u003cstrong>TAP INTO THE WISDOM OF YOUR TRUSTED PEERS. \u003c/strong>Social media and Personal Learning Networks (PLNs) are necessary. Teachers need to publish their innovative work and share it with their personal learning networks. It's also important for teachers to help students get connected to PLNs via social media.\u003c/li>\n\u003cli>\u003cstrong>BECOME A DIGITAL CITIZENS. \u003c/strong>If for no other reason, then to be able to guide students. Students need to be shown what's appropriate and instructive with \u003ca href=\"http://ww2.kqed.org/mindshift/feature/children-and-social-media/\">social media in and out of the classroom\u003c/a>. Schools'\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> banning of social media sites \u003c/a>impedes this process. Having teachers and students learn side-by-side can provide great opportunities for building respect and openness.\u003c/li>\n\u003cli>\u003cstrong>PASSION IS INFECTIOUS. \u003c/strong>Being around passionate people is the best way to become passionate. A passion-driven teacher is a model for her students. Teachers must be able to lead in the areas that they're passionate about (whether this be in the classroom or after school). They must demonstrate that they have lives outside of school and that they are well-balanced people. Being transparent with students and building relationships with them beyond the classroom can help drive learning - students work harder with people who matter to them. The \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>, for example, uses Facebook as a means of connecting students and teachers to each others' interests. Students and teachers even do things together outside of the classroom.\u003c/li>\n\u003cli>\u003cstrong>CONNECT WITH PARENTS.\u003c/strong> Building relationships between parents and schools is crucial. George Couros says that having a pre-conference at the beginning of the school year with parents allows teachers and administrators to listen to parents talk about their kids and gives parents a chance to tell the school what their competencies are and where their expertise lies. Teachers can then create \"resident expert\" walls. By identifying strengths and talents of parents, parents gain a sense of recognition and human value - they feel engaged. This leads to opportunities for parents to teach topics that they love within the school.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1310668615,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":1121},"headData":{"title":"Nine Tenets of Passion-Based Learning | KQED","description":"By Kimberly Vincent We hear a lot about "passion-based" learning, and although in theory it sounds ideal, there are many factors to consider in building an education system around something as intangible as passion. A recent Future of Education talk addressed the topic, with experts in the field weighing in. The group included Angela Maiers,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Nine Tenets of Passion-Based Learning","datePublished":"2011-07-13T19:19:30.000Z","dateModified":"2011-07-14T18:36:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"13645 http://blogs.kqed.org/mindshift/?p=13645","disqusUrl":"https://ww2.kqed.org/mindshift/2011/07/13/nine-tenets-of-passion-based-learning/","disqusTitle":"Nine Tenets of Passion-Based Learning","path":"/mindshift/13645/nine-tenets-of-passion-based-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003cfigure id=\"attachment_13657\" class=\"wp-caption left\" style=\"max-width: 225px\">\u003ca href=\"http://schools.nyc.gov/schoolportals/01/m188/default.htm\">\u003cimg class=\"size-full wp-image-13657\" title=\"timthumb\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/timthumb.jpg\" alt=\"\" width=\"225\" height=\"246\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Island School, a public school in New York City, embodies passion-based learning.\u003c/figcaption>\u003c/figure>\n\u003c/h5>\u003cp>By Kimberly Vincent\n\u003c/p>\u003cp>We hear a lot about \"passion-based\" learning, and although in theory it sounds ideal, there are many factors to consider in building an education system around something as intangible as passion. A recent \u003ca href=\"http://www.stevehargadon.com/2011/05/may-10-second-panel-discussion-on.html\">Future of Education\u003c/a> talk addressed the topic, with experts in the field weighing in. The group included Angela Maiers, Amy Sandvold, Lisa Nielsen, and George Couros, and the talk was mediated by Steve Hargadon. These are some of the key points that address the issues around passion-based learning that came from the talk, along with some additional thoughts from \u003ca href=\"http://www.johnseelybrown.com/\">John Seely Brown\u003c/a>, co-author of \u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>, \u003cem>\u003ca href=\"http://www.amazon.com/New-Culture-Learning-Cultivating-Imagination/dp/1456458884/\">\u003cstrong> \u003c/strong>\u003c/a>\u003c/em> and educator \u003ca href=\"http://jackiegerstein.weebly.com/\">Jackie Gerstein\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>REACH OUT TO THE DISENFRANCHISED.\u003c/strong> We say that we want creative, passion-driven students, yet we reward the opposite. Standards-based education stifles engagement and passion in students. While drop-outs are considered to be lazy and unmotivated, many are simply not interested because they don't understand the relevance of what they're being taught. We're rewarding students who are best at obedience, memorization, regurgitation, and compliance. And those who do succeed in school often don't know what to do when they get out. We need to prepare kids to be successful in the real world, not just while in school.\u003c/li>\n\u003cli>\u003cstrong>SHOW RELEVANCE TO LIFE OUTSIDE SCHOOL.\u003c/strong> Passion is the narrative of mattering. It's that simple and that difficult. Everyone has a deep rooted drive to know that they matter to others and that what they're doing matters. When you're doing work that matters, with people who matter, you're willing to suffer and study more. Passion-based learning is not about matching students with topics that interest them, it's about presenting subjects to students in a way that's relevant. People gain empowerment when they're doing work that matters and is respected. Angela Maiers suggests that a class essay rubric may seem irrelevant for some, and that having students surf the web to identify writing standards that are \"worthy of the world\" may engage them to take ownership of their writing.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>INDOCTRINATE PASSION INTO THE SYSTEM. \u003c/strong>We must switch from a control narrative in the classroom to a passion narrative. While our education system allows continuity between grade levels, provides a streamlined performance metric, and \"teacher-proofs\" schools, assessment-based education can quell the creative process in teachers. Lisa Nielsen writes in her \u003ca href=\"http://theinnovativeeducator.blogspot.com/\">Innovative Educator\u003c/a> blog: \"Are we going to lose another excellent, passion-driven teacher to a compulsory system of education that as Seth Godin so aptly expresses, 'only values compliance not initiative, because, of course, that's what's easiest to measure.'\" School mandates paralyze educators from taking a close look at their passion for learning. School administrators should support teachers and empower them to be creative. Teachers and leadership, as exemplified by those from Aurora High School in Ohio, can read books like \u003cem>\u003ca href=\"http://www.amazon.com/Passion-Driven-Classroom-Framework-Teaching-Learning/dp/1596671599\">Passion-Driven Classrooms\u003c/a>\u003c/em> (written by panelists Angela Maiers and Amy Sandvold) to discover ways to use more passion in their classrooms.The\u003ca href=\"http://schools.nyc.gov/schoolportals/01/m188/default.htm\"> Island School\u003c/a> is an example of a public-financed school in New York City that's implemented a schoolwide enrichment model focusing on talent development and nurturing multiple intelligences.\u003c/li>\n\u003cli>\u003cstrong>TRY USING THE SCHOOLWIDE ENRICHMENT MODEL. \u003c/strong>Passion-based learning is about finding a \"hero,\" learning what makes him/her successful, and acquiring the practices and the norms of established practitioners in that field. The \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/12/preparing-students-for-success-by.html\">Schoolwide Enrichment Mode\u003c/a>l identifies student strengths, nurtures skills, and creates authentic opportunities for students to utilize these skills not just as students, but as practicing professionals providing experiences and opportunities to work and learn with others in the fields in which they are interested. If a student takes interest in the culinary arts, watching the\u003cem> 60 Minutes\u003c/em> interview of Jose Andres, following up on studies of molecular gastronomy, volunteering at a local soup kitchen and exchanging recipes with a network of cooks is far more enriching than simply taking a cooking class. Jackie Gerstein said: \"I realized that it becomes much more than learning about the culinary arts. It becomes a way of being in the world, the dispositions that contributes to success as a culinary artist.\"\u003c/li>\n\u003cli>\u003cstrong>DIGITAL MEDIA IS KEY. \u003c/strong>Students can read and view media about their heroes and possibly even connect directly with them. John Seely Brown, a notable passion-based proponent and keynote at the New Media Consortium this past summer, says that passion involves an extreme performance with a deep questioning disposition. Without digital media, this quest is not possible in formal education.\u003c/li>\n\u003cli>\u003cstrong>TAP INTO THE WISDOM OF YOUR TRUSTED PEERS. \u003c/strong>Social media and Personal Learning Networks (PLNs) are necessary. Teachers need to publish their innovative work and share it with their personal learning networks. It's also important for teachers to help students get connected to PLNs via social media.\u003c/li>\n\u003cli>\u003cstrong>BECOME A DIGITAL CITIZENS. \u003c/strong>If for no other reason, then to be able to guide students. Students need to be shown what's appropriate and instructive with \u003ca href=\"http://ww2.kqed.org/mindshift/feature/children-and-social-media/\">social media in and out of the classroom\u003c/a>. Schools'\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> banning of social media sites \u003c/a>impedes this process. Having teachers and students learn side-by-side can provide great opportunities for building respect and openness.\u003c/li>\n\u003cli>\u003cstrong>PASSION IS INFECTIOUS. \u003c/strong>Being around passionate people is the best way to become passionate. A passion-driven teacher is a model for her students. Teachers must be able to lead in the areas that they're passionate about (whether this be in the classroom or after school). They must demonstrate that they have lives outside of school and that they are well-balanced people. Being transparent with students and building relationships with them beyond the classroom can help drive learning - students work harder with people who matter to them. The \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>, for example, uses Facebook as a means of connecting students and teachers to each others' interests. Students and teachers even do things together outside of the classroom.\u003c/li>\n\u003cli>\u003cstrong>CONNECT WITH PARENTS.\u003c/strong> Building relationships between parents and schools is crucial. George Couros says that having a pre-conference at the beginning of the school year with parents allows teachers and administrators to listen to parents talk about their kids and gives parents a chance to tell the school what their competencies are and where their expertise lies. Teachers can then create \"resident expert\" walls. By identifying strengths and talents of parents, parents gain a sense of recognition and human value - they feel engaged. This leads to opportunities for parents to teach topics that they love within the school.\u003c/li>\n\u003c/ol>\n\u003cp>\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/13645/nine-tenets-of-passion-based-learning","authors":["180"],"categories":["mindshift_194"],"tags":["mindshift_110","mindshift_344","mindshift_520","mindshift_623","mindshift_624"],"featImg":"mindshift_13657","label":"mindshift"},"mindshift_5168":{"type":"posts","id":"mindshift_5168","meta":{"index":"posts_1591205157","site":"mindshift","id":"5168","score":null,"sort":[1292447820000]},"guestAuthors":[],"slug":"how-should-we-use-technology-in-schools-ask-students","title":"How Should We Use Technology in Schools? Ask Students","publishDate":1292447820,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-5298\" href=\"http://ww2.kqed.org/mindshift/2010/12/how-should-we-use-technology-in-schools-ask-students/mikva-challenge/\">\u003cimg class=\"size-medium wp-image-5298\" title=\"mikva challenge\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/mikva-challenge-300x295.jpg\" alt=\"\" width=\"300\" height=\"295\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>Last summer, 15 students from Chicago's public school system were charged with answering this question: \"How can 21st century technology enhance rigor, relevance, and relationships in high school?\"\u003c/p>\n\u003cp>To answer the question, they interviewed teachers and community members, researched best practices, held panel discussions, and conducted a survey of 380 of their peers. They developed a 53-page document of 18 recommendations for Chicago Public Schools -- titled \u003ca href=\"http://www.mikvachallenge.org/policymaking/\" target=\"_blank\">\"Bringing Chicago Public High Schools into the 21st Century\"\u003c/a> -- as well as an entertaining \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a> about the process.\u003c/p>\n\u003cp>It was a new twist on an annual project led by \u003ca href=\"http://www.mikvachallenge.org\" target=\"_blank\">Mikva Challenge\u003c/a>, a Chicago-based nonprofit that enables youth leadership and civic involvement through activism, electoral participation, and policy-making. The Education Council, as these 15 students are called, advises the CEO of Chicago Public Schools (CPS) on a variety of issues every year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The 2010 Education Council had plenty to say -- and they're certain they'll be heard. Among their suggestions:\u003c/p>\n\u003cp>1) Allow access to restricted Web sites like YouTube for educational purposes.\u003c/p>\n\u003cp>2) Hold technology integration training workshops for teachers.\u003c/p>\n\u003cp>3) Use cell phones as a \"teacher-defined learning tool.\"\u003c!--more-->\u003c/p>\n\u003cp>4) Partner with media-savvy youth organizations like \u003ca href=\"http://youmediachicago.org/\" target=\"_blank\">YouMedia\u003c/a> so that students who participate in technology-rich projects outside of school can receive elective credits.\u003c/p>\n\u003cp>I asked participant Laurise Johnson, a junior at \u003ca href=\"http://www.sullivanhs.org\" target=\"_blank\">Roger Sullivan High School\u003c/a>, her thoughts on the project. \"When it comes to school issues, I think adults should listen to us. We're the ones who go here,\" she said.\u003c/p>\n\u003cp>Here's more from our conversation:\u003c/p>\n\u003cp>\u003cstrong>Q: What do you think are the most important recommendations included in your report?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> I think one of the most important recommendations is for CPS to offer workshops for teachers on using technology in the classroom. We have some technology at school, but teachers don't know how to use it. If you look at the big picture, technology adheres to a lot of people's different needs. You can hear it. You can see it. It can be hands-on. I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/p>\n\u003cp>\u003c!-- @font-face { font-family: \"Times New Roman\"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: \"Times New Roman\"; }table.MsoNormalTable { font-size: 10pt; font-family: \"Times New Roman\"; }div.Section1 { page: Section1; } --> Another recommendation that captured me was the idea that teachers should have a personal password for unblocking restricted websites for educational purposes. During our research process, we used YouTube a lot. To make our \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a>, we used clips from YouTube. A lot of teachers from our teacher panels said that they'd had the experience where there was a video that they wanted to share with their class, but they had to download it onto their own computer and take their personal laptop to school [\u003cem>because YouTube is blocked on campus\u003c/em>]. If students are already using YouTube, and teachers can see where they can use YouTube in class, then why not let it happen?\u003c/p>\n\u003cp>\u003cstrong>Q: Do you think these recommendations are going to be implemented at CPS?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Yes. We already have momentum from the teachers and we have support from so many people. These recommendations aren't far-fetched. They are basic things that I think CPS needs to go back to so that they can catch up.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/aside>\n\u003cp>When I was at the \u003ca href=\"http://www.slideshare.net/elemenous/tools-and-resources-supporting-effective-search-cps-techtalk\" target=\"_blank\">CPS Tech Talk\u003c/a> held recently, I was talking to one of the ladies from Apple about our report and she's interested in holding a workshop for us to help teachers better understand technology and learn how to integrate it into their classrooms.\u003c/p>\n\u003cp>And Todd Yarch, principal of \u003ca href=\"http://www.voiseacademy.org/\">VOISE Academy\u003c/a> [\u003cem>a face-to-face high school with an all-digital curriculum, recently launched in Chicago\u003c/em>] is already starting to implement some of these recommendations. He wants to talk to us about setting up a workshop on technology integration for principals, too.\u003c/p>\n\u003cp>\u003cstrong>Q: What advice would you give to other students and schools interested in replicating a project like this?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Keep striving for what you see best fits the students there. Don't necessarily let decision-makers try to turn the tables on what they like and what they see as best fitting their school district. Reach out to any and everyone. Reach out to principals, students, and teachers. Make it a bottom-up movement instead of a top-down one. Start implementing some of your recommendations inside your own school so when you do go to head officials, you already have a portfolio of evidence that you can bring to them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also, research other schools outside of your district and state. Some of the research we found was implemented at universities in different states (Arizona, for example). We could see that it has been done. It \u003cem>is\u003c/em> possible. People have already succeeded.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1293143830,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":822},"headData":{"title":"How Should We Use Technology in Schools? Ask Students | KQED","description":"By Sara Bernard Last summer, 15 students from Chicago's public school system were charged with answering this question: "How can 21st century technology enhance rigor, relevance, and relationships in high school?" To answer the question, they interviewed teachers and community members, researched best practices, held panel discussions, and conducted a survey of 380 of their","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Should We Use Technology in Schools? Ask Students","datePublished":"2010-12-15T21:17:00.000Z","dateModified":"2010-12-23T22:37:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"5168 http://blogs.kqed.org/mindshift/?p=5168","disqusUrl":"https://ww2.kqed.org/mindshift/2010/12/15/how-should-we-use-technology-in-schools-ask-students/","disqusTitle":"How Should We Use Technology in Schools? Ask Students","path":"/mindshift/5168/how-should-we-use-technology-in-schools-ask-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-5298\" href=\"http://ww2.kqed.org/mindshift/2010/12/how-should-we-use-technology-in-schools-ask-students/mikva-challenge/\">\u003cimg class=\"size-medium wp-image-5298\" title=\"mikva challenge\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/mikva-challenge-300x295.jpg\" alt=\"\" width=\"300\" height=\"295\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>Last summer, 15 students from Chicago's public school system were charged with answering this question: \"How can 21st century technology enhance rigor, relevance, and relationships in high school?\"\u003c/p>\n\u003cp>To answer the question, they interviewed teachers and community members, researched best practices, held panel discussions, and conducted a survey of 380 of their peers. They developed a 53-page document of 18 recommendations for Chicago Public Schools -- titled \u003ca href=\"http://www.mikvachallenge.org/policymaking/\" target=\"_blank\">\"Bringing Chicago Public High Schools into the 21st Century\"\u003c/a> -- as well as an entertaining \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a> about the process.\u003c/p>\n\u003cp>It was a new twist on an annual project led by \u003ca href=\"http://www.mikvachallenge.org\" target=\"_blank\">Mikva Challenge\u003c/a>, a Chicago-based nonprofit that enables youth leadership and civic involvement through activism, electoral participation, and policy-making. The Education Council, as these 15 students are called, advises the CEO of Chicago Public Schools (CPS) on a variety of issues every year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The 2010 Education Council had plenty to say -- and they're certain they'll be heard. Among their suggestions:\u003c/p>\n\u003cp>1) Allow access to restricted Web sites like YouTube for educational purposes.\u003c/p>\n\u003cp>2) Hold technology integration training workshops for teachers.\u003c/p>\n\u003cp>3) Use cell phones as a \"teacher-defined learning tool.\"\u003c!--more-->\u003c/p>\n\u003cp>4) Partner with media-savvy youth organizations like \u003ca href=\"http://youmediachicago.org/\" target=\"_blank\">YouMedia\u003c/a> so that students who participate in technology-rich projects outside of school can receive elective credits.\u003c/p>\n\u003cp>I asked participant Laurise Johnson, a junior at \u003ca href=\"http://www.sullivanhs.org\" target=\"_blank\">Roger Sullivan High School\u003c/a>, her thoughts on the project. \"When it comes to school issues, I think adults should listen to us. We're the ones who go here,\" she said.\u003c/p>\n\u003cp>Here's more from our conversation:\u003c/p>\n\u003cp>\u003cstrong>Q: What do you think are the most important recommendations included in your report?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> I think one of the most important recommendations is for CPS to offer workshops for teachers on using technology in the classroom. We have some technology at school, but teachers don't know how to use it. If you look at the big picture, technology adheres to a lot of people's different needs. You can hear it. You can see it. It can be hands-on. I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/p>\n\u003cp>\u003c!-- @font-face { font-family: \"Times New Roman\"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: \"Times New Roman\"; }table.MsoNormalTable { font-size: 10pt; font-family: \"Times New Roman\"; }div.Section1 { page: Section1; } --> Another recommendation that captured me was the idea that teachers should have a personal password for unblocking restricted websites for educational purposes. During our research process, we used YouTube a lot. To make our \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a>, we used clips from YouTube. A lot of teachers from our teacher panels said that they'd had the experience where there was a video that they wanted to share with their class, but they had to download it onto their own computer and take their personal laptop to school [\u003cem>because YouTube is blocked on campus\u003c/em>]. If students are already using YouTube, and teachers can see where they can use YouTube in class, then why not let it happen?\u003c/p>\n\u003cp>\u003cstrong>Q: Do you think these recommendations are going to be implemented at CPS?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Yes. We already have momentum from the teachers and we have support from so many people. These recommendations aren't far-fetched. They are basic things that I think CPS needs to go back to so that they can catch up.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/aside>\n\u003cp>When I was at the \u003ca href=\"http://www.slideshare.net/elemenous/tools-and-resources-supporting-effective-search-cps-techtalk\" target=\"_blank\">CPS Tech Talk\u003c/a> held recently, I was talking to one of the ladies from Apple about our report and she's interested in holding a workshop for us to help teachers better understand technology and learn how to integrate it into their classrooms.\u003c/p>\n\u003cp>And Todd Yarch, principal of \u003ca href=\"http://www.voiseacademy.org/\">VOISE Academy\u003c/a> [\u003cem>a face-to-face high school with an all-digital curriculum, recently launched in Chicago\u003c/em>] is already starting to implement some of these recommendations. He wants to talk to us about setting up a workshop on technology integration for principals, too.\u003c/p>\n\u003cp>\u003cstrong>Q: What advice would you give to other students and schools interested in replicating a project like this?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Keep striving for what you see best fits the students there. Don't necessarily let decision-makers try to turn the tables on what they like and what they see as best fitting their school district. Reach out to any and everyone. Reach out to principals, students, and teachers. Make it a bottom-up movement instead of a top-down one. Start implementing some of your recommendations inside your own school so when you do go to head officials, you already have a portfolio of evidence that you can bring to them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also, research other schools outside of your district and state. Some of the research we found was implemented at universities in different states (Arizona, for example). We could see that it has been done. It \u003cem>is\u003c/em> possible. People have already succeeded.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/5168/how-should-we-use-technology-in-schools-ask-students","authors":["4351"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_110","mindshift_219","mindshift_220","mindshift_65","mindshift_56"],"featImg":"mindshift_5298","label":"mindshift"},"mindshift_3077":{"type":"posts","id":"mindshift_3077","meta":{"index":"posts_1591205157","site":"mindshift","id":"3077","score":null,"sort":[1287619288000]},"guestAuthors":[],"slug":"how-would-you-design-the-modern-classroom","title":"How Would You Design the Modern Classroom?","publishDate":1287619288,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_3082\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/nmc-campus/5100940630/\">\u003cimg class=\"size-medium wp-image-3082\" title=\"NMCSecondLife\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/NMCSecondLife-300x223.jpg\" alt=\"\" width=\"300\" height=\"223\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Why do our kids' classrooms look exactly the same as our grandparents'? \u003ca href=\"http://www.slate.com/id/2269307/\">Slate's Linda Perlstein asks this question \u003c/a>and solicits ideas from the public on how to modernize American classrooms. The site will pick a winner from all the responses, and the design, they say, may be built as a model classroom in a new charter school.\u003c/p>\n\u003cp>Some cool ideas have emerged:\u003c/p>\n\u003cp>- 3 walls (optional light controlled glass on the 4th, or no 4th wall)\u003c/p>\n\u003cp>- Reconfigurable round/bean shaped table and chairs on casters\u003c/p>\n\u003cp>- Outdoor classroom with a rain barrel to capture water, perennial flower beds, earth science station, and shade structure.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>- Infrastructure for on-demand learning via video presentations and online group lessons.\u003c!--more-->\u003c/p>\n\u003cp>- Standing desks with stools or high seating\u003c/p>\n\u003cp>- Individual desks combined with group working areas\u003c/p>\n\u003cp>- Classrooms with 15 to 20 cubicles similar to Hollywood Squares crammed with technology that communicates with the teacher.\u003c/p>\n\u003cp>- Couches in the classrooms to allow for more informal discussions.\u003c/p>\n\u003cp>- Desks with connections to restricted set of online resources.\u003c/p>\n\u003cp>- Use headgear to enter 4D virtual reality, for example when studying astronomy or geography.\u003c/p>\n\u003cp>But what's resonated more with me are some of the responses about how the \u003cem>learning process\u003c/em> would change. One commenter says:\u003c/p>\n\u003ch5>\"By combining access to digital resources with a 'coach,' the student can access 'facts' that were formerly taught by teachers. In this space, teachers stop being \"the provider\" and start being a guide - a curator of relevant digital resources. Class wikis, blogs and online calendars make this easy for the teacher and convenient for the student.\"\u003c/h5>\n\u003cp>Another writes about using the community as classroom, including museums and workplaces.\u003c/p>\n\u003ch5>\"All students would have a home base, preferably around a discussion table, with non-florescent lighting, and lots of computers, board games, art supplies and tons of books in every room.\"\u003c/h5>\n\u003cp>On \u003ca href=\"http://www.joannejacobs.com/2010/10/design-a-21st-century-clasroom/\">Joanne Jacobs' blog\u003c/a>, EB mentions how technology can help with \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/learning-better-one-kid-at-a-time/\">differentiated learning\u003c/a>.\u003c/p>\n\u003ch5>\"We are starting to realize that children learn better and faster if they are learning in their zones of proximal development, which can only be done in a classroom of 25 K-3 children if their practice is automated at some level.\"\u003c/h5>\n\u003cp>\u003ca href=\"http://www.slate.com/id/2269307/\">Perlstein's article\u003c/a> also addresses this:\u003c/p>\n\u003ch5>\"In places where schools have moved away from the idea of teachers as sole practitioners, away from the science-then-reading-then-math-then-social-studies way of breaking up the day, and away from treating students as a mass toward treating them as individuals, some innovative classrooms have emerged. Architects have begun to toss out the usual set of spaces--classroom, cafeteria, auditorium, gym, hallway--for more flexible layouts.\"\u003c/h5>\n\u003cp>I'll be following the progression and report back.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1376503649,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":446},"headData":{"title":"How Would You Design the Modern Classroom? | KQED","description":"Why do our kids' classrooms look exactly the same as our grandparents'? Slate's Linda Perlstein asks this question and solicits ideas from the public on how to modernize American classrooms. The site will pick a winner from all the responses, and the design, they say, may be built as a model classroom in a new","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Would You Design the Modern Classroom?","datePublished":"2010-10-21T00:01:28.000Z","dateModified":"2013-08-14T18:07:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"3077 http://blogs.kqed.org/mindshift/?p=3077","disqusUrl":"https://ww2.kqed.org/mindshift/2010/10/20/how-would-you-design-the-modern-classroom/","disqusTitle":"How Would You Design the Modern Classroom?","path":"/mindshift/3077/how-would-you-design-the-modern-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_3082\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/nmc-campus/5100940630/\">\u003cimg class=\"size-medium wp-image-3082\" title=\"NMCSecondLife\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/NMCSecondLife-300x223.jpg\" alt=\"\" width=\"300\" height=\"223\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Why do our kids' classrooms look exactly the same as our grandparents'? \u003ca href=\"http://www.slate.com/id/2269307/\">Slate's Linda Perlstein asks this question \u003c/a>and solicits ideas from the public on how to modernize American classrooms. The site will pick a winner from all the responses, and the design, they say, may be built as a model classroom in a new charter school.\u003c/p>\n\u003cp>Some cool ideas have emerged:\u003c/p>\n\u003cp>- 3 walls (optional light controlled glass on the 4th, or no 4th wall)\u003c/p>\n\u003cp>- Reconfigurable round/bean shaped table and chairs on casters\u003c/p>\n\u003cp>- Outdoor classroom with a rain barrel to capture water, perennial flower beds, earth science station, and shade structure.\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>- Infrastructure for on-demand learning via video presentations and online group lessons.\u003c!--more-->\u003c/p>\n\u003cp>- Standing desks with stools or high seating\u003c/p>\n\u003cp>- Individual desks combined with group working areas\u003c/p>\n\u003cp>- Classrooms with 15 to 20 cubicles similar to Hollywood Squares crammed with technology that communicates with the teacher.\u003c/p>\n\u003cp>- Couches in the classrooms to allow for more informal discussions.\u003c/p>\n\u003cp>- Desks with connections to restricted set of online resources.\u003c/p>\n\u003cp>- Use headgear to enter 4D virtual reality, for example when studying astronomy or geography.\u003c/p>\n\u003cp>But what's resonated more with me are some of the responses about how the \u003cem>learning process\u003c/em> would change. One commenter says:\u003c/p>\n\u003ch5>\"By combining access to digital resources with a 'coach,' the student can access 'facts' that were formerly taught by teachers. In this space, teachers stop being \"the provider\" and start being a guide - a curator of relevant digital resources. Class wikis, blogs and online calendars make this easy for the teacher and convenient for the student.\"\u003c/h5>\n\u003cp>Another writes about using the community as classroom, including museums and workplaces.\u003c/p>\n\u003ch5>\"All students would have a home base, preferably around a discussion table, with non-florescent lighting, and lots of computers, board games, art supplies and tons of books in every room.\"\u003c/h5>\n\u003cp>On \u003ca href=\"http://www.joannejacobs.com/2010/10/design-a-21st-century-clasroom/\">Joanne Jacobs' blog\u003c/a>, EB mentions how technology can help with \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/learning-better-one-kid-at-a-time/\">differentiated learning\u003c/a>.\u003c/p>\n\u003ch5>\"We are starting to realize that children learn better and faster if they are learning in their zones of proximal development, which can only be done in a classroom of 25 K-3 children if their practice is automated at some level.\"\u003c/h5>\n\u003cp>\u003ca href=\"http://www.slate.com/id/2269307/\">Perlstein's article\u003c/a> also addresses this:\u003c/p>\n\u003ch5>\"In places where schools have moved away from the idea of teachers as sole practitioners, away from the science-then-reading-then-math-then-social-studies way of breaking up the day, and away from treating students as a mass toward treating them as individuals, some innovative classrooms have emerged. Architects have begun to toss out the usual set of spaces--classroom, cafeteria, auditorium, gym, hallway--for more flexible layouts.\"\u003c/h5>\n\u003cp>I'll be following the progression and report back.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/3077/how-would-you-design-the-modern-classroom","authors":["180"],"categories":["mindshift_1"],"tags":["mindshift_20538","mindshift_129","mindshift_110"],"featImg":"mindshift_3082","label":"mindshift"},"mindshift_2834":{"type":"posts","id":"mindshift_2834","meta":{"index":"posts_1591205157","site":"mindshift","id":"2834","score":null,"sort":[1287013073000]},"guestAuthors":[],"slug":"why-its-time-to-change-the-role-of-education","title":"Why It's Time to Change the Role of Education","publishDate":1287013073,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_2839\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-2839\" href=\"http://ww2.kqed.org/mindshift/2010/10/why-its-time-to-change-the-role-of-education/foundphotoslj/\">\u003cimg class=\"size-medium wp-image-2839 alignright\" title=\"FoundphotoSLJ\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/FoundphotoSLJ-300x145.jpg\" alt=\"\" width=\"300\" height=\"145\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Veteran teacher, blogger, and educational technology expert\u003ca href=\"http://weblogg-ed.com/%20\"> Will Richardson\u003c/a> was recently \u003ca href=\"http://www.edweek.org/tsb/articles/2010/10/12/01richardson.h04.html\">interviewed by Edweek\u003c/a>. There are so many, but here are some of my favorite quotes:\u003c/p>\n\u003cblockquote>\u003cp>\"I look at my kids’ tests all the time—it’s just factual stuff. You know, “What was the third ship that Columbus sailed?” I can’t stand it, because it doesn’t have any relevance or any bearing on anything that they’re going to do in their lives. But they have to spend a lot of time on it, because if they don’t get that test answer right, then the school looks bad on the state assessment. It’s just so screwed up. I get how it made sense 50 years ago. Maybe 30 years ago. But I don’t get it now, when my daughter could pull out her phone to find the answer in two seconds. It’s just silly... We have to be willing to put kids—and assess kids—in situations and contexts where they’re really solving problems and we’re looking not so much at the answer but the process by which they try to solve those problems.\"\u003c!--more-->\u003c/p>\u003c/blockquote>\n\u003cblockquote>\u003cp>I think we’re at a point where we really need to think about not just reforming education but transforming it. That’s not to say that we shouldn’t have teachers and classrooms and schools, but the interactions that happen just need to be really, really different—because the world is just such a different place right now, with everything we have access to. You know, when I think about my own kids, I have no doubt that the best teachers they’re going to have in their lives are the ones that they find, not the ones their schools give to them. And that to me is a huge shift in the way we think about the role of educators in kids’ lives. And I think that kind of captures a piece of how differently we have to think about this.\u003c/p>\u003c/blockquote>\n\u003cblockquote>\u003cp>\"...This is a real period of transition, and it’s natural for us to do some hand-wringing when we go through periods of transition, but it doesn’t necessarily mean that 50 years from now we’re going to be stupid because of the Internet. In many ways, I think the Internet has made us immensely smarter. But there’s no doubt that the ways we process and gather information is going through a big change. That can be scary, but we can’t just put the genie back in the bottle.\"\u003c/p>\u003c/blockquote>\n\u003cp>A teacher responds:\u003c/p>\n\u003cblockquote>\u003cp>Sad to say, many of us hard working teachers are quite lazy when it comes to our own learning: the learning that will make us relevant and capable leaders for students who must enter a digital society where the challenge is not the facts they know, but what they can do with newly-acquired knowledge. Which means our students will be expected to master the very skills teachers refuse to learn.\u003c/p>\u003c/blockquote>\n\u003cp>Read the \u003ca href=\"http://www.edweek.org/tsb/articles/2010/10/12/01richardson.h04.html\">rest of the interview\u003c/a>. It's good stuff!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1287013073,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":542},"headData":{"title":"Why It's Time to Change the Role of Education | KQED","description":"Veteran teacher, blogger, and educational technology expert Will Richardson was recently interviewed by Edweek. There are so many, but here are some of my favorite quotes: "I look at my kids’ tests all the time—it’s just factual stuff. You know, “What was the third ship that Columbus sailed?” I can’t stand it, because it doesn’t","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why It's Time to Change the Role of Education","datePublished":"2010-10-13T23:37:53.000Z","dateModified":"2010-10-13T23:37:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"2834 http://blogs.kqed.org/mindshift/?p=2834","disqusUrl":"https://ww2.kqed.org/mindshift/2010/10/13/why-its-time-to-change-the-role-of-education/","disqusTitle":"Why It's Time to Change the Role of Education","path":"/mindshift/2834/why-its-time-to-change-the-role-of-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_2839\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-2839\" href=\"http://ww2.kqed.org/mindshift/2010/10/why-its-time-to-change-the-role-of-education/foundphotoslj/\">\u003cimg class=\"size-medium wp-image-2839 alignright\" title=\"FoundphotoSLJ\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/FoundphotoSLJ-300x145.jpg\" alt=\"\" width=\"300\" height=\"145\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Veteran teacher, blogger, and educational technology expert\u003ca href=\"http://weblogg-ed.com/%20\"> Will Richardson\u003c/a> was recently \u003ca href=\"http://www.edweek.org/tsb/articles/2010/10/12/01richardson.h04.html\">interviewed by Edweek\u003c/a>. There are so many, but here are some of my favorite quotes:\u003c/p>\n\u003cblockquote>\u003cp>\"I look at my kids’ tests all the time—it’s just factual stuff. You know, “What was the third ship that Columbus sailed?” I can’t stand it, because it doesn’t have any relevance or any bearing on anything that they’re going to do in their lives. But they have to spend a lot of time on it, because if they don’t get that test answer right, then the school looks bad on the state assessment. It’s just so screwed up. I get how it made sense 50 years ago. Maybe 30 years ago. But I don’t get it now, when my daughter could pull out her phone to find the answer in two seconds. It’s just silly... We have to be willing to put kids—and assess kids—in situations and contexts where they’re really solving problems and we’re looking not so much at the answer but the process by which they try to solve those problems.\"\u003c!--more-->\u003c/p>\u003c/blockquote>\n\u003cblockquote>\u003cp>I think we’re at a point where we really need to think about not just reforming education but transforming it. That’s not to say that we shouldn’t have teachers and classrooms and schools, but the interactions that happen just need to be really, really different—because the world is just such a different place right now, with everything we have access to. You know, when I think about my own kids, I have no doubt that the best teachers they’re going to have in their lives are the ones that they find, not the ones their schools give to them. And that to me is a huge shift in the way we think about the role of educators in kids’ lives. And I think that kind of captures a piece of how differently we have to think about this.\u003c/p>\u003c/blockquote>\n\u003cblockquote>\u003cp>\"...This is a real period of transition, and it’s natural for us to do some hand-wringing when we go through periods of transition, but it doesn’t necessarily mean that 50 years from now we’re going to be stupid because of the Internet. In many ways, I think the Internet has made us immensely smarter. But there’s no doubt that the ways we process and gather information is going through a big change. That can be scary, but we can’t just put the genie back in the bottle.\"\u003c/p>\u003c/blockquote>\n\u003cp>A teacher responds:\u003c/p>\n\u003cblockquote>\u003cp>Sad to say, many of us hard working teachers are quite lazy when it comes to our own learning: the learning that will make us relevant and capable leaders for students who must enter a digital society where the challenge is not the facts they know, but what they can do with newly-acquired knowledge. Which means our students will be expected to master the very skills teachers refuse to learn.\u003c/p>\u003c/blockquote>\n\u003cp>Read the \u003ca href=\"http://www.edweek.org/tsb/articles/2010/10/12/01richardson.h04.html\">rest of the interview\u003c/a>. It's good stuff!\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>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/2834/why-its-time-to-change-the-role-of-education","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_110","mindshift_65"],"featImg":"mindshift_2839","label":"mindshift"},"mindshift_2668":{"type":"posts","id":"mindshift_2668","meta":{"index":"posts_1591205157","site":"mindshift","id":"2668","score":null,"sort":[1286496903000]},"guestAuthors":[],"slug":"what-should-the-classroom-of-the-future-look-like","title":"What Should the Classroom of the Future Look Like?","publishDate":1286496903,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-2674\" href=\"http://ww2.kqed.org/mindshift/2010/10/what-should-the-classroom-of-the-future-look-like/edenpictures/\">\u003cimg class=\"size-medium wp-image-2674\" title=\"edenpictures\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/edenpictures-300x240.jpg\" alt=\"\" width=\"300\" height=\"240\">\u003c/a>\u003c/p>\n\u003cp>Pushing for fundamental changes in education, panelists at the \u003ca href=\"http://www.siliconvalleycf.org/\">Silicon Valley Community Foundation\u003c/a> regional meeting yesterday talked about what classrooms of the future should look like.\u003c/p>\n\u003cp>The panelists: Anne Campbell, San Mateo County Schools Superintendent; Reed Hastings, CEO of Netflix; Salman Khan, founder of the Khan Academy; and Glenn Singleton, Executive Director of Pacific Educational Group.\u003c/p>\n\u003cp>Here are some highlights from the discussion.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Anne Campbell on the future of schools and what needs to change to get there:\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\"My guess is that schools will be different than they are now, a class within four walls with a teacher at the front of the class holding forth, will change. Schools will change. We'll still need teachers. Teachers have to have commitment to the idea that every child has the potential to learn and be successful. And each teacher has to have skills to embody that belief.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The school year needs to be longer than 180 days and teachers need to work during those longer school years. Right now, they only have about 45 minutes a day to prepare for the class, and that's not enough. Our focus should be on figuring out what do we need to do to make teachers most effective?\"\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Reed Hastings on new school models that work:\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\"It's heartening to see schools actually reversing the achievement gap. \u003ca href=\"http://www.rsed.org/\">Rocketship\u003c/a> in San Jose, the \u003ca href=\"http://www.kippbayarea.org/schools\">KIPP schools \u003c/a>in San Jose, and \u003ca href=\"http://www.aipcs.org/Welcome.html\">American Indian Charter\u003c/a> in Oakland have cracked the formula. We need them to run 50 or 60 schools, to bring some passion to other schools.\"\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Salman Khan on leveraging technology as a way to close the achievement gap.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\"The school of the future will be like a one-room schoolhouse. There will be kids of all ages, and part of the day will be spent using technology to learn at their own pace. We avoid the problem of superficially learning subjects. There will be no 'pretend learning.' A teacher gets a dashboard, and figures out who are the kids that are stuck, and will focus on those who need the most help. Or better yet, have the kids are doing better help the ones who are struggling. Teachers will become a mentor or a coach. Everyone will learns at their own pace.\"\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Glenn Singleton on the urgency of the need to rethink race and class in education:\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\"We have to think about alternatives to what we've been doing until now. What do we do to change the educational outcome of black and brown students? What are the models that we want to replicate? There are generations of black families that have been miseducated. School systems have never done what we've asked them to do. The success of a child is dependent on the quality of a teacher. The most needy kids need the most qualified teachers in the most supportive schools.\"\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1286496927,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":479},"headData":{"title":"What Should the Classroom of the Future Look Like? | KQED","description":"Pushing for fundamental changes in education, panelists at the Silicon Valley Community Foundation regional meeting yesterday talked about what classrooms of the future should look like. The panelists: Anne Campbell, San Mateo County Schools Superintendent; Reed Hastings, CEO of Netflix; Salman Khan, founder of the Khan Academy; and Glenn Singleton, Executive Director of Pacific Educational","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Should the Classroom of the Future Look Like?","datePublished":"2010-10-08T00:15:03.000Z","dateModified":"2010-10-08T00:15:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"2668 http://blogs.kqed.org/mindshift/?p=2668","disqusUrl":"https://ww2.kqed.org/mindshift/2010/10/07/what-should-the-classroom-of-the-future-look-like/","disqusTitle":"What Should the Classroom of the Future Look Like?","path":"/mindshift/2668/what-should-the-classroom-of-the-future-look-like","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-2674\" href=\"http://ww2.kqed.org/mindshift/2010/10/what-should-the-classroom-of-the-future-look-like/edenpictures/\">\u003cimg class=\"size-medium wp-image-2674\" title=\"edenpictures\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/edenpictures-300x240.jpg\" alt=\"\" width=\"300\" height=\"240\">\u003c/a>\u003c/p>\n\u003cp>Pushing for fundamental changes in education, panelists at the \u003ca href=\"http://www.siliconvalleycf.org/\">Silicon Valley Community Foundation\u003c/a> regional meeting yesterday talked about what classrooms of the future should look like.\u003c/p>\n\u003cp>The panelists: Anne Campbell, San Mateo County Schools Superintendent; Reed Hastings, CEO of Netflix; Salman Khan, founder of the Khan Academy; and Glenn Singleton, Executive Director of Pacific Educational Group.\u003c/p>\n\u003cp>Here are some highlights from the discussion.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Anne Campbell on the future of schools and what needs to change to get there:\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\"My guess is that schools will be different than they are now, a class within four walls with a teacher at the front of the class holding forth, will change. Schools will change. We'll still need teachers. Teachers have to have commitment to the idea that every child has the potential to learn and be successful. And each teacher has to have skills to embody that belief.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The school year needs to be longer than 180 days and teachers need to work during those longer school years. Right now, they only have about 45 minutes a day to prepare for the class, and that's not enough. Our focus should be on figuring out what do we need to do to make teachers most effective?\"\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Reed Hastings on new school models that work:\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\"It's heartening to see schools actually reversing the achievement gap. \u003ca href=\"http://www.rsed.org/\">Rocketship\u003c/a> in San Jose, the \u003ca href=\"http://www.kippbayarea.org/schools\">KIPP schools \u003c/a>in San Jose, and \u003ca href=\"http://www.aipcs.org/Welcome.html\">American Indian Charter\u003c/a> in Oakland have cracked the formula. We need them to run 50 or 60 schools, to bring some passion to other schools.\"\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Salman Khan on leveraging technology as a way to close the achievement gap.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\"The school of the future will be like a one-room schoolhouse. There will be kids of all ages, and part of the day will be spent using technology to learn at their own pace. We avoid the problem of superficially learning subjects. There will be no 'pretend learning.' A teacher gets a dashboard, and figures out who are the kids that are stuck, and will focus on those who need the most help. Or better yet, have the kids are doing better help the ones who are struggling. Teachers will become a mentor or a coach. Everyone will learns at their own pace.\"\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Glenn Singleton on the urgency of the need to rethink race and class in education:\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\"We have to think about alternatives to what we've been doing until now. What do we do to change the educational outcome of black and brown students? What are the models that we want to replicate? There are generations of black families that have been miseducated. School systems have never done what we've asked them to do. The success of a child is dependent on the quality of a teacher. The most needy kids need the most qualified teachers in the most supportive schools.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/2668/what-should-the-classroom-of-the-future-look-like","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_110","mindshift_112","mindshift_65"],"featImg":"mindshift_2674","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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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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