Why Even Young Students Benefit From Connecting Globally
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How Cross-Cultural Dialogue Builds Critical Thinking and Empathy
With the Right Technology, Can Children Teach Themselves?
What Can We Learn From the Global Effort Around Mobile Learning?
In an Era of Global Competition, What Exactly Are We Testing For?
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FM","link":"/"}},"mindshift_49391":{"type":"posts","id":"mindshift_49391","meta":{"index":"posts_1591205157","site":"mindshift","id":"49391","score":null,"sort":[1518418482000]},"guestAuthors":[],"slug":"why-even-young-students-benefit-from-connecting-globally","title":"Why Even Young Students Benefit From Connecting Globally","publishDate":1518418482,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>The excerpt below is from the book \u003ca href=\"https://www.amazon.com/Connected-Start-Global-Learning-Primary-ebook/dp/B00V8T8Z1S\" target=\"_blank\" rel=\"noopener\">“Connected From the Start: Global Learning In the Primary Grades,”\u003c/a> by Kathy Cassidy, published by \u003ca href=\"http://plpnetwork.com/connected-from-the-start-book/\" target=\"_blank\" rel=\"noopener\">Powerful Learning Press\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Kathy Cassidy\u003c/strong>\u003c/p>\n\u003cp>Some teachers I talk to say they do not have time to connect with other classrooms because they are too busy covering their curriculum. In fact, connecting with others is not an addition to our curriculum. It is not something we do after we have finished our reading and math for the day. It is the way we do our curriculum. From practicing counting by fives or comparing similarities and differences via Skype, to writing for a worldwide audience, to making and sharing videos of social studies concepts on our blogs, we connect and invite the world to learn with us and to help us learn. Although learning from others is a key reason why I continue to connect my classroom online, there are many other reasons as well.\u003c/p>\n\u003cp>\u003cstrong>1. Our Students Will Be Part Of a Hyper-Connected World\u003c/strong>\u003c/p>\n\u003cp>The world seems to shrink a bit more every day. This has been the pattern for many decades. As this trend continues, the world that my students will be part of in their adult lives will be incredibly connected. Twenty-five years ago, I spent some time living in Thailand. When my husband and I left Canada to move there, we knew that our only connection with our family and friends would be letters and an occasional (and expensive) telephone call. If we were to make that move now, there would be a multitude of ways we could connect with home, both synchronously and asynchronously, anytime we chose. Although having a computer or device with an internet connection in my students’ homes becomes a little more common every year, not every child in my class has this access. Sometimes these children and their parents are able to access the Internet from a relative’s home or from the public library. What is clear is that we are continually moving toward the point at which every family will be connected.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These connections are not restricted to our private lives. Business is also becoming more globally connected. It is possible and perhaps even probable that our students will spend much of their working lives in some kind of virtual conversation with colleagues from around the world. If that is even a possibility, we owe it to them to begin to prepare them for that option. We want to get them ready for the world they will be part of, not the world that we lived in as children, or even the world we live in now.\u003c/p>\n\u003cp>\u003cstrong>2. A Global Perspective Increases Empathy\u003c/strong>\u003c/p>\n\u003cp>The enthusiasm of my students at the discovery of the volcano near the Voyagers’ school was tempered by the fact that they knew volcanoes could be extremely dangerous. Because of our online connection and conversations, they felt about the students in New Zealand the same way as they did about the students in the classroom next door. They were concerned for their safety, and it was important to them to find out if their friends were in danger in the event of a volcanic eruption. It is easy to brush off dangers or catastrophic events when they do not personally affect your life. Knowing others who may be affected by that danger takes something abstract and makes it personal. You begin to care. My students were relieved to discover that the volcano in New Zealand did not spew lava—only ash—and that the ash had never endangered any of the students at the school in Palmerston North.\u003c/p>\n\u003cp>From children in places far from where we live, my students have learned that not everyone has the same alphabet, that people speak other languages, that some areas do not have snow in the winter, that children everywhere learn to read and write, that school rules can be different, and that, yes, there are trees in Wisconsin. Without our online connections, these global understandings might not have been gained for many years, if ever.\u003c/p>\n\u003cp>\u003cstrong>3. Kids Often Learn Best From Other Kids\u003c/strong>\u003c/p>\n\u003cp>Kids can often learn better from a classmate or another child than they can from their teacher. If you are a teacher, I’m sure you’ve seen this in your own classroom. I certainly have.\u003c/p>\n\u003cfigure id=\"attachment_49425\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/kathycassidy/\">\u003cimg class=\"wp-image-49425 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1020x765.jpg\" alt=\"A student practices reading with his Skype partner.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student practices reading with a teacher-in-training on Skype. \u003ccite>(Kathy Cassidy/\u003ca href=\"https://www.flickr.com/photos/kathycassidy/\">Flickr\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I remember one of the moments that this was hammered home to me. One of the objectives in my curriculum at the time was learning the difference between needs and wants. I planned and taught a couple of what I thought were fabulous lessons about what each of these concepts was and the difference between the two. Then, I asked the students to make a Common Craft type of video to show what they had learned. If you are not familiar with Common Craft, they have a series of simple but brilliant videos explaining concepts such as Twitter, social media, RSS and wikis. The camera points at a table and films the narrator’s hands. As he talks, the narrator pulls pieces of paper with simple drawings or words in and out of the camera’s view.\u003c/p>\n\u003cp>My students’ task was to create a similar video to show what they had learned about the difference between needs and wants. When the videos were completed, it was obvious that despite my brilliant teaching, three of the students still did not understand the difference between these two words. Instead of re-teaching, I took those three students aside and showed them videos created by students who obviously had a clear grasp of the concepts.\u003c/p>\n\u003cp>It was like the lights went on. After having seen what their peers had created, those three students all clearly understood the differences, and they were able to go on to create a new video showing this learning. You can probably think of similar things that have happened in your own classroom.\u003c/p>\n\u003cp>Now, imagine those “aha” moments happening through a connection with a child in another place your students have never been and will probably never have a chance to visit. I could have simply told my students that there are volcanoes in New Zealand, or read a book about children who wear uniforms to school, or shown a video about children who live near the ocean. Would my teaching have provoked the same learning? I don’t think so. As we talked with our Kiwi friends below the equator, the children could ask questions and get answers. They could observe the learning of the other children in response to the answers we gave. My students could be part of the lives of people who lived on the other side of the world. This vivid personal connection both inspired their learning and made it more meaningful to them.\u003c/p>\n\u003cp>\u003cstrong>4. We Learn about Online Etiquette and Safety\u003c/strong>\u003c/p>\n\u003cp>Some people worry that young children should not be online because they cannot be safe. Instead, I worry that young children who are isolated from social technologies will not learn HOW to be safe online. In our increasingly connected world, it is important for even five and six-year-olds to begin to learn what is appropriate when using technology to connect.\u003c/p>\n\u003cfigure id=\"attachment_49427\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/kathycassidy/8522478858/in/photolist-dZ6W3E-4u1Qzg-6p7Ay8\">\u003cimg class=\"wp-image-49427 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1020x966.jpg\" alt=\"Kathy Cassidy with her student.\" width=\"640\" height=\"606\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1020x966.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-160x152.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-800x758.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-768x728.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1180x1118.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-960x910.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-240x227.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-375x355.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-520x493.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h.jpg 1600w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kathy Cassidy with her student. \u003ccite>(A student)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While I agree we need to take steps to protect children, I think it is equally important that we begin to teach them how to handle themselves in virtual settings. Having them create digital content and interact in a safe manner is essential learning for a child growing up in the Internet age. Unfortunately, we are not having many conversations about this at the level where decisions are made about education policy and practice.\u003c/p>\n\u003cp>Almost everyone knows the story of an adult who, because of something that was posted online, was denied a chance at a job, or lost their employment, or was censured in some way. I know of a young man who was denied a chance to compete for a coveted job in tourism because the sponsoring organization found a video of him online using profanity at a professional football game. Incidents such as this are happening more and more often.\u003c/p>\n\u003cp>The issue of online bullying is also gaining worldwide media attention. Many children and adults do not realize that once something is online, it stays online. You may be able to delete it from your website or Facebook page, but you must assume there will always be a record of what you posted somewhere in cyberspace. As significant as this issue has become in our lives, it will become even more important in the future as our world continues to become more connected.\u003c/p>\n\u003cp>Even 10 years ago, we could never have predicted how important the Internet and the connections it allows would become. A positive digital footprint is on its way to becoming an essential part of all our lives. Even five and six year olds can begin to understand this concept.\u003c/p>\n\u003cp>My curriculum asks me to teach the students how to recognize potential safety risks in play areas. To my students, the Internet is a play area. Online safety is just one of the forms of safety that they need to learn to be healthy and secure as they grow.\u003c/p>\n\u003cp>When my own children were too young to cross the street on their own, I took their hand and crossed with them. As they grew, I let go of their hand and walked beside them. When they were ready, I watched as they crossed the street on their own. Finally, they were ready to do it entirely without me.\u003c/p>\n\u003cp>When my primary-aged students begin to interact online, I do not set them loose to explore on their own. I figuratively take their hand and we do things together. After much modeling, I let the students do it while I watch. When those habits are firmly established, I watch from afar while they do it without me. I do this to ensure that they interact online in a safe and appropriate way.\u003c/p>\n\u003cp>\u003cstrong>5. I Place a High Value on Serendipity\u003c/strong>\u003c/p>\n\u003cp>Time and again, our classroom interactions with students far away have resulted in unforeseen learning. When we began connecting with the classroom in New Zealand, I had no idea that they lived near the ocean or that they had a volcano nearby. Those unexpected realities led to serendipitous learning.\u003c/p>\n\u003cp>Over the years, we have “accidentally” discovered that some schools have no girls, that some people go swimming on Christmas Day and that some schools have no school buses. We’ve learned what it looks like to have a tornado drill in a classroom. Year after year, I have let the students “discover” for themselves that when we chat with students in Australia or New Zealand, it is already the next day there. The learning is much stickier when they suddenly perceive that the kids down under are having summer when we are having winter and that not everyone wears snow clothes for four months of the year.\u003c/p>\n\u003cp>One day my class received a package in the mail from New Zealand. It contained some wonderful treasures such as kina and paua shells and ash from a “real” volcano. This led to more wonderful questions about why the pumice was so light and how the paua shell got to be blue inside, and why anyone would think to eat the spiky kina shellfish! More serendipity.\u003c/p>\n\u003cp>These kinds of connections bring something to the classroom that nothing else can. Connecting globally has changed my classroom and my teaching practice in such a profound way that I feel almost claustrophobic thinking about old-style instruction. Maybe you already enjoy this same sense of freedom to connect. If not, let me introduce you to the tools I use to lower our classroom walls and welcome the world in.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\" target=\"_blank\" rel=\"noopener\">Kathy Cassidy\u003c/a> is a Grade One teacher for Prairie South Schools in Moose Jaw, SK, Canada, and an Apple Distinguished Educator. Since 2005, she has been integrating various technologies into her teaching practice to help “connect” her primary-grades students so they can become global learners. In addition to her widely followed \u003ca href=\"http://mscassidysclass.edublogs.org/\" target=\"_blank\" rel=\"noopener\">classroom blog\u003c/a>, she writes about her professional work at \u003ca href=\"http://kathycassidy.com/\" target=\"_blank\" rel=\"noopener\">Primary Preoccupation\u003c/a> and for the \u003ca href=\"http://plpnetwork.com/category/voices/\" target=\"_blank\" rel=\"noopener\">Voices from the Learning Revolution\u003c/a> group blog.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"First grade teacher Kathy Cassidy shares why she believes it's important to connect her young students with learners around the world.","status":"publish","parent":0,"modified":1518418482,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":2093},"headData":{"title":"Why Even Young Students Benefit From Connecting Globally | KQED","description":"First grade teacher Kathy Cassidy shares why she believes it's important to connect her young students with learners around the world.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Even Young Students Benefit From Connecting Globally","datePublished":"2018-02-12T06:54:42.000Z","dateModified":"2018-02-12T06:54:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49391 https://ww2.kqed.org/mindshift/?p=49391","disqusUrl":"https://ww2.kqed.org/mindshift/2018/02/11/why-even-young-students-benefit-from-connecting-globally/","disqusTitle":"Why Even Young Students Benefit From Connecting Globally","path":"/mindshift/49391/why-even-young-students-benefit-from-connecting-globally","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>The excerpt below is from the book \u003ca href=\"https://www.amazon.com/Connected-Start-Global-Learning-Primary-ebook/dp/B00V8T8Z1S\" target=\"_blank\" rel=\"noopener\">“Connected From the Start: Global Learning In the Primary Grades,”\u003c/a> by Kathy Cassidy, published by \u003ca href=\"http://plpnetwork.com/connected-from-the-start-book/\" target=\"_blank\" rel=\"noopener\">Powerful Learning Press\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Kathy Cassidy\u003c/strong>\u003c/p>\n\u003cp>Some teachers I talk to say they do not have time to connect with other classrooms because they are too busy covering their curriculum. In fact, connecting with others is not an addition to our curriculum. It is not something we do after we have finished our reading and math for the day. It is the way we do our curriculum. From practicing counting by fives or comparing similarities and differences via Skype, to writing for a worldwide audience, to making and sharing videos of social studies concepts on our blogs, we connect and invite the world to learn with us and to help us learn. Although learning from others is a key reason why I continue to connect my classroom online, there are many other reasons as well.\u003c/p>\n\u003cp>\u003cstrong>1. Our Students Will Be Part Of a Hyper-Connected World\u003c/strong>\u003c/p>\n\u003cp>The world seems to shrink a bit more every day. This has been the pattern for many decades. As this trend continues, the world that my students will be part of in their adult lives will be incredibly connected. Twenty-five years ago, I spent some time living in Thailand. When my husband and I left Canada to move there, we knew that our only connection with our family and friends would be letters and an occasional (and expensive) telephone call. If we were to make that move now, there would be a multitude of ways we could connect with home, both synchronously and asynchronously, anytime we chose. Although having a computer or device with an internet connection in my students’ homes becomes a little more common every year, not every child in my class has this access. Sometimes these children and their parents are able to access the Internet from a relative’s home or from the public library. What is clear is that we are continually moving toward the point at which every family will be connected.\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>These connections are not restricted to our private lives. Business is also becoming more globally connected. It is possible and perhaps even probable that our students will spend much of their working lives in some kind of virtual conversation with colleagues from around the world. If that is even a possibility, we owe it to them to begin to prepare them for that option. We want to get them ready for the world they will be part of, not the world that we lived in as children, or even the world we live in now.\u003c/p>\n\u003cp>\u003cstrong>2. A Global Perspective Increases Empathy\u003c/strong>\u003c/p>\n\u003cp>The enthusiasm of my students at the discovery of the volcano near the Voyagers’ school was tempered by the fact that they knew volcanoes could be extremely dangerous. Because of our online connection and conversations, they felt about the students in New Zealand the same way as they did about the students in the classroom next door. They were concerned for their safety, and it was important to them to find out if their friends were in danger in the event of a volcanic eruption. It is easy to brush off dangers or catastrophic events when they do not personally affect your life. Knowing others who may be affected by that danger takes something abstract and makes it personal. You begin to care. My students were relieved to discover that the volcano in New Zealand did not spew lava—only ash—and that the ash had never endangered any of the students at the school in Palmerston North.\u003c/p>\n\u003cp>From children in places far from where we live, my students have learned that not everyone has the same alphabet, that people speak other languages, that some areas do not have snow in the winter, that children everywhere learn to read and write, that school rules can be different, and that, yes, there are trees in Wisconsin. Without our online connections, these global understandings might not have been gained for many years, if ever.\u003c/p>\n\u003cp>\u003cstrong>3. Kids Often Learn Best From Other Kids\u003c/strong>\u003c/p>\n\u003cp>Kids can often learn better from a classmate or another child than they can from their teacher. If you are a teacher, I’m sure you’ve seen this in your own classroom. I certainly have.\u003c/p>\n\u003cfigure id=\"attachment_49425\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/kathycassidy/\">\u003cimg class=\"wp-image-49425 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1020x765.jpg\" alt=\"A student practices reading with his Skype partner.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student practices reading with a teacher-in-training on Skype. \u003ccite>(Kathy Cassidy/\u003ca href=\"https://www.flickr.com/photos/kathycassidy/\">Flickr\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I remember one of the moments that this was hammered home to me. One of the objectives in my curriculum at the time was learning the difference between needs and wants. I planned and taught a couple of what I thought were fabulous lessons about what each of these concepts was and the difference between the two. Then, I asked the students to make a Common Craft type of video to show what they had learned. If you are not familiar with Common Craft, they have a series of simple but brilliant videos explaining concepts such as Twitter, social media, RSS and wikis. The camera points at a table and films the narrator’s hands. As he talks, the narrator pulls pieces of paper with simple drawings or words in and out of the camera’s view.\u003c/p>\n\u003cp>My students’ task was to create a similar video to show what they had learned about the difference between needs and wants. When the videos were completed, it was obvious that despite my brilliant teaching, three of the students still did not understand the difference between these two words. Instead of re-teaching, I took those three students aside and showed them videos created by students who obviously had a clear grasp of the concepts.\u003c/p>\n\u003cp>It was like the lights went on. After having seen what their peers had created, those three students all clearly understood the differences, and they were able to go on to create a new video showing this learning. You can probably think of similar things that have happened in your own classroom.\u003c/p>\n\u003cp>Now, imagine those “aha” moments happening through a connection with a child in another place your students have never been and will probably never have a chance to visit. I could have simply told my students that there are volcanoes in New Zealand, or read a book about children who wear uniforms to school, or shown a video about children who live near the ocean. Would my teaching have provoked the same learning? I don’t think so. As we talked with our Kiwi friends below the equator, the children could ask questions and get answers. They could observe the learning of the other children in response to the answers we gave. My students could be part of the lives of people who lived on the other side of the world. This vivid personal connection both inspired their learning and made it more meaningful to them.\u003c/p>\n\u003cp>\u003cstrong>4. We Learn about Online Etiquette and Safety\u003c/strong>\u003c/p>\n\u003cp>Some people worry that young children should not be online because they cannot be safe. Instead, I worry that young children who are isolated from social technologies will not learn HOW to be safe online. In our increasingly connected world, it is important for even five and six-year-olds to begin to learn what is appropriate when using technology to connect.\u003c/p>\n\u003cfigure id=\"attachment_49427\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/kathycassidy/8522478858/in/photolist-dZ6W3E-4u1Qzg-6p7Ay8\">\u003cimg class=\"wp-image-49427 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1020x966.jpg\" alt=\"Kathy Cassidy with her student.\" width=\"640\" height=\"606\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1020x966.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-160x152.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-800x758.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-768x728.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1180x1118.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-960x910.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-240x227.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-375x355.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-520x493.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h.jpg 1600w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kathy Cassidy with her student. \u003ccite>(A student)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While I agree we need to take steps to protect children, I think it is equally important that we begin to teach them how to handle themselves in virtual settings. Having them create digital content and interact in a safe manner is essential learning for a child growing up in the Internet age. Unfortunately, we are not having many conversations about this at the level where decisions are made about education policy and practice.\u003c/p>\n\u003cp>Almost everyone knows the story of an adult who, because of something that was posted online, was denied a chance at a job, or lost their employment, or was censured in some way. I know of a young man who was denied a chance to compete for a coveted job in tourism because the sponsoring organization found a video of him online using profanity at a professional football game. Incidents such as this are happening more and more often.\u003c/p>\n\u003cp>The issue of online bullying is also gaining worldwide media attention. Many children and adults do not realize that once something is online, it stays online. You may be able to delete it from your website or Facebook page, but you must assume there will always be a record of what you posted somewhere in cyberspace. As significant as this issue has become in our lives, it will become even more important in the future as our world continues to become more connected.\u003c/p>\n\u003cp>Even 10 years ago, we could never have predicted how important the Internet and the connections it allows would become. A positive digital footprint is on its way to becoming an essential part of all our lives. Even five and six year olds can begin to understand this concept.\u003c/p>\n\u003cp>My curriculum asks me to teach the students how to recognize potential safety risks in play areas. To my students, the Internet is a play area. Online safety is just one of the forms of safety that they need to learn to be healthy and secure as they grow.\u003c/p>\n\u003cp>When my own children were too young to cross the street on their own, I took their hand and crossed with them. As they grew, I let go of their hand and walked beside them. When they were ready, I watched as they crossed the street on their own. Finally, they were ready to do it entirely without me.\u003c/p>\n\u003cp>When my primary-aged students begin to interact online, I do not set them loose to explore on their own. I figuratively take their hand and we do things together. After much modeling, I let the students do it while I watch. When those habits are firmly established, I watch from afar while they do it without me. I do this to ensure that they interact online in a safe and appropriate way.\u003c/p>\n\u003cp>\u003cstrong>5. I Place a High Value on Serendipity\u003c/strong>\u003c/p>\n\u003cp>Time and again, our classroom interactions with students far away have resulted in unforeseen learning. When we began connecting with the classroom in New Zealand, I had no idea that they lived near the ocean or that they had a volcano nearby. Those unexpected realities led to serendipitous learning.\u003c/p>\n\u003cp>Over the years, we have “accidentally” discovered that some schools have no girls, that some people go swimming on Christmas Day and that some schools have no school buses. We’ve learned what it looks like to have a tornado drill in a classroom. Year after year, I have let the students “discover” for themselves that when we chat with students in Australia or New Zealand, it is already the next day there. The learning is much stickier when they suddenly perceive that the kids down under are having summer when we are having winter and that not everyone wears snow clothes for four months of the year.\u003c/p>\n\u003cp>One day my class received a package in the mail from New Zealand. It contained some wonderful treasures such as kina and paua shells and ash from a “real” volcano. This led to more wonderful questions about why the pumice was so light and how the paua shell got to be blue inside, and why anyone would think to eat the spiky kina shellfish! More serendipity.\u003c/p>\n\u003cp>These kinds of connections bring something to the classroom that nothing else can. Connecting globally has changed my classroom and my teaching practice in such a profound way that I feel almost claustrophobic thinking about old-style instruction. Maybe you already enjoy this same sense of freedom to connect. If not, let me introduce you to the tools I use to lower our classroom walls and welcome the world in.\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>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\" target=\"_blank\" rel=\"noopener\">Kathy Cassidy\u003c/a> is a Grade One teacher for Prairie South Schools in Moose Jaw, SK, Canada, and an Apple Distinguished Educator. Since 2005, she has been integrating various technologies into her teaching practice to help “connect” her primary-grades students so they can become global learners. In addition to her widely followed \u003ca href=\"http://mscassidysclass.edublogs.org/\" target=\"_blank\" rel=\"noopener\">classroom blog\u003c/a>, she writes about her professional work at \u003ca href=\"http://kathycassidy.com/\" target=\"_blank\" rel=\"noopener\">Primary Preoccupation\u003c/a> and for the \u003ca href=\"http://plpnetwork.com/category/voices/\" target=\"_blank\" rel=\"noopener\">Voices from the Learning Revolution\u003c/a> group blog.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49391/why-even-young-students-benefit-from-connecting-globally","authors":["4354"],"categories":["mindshift_20546","mindshift_195","mindshift_193"],"tags":["mindshift_1015","mindshift_20678","mindshift_21101","mindshift_20784","mindshift_1040","mindshift_85","mindshift_30"],"featImg":"mindshift_49424","label":"mindshift"},"mindshift_49341":{"type":"posts","id":"mindshift_49341","meta":{"index":"posts_1591205157","site":"mindshift","id":"49341","score":null,"sort":[1507530344000]},"guestAuthors":[],"slug":"how-making-an-impact-on-the-world-motivates-students","title":"How Making an Impact on the World Motivates Students","publishDate":1507530344,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Many schools are moving to project-based learning as a way to help students make meaning about content in deeper and more lasting ways than a lecture can provide. While those goals are clear to educators, and inspiring examples of schools successfully implementing the pedagogy exist, it can still be a challenging shift for many teachers. It is difficult to design projects that both help students learn required content and that genuinely interest them. Some educators are finding that connecting projects to a global community is a powerful way to make a project feel meaningful to students.\u003c/p>\n\u003cp>“I’m very much interested in how we can encourage young people to be active, engaged members of community,” said \u003ca href=\"http://mikegwaltney.net/blog/\" target=\"_blank\" rel=\"noopener\">Mike Gwaltney\u003c/a> during a presentation on project-based learning and global citizenship at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education (ISTE)\u003c/a>. Gwaltney is now the principal of Rocky Hill School in Rhode Island and has been teaching for 25 years. His specialty is history, but he doesn’t think that should mean teaching the Gadsden Purchase anymore.\u003c/p>\n\u003cp>“We ought to be teaching stuff that has real meaning for people,” Gwaltney said. He believes students are more keyed into global issues and current events than many adults know. The young people he has worked with care about what’s happening in the world around them. When teachers tap into that passion, students are capable of producing work that impacts the world beyond school. In 2014, Gwaltney was teaching at the Oregon Episcopal School in Portland when a shooting took place near the school. He knew that one way to handle the issue would have been to facilitate a discussion about the shooting with his class. But he wanted to localize the bigger issue of gun violence for his students.\u003c/p>\n\u003cp>“Project-based learning is about doing something; it’s about active learning,” Gwaltney said. “It’s about getting involved in the subject. It’s not learning about math or about government, but how can I be someone in those fields.” After the shooting it became clear his students didn’t just want to talk about the pros and cons of gun control -- they wanted to do something to make their local community safer. So they \u003ca href=\"http://portlandtribune.com/pt/9-news/249911-118804-students-ask-council-to-ban-assault-weapons-ammo-clips\" target=\"_blank\" rel=\"noopener\">wrote legislation and introduced it \u003c/a>to the Portland City Council. When it failed, and various adults patted them on the back before sending them on their way, the students were indignant.\u003c/p>\n\u003cp>Instead of giving up the idea, they partnered with other interest groups to sponsor and testify in support of a bill in the state legislature that would require background checks on private gun sales and close a loophole in Oregon state law. The bill passed; the governor signed it into law, and those students learned an \u003ca href=\"https://www.edutopia.org/blog/how-pbl-creates-engaged-citizens-suzie-boss\" target=\"_blank\" rel=\"noopener\">indelible lesson about how government works\u003c/a>. Their work had an impact; and along the way they came to understand it takes persistence to see results. They practiced less tangible skills like effective communication and collaboration with outside groups. And, perhaps most importantly, they also began to empathize with responsible gun owners through conversations with citizens and lobbyists testifying on the other side of the issue.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Wherever I go, I see the desire for opportunities to build citizenship,” said \u003ca href=\"http://reinventingpbl.blogspot.com/\" target=\"_blank\" rel=\"noopener\">Suzie Boss\u003c/a>, a journalist and project-based learning advocate who has worked with educators around the world on globally connected projects. “That’s one of the universals. How can we change the world together?” She sees many opportunities for this type of important work because there are so many thorny problems affecting every person on the globe.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">So incredibly proud of my team \u003ca href=\"https://twitter.com/MYWorldMexico?ref_src=twsrc%5Etfw\">@MYWorldMexico\u003c/a>! +5000 actions in almost 2 years of hard work! \u003ca href=\"https://twitter.com/hashtag/Act4SDGs?src=hash&ref_src=twsrc%5Etfw\">#Act4SDGs\u003c/a> 🇲🇽❤️ \u003ca href=\"https://twitter.com/mtoomeyUN?ref_src=twsrc%5Etfw\">@mtoomeyUN\u003c/a> \u003ca href=\"https://twitter.com/SDGaction?ref_src=twsrc%5Etfw\">@SDGaction\u003c/a> \u003ca href=\"https://twitter.com/UN?ref_src=twsrc%5Etfw\">@UN\u003c/a> \u003ca href=\"https://t.co/qcll14JN3H\">pic.twitter.com/qcll14JN3H\u003c/a>\u003c/p>\n\u003cp>— Karol Arámbula (@KarolArambula) \u003ca href=\"https://twitter.com/KarolArambula/status/912301366705623040?ref_src=twsrc%5Etfw\">September 25, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“My bottom line when you think about designing PBL, with global competency as one of the goals you want to get to, there needs to be passion,” Boss said. “You need to activate that passion in them by opening their eyes to issues they may not be aware of, or by listening to them about what they care about.” She said good projects usually start with an entry event that helps activate that passion and curiosity in students. After that, the second most important element is that the problem be actionable.\u003c/p>\n\u003cp>“If we teach kids about the problems of the world without giving them a recipe for doing something, that’s just a recipe for depression,” Boss said. The problems need to be big enough to matter, but actionable enough that students feel they can make a difference. One of her favorite examples of this type of teaching has developed around the \u003ca href=\"http://www.un.org/sustainabledevelopment/sustainable-development-goals/\" target=\"_blank\" rel=\"noopener\">United Nations Sustainable Development Goals\u003c/a>. These are big, lofty goals, like eliminating poverty, that will affect the future of the world. Crucially, they are works in progress -- the global community has not yet been able to solve these problems, which means there’s an \u003ca href=\"http://www.teachsdgs.org/\" target=\"_blank\" rel=\"noopener\">opportunity for students’ work to make a difference\u003c/a>.\u003c/p>\n\u003cp>“These are [opportunities for] project-based learning for the world,” Boss said. She’s found that working with the Sustainable Development Goals has helped even the most content-first teachers she knows to embrace project-based learning. Boss worked with \u003ca href=\"http://econclassroom.com/?author=1\" target=\"_blank\" rel=\"noopener\">Jason Welker\u003c/a>, an economics teacher who at the time worked for a rigorous private school. He didn’t want to do project-based learning because he didn’t think he could fit all the content he needed to cover into the short school year. Finally, he decided to give PBL a try in his environmental economics class.\u003c/p>\n\u003cp>“He challenged his students in an economics class to pick one of those [U.N. Sustainable Development] goals that they care about and propose an action project using economic theory,” Boss said. One group got interested in climate action, researching carbon offsets as an economic mechanism to help solve the problem of climate change. Their theory of action was so well researched that their school ended up investing in their proposal.\u003c/p>\n\u003cp>\u003cstrong>MONUMENTS PROJECT\u003c/strong>\u003c/p>\n\u003cp>Tom Neville had a hunch that taking his eighth-graders to the cemetery would spark some powerful history learning, but he had no idea that what started as an effort to offer his students at the \u003ca href=\"https://www.asparis.org/\" target=\"_blank\" rel=\"noopener\">American School of Paris (ASP)\u003c/a> an authentic project-based learning experience on World War I would take off the way it did.\u003c/p>\n\u003cp>“The introduction to the project was folks from the \u003ca href=\"https://www.abmc.gov/about-us\" target=\"_blank\" rel=\"noopener\">American Battle Monuments Commission\u003c/a> saying, ‘Look, we have all these folks buried here and we don’t know anything about them and we think you can help us with that,” Neville said. Students broke into groups, each taking the names of several American soldiers who fought in Europe, died and were buried in Suresnes American Cemetery. They began trying to figure out the back stories of the soldiers, intending to build an app for the cemetery so visitors could learn about who was buried there.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/zMFP39KluY8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Neville was lucky to have the support of administrators at ASP who were looking to push the school’s pedagogy toward these types of projects. Soon the \u003ca href=\"http://www.monumentsproject.org/about.html\" target=\"_blank\" rel=\"noopener\">Monuments Project\u003c/a> was much more than history. Theater students were writing and directing plays based on the research; French students were helping translate documents students found in local archives; and students wrote about their research in English class.*\u003c/p>\n\u003cp>As the project was getting off the ground, Neville read \u003ca href=\"https://www.geekwire.com/2016/project-wa-state-history-app/\" target=\"_blank\" rel=\"noopener\">an article\u003c/a> about two teachers on Lopez Island whose students had developed a gamified history app about sites around Washington state. Neville recognized a kindred spirit and reached out to Anthony Rovente and Tim Fry to see if they’d like to partner on the Monuments Project. Soon, Neville’s students in Paris were working with the Lopez Island students in the U.S. to find out what had happened to the 23 Washingtonians buried at Suresnes.\u003c/p>\n\u003cp>“There is an excitement in the sense of scale,” Neville said. “Anytime we are engaged in something bigger than ourselves we feel that sense of camaraderie.” The U.S. students were emailing and calling local archives in Washington state while students in Paris were plumbing the French archives. Both classes shared their research and contributed to the app. In some cases, the students’ efforts prompted local archives to digitize their content for the first time. In others, family members of soldiers buried far away shared their personal memories, records and mementos with the students. And students \u003ca href=\"http://www.monumentsproject.org/blog/week-5-to-celebrate-the-need-of-comrades-whitman\" target=\"_blank\" rel=\"noopener\">collaborated with historians and archivists\u003c/a> in many parts of the world to learn research tips and how to navigate archives.\u003c/p>\n\u003cp>“The level of energy and investment I saw was really powerful,” Neville said. “You just want to bottle it.” He was impressed that his students persisted in their search, even when they made no progress for several weeks. But, Neville’s careful to point out that he had prepared his students for this type of uncertainty, a lesson he learned early in his efforts to do big real-world history projects.\u003c/p>\n\u003cp>“It’s really more about developing a mindset and a culture within that learning space,” Neville said. He always starts the year using Eleanor Duckworth’s concept of \u003ca href=\"https://www.gse.harvard.edu/news/uk/08/05/critical-exploration-classroom\" target=\"_blank\" rel=\"noopener\">Critical Exploration\u003c/a>. The exercise forces them to accept uncertainty and to back up what they think they know with evidence, and gets them thinking like real historians. “Without that mindset you’ll have different reactions from kids who are hitting walls,” Neville said. He uses Critical Exploration as a touchstone for students when they get frustrated, reminding them that valuable learning is happening even if they’re stuck.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/1sfgenKusQk?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Despite the success of the Monuments Project, it was messy and logistically challenging. The nine-hour time difference between Paris and Lopez Island made global collaboration difficult. Partway through the project a teacher at Stuyvesant High School in New York City wanted to join, further complicating matters. But as interest about the program grew among educators in the U.S., Neville decided to try to scale the project. He’s now working with an old co-worker, Patrick Cronin, to create a \u003ca href=\"http://www.thatclass.org/about.html\" target=\"_blank\" rel=\"noopener\">nonprofit\u003c/a> that can \u003ca href=\"http://www.monumentsproject.org/briefcase.html\" target=\"_blank\" rel=\"noopener\">support social studies teachers\u003c/a> to do similar projects based on the soldiers in their local cemeteries.\u003c/p>\n\u003cp>“The goal of finding out how to scale this effectively is not just to expand the Monument Project, but to expand the pedagogy,” Neville said. He knows not all teachers work in environments as supportive of global projects as APS -- he’s even worked in some -- but he’s convinced when teachers experience the level of engagement and quality of work he saw in his students, they’ll be excited to jump on board. And, he can’t think of a better way to instill the importance of history in students than by introducing them to the tools real historians rely on to discover untold stories that resonate beyond the classroom.\u003c/p>\n\u003cp>Student reflections on the process and the power of adding to the world's knowledge are a bit motivator for Neville. In a \u003ca href=\"http://www.monumentsproject.org/blog/from-footnotes-to-forefront\" target=\"_blank\" rel=\"noopener\">blog post\u003c/a> for the Monuments Project a Stuyvesant student, Dawei Huang, writes: \"Simply said, the experiences of individual soldiers are often overlooked by historians, and Stuyvesant students were now helping do the work. For myself, I feel like there is great significance and satisfaction lifting the lives of soldiers reserved for the footnotes of history to the forefront of our attention and appreciation.\"\u003c/p>\n\u003cp>\u003cstrong>LESS CONSUMING GLOBAL PROJECTS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://teachergeekischic.com/\" target=\"_blank\" rel=\"noopener\">Tammy Dunbar\u003c/a> has been connecting her fifth-grade students at Lincoln School, a public K-8 in Manteca, California, with international classrooms for years now. It’s become a standard part of her teaching. She got interested in collaborating across continents through her own global community of peers and brought that enthusiasm to her class.\u003c/p>\n\u003cp>For example, an educator friend in Belgium told her about his plan to do a big project on gender equality. Around that time, Dunbar was hearing a lot of anxiety from her students about President Trump’s campaign promise to build a wall between Mexico and the U.S. Dunbar’s students, about 70 percent of whom are Latino, were worried about what would happen to their families. The two teachers joined their themes in the \u003ca href=\"http://www.humandifferences.com/\" target=\"_blank\" rel=\"noopener\">Human Differences project\u003c/a> where they explored the visible and invisible walls that humans put up. Eventually, classrooms all around the world joined the project, sharing the walls that characterize their countries and cultures.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Impressed! Nigerian students developed a small biogas plant in the school chemistry lab to fight carbon monoxide! \u003ca href=\"https://t.co/KmUrV5pgzO\">https://t.co/KmUrV5pgzO\u003c/a> \u003ca href=\"https://t.co/joPdtioF1v\">pic.twitter.com/joPdtioF1v\u003c/a>\u003c/p>\n\u003cp>— Koen Timmers (@zelfstudie) \u003ca href=\"https://twitter.com/zelfstudie/status/912736399887077376?ref_src=twsrc%5Etfw\">September 26, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>In week one of the project, students explored the various kinds of walls they notice in their communities, both physical and invisible. They researched and discussed with their classes, but then made videos to share on the Human Differences site that other classes could watch. The second week focused on gender equality, a topic Dunbar’s students didn’t think was a problem at first. Then they watched the videos uploaded by partner classes in China and India.\u003c/p>\n\u003cp>“It kind of opened their eyes to what’s going on in the world,” Dunbar said. Those videos prompted students to think more critically about gender equity in their own homes and communities, leading to a good discussion. In the third week, classes discussed real walls. They studied the Berlin Wall and the Great Wall of China. Dunbar’s fifth-graders talked about what makes a wall good or bad, and they talked about the wall President Trump wants to build, as well as what their class might do about it.\u003c/p>\n\u003cp>When they shared their reflections on physical walls with other classrooms around the world, they learned that the leaders of countries in Latin America live in houses walled off from the people. Dunbar’s students were sympathetic to their faraway peers, and felt validated in their own concerns about a wall along the border.\u003c/p>\n\u003cp>In week four, classes explored the idea of bridges and how people can build bridges instead of walls. Dunbar’s class Skyped with students in Canada and Nigeria to learn about their lives.\u003c/p>\n\u003cp>“The teachers really took the questions and ran with them because every country has their issue and things that are happening,” Dunbar said. “This gives them a platform to talk about it with their kids.” The project was flexible, but still provided contact with students in other parts of the world with different worldviews and realities. Along the way, Dunbar knows her students were honing skills like respectful listening, questioning, communication, presenting, research, writing and critical thinking.\u003c/p>\n\u003cp>“If we want kids to be 21st century learners, then they have to think globally; everything is connected,” Dunbar said. “I like to think that by doing this we’re building the bridges that make people more tolerant, more willing to accept more people.”\u003c/p>\n\u003cp>This year, Dunbar is kicking off the school year by reading Lois Lowry’s book “Number the Stars” with her class and her friend Emma Naas’ class in Sweden. The two classes have different perspectives on the story based on their geography and history, but are \u003ca href=\"https://sway.com/wpf7KQrUtn6w4yRf\" target=\"_blank\" rel=\"noopener\">learning a lot from one another by reading together\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>LEVEL UP VILLAGE\u003c/strong>\u003c/p>\n\u003cp>Many of the teachers doing the most elaborate globally connected projects are anomalies in their schools. They are individually invested in helping students develop global competencies and have taken on the extra work of connecting with international educators interested in Skyping or finding education-based programs that include a global dimension. Not all teachers have the inclination or time to do that legwork.\u003c/p>\n\u003cp>There are several organizations working to smooth the way for schools that value global projects. One such company, \u003ca href=\"http://www.levelupvillage.com/\" target=\"_blank\" rel=\"noopener\">Level Up Village\u003c/a>, focuses on providing science, technology, engineering and math (STEM) content through an online platform that also connects U.S. classrooms to those abroad. The founder and CEO, Amy McCooe, realized that kids in Kenya were learning about electricity at the same time as kids in the U.S. She saw the curricular connection as an opportunity to create connections between U.S. students and international students.\u003c/p>\n\u003cp>Kids are partnered up and each week they upload videos talking about the issues in their own communities. They start off by sharing personal details, but eventually end up communicating about what they’re learning and how it is connected to issues in their local communities. In the model, the U.S. schools pay $55 per student for the service, and part of that fee goes to the partner school to pay for the technology and curriculum there.\u003c/p>\n\u003cp>The Level Up Village program intentionally includes introductory online courses for teachers to help them increase their own global competency before being asked to teach it to students. The course talks about equity and empathy, emphasizing that respect is conveyed differently in different cultures. They talk about how important it is for students to learn to say their partners’ names correctly and how different body language cues might be misunderstood.\u003c/p>\n\u003cp>Carrie Brown teaches English and History to sixth-graders at Girls Academic Leadership Academy (GALA), an all-girls STEM school in Los Angeles Unified School District. When her principal said they would be using Level Up Village, she was initially skeptical. As a 27-year veteran teacher she doesn’t like being told how to run her class, but she checked it out with an open mind and decided it was worth a try.\u003c/p>\n\u003cp>“I did not expect to love it as much as I did,” Brown said. She doesn’t feel particularly tech-savvy, but found the three hours of introductory work provided by the program sufficiently prepared her. She can’t imagine doing all the work to find a partner class in Kenya, ensure the quality of the videos, enlist translation services and make sure the experience drives toward academic goals.\u003c/p>\n\u003cp>“I liked that [my students] were very independent,” Brown said. “I loved the interactions. I liked the self-directed projects.” She liked that the curriculum was flexible enough that she could spend a lot or a little time on it each week. Like many teachers, she’s careful what she spends class time on, but found the conversations, revelations and enthusiasm of this international partnership to be well worth the time investment.\u003c/p>\n\u003cp>While many Level Up Village courses focus on STEM, they also have a course on leadership taught through \u003ca href=\"https://www.malala.org/malalas-story\" target=\"_blank\" rel=\"noopener\">Malala Yousafzai’s\u003c/a> autobiography “I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban.” Reading the book and talking about it with girls in Kenya upended some of the preconceived notions students held -- like the assumption that everyone gets to go to school for free.\u003c/p>\n\u003cp>One student’s partner didn’t upload a video by the deadline. When Brown inquired, she found out that the girl was no longer in school because her parents couldn’t pay the school fees. That prompted an important discussion in Brown’s class. And students took the experience home to their families as well. Brown says it’s the first time in her career that she got emails from parents about the engaging, lively discussions they were having over dinner about school.\u003c/p>\n\u003cp>While teachers continue to discern the most impactful ways to use technology in classrooms, one fact is inarguable: Technology makes the world smaller. Teachers can find inspiration in the work of colleagues across the world and students can learn together. That powerful capacity can bring new dimensions to classroom learning when leveraged by a skillful teacher.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/227787626\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*A previous version of this article stated that students at American School of Paris built the Monuments Project app. In fact, they used \u003c/em>\u003cem>the same platform Lopez Island students used the year before.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Connecting projects that students can do locally to a global community both builds global competency and helps students to see how their work impacts the world.","status":"publish","parent":0,"modified":1507569270,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/zMFP39KluY8","https://www.youtube.com/embed/1sfgenKusQk","https://player.vimeo.com/video/227787626"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":50,"wordCount":3393},"headData":{"title":"How Making an Impact on the World Motivates Students | KQED","description":"Connecting projects that students can do locally to a global community both builds global competency and helps students to see how their work impacts the world.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Making an Impact on the World Motivates Students","datePublished":"2017-10-09T06:25:44.000Z","dateModified":"2017-10-09T17:14:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49341 https://ww2.kqed.org/mindshift/?p=49341","disqusUrl":"https://ww2.kqed.org/mindshift/2017/10/08/how-making-an-impact-on-the-world-motivates-students/","disqusTitle":"How Making an Impact on the World Motivates Students","path":"/mindshift/49341/how-making-an-impact-on-the-world-motivates-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many schools are moving to project-based learning as a way to help students make meaning about content in deeper and more lasting ways than a lecture can provide. While those goals are clear to educators, and inspiring examples of schools successfully implementing the pedagogy exist, it can still be a challenging shift for many teachers. It is difficult to design projects that both help students learn required content and that genuinely interest them. Some educators are finding that connecting projects to a global community is a powerful way to make a project feel meaningful to students.\u003c/p>\n\u003cp>“I’m very much interested in how we can encourage young people to be active, engaged members of community,” said \u003ca href=\"http://mikegwaltney.net/blog/\" target=\"_blank\" rel=\"noopener\">Mike Gwaltney\u003c/a> during a presentation on project-based learning and global citizenship at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education (ISTE)\u003c/a>. Gwaltney is now the principal of Rocky Hill School in Rhode Island and has been teaching for 25 years. His specialty is history, but he doesn’t think that should mean teaching the Gadsden Purchase anymore.\u003c/p>\n\u003cp>“We ought to be teaching stuff that has real meaning for people,” Gwaltney said. He believes students are more keyed into global issues and current events than many adults know. The young people he has worked with care about what’s happening in the world around them. When teachers tap into that passion, students are capable of producing work that impacts the world beyond school. In 2014, Gwaltney was teaching at the Oregon Episcopal School in Portland when a shooting took place near the school. He knew that one way to handle the issue would have been to facilitate a discussion about the shooting with his class. But he wanted to localize the bigger issue of gun violence for his students.\u003c/p>\n\u003cp>“Project-based learning is about doing something; it’s about active learning,” Gwaltney said. “It’s about getting involved in the subject. It’s not learning about math or about government, but how can I be someone in those fields.” After the shooting it became clear his students didn’t just want to talk about the pros and cons of gun control -- they wanted to do something to make their local community safer. So they \u003ca href=\"http://portlandtribune.com/pt/9-news/249911-118804-students-ask-council-to-ban-assault-weapons-ammo-clips\" target=\"_blank\" rel=\"noopener\">wrote legislation and introduced it \u003c/a>to the Portland City Council. When it failed, and various adults patted them on the back before sending them on their way, the students were indignant.\u003c/p>\n\u003cp>Instead of giving up the idea, they partnered with other interest groups to sponsor and testify in support of a bill in the state legislature that would require background checks on private gun sales and close a loophole in Oregon state law. The bill passed; the governor signed it into law, and those students learned an \u003ca href=\"https://www.edutopia.org/blog/how-pbl-creates-engaged-citizens-suzie-boss\" target=\"_blank\" rel=\"noopener\">indelible lesson about how government works\u003c/a>. Their work had an impact; and along the way they came to understand it takes persistence to see results. They practiced less tangible skills like effective communication and collaboration with outside groups. And, perhaps most importantly, they also began to empathize with responsible gun owners through conversations with citizens and lobbyists testifying on the other side of the issue.\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>“Wherever I go, I see the desire for opportunities to build citizenship,” said \u003ca href=\"http://reinventingpbl.blogspot.com/\" target=\"_blank\" rel=\"noopener\">Suzie Boss\u003c/a>, a journalist and project-based learning advocate who has worked with educators around the world on globally connected projects. “That’s one of the universals. How can we change the world together?” She sees many opportunities for this type of important work because there are so many thorny problems affecting every person on the globe.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">So incredibly proud of my team \u003ca href=\"https://twitter.com/MYWorldMexico?ref_src=twsrc%5Etfw\">@MYWorldMexico\u003c/a>! +5000 actions in almost 2 years of hard work! \u003ca href=\"https://twitter.com/hashtag/Act4SDGs?src=hash&ref_src=twsrc%5Etfw\">#Act4SDGs\u003c/a> 🇲🇽❤️ \u003ca href=\"https://twitter.com/mtoomeyUN?ref_src=twsrc%5Etfw\">@mtoomeyUN\u003c/a> \u003ca href=\"https://twitter.com/SDGaction?ref_src=twsrc%5Etfw\">@SDGaction\u003c/a> \u003ca href=\"https://twitter.com/UN?ref_src=twsrc%5Etfw\">@UN\u003c/a> \u003ca href=\"https://t.co/qcll14JN3H\">pic.twitter.com/qcll14JN3H\u003c/a>\u003c/p>\n\u003cp>— Karol Arámbula (@KarolArambula) \u003ca href=\"https://twitter.com/KarolArambula/status/912301366705623040?ref_src=twsrc%5Etfw\">September 25, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“My bottom line when you think about designing PBL, with global competency as one of the goals you want to get to, there needs to be passion,” Boss said. “You need to activate that passion in them by opening their eyes to issues they may not be aware of, or by listening to them about what they care about.” She said good projects usually start with an entry event that helps activate that passion and curiosity in students. After that, the second most important element is that the problem be actionable.\u003c/p>\n\u003cp>“If we teach kids about the problems of the world without giving them a recipe for doing something, that’s just a recipe for depression,” Boss said. The problems need to be big enough to matter, but actionable enough that students feel they can make a difference. One of her favorite examples of this type of teaching has developed around the \u003ca href=\"http://www.un.org/sustainabledevelopment/sustainable-development-goals/\" target=\"_blank\" rel=\"noopener\">United Nations Sustainable Development Goals\u003c/a>. These are big, lofty goals, like eliminating poverty, that will affect the future of the world. Crucially, they are works in progress -- the global community has not yet been able to solve these problems, which means there’s an \u003ca href=\"http://www.teachsdgs.org/\" target=\"_blank\" rel=\"noopener\">opportunity for students’ work to make a difference\u003c/a>.\u003c/p>\n\u003cp>“These are [opportunities for] project-based learning for the world,” Boss said. She’s found that working with the Sustainable Development Goals has helped even the most content-first teachers she knows to embrace project-based learning. Boss worked with \u003ca href=\"http://econclassroom.com/?author=1\" target=\"_blank\" rel=\"noopener\">Jason Welker\u003c/a>, an economics teacher who at the time worked for a rigorous private school. He didn’t want to do project-based learning because he didn’t think he could fit all the content he needed to cover into the short school year. Finally, he decided to give PBL a try in his environmental economics class.\u003c/p>\n\u003cp>“He challenged his students in an economics class to pick one of those [U.N. Sustainable Development] goals that they care about and propose an action project using economic theory,” Boss said. One group got interested in climate action, researching carbon offsets as an economic mechanism to help solve the problem of climate change. Their theory of action was so well researched that their school ended up investing in their proposal.\u003c/p>\n\u003cp>\u003cstrong>MONUMENTS PROJECT\u003c/strong>\u003c/p>\n\u003cp>Tom Neville had a hunch that taking his eighth-graders to the cemetery would spark some powerful history learning, but he had no idea that what started as an effort to offer his students at the \u003ca href=\"https://www.asparis.org/\" target=\"_blank\" rel=\"noopener\">American School of Paris (ASP)\u003c/a> an authentic project-based learning experience on World War I would take off the way it did.\u003c/p>\n\u003cp>“The introduction to the project was folks from the \u003ca href=\"https://www.abmc.gov/about-us\" target=\"_blank\" rel=\"noopener\">American Battle Monuments Commission\u003c/a> saying, ‘Look, we have all these folks buried here and we don’t know anything about them and we think you can help us with that,” Neville said. Students broke into groups, each taking the names of several American soldiers who fought in Europe, died and were buried in Suresnes American Cemetery. They began trying to figure out the back stories of the soldiers, intending to build an app for the cemetery so visitors could learn about who was buried there.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/zMFP39KluY8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Neville was lucky to have the support of administrators at ASP who were looking to push the school’s pedagogy toward these types of projects. Soon the \u003ca href=\"http://www.monumentsproject.org/about.html\" target=\"_blank\" rel=\"noopener\">Monuments Project\u003c/a> was much more than history. Theater students were writing and directing plays based on the research; French students were helping translate documents students found in local archives; and students wrote about their research in English class.*\u003c/p>\n\u003cp>As the project was getting off the ground, Neville read \u003ca href=\"https://www.geekwire.com/2016/project-wa-state-history-app/\" target=\"_blank\" rel=\"noopener\">an article\u003c/a> about two teachers on Lopez Island whose students had developed a gamified history app about sites around Washington state. Neville recognized a kindred spirit and reached out to Anthony Rovente and Tim Fry to see if they’d like to partner on the Monuments Project. Soon, Neville’s students in Paris were working with the Lopez Island students in the U.S. to find out what had happened to the 23 Washingtonians buried at Suresnes.\u003c/p>\n\u003cp>“There is an excitement in the sense of scale,” Neville said. “Anytime we are engaged in something bigger than ourselves we feel that sense of camaraderie.” The U.S. students were emailing and calling local archives in Washington state while students in Paris were plumbing the French archives. Both classes shared their research and contributed to the app. In some cases, the students’ efforts prompted local archives to digitize their content for the first time. In others, family members of soldiers buried far away shared their personal memories, records and mementos with the students. And students \u003ca href=\"http://www.monumentsproject.org/blog/week-5-to-celebrate-the-need-of-comrades-whitman\" target=\"_blank\" rel=\"noopener\">collaborated with historians and archivists\u003c/a> in many parts of the world to learn research tips and how to navigate archives.\u003c/p>\n\u003cp>“The level of energy and investment I saw was really powerful,” Neville said. “You just want to bottle it.” He was impressed that his students persisted in their search, even when they made no progress for several weeks. But, Neville’s careful to point out that he had prepared his students for this type of uncertainty, a lesson he learned early in his efforts to do big real-world history projects.\u003c/p>\n\u003cp>“It’s really more about developing a mindset and a culture within that learning space,” Neville said. He always starts the year using Eleanor Duckworth’s concept of \u003ca href=\"https://www.gse.harvard.edu/news/uk/08/05/critical-exploration-classroom\" target=\"_blank\" rel=\"noopener\">Critical Exploration\u003c/a>. The exercise forces them to accept uncertainty and to back up what they think they know with evidence, and gets them thinking like real historians. “Without that mindset you’ll have different reactions from kids who are hitting walls,” Neville said. He uses Critical Exploration as a touchstone for students when they get frustrated, reminding them that valuable learning is happening even if they’re stuck.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/1sfgenKusQk?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Despite the success of the Monuments Project, it was messy and logistically challenging. The nine-hour time difference between Paris and Lopez Island made global collaboration difficult. Partway through the project a teacher at Stuyvesant High School in New York City wanted to join, further complicating matters. But as interest about the program grew among educators in the U.S., Neville decided to try to scale the project. He’s now working with an old co-worker, Patrick Cronin, to create a \u003ca href=\"http://www.thatclass.org/about.html\" target=\"_blank\" rel=\"noopener\">nonprofit\u003c/a> that can \u003ca href=\"http://www.monumentsproject.org/briefcase.html\" target=\"_blank\" rel=\"noopener\">support social studies teachers\u003c/a> to do similar projects based on the soldiers in their local cemeteries.\u003c/p>\n\u003cp>“The goal of finding out how to scale this effectively is not just to expand the Monument Project, but to expand the pedagogy,” Neville said. He knows not all teachers work in environments as supportive of global projects as APS -- he’s even worked in some -- but he’s convinced when teachers experience the level of engagement and quality of work he saw in his students, they’ll be excited to jump on board. And, he can’t think of a better way to instill the importance of history in students than by introducing them to the tools real historians rely on to discover untold stories that resonate beyond the classroom.\u003c/p>\n\u003cp>Student reflections on the process and the power of adding to the world's knowledge are a bit motivator for Neville. In a \u003ca href=\"http://www.monumentsproject.org/blog/from-footnotes-to-forefront\" target=\"_blank\" rel=\"noopener\">blog post\u003c/a> for the Monuments Project a Stuyvesant student, Dawei Huang, writes: \"Simply said, the experiences of individual soldiers are often overlooked by historians, and Stuyvesant students were now helping do the work. For myself, I feel like there is great significance and satisfaction lifting the lives of soldiers reserved for the footnotes of history to the forefront of our attention and appreciation.\"\u003c/p>\n\u003cp>\u003cstrong>LESS CONSUMING GLOBAL PROJECTS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://teachergeekischic.com/\" target=\"_blank\" rel=\"noopener\">Tammy Dunbar\u003c/a> has been connecting her fifth-grade students at Lincoln School, a public K-8 in Manteca, California, with international classrooms for years now. It’s become a standard part of her teaching. She got interested in collaborating across continents through her own global community of peers and brought that enthusiasm to her class.\u003c/p>\n\u003cp>For example, an educator friend in Belgium told her about his plan to do a big project on gender equality. Around that time, Dunbar was hearing a lot of anxiety from her students about President Trump’s campaign promise to build a wall between Mexico and the U.S. Dunbar’s students, about 70 percent of whom are Latino, were worried about what would happen to their families. The two teachers joined their themes in the \u003ca href=\"http://www.humandifferences.com/\" target=\"_blank\" rel=\"noopener\">Human Differences project\u003c/a> where they explored the visible and invisible walls that humans put up. Eventually, classrooms all around the world joined the project, sharing the walls that characterize their countries and cultures.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Impressed! Nigerian students developed a small biogas plant in the school chemistry lab to fight carbon monoxide! \u003ca href=\"https://t.co/KmUrV5pgzO\">https://t.co/KmUrV5pgzO\u003c/a> \u003ca href=\"https://t.co/joPdtioF1v\">pic.twitter.com/joPdtioF1v\u003c/a>\u003c/p>\n\u003cp>— Koen Timmers (@zelfstudie) \u003ca href=\"https://twitter.com/zelfstudie/status/912736399887077376?ref_src=twsrc%5Etfw\">September 26, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>In week one of the project, students explored the various kinds of walls they notice in their communities, both physical and invisible. They researched and discussed with their classes, but then made videos to share on the Human Differences site that other classes could watch. The second week focused on gender equality, a topic Dunbar’s students didn’t think was a problem at first. Then they watched the videos uploaded by partner classes in China and India.\u003c/p>\n\u003cp>“It kind of opened their eyes to what’s going on in the world,” Dunbar said. Those videos prompted students to think more critically about gender equity in their own homes and communities, leading to a good discussion. In the third week, classes discussed real walls. They studied the Berlin Wall and the Great Wall of China. Dunbar’s fifth-graders talked about what makes a wall good or bad, and they talked about the wall President Trump wants to build, as well as what their class might do about it.\u003c/p>\n\u003cp>When they shared their reflections on physical walls with other classrooms around the world, they learned that the leaders of countries in Latin America live in houses walled off from the people. Dunbar’s students were sympathetic to their faraway peers, and felt validated in their own concerns about a wall along the border.\u003c/p>\n\u003cp>In week four, classes explored the idea of bridges and how people can build bridges instead of walls. Dunbar’s class Skyped with students in Canada and Nigeria to learn about their lives.\u003c/p>\n\u003cp>“The teachers really took the questions and ran with them because every country has their issue and things that are happening,” Dunbar said. “This gives them a platform to talk about it with their kids.” The project was flexible, but still provided contact with students in other parts of the world with different worldviews and realities. Along the way, Dunbar knows her students were honing skills like respectful listening, questioning, communication, presenting, research, writing and critical thinking.\u003c/p>\n\u003cp>“If we want kids to be 21st century learners, then they have to think globally; everything is connected,” Dunbar said. “I like to think that by doing this we’re building the bridges that make people more tolerant, more willing to accept more people.”\u003c/p>\n\u003cp>This year, Dunbar is kicking off the school year by reading Lois Lowry’s book “Number the Stars” with her class and her friend Emma Naas’ class in Sweden. The two classes have different perspectives on the story based on their geography and history, but are \u003ca href=\"https://sway.com/wpf7KQrUtn6w4yRf\" target=\"_blank\" rel=\"noopener\">learning a lot from one another by reading together\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>LEVEL UP VILLAGE\u003c/strong>\u003c/p>\n\u003cp>Many of the teachers doing the most elaborate globally connected projects are anomalies in their schools. They are individually invested in helping students develop global competencies and have taken on the extra work of connecting with international educators interested in Skyping or finding education-based programs that include a global dimension. Not all teachers have the inclination or time to do that legwork.\u003c/p>\n\u003cp>There are several organizations working to smooth the way for schools that value global projects. One such company, \u003ca href=\"http://www.levelupvillage.com/\" target=\"_blank\" rel=\"noopener\">Level Up Village\u003c/a>, focuses on providing science, technology, engineering and math (STEM) content through an online platform that also connects U.S. classrooms to those abroad. The founder and CEO, Amy McCooe, realized that kids in Kenya were learning about electricity at the same time as kids in the U.S. She saw the curricular connection as an opportunity to create connections between U.S. students and international students.\u003c/p>\n\u003cp>Kids are partnered up and each week they upload videos talking about the issues in their own communities. They start off by sharing personal details, but eventually end up communicating about what they’re learning and how it is connected to issues in their local communities. In the model, the U.S. schools pay $55 per student for the service, and part of that fee goes to the partner school to pay for the technology and curriculum there.\u003c/p>\n\u003cp>The Level Up Village program intentionally includes introductory online courses for teachers to help them increase their own global competency before being asked to teach it to students. The course talks about equity and empathy, emphasizing that respect is conveyed differently in different cultures. They talk about how important it is for students to learn to say their partners’ names correctly and how different body language cues might be misunderstood.\u003c/p>\n\u003cp>Carrie Brown teaches English and History to sixth-graders at Girls Academic Leadership Academy (GALA), an all-girls STEM school in Los Angeles Unified School District. When her principal said they would be using Level Up Village, she was initially skeptical. As a 27-year veteran teacher she doesn’t like being told how to run her class, but she checked it out with an open mind and decided it was worth a try.\u003c/p>\n\u003cp>“I did not expect to love it as much as I did,” Brown said. She doesn’t feel particularly tech-savvy, but found the three hours of introductory work provided by the program sufficiently prepared her. She can’t imagine doing all the work to find a partner class in Kenya, ensure the quality of the videos, enlist translation services and make sure the experience drives toward academic goals.\u003c/p>\n\u003cp>“I liked that [my students] were very independent,” Brown said. “I loved the interactions. I liked the self-directed projects.” She liked that the curriculum was flexible enough that she could spend a lot or a little time on it each week. Like many teachers, she’s careful what she spends class time on, but found the conversations, revelations and enthusiasm of this international partnership to be well worth the time investment.\u003c/p>\n\u003cp>While many Level Up Village courses focus on STEM, they also have a course on leadership taught through \u003ca href=\"https://www.malala.org/malalas-story\" target=\"_blank\" rel=\"noopener\">Malala Yousafzai’s\u003c/a> autobiography “I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban.” Reading the book and talking about it with girls in Kenya upended some of the preconceived notions students held -- like the assumption that everyone gets to go to school for free.\u003c/p>\n\u003cp>One student’s partner didn’t upload a video by the deadline. When Brown inquired, she found out that the girl was no longer in school because her parents couldn’t pay the school fees. That prompted an important discussion in Brown’s class. And students took the experience home to their families as well. Brown says it’s the first time in her career that she got emails from parents about the engaging, lively discussions they were having over dinner about school.\u003c/p>\n\u003cp>While teachers continue to discern the most impactful ways to use technology in classrooms, one fact is inarguable: Technology makes the world smaller. Teachers can find inspiration in the work of colleagues across the world and students can learn together. That powerful capacity can bring new dimensions to classroom learning when leveraged by a skillful teacher.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/227787626\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\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>*A previous version of this article stated that students at American School of Paris built the Monuments Project app. In fact, they used \u003c/em>\u003cem>the same platform Lopez Island students used the year before.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49341/how-making-an-impact-on-the-world-motivates-students","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20650","mindshift_20784","mindshift_1040","mindshift_85","mindshift_20867","mindshift_256"],"featImg":"mindshift_49350","label":"mindshift"},"mindshift_49395":{"type":"posts","id":"mindshift_49395","meta":{"index":"posts_1591205157","site":"mindshift","id":"49395","score":null,"sort":[1507134320000]},"guestAuthors":[],"slug":"want-change-in-education-look-beyond-the-usual-suspects-like-finland","title":"Want Change In Education? Look Beyond The Usual Suspects (Like Finland)","publishDate":1507134320,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In a tiny hamlet in Tanzania, children who have never been to school, and can't recognize a single letter in any language, are about to start learning basic math and reading. They'll do this with the help of a cutting-edge, artificially intelligent \"tutor\" who can hear what they are saying in Swahili and respond meaningfully.\u003c/p>\n\u003cp>In the slums of Bogota, Colombia, children play with special board games, dominoes and dice games that can teach them math and reading in a matter of months. Youth volunteers in the community help bring the games to younger children.\u003c/p>\n\u003cp>On the outskirts of Tokyo, a kindergarten is built more like a giant playground. There is a circular park on the roof. You can reach classrooms by climbing a tree. A slide that goes from top to bottom of the building and the furniture is made of lightweight wooden boxes that the children can reconfigure themselves.\u003c/p>\n\u003cp>These three ideas have something in common. Each is part of a distinct global effort underway right now to identify important innovations in education and to help them spread.\u003c/p>\n\u003cp>The first project, \u003ca href=\"http://www.cmu.edu/scs/robotutor/\">RoboTutor \u003c/a>from Carnegie Mellon University, is one of the just-announced finalists in the \u003ca href=\"https://learning.xprize.org\">Global Learning Xprize\u003c/a>, a $15 million innovation competition sponsored by Tesla founder and visionary Elon Musk. Mission: Create a software application that will enable children to learn basic math and reading independently.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The second, \u003ca href=\"http://www.educationinnovations.org/program/literacy-education-and-math-lab-lema\">Literacy Education and Math Lab\u003c/a> or LEMA, was highlighted in a \u003ca href=\"https://www.brookings.edu/wp-content/uploads/2017/09/can-we-leapfrog_web.pdf\">recent report \u003c/a>from the Brookings Institution's Center for Universal Education titled \"Can We Leapfrog? The Potential of Education Innovations to Rapidly Accelerate Progress.\" Brookings has cataloged 3,000 innovations from 166 countries so far.\u003c/p>\n\u003cp>The third, known as \u003ca href=\"https://www.architonic.com/en/project/tezuka-architects-fuji-kindergarten/5100019\">Fuji Kindergarten\u003c/a>, was picked by a \u003ca href=\"https://hundred.org/en#header\">Finnish nonprofit\u003c/a> called HundrED dedicated, again, to spreading the top educational innovations from the world, around the world. Today they announced their first global group of 100 ideas from 42 countries.\u003c/p>\n\u003cp>Something big is happening here. Governments, nonprofits, donors and educators are gearing up to try to solve two intractable, and seemingly disparate, problems — at the same time.\u003c/p>\n\u003cp>The first one is that not enough children are learning the basics. The second is that the basics are no longer enough. And to solve these two problems, they are working hard to spotlight and spread innovations that go far beyond Silicon Valley.\u003c/p>\n\u003cp>\u003cstrong>100 years behind\u003c/strong>\u003c/p>\n\u003cp>The first problem, and likely the most familiar, is inequality. More than a quarter of a billion kids worldwide \u003ca href=\"http://unesdoc.unesco.org/images/0021/002193/219349E.pdf\">don't attend school\u003c/a>, and that number hasn't budged for a decade. The Global Learning Xprize challenge is addressed specifically at these children, who may never see the inside of a schoolhouse or meet a trained teacher.\u003c/p>\n\u003cp>For those who are in school, meanwhile, there is a massive gap in basic skills between the richest and the poorest. You can express this as points on a standardized test: in the United States, for example, that gap is almost 40 percentage points in math at the highest level.\u003c/p>\n\u003cp>Or, you can express it in years: Adults living in the poorest countries in the world are about as educated as the average for adults in rich countries 100 years ago. And, at the rate they're going, it would take another century to catch up.\u003c/p>\n\u003cp>But there's a second problem. Just learning reading and math the way it was done 100 years ago \u003ca href=\"http://www.npr.org/sections/ed/2016/08/02/479187579/3-things-people-can-do-in-the-classroom-that-robots-cant\">is not going to prepare anyone for the future\u003c/a>. Up to 70 percent of the tasks in most jobs are on track to be automated, leaving only the most creative, empathetic, technically fluent, collaborative work for humans.\u003c/p>\n\u003cp>Students need to find motivation and meaning, and take a playful attitude that makes it safe to try and fail.\u003c/p>\n\u003cp>It's as though half the world's children were 100 years behind on learning to walk, but everyone now needs to dance.\u003c/p>\n\u003cp>\u003cstrong>From walking to dancing\u003c/strong>\u003c/p>\n\u003cp>That's why Rebecca Winthrop of Brookings asked the question \"Can We Leapfrog?\" In other words, she says, \"How quickly can we transform both what and how children learn?\"\u003c/p>\n\u003cp>Leapfrogging as a concept is often associated with technology. Countries in sub-Saharan Africa, southeast Asia and elsewhere adopted mobile communications without ever having extensive landline or telegraph networks. Kenya is a world leader in mobile payments because the system came in before people had formal bank accounts or credit cards. Social goals like sustainability can leap forward, too. This summer the nation of India, where car ownership is far behind the U.S., \u003ca href=\"https://www.fastcompany.com/40422065/inside-indias-plans-to-leapfrog-the-western-model-of-car-ownership\">announced a goal \u003c/a>to sell only electric vehicles by 2030. China is leading the world in both production and installation of solar power.\u003c/p>\n\u003cp>But schooling is fundamentally a human enterprise.\u003c/p>\n\u003cp>Change can't just be a matter of mass-producing some technological marvel and pushing it to market. And there are many in the development world, says Winthrop, who argue that poor countries should master the basics before trying to address 21st century skills. Can you really take people who can't walk and show them \u003ca href=\"https://www.youtube.com/watch?v=b6pomaq30Gg\">the moonwalk\u003c/a>?\u003c/p>\n\u003cp>Her work argues that it has to be both/and.\u003c/p>\n\u003cp>\"From the learning sciences literature we know that kids can learn small things,\" like addition and subtraction, \"on the way to big things\" — like creativity and collaboration, she says. \"We're not doing poor kids any favors by the drill-and-kill method.\" Projects like LEMA, the board game project that started in Latin America and is now in 16 countries, bring a playful attitude to learning, which is part of cultivating what Winthrop calls a 21st century \"breadth of skills.\"\u003c/p>\n\u003cp>Leapfrogging isn't about supplanting traditional schools, Winthrop explains, but it does address the need to change how they do business. Even in rich countries with high literacy rates, like the United States for example, there's a great deal of dissatisfaction expressed about education. And here's where leapfrogging really gets interesting: Some of the places with the fewest resources can become sources for huge inspiration.\u003c/p>\n\u003cp>Identifying great ideas is one thing, but getting them to spread is another. It requires overcoming a silo effect, says Saku Tuominen, the Finnish innovation expert who is the creative director of HundrED.\u003c/p>\n\u003cp>\"If you think of a teacher in Helsinki, New York, New Delhi, Stockholm, Buenos Aires, they haven't got the faintest idea what is happening in another city on the classroom level,\" he says. In fact, they often don't even know much about what the teacher down the hall is doing.\u003c/p>\n\u003cp>One theme he's identified among the innovations highlighted so far has to do with exactly that problem: thinking about new ways for teachers to collaborate and co-teach. Other professions are increasingly evolving in a collaborative direction, he notes; why not teaching?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>His nonprofit offers free support in PR and consulting to educators with ideas worth sharing, and it helps identify schools that want to adopt the ideas. \"We're moving to a global world and it's time to make education global as well.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Want+Change+In+Education%3F+Look+Beyond+The+Usual+Suspects+%28Like+Finland%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"New ideas for learning are found in the most unexpected places. Three new projects are helping them spread.","status":"publish","parent":0,"modified":1507134882,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1187},"headData":{"title":"Want Change In Education? Look Beyond The Usual Suspects (Like Finland) | KQED","description":"New ideas for learning are found in the most unexpected places. Three new projects are helping them spread.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Want Change In Education? Look Beyond The Usual Suspects (Like Finland)","datePublished":"2017-10-04T16:25:20.000Z","dateModified":"2017-10-04T16:34:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49395 https://ww2.kqed.org/mindshift/?p=49395","disqusUrl":"https://ww2.kqed.org/mindshift/2017/10/04/want-change-in-education-look-beyond-the-usual-suspects-like-finland/","disqusTitle":"Want Change In Education? Look Beyond The Usual Suspects (Like Finland)","nprByline":"Anya Kamenetz","nprImageAgency":"Suharu Ogawa for NPR","nprStoryId":"554316261","nprApiLink":"http://api.npr.org/query?id=554316261&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/10/04/554316261/want-change-in-education-look-beyond-the-usual-suspects-like-finland?ft=nprml&f=554316261","nprRetrievedStory":"1","nprPubDate":"Wed, 04 Oct 2017 11:11:00 -0400","nprStoryDate":"Wed, 04 Oct 2017 06:02:16 -0400","nprLastModifiedDate":"Wed, 04 Oct 2017 11:11:39 -0400","path":"/mindshift/49395/want-change-in-education-look-beyond-the-usual-suspects-like-finland","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a tiny hamlet in Tanzania, children who have never been to school, and can't recognize a single letter in any language, are about to start learning basic math and reading. They'll do this with the help of a cutting-edge, artificially intelligent \"tutor\" who can hear what they are saying in Swahili and respond meaningfully.\u003c/p>\n\u003cp>In the slums of Bogota, Colombia, children play with special board games, dominoes and dice games that can teach them math and reading in a matter of months. Youth volunteers in the community help bring the games to younger children.\u003c/p>\n\u003cp>On the outskirts of Tokyo, a kindergarten is built more like a giant playground. There is a circular park on the roof. You can reach classrooms by climbing a tree. A slide that goes from top to bottom of the building and the furniture is made of lightweight wooden boxes that the children can reconfigure themselves.\u003c/p>\n\u003cp>These three ideas have something in common. Each is part of a distinct global effort underway right now to identify important innovations in education and to help them spread.\u003c/p>\n\u003cp>The first project, \u003ca href=\"http://www.cmu.edu/scs/robotutor/\">RoboTutor \u003c/a>from Carnegie Mellon University, is one of the just-announced finalists in the \u003ca href=\"https://learning.xprize.org\">Global Learning Xprize\u003c/a>, a $15 million innovation competition sponsored by Tesla founder and visionary Elon Musk. Mission: Create a software application that will enable children to learn basic math and reading independently.\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 second, \u003ca href=\"http://www.educationinnovations.org/program/literacy-education-and-math-lab-lema\">Literacy Education and Math Lab\u003c/a> or LEMA, was highlighted in a \u003ca href=\"https://www.brookings.edu/wp-content/uploads/2017/09/can-we-leapfrog_web.pdf\">recent report \u003c/a>from the Brookings Institution's Center for Universal Education titled \"Can We Leapfrog? The Potential of Education Innovations to Rapidly Accelerate Progress.\" Brookings has cataloged 3,000 innovations from 166 countries so far.\u003c/p>\n\u003cp>The third, known as \u003ca href=\"https://www.architonic.com/en/project/tezuka-architects-fuji-kindergarten/5100019\">Fuji Kindergarten\u003c/a>, was picked by a \u003ca href=\"https://hundred.org/en#header\">Finnish nonprofit\u003c/a> called HundrED dedicated, again, to spreading the top educational innovations from the world, around the world. Today they announced their first global group of 100 ideas from 42 countries.\u003c/p>\n\u003cp>Something big is happening here. Governments, nonprofits, donors and educators are gearing up to try to solve two intractable, and seemingly disparate, problems — at the same time.\u003c/p>\n\u003cp>The first one is that not enough children are learning the basics. The second is that the basics are no longer enough. And to solve these two problems, they are working hard to spotlight and spread innovations that go far beyond Silicon Valley.\u003c/p>\n\u003cp>\u003cstrong>100 years behind\u003c/strong>\u003c/p>\n\u003cp>The first problem, and likely the most familiar, is inequality. More than a quarter of a billion kids worldwide \u003ca href=\"http://unesdoc.unesco.org/images/0021/002193/219349E.pdf\">don't attend school\u003c/a>, and that number hasn't budged for a decade. The Global Learning Xprize challenge is addressed specifically at these children, who may never see the inside of a schoolhouse or meet a trained teacher.\u003c/p>\n\u003cp>For those who are in school, meanwhile, there is a massive gap in basic skills between the richest and the poorest. You can express this as points on a standardized test: in the United States, for example, that gap is almost 40 percentage points in math at the highest level.\u003c/p>\n\u003cp>Or, you can express it in years: Adults living in the poorest countries in the world are about as educated as the average for adults in rich countries 100 years ago. And, at the rate they're going, it would take another century to catch up.\u003c/p>\n\u003cp>But there's a second problem. Just learning reading and math the way it was done 100 years ago \u003ca href=\"http://www.npr.org/sections/ed/2016/08/02/479187579/3-things-people-can-do-in-the-classroom-that-robots-cant\">is not going to prepare anyone for the future\u003c/a>. Up to 70 percent of the tasks in most jobs are on track to be automated, leaving only the most creative, empathetic, technically fluent, collaborative work for humans.\u003c/p>\n\u003cp>Students need to find motivation and meaning, and take a playful attitude that makes it safe to try and fail.\u003c/p>\n\u003cp>It's as though half the world's children were 100 years behind on learning to walk, but everyone now needs to dance.\u003c/p>\n\u003cp>\u003cstrong>From walking to dancing\u003c/strong>\u003c/p>\n\u003cp>That's why Rebecca Winthrop of Brookings asked the question \"Can We Leapfrog?\" In other words, she says, \"How quickly can we transform both what and how children learn?\"\u003c/p>\n\u003cp>Leapfrogging as a concept is often associated with technology. Countries in sub-Saharan Africa, southeast Asia and elsewhere adopted mobile communications without ever having extensive landline or telegraph networks. Kenya is a world leader in mobile payments because the system came in before people had formal bank accounts or credit cards. Social goals like sustainability can leap forward, too. This summer the nation of India, where car ownership is far behind the U.S., \u003ca href=\"https://www.fastcompany.com/40422065/inside-indias-plans-to-leapfrog-the-western-model-of-car-ownership\">announced a goal \u003c/a>to sell only electric vehicles by 2030. China is leading the world in both production and installation of solar power.\u003c/p>\n\u003cp>But schooling is fundamentally a human enterprise.\u003c/p>\n\u003cp>Change can't just be a matter of mass-producing some technological marvel and pushing it to market. And there are many in the development world, says Winthrop, who argue that poor countries should master the basics before trying to address 21st century skills. Can you really take people who can't walk and show them \u003ca href=\"https://www.youtube.com/watch?v=b6pomaq30Gg\">the moonwalk\u003c/a>?\u003c/p>\n\u003cp>Her work argues that it has to be both/and.\u003c/p>\n\u003cp>\"From the learning sciences literature we know that kids can learn small things,\" like addition and subtraction, \"on the way to big things\" — like creativity and collaboration, she says. \"We're not doing poor kids any favors by the drill-and-kill method.\" Projects like LEMA, the board game project that started in Latin America and is now in 16 countries, bring a playful attitude to learning, which is part of cultivating what Winthrop calls a 21st century \"breadth of skills.\"\u003c/p>\n\u003cp>Leapfrogging isn't about supplanting traditional schools, Winthrop explains, but it does address the need to change how they do business. Even in rich countries with high literacy rates, like the United States for example, there's a great deal of dissatisfaction expressed about education. And here's where leapfrogging really gets interesting: Some of the places with the fewest resources can become sources for huge inspiration.\u003c/p>\n\u003cp>Identifying great ideas is one thing, but getting them to spread is another. It requires overcoming a silo effect, says Saku Tuominen, the Finnish innovation expert who is the creative director of HundrED.\u003c/p>\n\u003cp>\"If you think of a teacher in Helsinki, New York, New Delhi, Stockholm, Buenos Aires, they haven't got the faintest idea what is happening in another city on the classroom level,\" he says. In fact, they often don't even know much about what the teacher down the hall is doing.\u003c/p>\n\u003cp>One theme he's identified among the innovations highlighted so far has to do with exactly that problem: thinking about new ways for teachers to collaborate and co-teach. Other professions are increasingly evolving in a collaborative direction, he notes; why not teaching?\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>His nonprofit offers free support in PR and consulting to educators with ideas worth sharing, and it helps identify schools that want to adopt the ideas. \"We're moving to a global world and it's time to make education global as well.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Want+Change+In+Education%3F+Look+Beyond+The+Usual+Suspects+%28Like+Finland%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49395/want-change-in-education-look-beyond-the-usual-suspects-like-finland","authors":["byline_mindshift_49395"],"categories":["mindshift_192"],"tags":["mindshift_20678","mindshift_20784","mindshift_1040","mindshift_85","mindshift_70","mindshift_498"],"featImg":"mindshift_49396","label":"mindshift"},"mindshift_48627":{"type":"posts","id":"mindshift_48627","meta":{"index":"posts_1591205157","site":"mindshift","id":"48627","score":null,"sort":[1499670222000]},"guestAuthors":[],"slug":"7-questions-principals-should-ask-when-hiring-future-ready-teachers","title":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers","publishDate":1499670222,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Every year thousands of educators gather for the \u003ca href=\"https://conference.iste.org/2018/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE) conference\u003c/a> eager to learn about the newest features in favorite apps and to glean ideas from one another about how to effectively teach in new ways. The conference seems to grow every year and there is palpable excitement from educators who finally get to commune with their “tribe” -- techy teachers from around the globe.\u003c/p>\n\u003cp>But many of the products currently being marketed to educators are firmly rooted in the current moment of education. For the most part, they focus on how to help educators do what they already do more efficiently. Or they offer flashy digital tools meant to engage learners presumed to have short attention spans, and entice teachers with the analytics under the hood. But too often the conversations around what educators can do with technology in their classrooms focus on the current moment in a system that almost no one thinks is perfect.\u003c/p>\n\u003cp>“I’m fascinated by trying to look forward rather than looking at what schools look like now,” said \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">Alan November\u003c/a> during a presentation at the conference. November has long been invested in education, first as a teacher and now has a consultant and speaker. He suggests that to fundamentally change, education leaders need to define a new role for learners and then hire teachers who can help nurture those qualities. With that in mind, November proposes seven questions that he thinks should become standard in the interviewing and hiring process.\u003cbr>\n\u003cstrong>\u003cbr>\nQuestion #1: How do you teach students to become problem designers?\u003c/strong>\u003c/p>\n\u003cp>“After 40 years of technology, we are still spoon-feeding students problems to solve,” November said. He finds this ridiculous in an era when hiring managers and business leaders routinely say they are looking for employees who \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\" rel=\"noopener noreferrer\">can define the problems \u003c/a>the company faces and set about attacking them. But students don’t often get to practice defining the problems they will solve. And without exposure to this type of thinking they become dependent, knowing the teacher will do the hard work of devising problems for them.\u003c/p>\n\u003cp>November worked with a teacher, \u003ca href=\"https://twitter.com/mrsjcaviness\" target=\"_blank\" rel=\"noopener noreferrer\">Jessica Caviness\u003c/a>, who resisted the idea that students were capable of designing interesting problems for a long time. Finally she decided to give them a picture -- in this case a cup at a baseball game -- and asked students to come up with a problem for it that wasn’t the most obvious one.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Can u write the warm up question for tomorrow that goes with this cup? Involve volume somehow. \u003ca href=\"http://t.co/DYCXTpwK\">pic.twitter.com/DYCXTpwK\u003c/a>\u003c/p>\n\u003cp>— Jessica Caviness (@mrsjcaviness) \u003ca href=\"https://twitter.com/mrsjcaviness/status/190237541964853248\">April 12, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The first student-generated problem she received was wonderfully complex:\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/mrsjcaviness\">@mrsjcaviness\u003c/a> Is this a good warm up Q?!? 😀 \u003ca href=\"http://t.co/LhdzZhZb\">pic.twitter.com/LhdzZhZb\u003c/a>\u003c/p>\n\u003cp>— ⚡ K-T Fink ⚡ (@We_Shout) \u003ca href=\"https://twitter.com/We_Shout/status/259281800940122112\">October 19, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>To figure out that answer, students needed to know much more than geometry. They needed to figure out the buoyancy of ice, the displacement of water, several things about volume in order to figure out how much is left, and some physics.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This was a spur-of-the-moment challenge, something Caviness devised while at a Rangers game, but students who followed her on Twitter immediately responded. And because students responded directly to Caviness’ original tweet, the whole class could see one another’s creations. And they were motivated to think more creatively about their own submissions because of what they saw. “And you see this cascading, of students inspiring students, and problems getting harder,” November said.\u003c/p>\n\u003cp>Letting students design their own problems can be tremendously motivating and fun for students, but it requires teachers who aren’t afraid to say they don’t know the answers. “I worry sometimes that this loss of control, this fear of a problem they can’t solve, is holding back some teachers,” November said. But when teachers don’t claim to have all the knowledge, it forces students to find answers, discover new pieces of \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\" rel=\"noopener noreferrer\">information they will need\u003c/a>, and to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">effectively use the internet\u003c/a> as a powerful learning tool. The resources to extend their learning this way are at their fingertips.\u003c/p>\n\u003cp>“I am convinced in the age of the web, we need teachers who can teach students to be designers of problems,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #2: How do you manage your own professional growth?\u003c/strong>\u003c/p>\n\u003cp>It has become trendy to call teachers “lead learners,” but how do individual teachers ensure that they are continually learning both content and about their craft? Lack of professional development around technology integration or other new initiatives is a common gripe, but if the adults in schools want students to be lifelong learners they have to model taking that initiative for the children they teach.\u003c/p>\n\u003cp>“I worry a lot of teachers don’t manage their own professional growth,” November said. “They’re told go to this workshop. I’m very worried about that, even though it’s my primary business.”\u003c/p>\n\u003cp>There is a growing network of educators who are self-motivated to grow professionally, often spurred by technology. Increasingly, teachers are earning \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">micro-credentials\u003c/a>, participating in Twitter chats, finding other educators to learn from in \u003ca href=\"https://ww2.kqed.org/mindshift/2011/05/19/5-personal-learning-networks-plns-for-educators/\" target=\"_blank\" rel=\"noopener noreferrer\">personalized learning networks\u003c/a>, attending \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/06/how-playing-with-math-helps-teachers-better-empathize-with-students/\" target=\"_blank\" rel=\"noopener noreferrer\">math circles\u003c/a> and generally widening their network of influencers.\u003c/p>\n\u003cp>Teachers who take that approach to their own careers will not only continue to improve their teaching, but they will inspire students as well.\u003c/p>\n\u003cp>\u003cstrong>Question #3: What are your expectations for student to self-assess their work and publish it for a wider audience?\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://visible-learning.org/glossary/\" target=\"_blank\" rel=\"noopener noreferrer\">John Hattie’s work\u003c/a> indicates that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">self-assessment\u003c/a> can have a significant impact on the quality of learning. It’s also a skill that pops up throughout life. And yet, in traditional school most assessment falls to the teacher and most student work is written for only the teacher to see.\u003c/p>\n\u003cp>November recommends a tool called \u003ca href=\"http://prism.scholarslab.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Prism\u003c/a> for students to self-assess, and for teachers to get a read on how students are doing. The teacher can paste any text into Prism and make a legend for highlights. For example, red might be the most difficult parts of the article, blue could be the key ideas, and yellow could be difficult vocabulary. Students can then go into the same article and highlight the reading using the code the teacher set out. This allows students to reflect on what they’re reading and what they understand, but it also gives the teacher a quick snapshot of concepts that need to be unpacked further.\u003c/p>\n\u003cp>Students can also see aggregated and anonymous data on what their peers highlighted, which can help break through the self-conscious refusal to ask questions. When kids know that others in the class also struggled, they are more likely to ask questions to clarify their own understanding.\u003c/p>\n\u003cp>Self-assessment with Prism could also be even more obvious. When student submit an essay, they could paste it into Prism and highlight the best parts of their writing or where they struggled. Teachers can not only see how students are thinking about their own work, but also give more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">targeted feedback\u003c/a> that may mean more because of what the student has already invested.\u003c/p>\n\u003cp>In addition to helping students self-assess within a closed classroom setting, when students publish their work for a wider audience they receive feedback that feels more authentic and immediate because of its impact. The concept of a wider audience for student work is one that is growing popular among some educators, but how often is that audience global?\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Ss share Geometric Gardens and portfolios in the park for exhibition \u003ca href=\"https://twitter.com/hightechhigh\">@hightechhigh\u003c/a> ! \u003ca href=\"https://twitter.com/hashtag/PBL?src=hash\">#PBL\u003c/a> + \u003ca href=\"https://twitter.com/hashtag/Math?src=hash\">#Math\u003c/a> = beautiful work! \u003ca href=\"https://twitter.com/hashtag/hthmath?src=hash\">#hthmath\u003c/a> \u003ca href=\"https://twitter.com/hashtag/maic?src=hash\">#maic\u003c/a> \u003ca href=\"https://t.co/ON28NATAiv\">pic.twitter.com/ON28NATAiv\u003c/a>\u003c/p>\n\u003cp>— Sarah Strong (@sstrong57) \u003ca href=\"https://twitter.com/sstrong57/status/873167381169713152\">June 9, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Your ability to get feedback from around the world is an important skill that adds to the assessment of your work for your personal growth,” November said. He loves the example of \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/05/world-of-warcraft-finds-its-way-into-class/\" target=\"_blank\" rel=\"noopener noreferrer\">fan fiction\u003c/a>. Kids obsessed with characters from their favorite books write thousands of words in fan fiction and publish to online communities. In a presentation at a middle school, November was demonstrating to students how the sites work, praising the particular work of one writer who had clearly progressed over time, incorporating feedback from the comments on her writing to improve. Unbeknown to him, that girl was in the group and her friends soon let him know it.\u003c/p>\n\u003cp>After his talk was over, the girl’s teacher came up and scolded November for praising the girl. The teacher said she never did her work, never seemed to be fully present, and didn’t deserve praise in front of the other students. When November asked the student why she didn’t do her work, she gave him a revealing answer. She said every day she woke up and had to decide whether to publish for the world or for her teacher. The world was a lot more motivating.\u003c/p>\n\u003cp>\u003cstrong>Question #4: What does your global network look like?\u003c/strong>\u003c/p>\n\u003cp>Technology has made the world smaller and it is no longer impossible to learn alongside children on the other side of the world. That is a tremendous opportunity for \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/10/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy/\" target=\"_blank\" rel=\"noopener noreferrer\">cultural exchange\u003c/a>, new friendships and exciting collaborations. But kids aren’t necessarily going to find those global connections on their own.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\">Kathy Cassidy\u003c/a>, a first-grade teacher in Moose Jaw, Saskatchewan, is one of November’s favorite examples of how a globally connected teacher can open up the world to her students, no matter how young. Cassidy has a \u003ca href=\"https://twitter.com/mscassidysclass\" target=\"_blank\" rel=\"noopener noreferrer\">class Twitter account\u003c/a> where students post their work, discuss their learning, and pose questions they want to pursue. They also follow other first-grade classrooms around the world.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We got comments today from Kenya Eng land and Malaysia. They are far away. By Lemmy\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/724671264690819072\">April 25, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The kids see amazing ideas from all over the world every week,” November said. Cassidy’s students often want to try those projects for themselves, but Cassidy always tells them she doesn’t know how to do it. That never stops them. They just say, “We don’t need you.”\u003c/p>\n\u003cp>For example, these globally connected first-graders set up a Skype conversation with students in Vietnam to ask how they made cameras out of junk. After getting some tips and completing their own versions, they tweeted pictures to their Vietnamese peers, along with thank-you notes. They also regularly tweet to authors and share how books inspire them.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"und\">.\u003ca href=\"https://twitter.com/EliseGravel\">@EliseGravel\u003c/a> \u003ca href=\"https://t.co/GGRMf4BhM5\">pic.twitter.com/GGRMf4BhM5\u003c/a>\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/685547031167827968\">January 8, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I only want teachers who have global networks and know how to use them to inspire students to go beyond what they themselves as teachers may be able to do,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #5: How do you give students an opportunity to contribute purposeful work to others?\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of motivation research pointing to the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">power of purpose to drive learning\u003c/a>. Humans evolved in communities and the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/28/four-meaningful-ways-students-can-contribute/\" target=\"_blank\" rel=\"noopener noreferrer\">desire to make a difference\u003c/a> is a powerful motivator for many people. Unfortunately, academic culture often doesn’t seem to have a lot of purpose to students. The far-off goal of college doesn’t always seem real to many students, even if it has been hammered into them.\u003c/p>\n\u003cp>“We want to know we had value,” November said. “ At the end of the day, we want to know we made a difference.” Luckily, kids can learn a lot from being helpful with the guidance of a creative teacher.\u003c/p>\n\u003cp>Kindergartners in Loudoun County, Virginia, were studying orangutans, so their teacher set up a conference call with the zookeeper in Waco, Texas, where many orangutans live. The zookeeper told the kids that orangutans often acted naughty when they didn’t have anything to do, so over the next few months the kids designed puzzles and games for the orangutans to play. They shipped their games and then set up another video conference to watch the orangutans playing with what they had designed.\u003c/p>\n\u003cp>“There’s lots to do that I don’t think we’ve tapped, starting with very young children and going all the way through to make a difference,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #6: How do you teach students to learn what you don’t know?\u003c/strong>\u003c/p>\n\u003cp>Teachers spend a lot of time delivering content they already know to students for whom that information may be new. Far less often do teachers model how they themselves learn new things, in effect modeling how to learn.\u003c/p>\n\u003cp>This could be the perfect topic for a professional development workshop. That facilitator could give teachers a problem about which they know nothing, and ask them to figure it out. The adults would practice documenting the steps of their learning process so they can show students later. These are things teachers do every day out of curiosity or when planning lessons, but the steps aren’t always transparent to students. How do teachers search online effectively? How do they organize their information? How do they keep track of their sources? What questions do they ask themselves along the way to make sure their sources are valid or to push the research further?\u003c/p>\n\u003cp>\u003ca href=\"http://cs.harvard.edu/malan/bio/\" target=\"_blank\" rel=\"noopener noreferrer\">David Malan\u003c/a>, a Harvard computer science professor, told November that the biggest mistake he has made as a teacher was putting too much of his own work on \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">his website for CS50\u003c/a>, one of the college's most popular classes. He realized that linking only to his own class materials, notes and papers encouraged students to be dependent on him and didn’t reveal enough about how he learned and who inspires him. He wanted students to know about the powerful resources from around the world that have influenced his work, so he started linking to those instead.\u003c/p>\n\u003cp>“He was showing them how he learned, that these were resources that were helpful to him,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #7: How do you teach students to manage their own learning?\u003c/strong>\u003c/p>\n\u003cp>This is a crucial question to develop learner independence. Often students have experience managing their own learning in informal settings. When they play Minecraft (or any other video game), kids don’t wait for an adult to scaffold the learning -- they watch videos, talk to friends, and play around in the world until they \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/22/how-kids-are-learning-to-code-while-playing-minecraft/\" target=\"_blank\" rel=\"noopener noreferrer\">figure it out\u003c/a>. But that same sense of ownership doesn’t often play out in academic spaces, a missed opportunity for deep learning.\u003c/p>\n\u003cp>November has observed kids of all ages managing their own learning when they create \u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/03/the-benefits-of-students-teaching-students-through-online-video/\" target=\"_blank\" rel=\"noopener noreferrer\">video tutorials\u003c/a> for their friends. Even when given a choice between a worksheet that would take 10 minutes to complete, and a tutorial video, kids will often choose hours of work to produce three good tutorial minutes. They do this because they feel their peers need them and the work has value. Students know the teacher already has the answers to the worksheet.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/globalearner\">@globalearner\u003c/a> shares a student of \u003ca href=\"https://twitter.com/mathtrain\">@mathtrain\u003c/a> once told him, \"The world needs me\" to make tutorial videos. How powerful. \u003ca href=\"https://twitter.com/hashtag/edtech?src=hash\">#edtech\u003c/a>\u003c/p>\n\u003cp>— John Massie (@UplandEdTech) \u003ca href=\"https://twitter.com/UplandEdTech/status/778651078883676160\">September 21, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Even more intriguing, students themselves say despite what seems like an altruistic act, making video tutorials benefits the maker the most. One little girl said, “I never really learned anything until I designed tutorials. It’s taught me a whole new way of learning.”\u003c/p>\n\u003cp>At the crux of all these hiring questions is a push to give students more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">messy problems\u003c/a>. Too often students are asked to complete work that thousands of students have done before them, rather than adding, \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/08/remixing-melville-moby-dick-meets-the-digital-generation/\" target=\"_blank\" rel=\"noopener noreferrer\">remixing or extending knowledge\u003c/a> that already exists. For example, rather than asking students to make a PowerPoint presentation on Romeo and Juliet, what if they were asked to find five different existing presentations from five different countries representing different cultural interpretations of the play. They could then pick 10 slides from those decks to build their own argument around a theme like irony. To November, that is a worthwhile messy problem.\u003c/p>\n\u003cp>Many education discussions focus on how to best cover the curriculum. Challenges like time, space and system constraints are usually cited as impediments to getting through the required content in engaging and interesting ways. But, looked at differently, covering a set bucket of content could be seen as a straightforward proposition, although it doesn’t guarantee that students emerge on the other side as curious, connected, critical thinkers.\u003c/p>\n\u003cp>“What we need today, because there’s so much knowledge available to us all, what we need are teachers who are so inspiring that students go beyond the curriculum to seek out their own knowledge, to add value to the curriculum the teacher taught them,” November said. That’s the approach Harvard professor David Malan takes. When asked how he knows he’s a good teacher, he responded the only evidence that would convince him is if students bring outside learning to bear on what he has taught.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That’s a rigorous standard by which to measure effective teaching and requires a mindset switch about what education is for and how it will remain relevant to students growing up in a world that is more connected and less stable than ever before.\u003c/p>\n\n","blocks":[],"excerpt":"Education consultant and speaker Alan November says if we want to move education forward, school leaders must start hiring teachers who are globally connected, embrace messy problems and aren't afraid to make their own learning transparent to students.","status":"publish","parent":0,"modified":1499670222,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":55,"wordCount":2922},"headData":{"title":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers | KQED","description":"Education consultant and speaker Alan November says if we want to move education forward, school leaders must start hiring teachers who are globally connected, embrace messy problems and aren't afraid to make their own learning transparent to students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers","datePublished":"2017-07-10T07:03:42.000Z","dateModified":"2017-07-10T07:03:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48627 https://ww2.kqed.org/mindshift/?p=48627","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/10/7-questions-principals-should-ask-when-hiring-future-ready-teachers/","disqusTitle":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers","path":"/mindshift/48627/7-questions-principals-should-ask-when-hiring-future-ready-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every year thousands of educators gather for the \u003ca href=\"https://conference.iste.org/2018/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE) conference\u003c/a> eager to learn about the newest features in favorite apps and to glean ideas from one another about how to effectively teach in new ways. The conference seems to grow every year and there is palpable excitement from educators who finally get to commune with their “tribe” -- techy teachers from around the globe.\u003c/p>\n\u003cp>But many of the products currently being marketed to educators are firmly rooted in the current moment of education. For the most part, they focus on how to help educators do what they already do more efficiently. Or they offer flashy digital tools meant to engage learners presumed to have short attention spans, and entice teachers with the analytics under the hood. But too often the conversations around what educators can do with technology in their classrooms focus on the current moment in a system that almost no one thinks is perfect.\u003c/p>\n\u003cp>“I’m fascinated by trying to look forward rather than looking at what schools look like now,” said \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">Alan November\u003c/a> during a presentation at the conference. November has long been invested in education, first as a teacher and now has a consultant and speaker. He suggests that to fundamentally change, education leaders need to define a new role for learners and then hire teachers who can help nurture those qualities. With that in mind, November proposes seven questions that he thinks should become standard in the interviewing and hiring process.\u003cbr>\n\u003cstrong>\u003cbr>\nQuestion #1: How do you teach students to become problem designers?\u003c/strong>\u003c/p>\n\u003cp>“After 40 years of technology, we are still spoon-feeding students problems to solve,” November said. He finds this ridiculous in an era when hiring managers and business leaders routinely say they are looking for employees who \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\" rel=\"noopener noreferrer\">can define the problems \u003c/a>the company faces and set about attacking them. But students don’t often get to practice defining the problems they will solve. And without exposure to this type of thinking they become dependent, knowing the teacher will do the hard work of devising problems for them.\u003c/p>\n\u003cp>November worked with a teacher, \u003ca href=\"https://twitter.com/mrsjcaviness\" target=\"_blank\" rel=\"noopener noreferrer\">Jessica Caviness\u003c/a>, who resisted the idea that students were capable of designing interesting problems for a long time. Finally she decided to give them a picture -- in this case a cup at a baseball game -- and asked students to come up with a problem for it that wasn’t the most obvious one.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Can u write the warm up question for tomorrow that goes with this cup? Involve volume somehow. \u003ca href=\"http://t.co/DYCXTpwK\">pic.twitter.com/DYCXTpwK\u003c/a>\u003c/p>\n\u003cp>— Jessica Caviness (@mrsjcaviness) \u003ca href=\"https://twitter.com/mrsjcaviness/status/190237541964853248\">April 12, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The first student-generated problem she received was wonderfully complex:\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/mrsjcaviness\">@mrsjcaviness\u003c/a> Is this a good warm up Q?!? 😀 \u003ca href=\"http://t.co/LhdzZhZb\">pic.twitter.com/LhdzZhZb\u003c/a>\u003c/p>\n\u003cp>— ⚡ K-T Fink ⚡ (@We_Shout) \u003ca href=\"https://twitter.com/We_Shout/status/259281800940122112\">October 19, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>To figure out that answer, students needed to know much more than geometry. They needed to figure out the buoyancy of ice, the displacement of water, several things about volume in order to figure out how much is left, and some physics.\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>This was a spur-of-the-moment challenge, something Caviness devised while at a Rangers game, but students who followed her on Twitter immediately responded. And because students responded directly to Caviness’ original tweet, the whole class could see one another’s creations. And they were motivated to think more creatively about their own submissions because of what they saw. “And you see this cascading, of students inspiring students, and problems getting harder,” November said.\u003c/p>\n\u003cp>Letting students design their own problems can be tremendously motivating and fun for students, but it requires teachers who aren’t afraid to say they don’t know the answers. “I worry sometimes that this loss of control, this fear of a problem they can’t solve, is holding back some teachers,” November said. But when teachers don’t claim to have all the knowledge, it forces students to find answers, discover new pieces of \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\" rel=\"noopener noreferrer\">information they will need\u003c/a>, and to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">effectively use the internet\u003c/a> as a powerful learning tool. The resources to extend their learning this way are at their fingertips.\u003c/p>\n\u003cp>“I am convinced in the age of the web, we need teachers who can teach students to be designers of problems,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #2: How do you manage your own professional growth?\u003c/strong>\u003c/p>\n\u003cp>It has become trendy to call teachers “lead learners,” but how do individual teachers ensure that they are continually learning both content and about their craft? Lack of professional development around technology integration or other new initiatives is a common gripe, but if the adults in schools want students to be lifelong learners they have to model taking that initiative for the children they teach.\u003c/p>\n\u003cp>“I worry a lot of teachers don’t manage their own professional growth,” November said. “They’re told go to this workshop. I’m very worried about that, even though it’s my primary business.”\u003c/p>\n\u003cp>There is a growing network of educators who are self-motivated to grow professionally, often spurred by technology. Increasingly, teachers are earning \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">micro-credentials\u003c/a>, participating in Twitter chats, finding other educators to learn from in \u003ca href=\"https://ww2.kqed.org/mindshift/2011/05/19/5-personal-learning-networks-plns-for-educators/\" target=\"_blank\" rel=\"noopener noreferrer\">personalized learning networks\u003c/a>, attending \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/06/how-playing-with-math-helps-teachers-better-empathize-with-students/\" target=\"_blank\" rel=\"noopener noreferrer\">math circles\u003c/a> and generally widening their network of influencers.\u003c/p>\n\u003cp>Teachers who take that approach to their own careers will not only continue to improve their teaching, but they will inspire students as well.\u003c/p>\n\u003cp>\u003cstrong>Question #3: What are your expectations for student to self-assess their work and publish it for a wider audience?\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://visible-learning.org/glossary/\" target=\"_blank\" rel=\"noopener noreferrer\">John Hattie’s work\u003c/a> indicates that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">self-assessment\u003c/a> can have a significant impact on the quality of learning. It’s also a skill that pops up throughout life. And yet, in traditional school most assessment falls to the teacher and most student work is written for only the teacher to see.\u003c/p>\n\u003cp>November recommends a tool called \u003ca href=\"http://prism.scholarslab.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Prism\u003c/a> for students to self-assess, and for teachers to get a read on how students are doing. The teacher can paste any text into Prism and make a legend for highlights. For example, red might be the most difficult parts of the article, blue could be the key ideas, and yellow could be difficult vocabulary. Students can then go into the same article and highlight the reading using the code the teacher set out. This allows students to reflect on what they’re reading and what they understand, but it also gives the teacher a quick snapshot of concepts that need to be unpacked further.\u003c/p>\n\u003cp>Students can also see aggregated and anonymous data on what their peers highlighted, which can help break through the self-conscious refusal to ask questions. When kids know that others in the class also struggled, they are more likely to ask questions to clarify their own understanding.\u003c/p>\n\u003cp>Self-assessment with Prism could also be even more obvious. When student submit an essay, they could paste it into Prism and highlight the best parts of their writing or where they struggled. Teachers can not only see how students are thinking about their own work, but also give more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">targeted feedback\u003c/a> that may mean more because of what the student has already invested.\u003c/p>\n\u003cp>In addition to helping students self-assess within a closed classroom setting, when students publish their work for a wider audience they receive feedback that feels more authentic and immediate because of its impact. The concept of a wider audience for student work is one that is growing popular among some educators, but how often is that audience global?\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Ss share Geometric Gardens and portfolios in the park for exhibition \u003ca href=\"https://twitter.com/hightechhigh\">@hightechhigh\u003c/a> ! \u003ca href=\"https://twitter.com/hashtag/PBL?src=hash\">#PBL\u003c/a> + \u003ca href=\"https://twitter.com/hashtag/Math?src=hash\">#Math\u003c/a> = beautiful work! \u003ca href=\"https://twitter.com/hashtag/hthmath?src=hash\">#hthmath\u003c/a> \u003ca href=\"https://twitter.com/hashtag/maic?src=hash\">#maic\u003c/a> \u003ca href=\"https://t.co/ON28NATAiv\">pic.twitter.com/ON28NATAiv\u003c/a>\u003c/p>\n\u003cp>— Sarah Strong (@sstrong57) \u003ca href=\"https://twitter.com/sstrong57/status/873167381169713152\">June 9, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Your ability to get feedback from around the world is an important skill that adds to the assessment of your work for your personal growth,” November said. He loves the example of \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/05/world-of-warcraft-finds-its-way-into-class/\" target=\"_blank\" rel=\"noopener noreferrer\">fan fiction\u003c/a>. Kids obsessed with characters from their favorite books write thousands of words in fan fiction and publish to online communities. In a presentation at a middle school, November was demonstrating to students how the sites work, praising the particular work of one writer who had clearly progressed over time, incorporating feedback from the comments on her writing to improve. Unbeknown to him, that girl was in the group and her friends soon let him know it.\u003c/p>\n\u003cp>After his talk was over, the girl’s teacher came up and scolded November for praising the girl. The teacher said she never did her work, never seemed to be fully present, and didn’t deserve praise in front of the other students. When November asked the student why she didn’t do her work, she gave him a revealing answer. She said every day she woke up and had to decide whether to publish for the world or for her teacher. The world was a lot more motivating.\u003c/p>\n\u003cp>\u003cstrong>Question #4: What does your global network look like?\u003c/strong>\u003c/p>\n\u003cp>Technology has made the world smaller and it is no longer impossible to learn alongside children on the other side of the world. That is a tremendous opportunity for \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/10/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy/\" target=\"_blank\" rel=\"noopener noreferrer\">cultural exchange\u003c/a>, new friendships and exciting collaborations. But kids aren’t necessarily going to find those global connections on their own.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\">Kathy Cassidy\u003c/a>, a first-grade teacher in Moose Jaw, Saskatchewan, is one of November’s favorite examples of how a globally connected teacher can open up the world to her students, no matter how young. Cassidy has a \u003ca href=\"https://twitter.com/mscassidysclass\" target=\"_blank\" rel=\"noopener noreferrer\">class Twitter account\u003c/a> where students post their work, discuss their learning, and pose questions they want to pursue. They also follow other first-grade classrooms around the world.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We got comments today from Kenya Eng land and Malaysia. They are far away. By Lemmy\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/724671264690819072\">April 25, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The kids see amazing ideas from all over the world every week,” November said. Cassidy’s students often want to try those projects for themselves, but Cassidy always tells them she doesn’t know how to do it. That never stops them. They just say, “We don’t need you.”\u003c/p>\n\u003cp>For example, these globally connected first-graders set up a Skype conversation with students in Vietnam to ask how they made cameras out of junk. After getting some tips and completing their own versions, they tweeted pictures to their Vietnamese peers, along with thank-you notes. They also regularly tweet to authors and share how books inspire them.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"und\">.\u003ca href=\"https://twitter.com/EliseGravel\">@EliseGravel\u003c/a> \u003ca href=\"https://t.co/GGRMf4BhM5\">pic.twitter.com/GGRMf4BhM5\u003c/a>\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/685547031167827968\">January 8, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I only want teachers who have global networks and know how to use them to inspire students to go beyond what they themselves as teachers may be able to do,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #5: How do you give students an opportunity to contribute purposeful work to others?\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of motivation research pointing to the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">power of purpose to drive learning\u003c/a>. Humans evolved in communities and the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/28/four-meaningful-ways-students-can-contribute/\" target=\"_blank\" rel=\"noopener noreferrer\">desire to make a difference\u003c/a> is a powerful motivator for many people. Unfortunately, academic culture often doesn’t seem to have a lot of purpose to students. The far-off goal of college doesn’t always seem real to many students, even if it has been hammered into them.\u003c/p>\n\u003cp>“We want to know we had value,” November said. “ At the end of the day, we want to know we made a difference.” Luckily, kids can learn a lot from being helpful with the guidance of a creative teacher.\u003c/p>\n\u003cp>Kindergartners in Loudoun County, Virginia, were studying orangutans, so their teacher set up a conference call with the zookeeper in Waco, Texas, where many orangutans live. The zookeeper told the kids that orangutans often acted naughty when they didn’t have anything to do, so over the next few months the kids designed puzzles and games for the orangutans to play. They shipped their games and then set up another video conference to watch the orangutans playing with what they had designed.\u003c/p>\n\u003cp>“There’s lots to do that I don’t think we’ve tapped, starting with very young children and going all the way through to make a difference,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #6: How do you teach students to learn what you don’t know?\u003c/strong>\u003c/p>\n\u003cp>Teachers spend a lot of time delivering content they already know to students for whom that information may be new. Far less often do teachers model how they themselves learn new things, in effect modeling how to learn.\u003c/p>\n\u003cp>This could be the perfect topic for a professional development workshop. That facilitator could give teachers a problem about which they know nothing, and ask them to figure it out. The adults would practice documenting the steps of their learning process so they can show students later. These are things teachers do every day out of curiosity or when planning lessons, but the steps aren’t always transparent to students. How do teachers search online effectively? How do they organize their information? How do they keep track of their sources? What questions do they ask themselves along the way to make sure their sources are valid or to push the research further?\u003c/p>\n\u003cp>\u003ca href=\"http://cs.harvard.edu/malan/bio/\" target=\"_blank\" rel=\"noopener noreferrer\">David Malan\u003c/a>, a Harvard computer science professor, told November that the biggest mistake he has made as a teacher was putting too much of his own work on \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">his website for CS50\u003c/a>, one of the college's most popular classes. He realized that linking only to his own class materials, notes and papers encouraged students to be dependent on him and didn’t reveal enough about how he learned and who inspires him. He wanted students to know about the powerful resources from around the world that have influenced his work, so he started linking to those instead.\u003c/p>\n\u003cp>“He was showing them how he learned, that these were resources that were helpful to him,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #7: How do you teach students to manage their own learning?\u003c/strong>\u003c/p>\n\u003cp>This is a crucial question to develop learner independence. Often students have experience managing their own learning in informal settings. When they play Minecraft (or any other video game), kids don’t wait for an adult to scaffold the learning -- they watch videos, talk to friends, and play around in the world until they \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/22/how-kids-are-learning-to-code-while-playing-minecraft/\" target=\"_blank\" rel=\"noopener noreferrer\">figure it out\u003c/a>. But that same sense of ownership doesn’t often play out in academic spaces, a missed opportunity for deep learning.\u003c/p>\n\u003cp>November has observed kids of all ages managing their own learning when they create \u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/03/the-benefits-of-students-teaching-students-through-online-video/\" target=\"_blank\" rel=\"noopener noreferrer\">video tutorials\u003c/a> for their friends. Even when given a choice between a worksheet that would take 10 minutes to complete, and a tutorial video, kids will often choose hours of work to produce three good tutorial minutes. They do this because they feel their peers need them and the work has value. Students know the teacher already has the answers to the worksheet.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/globalearner\">@globalearner\u003c/a> shares a student of \u003ca href=\"https://twitter.com/mathtrain\">@mathtrain\u003c/a> once told him, \"The world needs me\" to make tutorial videos. How powerful. \u003ca href=\"https://twitter.com/hashtag/edtech?src=hash\">#edtech\u003c/a>\u003c/p>\n\u003cp>— John Massie (@UplandEdTech) \u003ca href=\"https://twitter.com/UplandEdTech/status/778651078883676160\">September 21, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Even more intriguing, students themselves say despite what seems like an altruistic act, making video tutorials benefits the maker the most. One little girl said, “I never really learned anything until I designed tutorials. It’s taught me a whole new way of learning.”\u003c/p>\n\u003cp>At the crux of all these hiring questions is a push to give students more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">messy problems\u003c/a>. Too often students are asked to complete work that thousands of students have done before them, rather than adding, \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/08/remixing-melville-moby-dick-meets-the-digital-generation/\" target=\"_blank\" rel=\"noopener noreferrer\">remixing or extending knowledge\u003c/a> that already exists. For example, rather than asking students to make a PowerPoint presentation on Romeo and Juliet, what if they were asked to find five different existing presentations from five different countries representing different cultural interpretations of the play. They could then pick 10 slides from those decks to build their own argument around a theme like irony. To November, that is a worthwhile messy problem.\u003c/p>\n\u003cp>Many education discussions focus on how to best cover the curriculum. Challenges like time, space and system constraints are usually cited as impediments to getting through the required content in engaging and interesting ways. But, looked at differently, covering a set bucket of content could be seen as a straightforward proposition, although it doesn’t guarantee that students emerge on the other side as curious, connected, critical thinkers.\u003c/p>\n\u003cp>“What we need today, because there’s so much knowledge available to us all, what we need are teachers who are so inspiring that students go beyond the curriculum to seek out their own knowledge, to add value to the curriculum the teacher taught them,” November said. That’s the approach Harvard professor David Malan takes. When asked how he knows he’s a good teacher, he responded the only evidence that would convince him is if students bring outside learning to bear on what he has taught.\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>That’s a rigorous standard by which to measure effective teaching and requires a mindset switch about what education is for and how it will remain relevant to students growing up in a world that is more connected and less stable than ever before.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48627/7-questions-principals-should-ask-when-hiring-future-ready-teachers","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20707","mindshift_20678","mindshift_20784","mindshift_1040","mindshift_85","mindshift_21114","mindshift_608","mindshift_646"],"featImg":"mindshift_48662","label":"mindshift"},"mindshift_47641":{"type":"posts","id":"mindshift_47641","meta":{"index":"posts_1591205157","site":"mindshift","id":"47641","score":null,"sort":[1487837528000]},"guestAuthors":[],"slug":"why-group-work-could-be-the-key-to-english-learner-success","title":"Why Group Work Could Be the Key to English Learner Success","publishDate":1487837528,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>One of the most difficult aspects of teaching students who are learning English is keeping the cognitive rigor of learning activities high, while making sure students can access the content by simplifying the language. Too often simplifying language also means simplifying content, and that can be boring, leading to disengagement and less motivation. In order to combat some of the challenges in keeping English language learners engaged, educators at \u003ca href=\"http://international-sfusd-ca.schoolloop.com/cms/page_view?d=x&piid=&vpid=1248203915648\">San Francisco International High School (SFIHS)\u003c/a> are trying a different approach.\u003c/p>\n\u003cp>SFIHS teachers have found that their students are more motivated to engage with content -- and practice English -- when they work in groups that include speakers of many different first languages on authentic discussions or problems.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/309098747\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>The San Francisco public school is part of the\u003ca href=\"http://internationalsnps.org/\"> Internationals Network\u003c/a>, which started in New York and has decades of experience teaching students who are newly arrived to the U.S. and are learning English while attending American high schools. Since students come from all over the world, their exposure to formal schooling is often quite different from the average trajectory in the U.S. In addition to an English gap, some have missed several years of school in their home countries. Despite those challenges, graduates from Internationals schools \u003ca href=\"http://internationalsnps.org/results/student-results/\">do quite well\u003c/a>.\u003c/p>\n\u003cp>In many schools English learners are grouped by ability when they receive targeted instruction, but the \u003ca href=\"http://internationalsnps.org/wp-content/uploads/2012/10/5Garcia-Sylvan.pdf\">Internationals Network model is quite different\u003c/a>. Schools following this model are small and keep a laserlike focus on language development and access to postgraduate opportunities, which means they often don’t offer as much choice as comprehensive high schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It is easy for English learners to become marginalized or for their needs not to be taken into account,” said SFIHS principal Julie Kessler. “We have the luxury of having designed our entire program around the needs of this group that is often forgotten about or underserved in schools where multiple priorities exist.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=i_C5R4Xastk\u003c/p>\n\u003cp>Teachers tailor instruction to many different academic levels, but they also need to reach students who speak many different languages. In any given year at SFIHS, students speak between 17-24 different languages, which teachers see as an asset to their teaching. Almost all work is done in groups that are carefully crafted by teachers.\u003c/p>\n\u003cp>“Where they sit in the classroom is super important,” said Heather Heistand, an English teacher at SFIHS. “My goal with heterogeneous groups is to make sure that there is at least one speaker of a different language in each group.”\u003c/p>\n\u003cp>She also tries to make sure every group has a leader, someone whose academic and language skills are strong enough to direct the group through the task. And she will often pair a lower-level English speaker with a higher-level English speaker who speaks the same native language. All the instruction and materials are in English, but teachers expect students to use their first languages to help one another make meaning, one of the many strategies they use to keep the level of thinking high.\u003c/p>\n\u003cp>\u003cstrong>WARMUP, ASSIGNING ROLES\u003c/strong>\u003c/p>\n\u003cp>One Wednesday morning in Heistand’s senior English class, students started the class period by writing about why they agreed or disagreed with various statements like, “People should trust their leaders to make decisions for them.” Heistand says she always gives students a chance to prewrite before sharing their answers verbally, so that those who are less comfortable with English have something to share.\u003c/p>\n\u003cp>After the writing exercise, students moved physically to different parts of the room based on their responses and shared their opinions with a partner. Heistand then called on representatives of each group to share out to the class. The warmup activity got students speaking in English with one another about topics relevant to their lives, another key element of the model.\u003c/p>\n\u003cp>Heistand then assigned students to groups she had carefully crafted to discuss passages from George Orwell’s novel, \"Animal Farm.\" They read the passage out loud, discussed what it meant, and used textual evidence to support claims they made in response to prompts.\u003c/p>\n\u003cp>Since participation is fundamental to language practice, teachers often assign roles for group work so that everyone is integral to success. For the \"Animal Farm\" activity there was a “reader,” an “editor,” a “discussion leader” and a “question asker.” The reader is responsible for reading the text out loud; the editor helps make sure everyone knows what to write down; the discussion leader keeps the conversation moving and ensures everyone shares; and the question asker is the only one who can ask Heistand for help or clarification.\u003c/p>\n\u003cp>In one instance, a boy quickly grabbed the “reader” role at his table, but his tablemate told him in Spanish to let someone else try because he had read last time. The tablemate then turned to her group and repeated what she said in English, adding, “We need to practice reading, too.”\u003c/p>\n\u003cp>Heistand wasn’t surprised by this behavior. “They're actually used to holding each other accountable for the norms that we have in group discussions,” she said. These are seniors, so they’ve had three years of experience with group work, sharing roles and making sure everyone has the chance to contribute. And, the school has a uniquely supportive culture in part because everyone is learning English and supporting one another through that difficult process.\u003c/p>\n\u003cp>“Every single kid in that room is a language learner,” Kessler said. “And so if somebody is making a mistake with pronunciation or struggling with the word, everybody has been there.” Educators here try to foster students’ pride in their bilingualism and community around a shared experience of struggle. It’s a safe space where students don’t have to be shy about their accents. There’s also very little direct instruction, in part because it wouldn’t be accessible to many of the students.\u003c/p>\n\u003cp>\u003cstrong>LEARNING TOGETHER\u003c/strong>\u003c/p>\n\u003cp>The emphasis on collaborative group work and conversation with peers from different backgrounds can be hard for students at first. “I am from a place where I only have the same people and same religion,” said Amel, a senior originally from Yemen. “It was really hard for me to know different people. I couldn’t even understand why they think this way, and why they wear these clothes, and why they talk this language.” She also said that at first it was confusing to try to focus on English while being surrounded by other languages like Spanish and Chinese in class and in the halls.\u003c/p>\n\u003cp>Amel said she worried about accidentally offending her classmates because she didn’t know enough about other cultures to know when she was offending someone. She learned quickly to ask questions instead of making assumptions. Now she likes learning about her classmates’ cultures and perspectives -- it’s part of what keeps class interesting. And she thinks it will be an asset when she goes to college and meets people from diverse backgrounds.\u003c/p>\n\u003cp>The social process Amel described is actually a big part of the educational strategy at SFIHS. Educators are taking advantage of teens’ desire to flirt and socialize to help them learn the language. “They are social creatures. They want to talk; they want to learn; they're curious,” Kessler said. “If we create the most heterogeneous mix of kids that we possibly can and put them in situations where they are asked to speak English together, they learn English very quickly.”\u003c/p>\n\u003cp>Many students came from educational systems that did not value collaboration -- all school work was done individually and group work was considered cheating. “At first it’s very hard to collaborate with different kinds of people,” said another student, Alan, who is from China. “But after you get used to it you will feel amazing, like you are working with the whole international.” Alan admits he was shy about collaborating at first, but when his teachers told him teamwork was part of his grade he got over his reticence. Now he said he can see the benefits of both group work and individual work.\u003c/p>\n\u003cp>“You will be able to learn things by yourself very quick, but in teamwork you need to make sure that your teammate isn’t left out,” he said. “So in speed you might be getting a little bit slower, but in quality, teamwork is really much more higher because when you communicate with other people then you will understand different ideas, and you will also learn a deeper level of a certain topic.”\u003c/p>\n\u003cp>Both Amel and Alan are also taking a college-level class at Community College of San Francisco, part of a program most seniors do if they have enough credits. The idea is for students to get exposed to college-level work, but with a cohort of peers and the support of their high school teachers. In the college classes instructors speak more quickly and the reading load is more burdensome, but students seem to like getting a taste of what to expect from the college experience.\u003c/p>\n\u003cp>Kessler said the college program is part of the school’s mission to not just graduate students and help them apply to college, but to ensure that they get in and finish. She encourages students to go to colleges with other students from SFIHS so they can help one another. And, the school supports formal programming to follow up with graduates who are in college and may need a little extra support. It takes between four and seven years to really learn a language well, so it’s no surprise that even after high school students are still catching up to their peers who grew up speaking English.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I think about the demands that they're going to have to face in college,” English teacher Heather Heistand said. “But again and again we come back to this idea that if we teach students how to learn and how to support each other in learning, they will have the skills to be successful once their language catches up with where their peers are from other schools.”\u003c/p>\n\n","blocks":[],"excerpt":"English learners are often portrayed as a struggling group, but at San Francisco International High School educators see the language diversity in their classrooms as an asset.","status":"publish","parent":0,"modified":1487871984,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1777},"headData":{"title":"Why Group Work Could Be the Key to English Learner Success | KQED","description":"English learners are often portrayed as a struggling group, but at San Francisco International High School educators see the language diversity in their classrooms as an asset.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Group Work Could Be the Key to English Learner Success","datePublished":"2017-02-23T08:12:08.000Z","dateModified":"2017-02-23T17:46:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47641 https://ww2.kqed.org/mindshift/?p=47641","disqusUrl":"https://ww2.kqed.org/mindshift/2017/02/23/why-group-work-could-be-the-key-to-english-learner-success/","disqusTitle":"Why Group Work Could Be the Key to English Learner Success","path":"/mindshift/47641/why-group-work-could-be-the-key-to-english-learner-success","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>One of the most difficult aspects of teaching students who are learning English is keeping the cognitive rigor of learning activities high, while making sure students can access the content by simplifying the language. Too often simplifying language also means simplifying content, and that can be boring, leading to disengagement and less motivation. In order to combat some of the challenges in keeping English language learners engaged, educators at \u003ca href=\"http://international-sfusd-ca.schoolloop.com/cms/page_view?d=x&piid=&vpid=1248203915648\">San Francisco International High School (SFIHS)\u003c/a> are trying a different approach.\u003c/p>\n\u003cp>SFIHS teachers have found that their students are more motivated to engage with content -- and practice English -- when they work in groups that include speakers of many different first languages on authentic discussions or problems.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/309098747&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/309098747'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The San Francisco public school is part of the\u003ca href=\"http://internationalsnps.org/\"> Internationals Network\u003c/a>, which started in New York and has decades of experience teaching students who are newly arrived to the U.S. and are learning English while attending American high schools. Since students come from all over the world, their exposure to formal schooling is often quite different from the average trajectory in the U.S. In addition to an English gap, some have missed several years of school in their home countries. Despite those challenges, graduates from Internationals schools \u003ca href=\"http://internationalsnps.org/results/student-results/\">do quite well\u003c/a>.\u003c/p>\n\u003cp>In many schools English learners are grouped by ability when they receive targeted instruction, but the \u003ca href=\"http://internationalsnps.org/wp-content/uploads/2012/10/5Garcia-Sylvan.pdf\">Internationals Network model is quite different\u003c/a>. Schools following this model are small and keep a laserlike focus on language development and access to postgraduate opportunities, which means they often don’t offer as much choice as comprehensive high schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It is easy for English learners to become marginalized or for their needs not to be taken into account,” said SFIHS principal Julie Kessler. “We have the luxury of having designed our entire program around the needs of this group that is often forgotten about or underserved in schools where multiple priorities exist.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/i_C5R4Xastk'\n title='//www.youtube.com/embed/i_C5R4Xastk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Teachers tailor instruction to many different academic levels, but they also need to reach students who speak many different languages. In any given year at SFIHS, students speak between 17-24 different languages, which teachers see as an asset to their teaching. Almost all work is done in groups that are carefully crafted by teachers.\u003c/p>\n\u003cp>“Where they sit in the classroom is super important,” said Heather Heistand, an English teacher at SFIHS. “My goal with heterogeneous groups is to make sure that there is at least one speaker of a different language in each group.”\u003c/p>\n\u003cp>She also tries to make sure every group has a leader, someone whose academic and language skills are strong enough to direct the group through the task. And she will often pair a lower-level English speaker with a higher-level English speaker who speaks the same native language. All the instruction and materials are in English, but teachers expect students to use their first languages to help one another make meaning, one of the many strategies they use to keep the level of thinking high.\u003c/p>\n\u003cp>\u003cstrong>WARMUP, ASSIGNING ROLES\u003c/strong>\u003c/p>\n\u003cp>One Wednesday morning in Heistand’s senior English class, students started the class period by writing about why they agreed or disagreed with various statements like, “People should trust their leaders to make decisions for them.” Heistand says she always gives students a chance to prewrite before sharing their answers verbally, so that those who are less comfortable with English have something to share.\u003c/p>\n\u003cp>After the writing exercise, students moved physically to different parts of the room based on their responses and shared their opinions with a partner. Heistand then called on representatives of each group to share out to the class. The warmup activity got students speaking in English with one another about topics relevant to their lives, another key element of the model.\u003c/p>\n\u003cp>Heistand then assigned students to groups she had carefully crafted to discuss passages from George Orwell’s novel, \"Animal Farm.\" They read the passage out loud, discussed what it meant, and used textual evidence to support claims they made in response to prompts.\u003c/p>\n\u003cp>Since participation is fundamental to language practice, teachers often assign roles for group work so that everyone is integral to success. For the \"Animal Farm\" activity there was a “reader,” an “editor,” a “discussion leader” and a “question asker.” The reader is responsible for reading the text out loud; the editor helps make sure everyone knows what to write down; the discussion leader keeps the conversation moving and ensures everyone shares; and the question asker is the only one who can ask Heistand for help or clarification.\u003c/p>\n\u003cp>In one instance, a boy quickly grabbed the “reader” role at his table, but his tablemate told him in Spanish to let someone else try because he had read last time. The tablemate then turned to her group and repeated what she said in English, adding, “We need to practice reading, too.”\u003c/p>\n\u003cp>Heistand wasn’t surprised by this behavior. “They're actually used to holding each other accountable for the norms that we have in group discussions,” she said. These are seniors, so they’ve had three years of experience with group work, sharing roles and making sure everyone has the chance to contribute. And, the school has a uniquely supportive culture in part because everyone is learning English and supporting one another through that difficult process.\u003c/p>\n\u003cp>“Every single kid in that room is a language learner,” Kessler said. “And so if somebody is making a mistake with pronunciation or struggling with the word, everybody has been there.” Educators here try to foster students’ pride in their bilingualism and community around a shared experience of struggle. It’s a safe space where students don’t have to be shy about their accents. There’s also very little direct instruction, in part because it wouldn’t be accessible to many of the students.\u003c/p>\n\u003cp>\u003cstrong>LEARNING TOGETHER\u003c/strong>\u003c/p>\n\u003cp>The emphasis on collaborative group work and conversation with peers from different backgrounds can be hard for students at first. “I am from a place where I only have the same people and same religion,” said Amel, a senior originally from Yemen. “It was really hard for me to know different people. I couldn’t even understand why they think this way, and why they wear these clothes, and why they talk this language.” She also said that at first it was confusing to try to focus on English while being surrounded by other languages like Spanish and Chinese in class and in the halls.\u003c/p>\n\u003cp>Amel said she worried about accidentally offending her classmates because she didn’t know enough about other cultures to know when she was offending someone. She learned quickly to ask questions instead of making assumptions. Now she likes learning about her classmates’ cultures and perspectives -- it’s part of what keeps class interesting. And she thinks it will be an asset when she goes to college and meets people from diverse backgrounds.\u003c/p>\n\u003cp>The social process Amel described is actually a big part of the educational strategy at SFIHS. Educators are taking advantage of teens’ desire to flirt and socialize to help them learn the language. “They are social creatures. They want to talk; they want to learn; they're curious,” Kessler said. “If we create the most heterogeneous mix of kids that we possibly can and put them in situations where they are asked to speak English together, they learn English very quickly.”\u003c/p>\n\u003cp>Many students came from educational systems that did not value collaboration -- all school work was done individually and group work was considered cheating. “At first it’s very hard to collaborate with different kinds of people,” said another student, Alan, who is from China. “But after you get used to it you will feel amazing, like you are working with the whole international.” Alan admits he was shy about collaborating at first, but when his teachers told him teamwork was part of his grade he got over his reticence. Now he said he can see the benefits of both group work and individual work.\u003c/p>\n\u003cp>“You will be able to learn things by yourself very quick, but in teamwork you need to make sure that your teammate isn’t left out,” he said. “So in speed you might be getting a little bit slower, but in quality, teamwork is really much more higher because when you communicate with other people then you will understand different ideas, and you will also learn a deeper level of a certain topic.”\u003c/p>\n\u003cp>Both Amel and Alan are also taking a college-level class at Community College of San Francisco, part of a program most seniors do if they have enough credits. The idea is for students to get exposed to college-level work, but with a cohort of peers and the support of their high school teachers. In the college classes instructors speak more quickly and the reading load is more burdensome, but students seem to like getting a taste of what to expect from the college experience.\u003c/p>\n\u003cp>Kessler said the college program is part of the school’s mission to not just graduate students and help them apply to college, but to ensure that they get in and finish. She encourages students to go to colleges with other students from SFIHS so they can help one another. And, the school supports formal programming to follow up with graduates who are in college and may need a little extra support. It takes between four and seven years to really learn a language well, so it’s no surprise that even after high school students are still catching up to their peers who grew up speaking English.\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>“I think about the demands that they're going to have to face in college,” English teacher Heather Heistand said. “But again and again we come back to this idea that if we teach students how to learn and how to support each other in learning, they will have the skills to be successful once their language catches up with where their peers are from other schools.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47641/why-group-work-could-be-the-key-to-english-learner-success","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20966","mindshift_20851","mindshift_20784","mindshift_1040","mindshift_85","mindshift_20762","mindshift_256"],"featImg":"mindshift_47657","label":"mindshift"},"mindshift_46820":{"type":"posts","id":"mindshift_46820","meta":{"index":"posts_1591205157","site":"mindshift","id":"46820","score":null,"sort":[1478782821000]},"guestAuthors":[],"slug":"how-cross-cultural-dialogue-builds-critical-thinking-and-empathy","title":"How Cross-Cultural Dialogue Builds Critical Thinking and Empathy","publishDate":1478782821,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The world and the people who work and live in it have become ever more connected as the internet becomes more accessible. Yet despite the ability to connect and learn about happenings on the other side of the globe, many communities have become more polarized and entrenched in a particular worldview. As these trends emerge, teachers are looking for ways to foster productive dialogue skills in today’s students -- the generation that will have to deal with complex, increasingly global problems.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/19/5-ways-to-inspire-students-through-global-collaboration/\" target=\"_blank\" rel=\"noopener\">Activities that connect students to peers in other countries\u003c/a> have become more common in classrooms because it’s now possible. Decades ago students might have had an international penpal, now they can easily have digital penpals or video conference with students all over the world. Teachers are using this new ability to connect to offer students of all ages authentic audiences to practice writing and language skills, but often the focus has been on younger children. A program called \u003ca href=\"http://generation.global/\" target=\"_blank\" rel=\"noopener\">Generation Global\u003c/a>, which is part of the Tony Blair Faith Foundation, offers a similar program focused around the skills of dialogue for adolescents ages 12-17.\u003c/p>\n\u003cp>“What I noticed and appreciated is the students really start reflecting on themselves and their perspectives on the world,” said high school teacher Cory Davis in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\" rel=\"noopener\">edWeb\u003c/a> webinar. Davis teaches AP English and AP Psychology in Spokane, Washington. He said parents and students have been grateful for the opportunity to learn about other parts of the world.\u003c/p>\n\u003cp>Often adolescents hold strong opinions, but they don’t always know where and how they came to those beliefs. When a teacher pushes them to think critically about why they feel the way they do, it's easy for students to ignore them. But, when video conferencing with a teenager from another country who genuinely wants to know the answer, students often respond more thoughtfully.\u003c/p>\n\u003cp>\u003cstrong>HOW IT WORKS\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A teacher interested in using Generation Global must register the school with the program first. Then he or she can access free lesson plans to introduce the basics of dialogue. Davis said one of his favorite elements of the product is its flexibility. Teachers can modify the lesson plans easily while still maintaining the spirit of the lesson.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Generation Global Definition of Dialogue\u003c/h3>\n\u003cp>Dialogue is an empowering process that enables students to encounter the other in a safe environment; transforming the unfamiliar into the familiar. It is profoundly reciprocal, and rooted in an open, mutually respectful approach.\u003c/p>\u003c/aside>\n\u003cp>“They trust that you know your students best,” Davis said. “The lessons are designed so you can get at the heart of the meaning of the lesson without following the lesson prescriptively.”\u003c/p>\n\u003cp>Students practice dialogue skills like active listening and speaking from the “I” perspective with one another in class. Thus, not only do students have the ability to dialogue about the personal experiences, values and beliefs of peers across the world, but in the lead-up they do the same with students who they’ve sat next to for years, but still might not know very well.\u003c/p>\n\u003cp>After students have been introduced to the skills involved in productive dialogue, the teacher can set up various types of interactions with classes in one of the 20 countries where schools have signed up for Generation Global. This can be done through the site and is painless, according to Davis. Teachers can choose a one-to-one dialogue with another class or they can choose to participate in a multipoint dialogue, where up to four classes are participating. All the dialogues are moderated by a trained facilitator who keeps the conversation moving, helps move past the awkward beginning and makes sure that everyone feel safe within the dialogue. The dialogues are all in English.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Y8mYC91P8JQ\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Additionally, Generation Global has a secure online dialogue feature that allows two classes to commit to a longer dialogue on a series of questions. The site groups students for a more intimate experience and they respond to one another in writing. Teachers and facilitators can see all these interactions, and the technology offers teachers a dashboard on their students’ participation, too.\u003c/p>\n\u003cp>“The great thing about dialogue is it enables you to get inside someone else’s perspective,” said Ian Jamison, head of education for Generation Global. “So you explore not knowledge, but experiences, values and beliefs.”\u003c/p>\n\u003cp>He stresses that the dialogue topics are usually not about specific curriculum because, while there is some overlap in the curricula of different countries, it can also vary widely. Instead, the program staff at Generation Global are interested in how students can build empathy for one another by learning about personal experiences of culture and the world.\u003c/p>\n\u003cp>The goal is to make the exotic familiar. “One of the side effects of familiarity is it makes it very hard to hang on to prejudice,” Jamison said. He described one video conference he facilitated between a class in Pakistan and a class in the U.K. In the course of the conversation one of the students in Pakistan said that Islam was illegal in the U.K. He was surprised to hear from a U.K. student of Pakistani descent that actually he was himself a Muslim and attended a mosque in Birmingham.\u003c/p>\n\u003cp>“That’s the kind of misinformed comment that doesn't help people get on with one another,” Jamison said. But when the students could look one another in the eye and hear a different narrative about a place they’d never been, it started to change their views about the world.\u003c/p>\n\u003cp>“One of the things we often take for granted is we often think of ourselves as ordinary and the other as exotic,” Jamison said. But every person can be exotic to someone living in a different culture, and these global dialogues can have a huge impact on the many biases and stereotypes that get passed around almost unconsciously.\u003c/p>\n\u003cp>\u003cstrong>SAFETY AND SECURITY\u003c/strong>\u003c/p>\n\u003cp>Generation Global takes safety and security seriously both because its staff know that students must feel emotionally safe to open up about personal experiences, but also because they know parents worry about student safety online. The schools that participate have been vetted by Generation Global and the video conferences and online chats take place in a secure environment that is never shared.\u003c/p>\n\u003cp>In many ways this program asks students to do something that many adults aren’t modeling well -- how to be respectful of someone with a different lived experience and opinion. The dialogue skills are particularly important when people disagree strongly.\u003c/p>\n\u003cp>“As a teacher it was so refreshing to have a facilitator make sure that safe space for dialogue and conversation was kept,” Davis said. Conversations can still get heated, but if a student gets worked up the facilitator will stop the conversation, ask participants to take a moment, and then work to re-establish safety before continuing the conversation.\u003c/p>\n\u003cp>Jamison sees the online dialogue as an equally important element of helping adolescents to develop positive habits around interactions online, something that again many adults do not model well for students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“What we want to end up with are young people who are able to take part confidently in dialogue,” Jamison said.\u003c/p>\n\n","blocks":[],"excerpt":"Generation Global helps students build empathy for those in different cultures by engaging in dialogue about their experiences. The goal is to make the exotic familiar. ","status":"publish","parent":0,"modified":1532145515,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/Y8mYC91P8JQ"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1229},"headData":{"title":"How Cross-Cultural Dialogue Builds Critical Thinking and Empathy | KQED","description":"Generation Global helps students build empathy for those in different cultures by engaging in dialogue about their experiences. The goal is to make the exotic familiar. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Cross-Cultural Dialogue Builds Critical Thinking and Empathy","datePublished":"2016-11-10T13:00:21.000Z","dateModified":"2018-07-21T03:58:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46820 http://ww2.kqed.org/mindshift/?p=46820","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/10/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy/","disqusTitle":"How Cross-Cultural Dialogue Builds Critical Thinking and Empathy","path":"/mindshift/46820/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The world and the people who work and live in it have become ever more connected as the internet becomes more accessible. Yet despite the ability to connect and learn about happenings on the other side of the globe, many communities have become more polarized and entrenched in a particular worldview. As these trends emerge, teachers are looking for ways to foster productive dialogue skills in today’s students -- the generation that will have to deal with complex, increasingly global problems.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/19/5-ways-to-inspire-students-through-global-collaboration/\" target=\"_blank\" rel=\"noopener\">Activities that connect students to peers in other countries\u003c/a> have become more common in classrooms because it’s now possible. Decades ago students might have had an international penpal, now they can easily have digital penpals or video conference with students all over the world. Teachers are using this new ability to connect to offer students of all ages authentic audiences to practice writing and language skills, but often the focus has been on younger children. A program called \u003ca href=\"http://generation.global/\" target=\"_blank\" rel=\"noopener\">Generation Global\u003c/a>, which is part of the Tony Blair Faith Foundation, offers a similar program focused around the skills of dialogue for adolescents ages 12-17.\u003c/p>\n\u003cp>“What I noticed and appreciated is the students really start reflecting on themselves and their perspectives on the world,” said high school teacher Cory Davis in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\" rel=\"noopener\">edWeb\u003c/a> webinar. Davis teaches AP English and AP Psychology in Spokane, Washington. He said parents and students have been grateful for the opportunity to learn about other parts of the world.\u003c/p>\n\u003cp>Often adolescents hold strong opinions, but they don’t always know where and how they came to those beliefs. When a teacher pushes them to think critically about why they feel the way they do, it's easy for students to ignore them. But, when video conferencing with a teenager from another country who genuinely wants to know the answer, students often respond more thoughtfully.\u003c/p>\n\u003cp>\u003cstrong>HOW IT WORKS\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>A teacher interested in using Generation Global must register the school with the program first. Then he or she can access free lesson plans to introduce the basics of dialogue. Davis said one of his favorite elements of the product is its flexibility. Teachers can modify the lesson plans easily while still maintaining the spirit of the lesson.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Generation Global Definition of Dialogue\u003c/h3>\n\u003cp>Dialogue is an empowering process that enables students to encounter the other in a safe environment; transforming the unfamiliar into the familiar. It is profoundly reciprocal, and rooted in an open, mutually respectful approach.\u003c/p>\u003c/aside>\n\u003cp>“They trust that you know your students best,” Davis said. “The lessons are designed so you can get at the heart of the meaning of the lesson without following the lesson prescriptively.”\u003c/p>\n\u003cp>Students practice dialogue skills like active listening and speaking from the “I” perspective with one another in class. Thus, not only do students have the ability to dialogue about the personal experiences, values and beliefs of peers across the world, but in the lead-up they do the same with students who they’ve sat next to for years, but still might not know very well.\u003c/p>\n\u003cp>After students have been introduced to the skills involved in productive dialogue, the teacher can set up various types of interactions with classes in one of the 20 countries where schools have signed up for Generation Global. This can be done through the site and is painless, according to Davis. Teachers can choose a one-to-one dialogue with another class or they can choose to participate in a multipoint dialogue, where up to four classes are participating. All the dialogues are moderated by a trained facilitator who keeps the conversation moving, helps move past the awkward beginning and makes sure that everyone feel safe within the dialogue. The dialogues are all in English.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Y8mYC91P8JQ\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Additionally, Generation Global has a secure online dialogue feature that allows two classes to commit to a longer dialogue on a series of questions. The site groups students for a more intimate experience and they respond to one another in writing. Teachers and facilitators can see all these interactions, and the technology offers teachers a dashboard on their students’ participation, too.\u003c/p>\n\u003cp>“The great thing about dialogue is it enables you to get inside someone else’s perspective,” said Ian Jamison, head of education for Generation Global. “So you explore not knowledge, but experiences, values and beliefs.”\u003c/p>\n\u003cp>He stresses that the dialogue topics are usually not about specific curriculum because, while there is some overlap in the curricula of different countries, it can also vary widely. Instead, the program staff at Generation Global are interested in how students can build empathy for one another by learning about personal experiences of culture and the world.\u003c/p>\n\u003cp>The goal is to make the exotic familiar. “One of the side effects of familiarity is it makes it very hard to hang on to prejudice,” Jamison said. He described one video conference he facilitated between a class in Pakistan and a class in the U.K. In the course of the conversation one of the students in Pakistan said that Islam was illegal in the U.K. He was surprised to hear from a U.K. student of Pakistani descent that actually he was himself a Muslim and attended a mosque in Birmingham.\u003c/p>\n\u003cp>“That’s the kind of misinformed comment that doesn't help people get on with one another,” Jamison said. But when the students could look one another in the eye and hear a different narrative about a place they’d never been, it started to change their views about the world.\u003c/p>\n\u003cp>“One of the things we often take for granted is we often think of ourselves as ordinary and the other as exotic,” Jamison said. But every person can be exotic to someone living in a different culture, and these global dialogues can have a huge impact on the many biases and stereotypes that get passed around almost unconsciously.\u003c/p>\n\u003cp>\u003cstrong>SAFETY AND SECURITY\u003c/strong>\u003c/p>\n\u003cp>Generation Global takes safety and security seriously both because its staff know that students must feel emotionally safe to open up about personal experiences, but also because they know parents worry about student safety online. The schools that participate have been vetted by Generation Global and the video conferences and online chats take place in a secure environment that is never shared.\u003c/p>\n\u003cp>In many ways this program asks students to do something that many adults aren’t modeling well -- how to be respectful of someone with a different lived experience and opinion. The dialogue skills are particularly important when people disagree strongly.\u003c/p>\n\u003cp>“As a teacher it was so refreshing to have a facilitator make sure that safe space for dialogue and conversation was kept,” Davis said. Conversations can still get heated, but if a student gets worked up the facilitator will stop the conversation, ask participants to take a moment, and then work to re-establish safety before continuing the conversation.\u003c/p>\n\u003cp>Jamison sees the online dialogue as an equally important element of helping adolescents to develop positive habits around interactions online, something that again many adults do not model well for students.\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>“What we want to end up with are young people who are able to take part confidently in dialogue,” Jamison said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46820/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_843","mindshift_20784","mindshift_1040","mindshift_85"],"featImg":"mindshift_46947","label":"mindshift"},"mindshift_37861":{"type":"posts","id":"mindshift_37861","meta":{"index":"posts_1591205157","site":"mindshift","id":"37861","score":null,"sort":[1411502763000]},"guestAuthors":[],"slug":"with-the-right-technology-can-children-teach-themselves","title":"With the Right Technology, Can Children Teach Themselves?","publishDate":1411502763,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37867\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/xprize-big.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/xprize-big-640x360.jpg\" alt=\"A boy plays with a solar-powered computer tablet on Mount Wenchi, Mirab Shewa Zone of the Oromia Region of Ethiopia. (Courtesy of Tim Freccia/Xprize)\" width=\"640\" height=\"360\" class=\"size-large wp-image-37867\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A boy plays with a solar-powered computer tablet on Mount Wenchi, Mirab Shewa Zone of the Oromia Region of Ethiopia. (Courtesy of Tim Freccia/Xprize)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A rural tribe is living peacefully in the Kalahari desert, free of contact with the modern world. One day, a Coke bottle drops from the sky, falling from a passing airplane.\u003c/p>\n\u003cp>The villagers find many uses for this unfamiliar new technology: a fire starter, a musical instrument, a stamp for printing on cloth. But because of its very uniqueness, they start to fight over it, and one of the villagers decides that to preserve harmony, it's best to return this \"gift\" to the gods.\u003c/p>\n\u003cp>\u003cem>The Gods Must Be Crazy,\u003c/em> a South African comedy, was a global smash hit in the early 1980s. It's only in the past decade, though, that its plot — or at least, the setup — has been adapted as a playbook for transforming education.\u003c/p>\n\u003cp>The idea: Some previously unknown technology could, all by itself, catalyze a revolution in children's learning, especially in the developing world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We don't know if this is going to work, but if it does, it's transformative, and why not try?'\u003c/aside>\n\u003cp>The latest incarnation of this idea was announced this week. The $15 million \u003ca href=\"http://www.xprize.org/grand-challenges/learning\">Global Learning XPRIZE\u003c/a> is being billed as the largest-ever technology competition in the private sector, to \"revolutionize global education.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>XPRIZE is a nonprofit organization led by tech entrepreneur Peter Diamandis. Previous XPRIZE contests produced the world's first private space flight, a new method for \u003ca href=\"http://www.npr.org/2011/10/19/141481055/revolutionary-oil-skimmer-nets-1-million-x-prize\">cleaning up oil spills in the ocean\u003c/a>, and a \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=128652416\">hyperefficient 100- mile-per-gallon car\u003c/a>.\u003c/p>\n\u003cp>The winning team of the Global Learning XPRIZE, organizers say, will \"develop a free, open-source and scalable software solution in 18 months that can enable children to teach themselves basic reading, writing and arithmetic.\" The software, says the challenge's director, Matt Keller, will be designed to be deployed on very low cost Android tablet computers.\u003c/p>\n\u003cp>\u003cstrong>THE READING PROJECT\u003c/strong>\u003c/p>\n\u003cp>Keller explains that the idea emerged from his previous work with the One Laptop Per Child project. Announced in 2005 by Nicholas Negroponte of the MIT Media Lab, One Laptop Per Child has distributed \u003ca href=\"http://one.laptop.org/map\">over 2.4 million\u003c/a> of its specially designed \"XO\" laptops and tablets around the world.\u003c/p>\n\u003cp>While the majority of these have gone to school systems, Negroponte and Keller ran a side experiment called \u003ca href=\"http://blog.laptop.org/tag/reading-project/\">The Reading Project\u003c/a>, where solar-powered computers with literacy apps were distributed directly to children in remote areas of Ethiopia. The children were given no instruction in how to use them.\u003c/p>\n\u003cp>The initial experimental sites chosen were villages with no schools, no libraries, no printed material, even without road signs. \"We tested the supposition that kids could teach each other how to read,\" Keller says. \"The theory was, if you had the right kind of application and design for self-learning, you could conceivably see a breakthrough.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"fbFTVuOpGhhpXENuINp2UfsA0v6KhZ1X\"]\u003c/p>\n\u003cp>Maryanne Wolf, a professor of child development at Tufts University, has been researching the outcomes of the project, now called the \u003ca href=\"globallit.org\">Global Literacy Project\u003c/a>, with sites in Uganda and the rural American South. She says that while the children haven't learned to read, they have learned the English alphabet from the tablets alone. \"Our data serves as a kind of germinating first round of evidence that this approach can really help many children,\" she says.\u003c/p>\n\u003cp>The Global Learning XPRIZE grows from this seed. According to the press release for the XPRIZE, it aims to prove \"that through technology a child can learn \u003cem>autonomously.\u003c/em>\"\u003c/p>\n\u003cp>Keller says this is important because an estimated 250 million children around the world lack basic literacy, and 58 million are not in school. Schools are overcrowded and teachers are undertrained.\u003c/p>\n\u003cp>\"I did a lot of work in Afghanistan,\" he says. \"Teachers there are often just one grade more educated than the kids, and sometimes they're not literate at all.\"\u003c/p>\n\u003cp>But why not just spend the money to train teachers or build schools?\u003c/p>\n\u003cp>\"Even just to get the kids that are out of school into school, you need to train 3 million more teachers and build 1.1 million more schools, which is going to take a really long time,\" Keller says. \"You can say you're looking at a model that has arguably failed many, many, many kids. We're not in the business of looking back.\"\u003c/p>\n\u003cp>He says the time is ripe to gamble on new approaches.\u003c/p>\n\u003cp>\u003cstrong>NO GIRLS ALLOWED\u003c/strong>\u003c/p>\n\u003cp>Payal Arora is not so sure. A media and communication professor at the Erasmus School of History, Culture and Communication in the Netherlands, she has studied a similar attempt at technologically driven self-learning, the Hole in the Wall project in India.\u003c/p>\n\u003cp>Started by Sugata Mitra, \u003ca href=\"http://www.hole-in-the-wall.com/\">Hole in the Wall \u003c/a>simply places computers with an Internet connection in locations where they will be accessible by children. Mitra's concept of \"minimally invasive education\" won the 2013 TED Prize, given to a \"visionary leader\" with a \"high-impact wish for the world.\"\u003c/p>\n\u003cp>Most of the \u003ca href=\"http://www.hole-in-the-wall.com/Findings.html\">positive research\u003c/a> on Hole in the Wall comes from Mitra himself and his collaborators. There are reports of children acquiring basic computer literacy and researching topics like genetics.\u003c/p>\n\u003cp>Arora visited \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01078.x/abstract\">a few such sites\u003c/a> in the Himalayas and found very different results. \"The two most popular things are porn and video games,\" she says. \"The boys download them and take over. It becomes a male domain, and daughters don't want to go there.\"\u003c/p>\n\u003cp>Mitra has \u003ca href=\"http://donaldclarkplanb.blogspot.co.uk/2013/03/sugata-mitra-slum-chic-7-reasons-for.html\">responded publicly\u003c/a> to Arora's claims, calling them \"armchair debate.\"\u003c/p>\n\u003cp>Arora says the Global X Prize, like Hole in the Wall and One Laptop Per Child, represent not an evidence-based approach but an ideology: the belief that \"Human resources are so deeply flawed that investments in technological resources will be much more effective.\"\u003c/p>\n\u003cp>But in reality, she argues, \"learning is never 100 percent self-directed. Of course we want children to be agents of their own learning, but no one in their right mind would say let's get rid of human input, from parents, schools, or communities.\"\u003c/p>\n\u003cp>Arora says that before we continue to sway resources toward a quick technological fix, she'd like to see \"substantive evidence that self-directed learning autonomous from human mediators can be a stand-alone tool.\"\u003c/p>\n\u003cp>Keller says his prize, if it works as designed, will generate exactly that evidence.\u003c/p>\n\u003cp>Unlike previous XPRIZE challenges, the final phase will be a controlled trial. Applications developed by the five finalist teams will be distributed to a few thousand children in West Africa, and the program deemed most effective at raising the kids' basic literacy and math scores from a baseline will be called the winner.\u003c/p>\n\u003cp>\"We don't know if this is going to work,\" he says. \"But if it does, it's transformative, and why not try?\" \u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+%2415+Million+Space+Race+For+Education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c/p>\n\n","blocks":[],"excerpt":"A non-profit is offering a $15 million dollar prize to the private technology company that can develop a free, open-source scaleable software that children around the world can use to teach themselves reading and math.","status":"publish","parent":0,"modified":1411502763,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1156},"headData":{"title":"With the Right Technology, Can Children Teach Themselves? | KQED","description":"A non-profit is offering a $15 million dollar prize to the private technology company that can develop a free, open-source scaleable software that children around the world can use to teach themselves reading and math.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"With the Right Technology, Can Children Teach Themselves?","datePublished":"2014-09-23T20:06:03.000Z","dateModified":"2014-09-23T20:06:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37861 http://blogs.kqed.org/mindshift/?p=37861","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/23/with-the-right-technology-can-children-teach-themselves/","disqusTitle":"With the Right Technology, Can Children Teach Themselves?","nprByline":"Anya Kamenetz","nprStoryId":"350618907","nprApiLink":"http://api.npr.org/query?id=350618907&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2014/09/23/350618907/a-15-million-space-race-for-education?ft=3&f=350618907","nprRetrievedStory":"1","nprPubDate":"Tue, 23 Sep 2014 15:16:00 -0400","nprStoryDate":"Tue, 23 Sep 2014 10:02:00 -0400","nprLastModifiedDate":"Tue, 23 Sep 2014 15:16:51 -0400","path":"/mindshift/37861/with-the-right-technology-can-children-teach-themselves","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37867\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/xprize-big.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/xprize-big-640x360.jpg\" alt=\"A boy plays with a solar-powered computer tablet on Mount Wenchi, Mirab Shewa Zone of the Oromia Region of Ethiopia. (Courtesy of Tim Freccia/Xprize)\" width=\"640\" height=\"360\" class=\"size-large wp-image-37867\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A boy plays with a solar-powered computer tablet on Mount Wenchi, Mirab Shewa Zone of the Oromia Region of Ethiopia. (Courtesy of Tim Freccia/Xprize)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A rural tribe is living peacefully in the Kalahari desert, free of contact with the modern world. One day, a Coke bottle drops from the sky, falling from a passing airplane.\u003c/p>\n\u003cp>The villagers find many uses for this unfamiliar new technology: a fire starter, a musical instrument, a stamp for printing on cloth. But because of its very uniqueness, they start to fight over it, and one of the villagers decides that to preserve harmony, it's best to return this \"gift\" to the gods.\u003c/p>\n\u003cp>\u003cem>The Gods Must Be Crazy,\u003c/em> a South African comedy, was a global smash hit in the early 1980s. It's only in the past decade, though, that its plot — or at least, the setup — has been adapted as a playbook for transforming education.\u003c/p>\n\u003cp>The idea: Some previously unknown technology could, all by itself, catalyze a revolution in children's learning, especially in the developing world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We don't know if this is going to work, but if it does, it's transformative, and why not try?'\u003c/aside>\n\u003cp>The latest incarnation of this idea was announced this week. The $15 million \u003ca href=\"http://www.xprize.org/grand-challenges/learning\">Global Learning XPRIZE\u003c/a> is being billed as the largest-ever technology competition in the private sector, to \"revolutionize global education.\"\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>XPRIZE is a nonprofit organization led by tech entrepreneur Peter Diamandis. Previous XPRIZE contests produced the world's first private space flight, a new method for \u003ca href=\"http://www.npr.org/2011/10/19/141481055/revolutionary-oil-skimmer-nets-1-million-x-prize\">cleaning up oil spills in the ocean\u003c/a>, and a \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=128652416\">hyperefficient 100- mile-per-gallon car\u003c/a>.\u003c/p>\n\u003cp>The winning team of the Global Learning XPRIZE, organizers say, will \"develop a free, open-source and scalable software solution in 18 months that can enable children to teach themselves basic reading, writing and arithmetic.\" The software, says the challenge's director, Matt Keller, will be designed to be deployed on very low cost Android tablet computers.\u003c/p>\n\u003cp>\u003cstrong>THE READING PROJECT\u003c/strong>\u003c/p>\n\u003cp>Keller explains that the idea emerged from his previous work with the One Laptop Per Child project. Announced in 2005 by Nicholas Negroponte of the MIT Media Lab, One Laptop Per Child has distributed \u003ca href=\"http://one.laptop.org/map\">over 2.4 million\u003c/a> of its specially designed \"XO\" laptops and tablets around the world.\u003c/p>\n\u003cp>While the majority of these have gone to school systems, Negroponte and Keller ran a side experiment called \u003ca href=\"http://blog.laptop.org/tag/reading-project/\">The Reading Project\u003c/a>, where solar-powered computers with literacy apps were distributed directly to children in remote areas of Ethiopia. The children were given no instruction in how to use them.\u003c/p>\n\u003cp>The initial experimental sites chosen were villages with no schools, no libraries, no printed material, even without road signs. \"We tested the supposition that kids could teach each other how to read,\" Keller says. \"The theory was, if you had the right kind of application and design for self-learning, you could conceivably see a breakthrough.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Maryanne Wolf, a professor of child development at Tufts University, has been researching the outcomes of the project, now called the \u003ca href=\"globallit.org\">Global Literacy Project\u003c/a>, with sites in Uganda and the rural American South. She says that while the children haven't learned to read, they have learned the English alphabet from the tablets alone. \"Our data serves as a kind of germinating first round of evidence that this approach can really help many children,\" she says.\u003c/p>\n\u003cp>The Global Learning XPRIZE grows from this seed. According to the press release for the XPRIZE, it aims to prove \"that through technology a child can learn \u003cem>autonomously.\u003c/em>\"\u003c/p>\n\u003cp>Keller says this is important because an estimated 250 million children around the world lack basic literacy, and 58 million are not in school. Schools are overcrowded and teachers are undertrained.\u003c/p>\n\u003cp>\"I did a lot of work in Afghanistan,\" he says. \"Teachers there are often just one grade more educated than the kids, and sometimes they're not literate at all.\"\u003c/p>\n\u003cp>But why not just spend the money to train teachers or build schools?\u003c/p>\n\u003cp>\"Even just to get the kids that are out of school into school, you need to train 3 million more teachers and build 1.1 million more schools, which is going to take a really long time,\" Keller says. \"You can say you're looking at a model that has arguably failed many, many, many kids. We're not in the business of looking back.\"\u003c/p>\n\u003cp>He says the time is ripe to gamble on new approaches.\u003c/p>\n\u003cp>\u003cstrong>NO GIRLS ALLOWED\u003c/strong>\u003c/p>\n\u003cp>Payal Arora is not so sure. A media and communication professor at the Erasmus School of History, Culture and Communication in the Netherlands, she has studied a similar attempt at technologically driven self-learning, the Hole in the Wall project in India.\u003c/p>\n\u003cp>Started by Sugata Mitra, \u003ca href=\"http://www.hole-in-the-wall.com/\">Hole in the Wall \u003c/a>simply places computers with an Internet connection in locations where they will be accessible by children. Mitra's concept of \"minimally invasive education\" won the 2013 TED Prize, given to a \"visionary leader\" with a \"high-impact wish for the world.\"\u003c/p>\n\u003cp>Most of the \u003ca href=\"http://www.hole-in-the-wall.com/Findings.html\">positive research\u003c/a> on Hole in the Wall comes from Mitra himself and his collaborators. There are reports of children acquiring basic computer literacy and researching topics like genetics.\u003c/p>\n\u003cp>Arora visited \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01078.x/abstract\">a few such sites\u003c/a> in the Himalayas and found very different results. \"The two most popular things are porn and video games,\" she says. \"The boys download them and take over. It becomes a male domain, and daughters don't want to go there.\"\u003c/p>\n\u003cp>Mitra has \u003ca href=\"http://donaldclarkplanb.blogspot.co.uk/2013/03/sugata-mitra-slum-chic-7-reasons-for.html\">responded publicly\u003c/a> to Arora's claims, calling them \"armchair debate.\"\u003c/p>\n\u003cp>Arora says the Global X Prize, like Hole in the Wall and One Laptop Per Child, represent not an evidence-based approach but an ideology: the belief that \"Human resources are so deeply flawed that investments in technological resources will be much more effective.\"\u003c/p>\n\u003cp>But in reality, she argues, \"learning is never 100 percent self-directed. Of course we want children to be agents of their own learning, but no one in their right mind would say let's get rid of human input, from parents, schools, or communities.\"\u003c/p>\n\u003cp>Arora says that before we continue to sway resources toward a quick technological fix, she'd like to see \"substantive evidence that self-directed learning autonomous from human mediators can be a stand-alone tool.\"\u003c/p>\n\u003cp>Keller says his prize, if it works as designed, will generate exactly that evidence.\u003c/p>\n\u003cp>Unlike previous XPRIZE challenges, the final phase will be a controlled trial. Applications developed by the five finalist teams will be distributed to a few thousand children in West Africa, and the program deemed most effective at raising the kids' basic literacy and math scores from a baseline will be called the winner.\u003c/p>\n\u003cp>\"We don't know if this is going to work,\" he says. \"But if it does, it's transformative, and why not try?\" \u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+%2415+Million+Space+Race+For+Education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37861/with-the-right-technology-can-children-teach-themselves","authors":["byline_mindshift_37861"],"categories":["mindshift_192"],"tags":["mindshift_20678","mindshift_1040","mindshift_85","mindshift_20742"],"featImg":"mindshift_37867","label":"mindshift"},"mindshift_32127":{"type":"posts","id":"mindshift_32127","meta":{"index":"posts_1591205157","site":"mindshift","id":"32127","score":null,"sort":[1382018435000]},"guestAuthors":[],"slug":"what-can-we-learn-from-the-global-effort-around-mobile-learning","title":"What Can We Learn From the Global Effort Around Mobile Learning?","publishDate":1382018435,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_32164\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/51868421@N04/8679795523/sizes/l/\">\u003cimg class=\"size-full wp-image-32164\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/feature-phone300.jpg\" alt=\"feature-phone300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Closing the achievement gap and giving all students access to a world of learning online remains one of the strongest allures of education technology. In the U.S., that conversation is often centered on the newest shiny device, slickest software or free app, but internationally mobile technology is revolutionizing learning too, often without fancy gadgets. Recognizing the creative learning strategies being implemented in developing countries could help expand thinking in the U.S and inform the ongoing discussion about how to use technology to deepen learning.\u003c/p>\n\u003cp>“In developing countries, mobile has leap-frogged fixed-line connectivity,” said \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/panellists/steve-vosloo/\">Steve Vosloo\u003c/a>, a program specialist, in mobile learning at the United Nations Educational, Scientific and Cultural Organization (UNESCO). “People who were never connected before have access.”\u003c/p>\n\u003cp>Africa is the fastest growing mobile market and the second largest after Asia. Vosloo says there are more mobile phone subscriptions than people in Africa, meaning some people have more than one. Many people in developing countries have only accessed the internet through a mobile phone and mobile connectivity far surpasses desktop connections.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/what-will-it-take-to-bring-mobile-ed-work-to-the-developing-world/\">What Will it Take to Bring Mobile Ed to the Developing World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Given the rapid growth and existing infrastructure for mobile connections it makes sense to pursue strategies that leverage mobile devices for learning. Most people in developing countries have what are called “feature phones”; they're less sophisticated and powerful than smartphones and have fewer features. But they do have numeric keypads, and can access the internet on a tiny screen. Researchers believe that even this small amount of access offers huge possibilities, although equity is still an issue for those who don’t have the money to consistently buy phone credits.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Mobile learning can help reach marginalized populations,” Vosloo said, giving as an example a library in Ghana that has no books on its shelves, but now has an e-reader, giving the students of that village access to hundreds of books that could never be physically sent to the library. That e-reader has opened the world to curious learners.\u003c/p>\n\u003cp>\u003cstrong>MOBILE LEARNING PROJECTS\u003c/strong>\u003c/p>\n\u003cp>In Nigeria, UNESCO is \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/teacher-support-and-development/teacher-development-with-mobile-technologies-projects-in-mexico-nigeria-pakistan-and-senegal/project-in-nigeria/\">piloting a program with English teachers\u003c/a>. Program leaders send messages daily with examples of how to teach English language to teachers throughout the country. The messages are formatted specifically for viewing on inexpensive devices common in Nigeria and are modular lessons. UNESCO has received feedback from participating teachers that the support is changing their teaching style and helping them to improve. It also allows teachers to share their learning with one another, previously very difficult to do between remote rural villages. An agreement with the mobile provider keeps costs for users low.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/library-for-all-free-digital-content-for-developing-countries/\">Library For All: Free Digital Content For Developing Countries\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>UNESCO is also studying how the \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/speakers/elizabeth-hensick-wood/\">World Reader app\u003c/a> has changed reading habits in the developing world, especially in places where many are illiterate. The organization interviewed 4,000 users and found that, in general, users are accessing and reading longer form content on their mobile devices. Detailed results of that study will be released in February.\u003c/p>\n\u003cp>“Many parents and teachers still think mobile learning and technology is not part of education,” said Vosloo. “[They think] they are more for distracting or disrupting, anything but learning.” UNESCO is working hard to change that perception and to help education departments to see mobile learning as an opportunity, not a threat. They advocate for clear policies set at the state or national level to guide mobile teaching practices. They’ve even written some \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/policy-research-and-advocacy/m-learning-policy-guidelines-project/\">guidelines\u003c/a> to help governments set policy.\u003c/p>\n\u003cp>“It also sends out a clear message from leadership that, ‘we’ve considered mobile learning, we want to engage with it and these are the conditions in which it can happen,’” Vosloo said. The uncertain policy moment plaguing most of the world does not exclude the U.S. Districts are bringing tablets into the classroom or allowing student to bring their own devices, but haven’t always set clear policies. Some schools, recognizing the ubiquity of mobile devices, are taking their acceptable use policies and shifting them to become “responsible use” policies, trying to teach students how to use their technology respectfully.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/library-for-all-free-digital-content-for-developing-countries/\">How to Help Mobile Education Go Global\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Vosloo says even phones that only have texting (SMS) and calling functions can be useful for learning. “The main thing to remember is not that we’re going to deliver a whole textbook or learning experience by SMS,” he said. “The idea is what does SMS do well?” UNESCO has used texts to send reminders, for school administration purposes or to send small bits of content to students.\u003c/p>\n\u003cp>In one project focused on literacy for young women in Pakistan, students would travel to a central location for lessons in Urdu, then return to their remote villages for several weeks. The only way to reach them quickly was through text messages. “The biggest problem for new literates is forgetting what they’ve learned unless that knowledge is reinforced,” Vosloo said. Teachers texted reminders to the girls about reading and discussion assignments. “It played a very important role in that teaching and learning experiment,” Vosloo said.\u003c/p>\n\u003cp>Another program called \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/speakers/richard-lace-and-robina-shaheen/\">BBC Janala in Bangladesh \u003c/a>taught English to adults with audio. Students would call a number, listen to a three minute audio lesson and leave a message. The program used voice recognition software and texting for assessment. Again, a deal with the telecommunications provider kept the calls low cost.\u003c/p>\n\u003cp>Mobile technology is opening up creative ways for people around the world to learn from one another and the internet. In the U.S., school districts sometimes focus on glitzy devices and worry about giving students too much free access to the internet through their own devices. But perhaps there is a lesson from UNESCO’s global education work in recognizing the potential for reaching truly marginalized populations with fairly simple technology.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The UNESCO programs recognize the limitations of the devices their users own and cater their programs to those devices. They work around limitations and come up with creative ideas, rather than expecting every student to have the best phone.\u003c/p>\n\n","blocks":[],"excerpt":"Mobile technology is changing learning internationally, often without fancy gadgets. Recognizing the creative learning strategies being implemented in developing countries could help expand thinking in the U.S and inform ongoing discussions about how to best use technology to deepen learning.","status":"publish","parent":0,"modified":1381969806,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1054},"headData":{"title":"What Can We Learn From the Global Effort Around Mobile Learning? | KQED","description":"Mobile technology is changing learning internationally, often without fancy gadgets. Recognizing the creative learning strategies being implemented in developing countries could help expand thinking in the U.S and inform ongoing discussions about how to best use technology to deepen learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Can We Learn From the Global Effort Around Mobile Learning?","datePublished":"2013-10-17T14:00:35.000Z","dateModified":"2013-10-17T00:30:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32127 http://blogs.kqed.org/mindshift/?p=32127","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/17/what-can-we-learn-from-the-global-effort-around-mobile-learning/","disqusTitle":"What Can We Learn From the Global Effort Around Mobile Learning?","path":"/mindshift/32127/what-can-we-learn-from-the-global-effort-around-mobile-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32164\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/51868421@N04/8679795523/sizes/l/\">\u003cimg class=\"size-full wp-image-32164\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/feature-phone300.jpg\" alt=\"feature-phone300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Closing the achievement gap and giving all students access to a world of learning online remains one of the strongest allures of education technology. In the U.S., that conversation is often centered on the newest shiny device, slickest software or free app, but internationally mobile technology is revolutionizing learning too, often without fancy gadgets. Recognizing the creative learning strategies being implemented in developing countries could help expand thinking in the U.S and inform the ongoing discussion about how to use technology to deepen learning.\u003c/p>\n\u003cp>“In developing countries, mobile has leap-frogged fixed-line connectivity,” said \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/panellists/steve-vosloo/\">Steve Vosloo\u003c/a>, a program specialist, in mobile learning at the United Nations Educational, Scientific and Cultural Organization (UNESCO). “People who were never connected before have access.”\u003c/p>\n\u003cp>Africa is the fastest growing mobile market and the second largest after Asia. Vosloo says there are more mobile phone subscriptions than people in Africa, meaning some people have more than one. Many people in developing countries have only accessed the internet through a mobile phone and mobile connectivity far surpasses desktop connections.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/what-will-it-take-to-bring-mobile-ed-work-to-the-developing-world/\">What Will it Take to Bring Mobile Ed to the Developing World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Given the rapid growth and existing infrastructure for mobile connections it makes sense to pursue strategies that leverage mobile devices for learning. Most people in developing countries have what are called “feature phones”; they're less sophisticated and powerful than smartphones and have fewer features. But they do have numeric keypads, and can access the internet on a tiny screen. Researchers believe that even this small amount of access offers huge possibilities, although equity is still an issue for those who don’t have the money to consistently buy phone credits.\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>“Mobile learning can help reach marginalized populations,” Vosloo said, giving as an example a library in Ghana that has no books on its shelves, but now has an e-reader, giving the students of that village access to hundreds of books that could never be physically sent to the library. That e-reader has opened the world to curious learners.\u003c/p>\n\u003cp>\u003cstrong>MOBILE LEARNING PROJECTS\u003c/strong>\u003c/p>\n\u003cp>In Nigeria, UNESCO is \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/teacher-support-and-development/teacher-development-with-mobile-technologies-projects-in-mexico-nigeria-pakistan-and-senegal/project-in-nigeria/\">piloting a program with English teachers\u003c/a>. Program leaders send messages daily with examples of how to teach English language to teachers throughout the country. The messages are formatted specifically for viewing on inexpensive devices common in Nigeria and are modular lessons. UNESCO has received feedback from participating teachers that the support is changing their teaching style and helping them to improve. It also allows teachers to share their learning with one another, previously very difficult to do between remote rural villages. An agreement with the mobile provider keeps costs for users low.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/library-for-all-free-digital-content-for-developing-countries/\">Library For All: Free Digital Content For Developing Countries\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>UNESCO is also studying how the \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/speakers/elizabeth-hensick-wood/\">World Reader app\u003c/a> has changed reading habits in the developing world, especially in places where many are illiterate. The organization interviewed 4,000 users and found that, in general, users are accessing and reading longer form content on their mobile devices. Detailed results of that study will be released in February.\u003c/p>\n\u003cp>“Many parents and teachers still think mobile learning and technology is not part of education,” said Vosloo. “[They think] they are more for distracting or disrupting, anything but learning.” UNESCO is working hard to change that perception and to help education departments to see mobile learning as an opportunity, not a threat. They advocate for clear policies set at the state or national level to guide mobile teaching practices. They’ve even written some \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/policy-research-and-advocacy/m-learning-policy-guidelines-project/\">guidelines\u003c/a> to help governments set policy.\u003c/p>\n\u003cp>“It also sends out a clear message from leadership that, ‘we’ve considered mobile learning, we want to engage with it and these are the conditions in which it can happen,’” Vosloo said. The uncertain policy moment plaguing most of the world does not exclude the U.S. Districts are bringing tablets into the classroom or allowing student to bring their own devices, but haven’t always set clear policies. Some schools, recognizing the ubiquity of mobile devices, are taking their acceptable use policies and shifting them to become “responsible use” policies, trying to teach students how to use their technology respectfully.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/library-for-all-free-digital-content-for-developing-countries/\">How to Help Mobile Education Go Global\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Vosloo says even phones that only have texting (SMS) and calling functions can be useful for learning. “The main thing to remember is not that we’re going to deliver a whole textbook or learning experience by SMS,” he said. “The idea is what does SMS do well?” UNESCO has used texts to send reminders, for school administration purposes or to send small bits of content to students.\u003c/p>\n\u003cp>In one project focused on literacy for young women in Pakistan, students would travel to a central location for lessons in Urdu, then return to their remote villages for several weeks. The only way to reach them quickly was through text messages. “The biggest problem for new literates is forgetting what they’ve learned unless that knowledge is reinforced,” Vosloo said. Teachers texted reminders to the girls about reading and discussion assignments. “It played a very important role in that teaching and learning experiment,” Vosloo said.\u003c/p>\n\u003cp>Another program called \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/speakers/richard-lace-and-robina-shaheen/\">BBC Janala in Bangladesh \u003c/a>taught English to adults with audio. Students would call a number, listen to a three minute audio lesson and leave a message. The program used voice recognition software and texting for assessment. Again, a deal with the telecommunications provider kept the calls low cost.\u003c/p>\n\u003cp>Mobile technology is opening up creative ways for people around the world to learn from one another and the internet. In the U.S., school districts sometimes focus on glitzy devices and worry about giving students too much free access to the internet through their own devices. But perhaps there is a lesson from UNESCO’s global education work in recognizing the potential for reaching truly marginalized populations with fairly simple technology.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The UNESCO programs recognize the limitations of the devices their users own and cater their programs to those devices. They work around limitations and come up with creative ideas, rather than expecting every student to have the best phone.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32127/what-can-we-learn-from-the-global-effort-around-mobile-learning","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_179","mindshift_1040","mindshift_85","mindshift_187","mindshift_902"],"featImg":"mindshift_32165","label":"mindshift"},"mindshift_28264":{"type":"posts","id":"mindshift_28264","meta":{"index":"posts_1591205157","site":"mindshift","id":"28264","score":null,"sort":[1366388919000]},"guestAuthors":[],"slug":"in-an-era-of-global-competition-what-exactly-are-we-testing-for","title":"In an Era of Global Competition, What Exactly Are We Testing For?","publishDate":1366388919,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_28268\" class=\"module image center mceTemp\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/rzganoza/4186516481/\">\u003cimg class=\"size-large wp-image-28268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/test-taking-620x348.jpg\" alt=\"test-taking\" width=\"620\" height=\"348\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Renato Ganoza/Flickr\u003c/p>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">In this era of global competition, test scores are used as the primary benchmark to call out which countries will produce \"successful\" students. Knowing that American students are competing against a global pool of the best and brightest has led education leaders to focus more on how they score on international tests compared to students from other countries.\u003c/p>\n\u003cp>But high test scores don't provide a complete picture of students' success, according to \u003ca href=\"http://zhaolearning.com/\">Yong Zhao\u003c/a>, world-renown author, scholar, and professor of education at University of Oregon.\u003c/p>\n\u003cp>“Countries that score highly, have students with lower confidence,” Zhao said in his keynote address to educators gathered online for the \u003ca href=\"http://admin20.org/page/summit\">2013 Leadership Summit\u003c/a>.\u003c/p>\n\u003cp>That seems counter-intuitive, and Zhao isn’t claiming a causal connection -- he questions whether focusing on test scores might inadvertently lower confidence. Zhao has analyzed data from the \u003ca href=\"http://nces.ed.gov/Timss/\">Trends in International Mathematics and Science Study\u003c/a> (TIMSS) and discovered a negative correlation between high math scores and confidence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Countries that score highly, have students with lower confidence.”\u003c/strong>\u003c/aside>\n\u003cp>Similarly, in his analysis of the \u003ca href=\"http://www.oecd.org/pisa/\">Program for International Student Assessment\u003c/a> (PISA), a test that analyzes how countries score in reading, math and science, Zhao found a negative correlation between attitude and attainment. In other words, the countries with lower scores had students who reported higher interest in the subjects. Zhao analyzed media stories from high scoring countries like Korea and Japan, where students don’t show enough confidence or enthusiasm for subjects in which they excel.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He found the same results when he looked at students’ belief in their entrepreneurial capacity, their ability to start businesses or be self-starters. “Everybody is trying to perfect this system and make \u003c!--more-->a good bet about the knowledge and skills that our children might need,” he said. “All of this says that the measures we use to measure education outcomes, to view them as the best education systems in terms of test scores, do not result in the same kinds of things we might value otherwise -- entrepreneurial capabilities, confidence, enjoyment.”\u003c/p>\n\u003cp>\u003cstrong>TESTING FOR THE WRONG QUALITIES\u003c/strong>\u003c/p>\n\u003cp>Zhao's findings have led him to question the value of the tests altogether. If the stated goal is to get kids ready for careers, and careers demand confidence, creativity, and an entrepreneurial attitude, then why focus on test scores that seem to produce the opposite effect?\u003c/p>\n\u003cp>“A lot of times teachers have been asked to improve our schools, to make our schools more effective, but the question I’m raising is, effective at what?” Zhao said. “Some reading programs could improve your students' reading scores, but cause your students to hate education.” He’s concerned that national initiatives like the Common Core State Standards could have unintended consequences.\u003c/p>\n\u003cp>In Zhao’s view, most education systems start out by defining the outcomes. They make a bet about which skills will be important and promise that if students master those skills, they will succeed. Zhao sees this as a flawed approach because it forces everyone into a homogenous group, a bit like making sausage out of all different kinds of meat. Defining outcomes allows systems to measure results, but it stamps out individuality.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“The new education needs to start with the child. Not with the prescribed content.”\u003c/strong>\u003c/aside>\n\u003cp>Countries that score well on international exams, like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/\">Korea\u003c/a>, have clearly defined outcomes, narrow curricula, and dictatorial systems with clear ranking and sorting systems. Students know exactly how they stack up in that system.\u003c/p>\n\u003cp>“Everybody is reminded everyday that they have to master the skills,” Zhao said. “But in the process you have people who are either kicked out of the system or put down into a different school and they will lose confidence.” By valuing what’s prescribed and assessed, the system creates a uniform group with little confidence in the individual’s unique contributions.\u003c/p>\n\u003cp>Zhao pointed to the tremendous amount of local control in the U.S. educational system as both its savior and a contributing factor to its lower test scores. It allows for different types of schools and for students to demonstrate that they can be good at different things. There are arts schools, engineering schools and schools focused on bi-lingual education. That kind of choice allows students the chance to find what they are good at. The U.S. system also gives learners many second chances to keep learning and find their strengths.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/some-ask-whats-the-value-of-common-core-state-standards/\">Some Ask: What's the Value of Common Core State Standards?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The new education needs to start with the child. Not with the prescribed content,” Zhao said. “We start with individual differences; we start with their cultural strengths.” Beginning with the individual and building upwards from there allows each person to become uniquely great at something. And when students are passionate about anything, they can then be creative and entrepreneurial. For Zhao, the new model has to be about creating a new middle class based on creativity.\u003c/p>\n\u003cp>To do that, he suggests giving students more autonomy over their learning and emphasizing the importance of making authentic products that solve problems. He also emphasizes a global learning community that can collaborate to fill the gaps that each country, school or teacher experiences.\u003c/p>\n\u003cp>\u003cstrong>ZHAO'S INITIATIVES\u003c/strong>\u003c/p>\n\u003cp>Zhao is actively trying to create the learning experiences he has written and lectured about. He’s started an online education community called \u003ca href=\"https://www.obaworld.net/welcome/\">ObaWorld\u003c/a>, which costs $1 per student per year and is a closed, private site. It’s a cloud-based learning platform, like \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, and includes similar features like the ability to make and evaluate portfolios. But Zhao is most excited that he’s recruiting students and teachers from all over the world to participate. So a teacher can create a tool or course and put it on ObaWorld to help an educator on the other side of the country.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>His other big push is to create more entrepreneurial school leaders through the \u003ca href=\"https://education.uoregon.edu/educational-leadership-ma-ms-med/admissions\">Global Education Leadership Master’s program\u003c/a>, which is based online and accredited through University of Oregon. Students will have to create a product that will improve education and will be encouraged to think about schools as entrepreneurial global enterprises.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1366391791,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1059},"headData":{"title":"In an Era of Global Competition, What Exactly Are We Testing For? | KQED","description":"Renato Ganoza/Flickr In this era of global competition, test scores are used as the primary benchmark to call out which countries will produce "successful" students. Knowing that American students are competing against a global pool of the best and brightest has led education leaders to focus more on how they score on international tests","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"In an Era of Global Competition, What Exactly Are We Testing For?","datePublished":"2013-04-19T16:28:39.000Z","dateModified":"2013-04-19T17:16:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"28264 http://blogs.kqed.org/mindshift/?p=28264","disqusUrl":"https://ww2.kqed.org/mindshift/2013/04/19/in-an-era-of-global-competition-what-exactly-are-we-testing-for/","disqusTitle":"In an Era of Global Competition, What Exactly Are We Testing For?","path":"/mindshift/28264/in-an-era-of-global-competition-what-exactly-are-we-testing-for","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_28268\" class=\"module image center mceTemp\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/rzganoza/4186516481/\">\u003cimg class=\"size-large wp-image-28268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/test-taking-620x348.jpg\" alt=\"test-taking\" width=\"620\" height=\"348\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Renato Ganoza/Flickr\u003c/p>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">In this era of global competition, test scores are used as the primary benchmark to call out which countries will produce \"successful\" students. Knowing that American students are competing against a global pool of the best and brightest has led education leaders to focus more on how they score on international tests compared to students from other countries.\u003c/p>\n\u003cp>But high test scores don't provide a complete picture of students' success, according to \u003ca href=\"http://zhaolearning.com/\">Yong Zhao\u003c/a>, world-renown author, scholar, and professor of education at University of Oregon.\u003c/p>\n\u003cp>“Countries that score highly, have students with lower confidence,” Zhao said in his keynote address to educators gathered online for the \u003ca href=\"http://admin20.org/page/summit\">2013 Leadership Summit\u003c/a>.\u003c/p>\n\u003cp>That seems counter-intuitive, and Zhao isn’t claiming a causal connection -- he questions whether focusing on test scores might inadvertently lower confidence. Zhao has analyzed data from the \u003ca href=\"http://nces.ed.gov/Timss/\">Trends in International Mathematics and Science Study\u003c/a> (TIMSS) and discovered a negative correlation between high math scores and confidence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Countries that score highly, have students with lower confidence.”\u003c/strong>\u003c/aside>\n\u003cp>Similarly, in his analysis of the \u003ca href=\"http://www.oecd.org/pisa/\">Program for International Student Assessment\u003c/a> (PISA), a test that analyzes how countries score in reading, math and science, Zhao found a negative correlation between attitude and attainment. In other words, the countries with lower scores had students who reported higher interest in the subjects. Zhao analyzed media stories from high scoring countries like Korea and Japan, where students don’t show enough confidence or enthusiasm for subjects in which they excel.\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>He found the same results when he looked at students’ belief in their entrepreneurial capacity, their ability to start businesses or be self-starters. “Everybody is trying to perfect this system and make \u003c!--more-->a good bet about the knowledge and skills that our children might need,” he said. “All of this says that the measures we use to measure education outcomes, to view them as the best education systems in terms of test scores, do not result in the same kinds of things we might value otherwise -- entrepreneurial capabilities, confidence, enjoyment.”\u003c/p>\n\u003cp>\u003cstrong>TESTING FOR THE WRONG QUALITIES\u003c/strong>\u003c/p>\n\u003cp>Zhao's findings have led him to question the value of the tests altogether. If the stated goal is to get kids ready for careers, and careers demand confidence, creativity, and an entrepreneurial attitude, then why focus on test scores that seem to produce the opposite effect?\u003c/p>\n\u003cp>“A lot of times teachers have been asked to improve our schools, to make our schools more effective, but the question I’m raising is, effective at what?” Zhao said. “Some reading programs could improve your students' reading scores, but cause your students to hate education.” He’s concerned that national initiatives like the Common Core State Standards could have unintended consequences.\u003c/p>\n\u003cp>In Zhao’s view, most education systems start out by defining the outcomes. They make a bet about which skills will be important and promise that if students master those skills, they will succeed. Zhao sees this as a flawed approach because it forces everyone into a homogenous group, a bit like making sausage out of all different kinds of meat. Defining outcomes allows systems to measure results, but it stamps out individuality.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“The new education needs to start with the child. Not with the prescribed content.”\u003c/strong>\u003c/aside>\n\u003cp>Countries that score well on international exams, like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/\">Korea\u003c/a>, have clearly defined outcomes, narrow curricula, and dictatorial systems with clear ranking and sorting systems. Students know exactly how they stack up in that system.\u003c/p>\n\u003cp>“Everybody is reminded everyday that they have to master the skills,” Zhao said. “But in the process you have people who are either kicked out of the system or put down into a different school and they will lose confidence.” By valuing what’s prescribed and assessed, the system creates a uniform group with little confidence in the individual’s unique contributions.\u003c/p>\n\u003cp>Zhao pointed to the tremendous amount of local control in the U.S. educational system as both its savior and a contributing factor to its lower test scores. It allows for different types of schools and for students to demonstrate that they can be good at different things. There are arts schools, engineering schools and schools focused on bi-lingual education. That kind of choice allows students the chance to find what they are good at. The U.S. system also gives learners many second chances to keep learning and find their strengths.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/some-ask-whats-the-value-of-common-core-state-standards/\">Some Ask: What's the Value of Common Core State Standards?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The new education needs to start with the child. Not with the prescribed content,” Zhao said. “We start with individual differences; we start with their cultural strengths.” Beginning with the individual and building upwards from there allows each person to become uniquely great at something. And when students are passionate about anything, they can then be creative and entrepreneurial. For Zhao, the new model has to be about creating a new middle class based on creativity.\u003c/p>\n\u003cp>To do that, he suggests giving students more autonomy over their learning and emphasizing the importance of making authentic products that solve problems. He also emphasizes a global learning community that can collaborate to fill the gaps that each country, school or teacher experiences.\u003c/p>\n\u003cp>\u003cstrong>ZHAO'S INITIATIVES\u003c/strong>\u003c/p>\n\u003cp>Zhao is actively trying to create the learning experiences he has written and lectured about. He’s started an online education community called \u003ca href=\"https://www.obaworld.net/welcome/\">ObaWorld\u003c/a>, which costs $1 per student per year and is a closed, private site. It’s a cloud-based learning platform, like \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, and includes similar features like the ability to make and evaluate portfolios. But Zhao is most excited that he’s recruiting students and teachers from all over the world to participate. So a teacher can create a tool or course and put it on ObaWorld to help an educator on the other side of the country.\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>His other big push is to create more entrepreneurial school leaders through the \u003ca href=\"https://education.uoregon.edu/educational-leadership-ma-ms-med/admissions\">Global Education Leadership Master’s program\u003c/a>, which is based online and accredited through University of Oregon. Students will have to create a product that will improve education and will be encouraged to think about schools as entrepreneurial global enterprises.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28264/in-an-era-of-global-competition-what-exactly-are-we-testing-for","authors":["234"],"categories":["mindshift_192","mindshift_194","mindshift_193"],"tags":["mindshift_108","mindshift_121","mindshift_1004","mindshift_85","mindshift_421","mindshift_1029"],"featImg":"mindshift_28268","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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