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You can follower her on Twitter \u003ca href=\"https://twitter.com/@dfkris\">@dfkris\u003c/a>.\u003c/em>","avatar":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g","twitter":"dfkris","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["author"]}],"headData":{"title":"Deborah Farmer Kris | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/dfkris"},"kdnewhouse":{"type":"authors","id":"11487","meta":{"index":"authors_1591205172","id":"11487","found":true},"name":"Kara Newhouse","firstName":"Kara","lastName":"Newhouse","slug":"kdnewhouse","email":"knewhouse@kqed.org","display_author_email":false,"staff_mastheads":["news"],"title":"MindShift Editor","bio":null,"avatar":"https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"","roles":["editor"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"Kara Newhouse | KQED","description":"MindShift Editor","ogImgSrc":"https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/kdnewhouse"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_55327":{"type":"posts","id":"mindshift_55327","meta":{"index":"posts_1591205157","site":"mindshift","id":"55327","score":null,"sort":[1582265844000]},"guestAuthors":[],"slug":"how-hands-on-projects-can-deepen-math-learning-for-teens","title":"How Hands-On Projects Can Deepen Math Learning for Teens","publishDate":1582265844,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p4\">\u003cspan class=\"s1\">On math worksheets, numbers are usually neat and tidy. In the real world, not so much. Whether it’s polling data, analysis of investment options or calculations for timed traffic lights, real-world math can be messy. “If you give those kinds of numbers in homework you’re a mean teacher,” said teacher Victor Hernández. Fortunately, he doesn’t have to worry about that complaint much. Hernández works at \u003ca href=\"https://scienceleadership.org/\">\u003cspan class=\"s2\">Science Leadership Academy\u003c/span>\u003c/a>, a public magnet school in Philadelphia, where students gather and apply real data to hands-on projects throughout the curriculum. In January, Hernández and two colleagues shared some of the benefits of \u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan class=\"s2\">project-based learning\u003c/span>\u003c/a> with math teachers attending EduCon 2020, SLA’s annual school innovation conference.\u003c/span>\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">In addition to incorporating real data, applied projects can bring meaning to the \u003ca href=\"https://www.kqed.org/mindshift/48014/how-schools-can-help-students-develop-a-greater-sense-of-purpose\">\u003cspan class=\"s2\">purpose\u003c/span>\u003c/a> of math. SLA teacher Jonathan Estey said that authenticity is often lacking for students. If you ask a struggling math student how many quarters make 75 cents, he noted, “they’ll know it, because they have to use money.” Similarly, by \u003ca href=\"https://drive.google.com/file/d/0B1etwTlTzTXCRkIxUFptZ1J0eTg/view\">\u003cspan class=\"s2\">building a catapult\u003c/span>\u003c/a> or \u003ca href=\"https://docs.google.com/document/d/1CDfjV8nglz3KhP-7SG7XLsz1VzdpOkeDtsdBgix-kZ8/edit\">\u003cspan class=\"s2\">telling a story with equations\u003c/span>\u003c/a>, students can see how their calculation and formulas translate to contexts beyond a whiteboard. That authenticity yields stronger engagement, especially when projects allow teenagers to connect to their interests. “Even when students complain about the amount of work, it’s a lot more motivating for them to believe they have something to say at the end of a math project,” said Estey.\u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\"> Along with authentic applications and higher engagement comes deeper understanding of math concepts. Take interquartile range, for example. In a typical textbook problem, the data set is small enough to simply count to find quartiles. In a \u003ca href=\"https://docs.google.com/document/d/1lkNjGjgRkMq33mZrD8ZfQRDJzvMqRmewe-Ez_CYHb_0/edit\">\u003cspan class=\"s2\">polling project\u003c/span>\u003c/a> this year, Estey’s classes collected data from more than 100 SLA students. Thus, when determining interquartile range, students needed to use computation to identify quartiles. That required a more clear understanding of the concept, and it also resulted in greater accuracy, Estey said.\u003c/span>\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">Another benefit, according to Hernández, is that students gain knowledge that would not be part of a traditional unit. He discussed a project in which students, working in pairs, \u003ca href=\"https://drive.google.com/file/d/1ETZG0BkQQNO3vgQckRpz90JNgWmas13-/view\">\u003cspan class=\"s2\">created personal financial plans\u003c/span>\u003c/a> for one another’s post-secondary plans. Their predictions required an understanding of exponential functions, but they also learned, for example, the difference between subsidized and unsubsidized loans. As Hernández and Estey shared these and other \u003ca href=\"https://docs.google.com/spreadsheets/d/1aN7Rlk6Aamqy5JlAuVC19P35lhi-IC3v7yaeM-lgB-o/edit?usp=sharing\">\u003cspan class=\"s2\">examples\u003c/span>\u003c/a> from their classrooms, they offered \u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\">\u003cspan class=\"s2\">tips on project-based learning\u003c/span>\u003c/a> for other math educators.\u003c/span>\u003c/p>\n\u003ch2 class=\"p5\">\u003cspan class=\"s1\">\u003cb>Tips for Project-Based Learning in Math\u003c/b>\u003c/span>\u003c/h2>\n\u003cp>\u003ci>\u003c/i>\u003cspan class=\"s1\">\u003cstrong>1. Know your students. \u003c/strong>\u003c/span>\u003cspan class=\"s1\">A few years ago, Estey developed a project that required students to compare costs and carbon footprints of conventional and alternative energy sources. He said the project would have worked great when he taught in Hood River, Oregon, but he realized it was a bad fit in Philadelphia after spending more time teaching what a wood stove is than teaching math. By contrast, a project that \u003ca href=\"https://docs.google.com/document/d/1RPxYpOu9Wlbay-sd82Dj5pooxSXQkcEzHIuevDKa97I/edit\">\u003cspan class=\"s2\">examines inequality through ratios and proportions\u003c/span>\u003c/a> works well at SLA because students are \u003ca href=\"https://www.kqed.org/mindshift/53955/where-did-all-these-teen-activists-come-from\">\u003cspan class=\"s2\">passionate about social justice\u003c/span>\u003c/a>. “They get to tailor it to whichever cause they care about, and because they’re invested in having this message, they’re invested in getting the math right,” said Estey.\u003c/span>\u003cspan class=\"s3\">\u003cb>\u003ci>\u003cbr>\n\u003c/i>\u003c/b>\u003c/span>\u003ci>\u003c/i>\u003ci>\u003c/i>\u003ci>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003cstrong>2.\u003c/strong> \u003cstrong>Avoid group grades.\u003c/strong> Many adults and kids can recall working on a class project where some people pulled more of the weight than others. Although project-based learning often involves teamwork, the SLA math teachers said they do not assign group grades. \u003c/span>\u003cspan class=\"s3\">\u003cb>\u003cbr>\n\u003c/b>\u003c/span>\u003c/p>\n\u003cp class=\"p6\">\u003cspan class=\"s1\">They grade students on five domains for each project: design, knowledge, application, presentation and process. While the first three domains relate more to the actual math, the final two relate to how well the student \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan class=\"s2\">explained the work\u003c/span>\u003c/a>, how they collaborated with teammates and whether they kept up with the project in and out of class. A student might have strong math skills but wait till the last minute to complete a project, for example. Another might follow all the right steps but commit calculation errors. The first student would receive higher marks in “knowledge,” while the second would earn higher marks in “process.”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003c/i>\u003cspan class=\"s1\">\u003cstrong>3. Prepare students to work outside of class.\u003c/strong> Project-based learning does not mean that students are always doing hands-on activities in class. “If it’s a project that’s extended over two weeks, no way are we suspending instruction for two weeks,” said Estey. An SLA student at the EduCon session explained that in the “nitty gritty part of a project,” a teacher might start class by addressing questions that have been coming up, but mostly they’re working on projects after school or during free periods. Hernández said he uses nightly checkpoints to ensure projects are progressing, and Estey said that with freshmen he works hard to ensure that they seek additional support when needed because they’re accustomed to getting by on in-class work in middle school.\u003ci>\u003cbr>\n\u003c/i>\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003cstrong>4. Keep it simple.\u003c/strong> Hernández and Estey said their biggest challenges with project-based learning have come from making projects too complex. For example, in previous years, Estey’s students chose different topics for the polling project, which meant 30 different surveys were flying around. This year, they all focused on one topic — building issues at the school — and proposed various questions to ask their peers. Estey culled the questions to avoid repetition and ensure they would yield usable data.“Every year I ask myself how I can make this simpler,” he said.\u003c/span>\u003cspan class=\"s3\">\u003cb>\u003ci>\u003cbr>\n\u003c/i>\u003c/b>\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003cspan class=\"s1\">\u003cstrong>5. Don’t be afraid of what’s unfamiliar.\u003c/strong> EduCon participants said that some teachers are afraid to try project-based learning because it’s not the way they were taught. Hernández said that need not be a barrier. His job interview at SLA required him to plan a hands-on student project, so he gave it a go. “I would be bored if I taught the way I was taught,” he said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When students build a catapult or tell a story with equations they can see how their calculation and formulas translate to contexts beyond a whiteboard.","status":"publish","parent":0,"modified":1582311952,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":1040},"headData":{"title":"How Hands-On Projects Can Deepen Math Learning for Teens | KQED","description":"When students build a catapult or tell a story with equations they can see how their calculation and formulas translate to contexts beyond a whiteboard.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Hands-On Projects Can Deepen Math Learning for Teens","datePublished":"2020-02-21T06:17:24.000Z","dateModified":"2020-02-21T19:05:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55327 https://ww2.kqed.org/mindshift/?p=55327","disqusUrl":"https://ww2.kqed.org/mindshift/2020/02/20/how-hands-on-projects-can-deepen-math-learning-for-teens/","disqusTitle":"How Hands-On Projects Can Deepen Math Learning for Teens","path":"/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p4\">\u003cspan class=\"s1\">On math worksheets, numbers are usually neat and tidy. In the real world, not so much. Whether it’s polling data, analysis of investment options or calculations for timed traffic lights, real-world math can be messy. “If you give those kinds of numbers in homework you’re a mean teacher,” said teacher Victor Hernández. Fortunately, he doesn’t have to worry about that complaint much. Hernández works at \u003ca href=\"https://scienceleadership.org/\">\u003cspan class=\"s2\">Science Leadership Academy\u003c/span>\u003c/a>, a public magnet school in Philadelphia, where students gather and apply real data to hands-on projects throughout the curriculum. In January, Hernández and two colleagues shared some of the benefits of \u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan class=\"s2\">project-based learning\u003c/span>\u003c/a> with math teachers attending EduCon 2020, SLA’s annual school innovation conference.\u003c/span>\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">In addition to incorporating real data, applied projects can bring meaning to the \u003ca href=\"https://www.kqed.org/mindshift/48014/how-schools-can-help-students-develop-a-greater-sense-of-purpose\">\u003cspan class=\"s2\">purpose\u003c/span>\u003c/a> of math. SLA teacher Jonathan Estey said that authenticity is often lacking for students. If you ask a struggling math student how many quarters make 75 cents, he noted, “they’ll know it, because they have to use money.” Similarly, by \u003ca href=\"https://drive.google.com/file/d/0B1etwTlTzTXCRkIxUFptZ1J0eTg/view\">\u003cspan class=\"s2\">building a catapult\u003c/span>\u003c/a> or \u003ca href=\"https://docs.google.com/document/d/1CDfjV8nglz3KhP-7SG7XLsz1VzdpOkeDtsdBgix-kZ8/edit\">\u003cspan class=\"s2\">telling a story with equations\u003c/span>\u003c/a>, students can see how their calculation and formulas translate to contexts beyond a whiteboard. That authenticity yields stronger engagement, especially when projects allow teenagers to connect to their interests. “Even when students complain about the amount of work, it’s a lot more motivating for them to believe they have something to say at the end of a math project,” said Estey.\u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\"> Along with authentic applications and higher engagement comes deeper understanding of math concepts. Take interquartile range, for example. In a typical textbook problem, the data set is small enough to simply count to find quartiles. In a \u003ca href=\"https://docs.google.com/document/d/1lkNjGjgRkMq33mZrD8ZfQRDJzvMqRmewe-Ez_CYHb_0/edit\">\u003cspan class=\"s2\">polling project\u003c/span>\u003c/a> this year, Estey’s classes collected data from more than 100 SLA students. Thus, when determining interquartile range, students needed to use computation to identify quartiles. That required a more clear understanding of the concept, and it also resulted in greater accuracy, Estey said.\u003c/span>\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">Another benefit, according to Hernández, is that students gain knowledge that would not be part of a traditional unit. He discussed a project in which students, working in pairs, \u003ca href=\"https://drive.google.com/file/d/1ETZG0BkQQNO3vgQckRpz90JNgWmas13-/view\">\u003cspan class=\"s2\">created personal financial plans\u003c/span>\u003c/a> for one another’s post-secondary plans. Their predictions required an understanding of exponential functions, but they also learned, for example, the difference between subsidized and unsubsidized loans. As Hernández and Estey shared these and other \u003ca href=\"https://docs.google.com/spreadsheets/d/1aN7Rlk6Aamqy5JlAuVC19P35lhi-IC3v7yaeM-lgB-o/edit?usp=sharing\">\u003cspan class=\"s2\">examples\u003c/span>\u003c/a> from their classrooms, they offered \u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\">\u003cspan class=\"s2\">tips on project-based learning\u003c/span>\u003c/a> for other math educators.\u003c/span>\u003c/p>\n\u003ch2 class=\"p5\">\u003cspan class=\"s1\">\u003cb>Tips for Project-Based Learning in Math\u003c/b>\u003c/span>\u003c/h2>\n\u003cp>\u003ci>\u003c/i>\u003cspan class=\"s1\">\u003cstrong>1. Know your students. \u003c/strong>\u003c/span>\u003cspan class=\"s1\">A few years ago, Estey developed a project that required students to compare costs and carbon footprints of conventional and alternative energy sources. He said the project would have worked great when he taught in Hood River, Oregon, but he realized it was a bad fit in Philadelphia after spending more time teaching what a wood stove is than teaching math. By contrast, a project that \u003ca href=\"https://docs.google.com/document/d/1RPxYpOu9Wlbay-sd82Dj5pooxSXQkcEzHIuevDKa97I/edit\">\u003cspan class=\"s2\">examines inequality through ratios and proportions\u003c/span>\u003c/a> works well at SLA because students are \u003ca href=\"https://www.kqed.org/mindshift/53955/where-did-all-these-teen-activists-come-from\">\u003cspan class=\"s2\">passionate about social justice\u003c/span>\u003c/a>. “They get to tailor it to whichever cause they care about, and because they’re invested in having this message, they’re invested in getting the math right,” said Estey.\u003c/span>\u003cspan class=\"s3\">\u003cb>\u003ci>\u003cbr>\n\u003c/i>\u003c/b>\u003c/span>\u003ci>\u003c/i>\u003ci>\u003c/i>\u003ci>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003cstrong>2.\u003c/strong> \u003cstrong>Avoid group grades.\u003c/strong> Many adults and kids can recall working on a class project where some people pulled more of the weight than others. Although project-based learning often involves teamwork, the SLA math teachers said they do not assign group grades. \u003c/span>\u003cspan class=\"s3\">\u003cb>\u003cbr>\n\u003c/b>\u003c/span>\u003c/p>\n\u003cp class=\"p6\">\u003cspan class=\"s1\">They grade students on five domains for each project: design, knowledge, application, presentation and process. While the first three domains relate more to the actual math, the final two relate to how well the student \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan class=\"s2\">explained the work\u003c/span>\u003c/a>, how they collaborated with teammates and whether they kept up with the project in and out of class. A student might have strong math skills but wait till the last minute to complete a project, for example. Another might follow all the right steps but commit calculation errors. The first student would receive higher marks in “knowledge,” while the second would earn higher marks in “process.”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003c/i>\u003cspan class=\"s1\">\u003cstrong>3. Prepare students to work outside of class.\u003c/strong> Project-based learning does not mean that students are always doing hands-on activities in class. “If it’s a project that’s extended over two weeks, no way are we suspending instruction for two weeks,” said Estey. An SLA student at the EduCon session explained that in the “nitty gritty part of a project,” a teacher might start class by addressing questions that have been coming up, but mostly they’re working on projects after school or during free periods. Hernández said he uses nightly checkpoints to ensure projects are progressing, and Estey said that with freshmen he works hard to ensure that they seek additional support when needed because they’re accustomed to getting by on in-class work in middle school.\u003ci>\u003cbr>\n\u003c/i>\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003cstrong>4. Keep it simple.\u003c/strong> Hernández and Estey said their biggest challenges with project-based learning have come from making projects too complex. For example, in previous years, Estey’s students chose different topics for the polling project, which meant 30 different surveys were flying around. This year, they all focused on one topic — building issues at the school — and proposed various questions to ask their peers. Estey culled the questions to avoid repetition and ensure they would yield usable data.“Every year I ask myself how I can make this simpler,” he said.\u003c/span>\u003cspan class=\"s3\">\u003cb>\u003ci>\u003cbr>\n\u003c/i>\u003c/b>\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003cspan class=\"s1\">\u003cstrong>5. Don’t be afraid of what’s unfamiliar.\u003c/strong> EduCon participants said that some teachers are afraid to try project-based learning because it’s not the way they were taught. Hernández said that need not be a barrier. His job interview at SLA required him to plan a hands-on student project, so he gave it a go. “I would be bored if I taught the way I was taught,” he said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens","authors":["11487"],"categories":["mindshift_193"],"tags":["mindshift_997","mindshift_20784","mindshift_1040","mindshift_20762","mindshift_392","mindshift_20893","mindshift_256","mindshift_956","mindshift_21159"],"featImg":"mindshift_55354","label":"mindshift"},"mindshift_51811":{"type":"posts","id":"mindshift_51811","meta":{"index":"posts_1591205157","site":"mindshift","id":"51811","score":null,"sort":[1534140317000]},"guestAuthors":[],"slug":"six-strategies-to-help-introverts-thrive-at-school-and-feel-understood","title":"Six Strategies to Help Introverts Thrive at School and Feel Understood","publishDate":1534140317,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In every classroom, teachers try to engage students who have a variety of temperaments: extroverts, introverts and ambiverts. They work with children who crave sensory stimulation and with those who are \u003c/span>\u003ca href=\"http://hsperson.com/pdf/JPSP_Aron_and_Aron_97_Sensitivity_vs_I_and_N.pdf\">\u003cspan style=\"font-weight: 400\">highly sensitive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to noise and \u003c/span>\u003ca href=\"https://www.psychologicalscience.org/news/releases/heavily-decorated-classrooms-disrupt-attention-and-learning-in-young-children.html\">\u003cspan style=\"font-weight: 400\">visual distraction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While one temperament is not better than any other, \u003c/span>\u003cspan style=\"font-weight: 400\">introverted students are often “overlooked, undervalued and overstimulated in our schools,” said Heidi Kasevich, a 20-year teaching veteran and \u003c/span>\u003cspan style=\"font-weight: 400\">director of education for\u003c/span>\u003ca href=\"https://www.quietrev.com/team/heidi-kasevich/\">\u003cspan style=\"font-weight: 400\"> Quiet Revolution,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an outgrowth of Susan Cain’s best-selling \u003c/span>\u003ca href=\"https://www.quietrev.com/quiet-the-book/\">\u003cspan style=\"font-weight: 400\">book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the power of introverts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Kasevich was a student, she was often told, “Just come out of your shell” and “Just speak up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had no idea I had an inborn temperament,” she said, “and I often felt unsafe in school environments.” A person’s basic \u003ca href=\"https://urldefense.proofpoint.com/v2/url?u=http-3A__www.child-2Dencyclopedia.com_temperament_according-2Dexperts_temperament-2Dand-2Dits-2Dimpact-2Dchild-2Ddevelopment-2Dcomments-2Drothbart-2Dkagan&d=DQMFaQ&c=RAhzPLrCAq19eJdrcQiUVEwFYoMRqGDAXQ_puw5tYjg&r=Gqje-yG6AEEsDePoSmvJRc9NfE-sQUcOkTuPaL2oojY&m=yYO_li6qqKmwIuy0ZXWfBuJThOb_eAa5G90xrvwIBlY&s=L-r4opRoGbi9sl1lecERPrAh66b-LFc6Amkzd0PDECU&e=\">temperament\u003c/a> is \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1188235/\">rooted in biology\u003c/a>, with differences emerging in \u003ca href=\"http://ideas.time.com/2012/01/26/dont-call-introverted-children-shy/\">infancy and early childhood\u003c/a>. For example, some babies are more sensitive than others to stimuli such as loud noises; and some toddlers are more cautious when presented with novel objects, such as a robotic toy. Many of these careful and sensory-sensitive children grow up to be introverts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, as a leader of the \u003c/span>\u003ca href=\"https://www.quietrev.com/quiet-schools-network/\">\u003cspan style=\"font-weight: 400\">Quiet Schools Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Kasevich has worked with Cain to develop accessible techniques to help introverted students “hit the ground running, with a sense of well-being instead of the feeling that ‘there’s something wrong with me.’ ” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>What Do Teachers Need to Know About Introverted Students?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all fall somewhere on the introvert/extrovert spectrum, said Kasevich. In schools -- which are highly stimulating environments -- introverts are often “expected to fit into the extrovert ideal, and this leads to the danger zone of self-negation, turning inward or withdrawing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To better understand the needs of students, teachers can spend some time at the beginning of the year getting to know students’ preferred work and communication styles. For example, said Kasevich, introverts tend to prefer: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Conversing one-on-one or in small groups\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Thinking before sharing aloud\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Weighing options before making decisions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Looking (and assessing risk) before leaping\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Recharging in a quiet, calm environment \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thoughtful teachers can help children see their preferences as adding value to the classroom environment and as opportunities for growth. For example, a disposition toward caution can be nurtured into \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">prudence\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> -- or, as Kasevich defines it, “risk-taking that is rooted in practical wisdom, that takes the time to consider the ‘what-if’s.’ ” Similarly, a proclivity toward listening and reflection supports \u003c/span>\u003ca href=\"https://behavioralscientist.org/the-benefits-of-admitting-when-you-dont-know/\">\u003cspan style=\"font-weight: 400\">intellectual humility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And a preference for small-group conversation can bolster perspective-taking skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Six Classroom Strategies that Help Introverts Thrive\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Kasevich works with schools and educators, she shares several strategies for creating temperament-inclusive classrooms, including the following. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Make Space for Quiet Reflection: \u003c/b>\u003cspan style=\"font-weight: 400\">Teachers can take an inventory of the \u003c/span>\u003cspan style=\"font-weight: 400\">“silence-talk continuum” in their teaching methods, making room for both quiet reflection and active discourse. For example:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Provide opportunities for one-on-one conversation within the classroom -- such as \u003ca href=\"http://pz.harvard.edu/resources/think-pair-share\">think-pair-share\u003c/a>. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Ask students to first respond to questions on a Post-it note before inviting verbal responses. This primes the pump for students who need more think time. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Try a “One-Minute Paper”: Pause in the middle of class and ask students to reflect on what they are learning. Prompts might include: “What’s striking me? What’s challenging me? Why is this relevant? How can I connect this to something else I’m learning?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Count to 10 in your head before calling on students. According to Kasevich, “studies show that three to 10 seconds of wait time helps introverted students and increases the complexity of responses for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">students.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Integrate purposeful silence. For example, put up an image, a painting or a line from a book and ask students to carefully observe and think about it for four minutes. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Consider the Physical Environment: \u003c/b>\u003cspan style=\"font-weight: 400\">Because introverts can become overstimulated by the action-packed pace of a school day, “they need time and space to restore their nervous system.” Think about providing niches for quiet reading or mind-wandering. Explore inclusive lunchroom and playground options, such as a coloring table or open library time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Provide Previews: \u003c/b>Some introverted students instinctively avoid unfamiliar challenges, said Kasevich, “so give them a long runway.” This might take the form of\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">An essential question on the board as class starts\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">An agenda before a meeting\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A detailed calendar or syllabus (middle and high school)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A posted daily schedule (elementary school)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A thorough preview of a unit, project or assessment\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb> Watch Your Language:\u003c/b>\u003cspan style=\"font-weight: 400\"> Introverts are sometimes labeled negatively by peers and teachers. The \u003c/span>\u003ca href=\"https://www.quietrev.com/wp-content/uploads/2018/03/Quiet-Friendly-Comments.pdf\">\u003cspan style=\"font-weight: 400\">Quiet-Friendly Comment Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers teachers with alternatives to common phrases that they can use when providing feedback to students or talking with parents. For example, instead of noting a deficit (e.g. “She needs to speak up more in class discussion”), frame a student’s strengths (e.g., “She is an insightful student who thinks deeply and thoughtfully before responding”).\u003c/span>\u003c/p>\n\u003cp>\u003cb> Scaffold Meaningful Stretching: \u003c/b>\u003cspan style=\"font-weight: 400\">Teachers can help introverts stretch outside their comfort zones and take comfortable risks. Since “they won’t take a risk for risk’s sake,” tie needful actions to their passions and interests -- to something \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">meaningful\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Framing risks in this way “is the ticket for helping introverts stretch.” Kasevich gives the example of a student who wants to bring sustainability initiatives to his high school -- a passion that might require becoming a club officer or giving a speech or presentation. Teachers can remind such a student to “keep your mission in mind. Go to auditorium beforehand to practice, and remember a time in the past when you spoke with confidence and conviction.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Structure Temperamentally Inclusive Group Work:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you simply put kids into groups with no training, a minority of members will likely do the majority of the talking. Train students in techniques such as \u003c/span>\u003ca href=\"https://www.smashingmagazine.com/2013/12/using-brainwriting-for-rapid-idea-generation/\">\u003cspan style=\"font-weight: 400\">brainwriting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.designthinkinginschools.com/\">\u003cspan style=\"font-weight: 400\">design thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Establish \u003c/span>\u003ca href=\"https://www.berea.edu/brushy-fork-institute/establishing-group-norms/\">\u003cspan style=\"font-weight: 400\">group\u003c/span>\u003c/a> \u003ca href=\"https://www.kqed.org/mindshift/28201/how-to-foster-collaboration-and-team-spirit\">\u003cspan style=\"font-weight: 400\">norms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for inclusive conversation and stick to them. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating a temperament-inclusive classroom takes time, said Kasevich. It’s about striking the balance between collaboration and individual work, creating a classroom culture that values deep listening, reflective pauses and \u003c/span>\u003ca href=\"https://www.quietrev.com/wp-content/uploads/2018/03/Quiet-Student-Engagement-Rubric.pdf\">\u003cspan style=\"font-weight: 400\">multiple forms of engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We are not waging war on group work,” said Kasevich. “We want educators to think more broadly about classroom participation and engagement,” creating an environment where all students can thrive.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Designing experiences that give kids time to think on their own before sharing out to the class can go a long way in helping introverted kids feel valued and understood.","status":"publish","parent":0,"modified":1534172826,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1123},"headData":{"title":"Six Strategies to Help Introverts Thrive at School and Feel Understood | KQED","description":"Designing experiences that give kids time to think on their own before sharing out to the class can go a long way in helping introverted kids feel valued and understood.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Six Strategies to Help Introverts Thrive at School and Feel Understood","datePublished":"2018-08-13T06:05:17.000Z","dateModified":"2018-08-13T15:07:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51811 https://ww2.kqed.org/mindshift/?p=51811","disqusUrl":"https://ww2.kqed.org/mindshift/2018/08/12/six-strategies-to-help-introverts-thrive-at-school-and-feel-understood/","disqusTitle":"Six Strategies to Help Introverts Thrive at School and Feel Understood","path":"/mindshift/51811/six-strategies-to-help-introverts-thrive-at-school-and-feel-understood","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In every classroom, teachers try to engage students who have a variety of temperaments: extroverts, introverts and ambiverts. They work with children who crave sensory stimulation and with those who are \u003c/span>\u003ca href=\"http://hsperson.com/pdf/JPSP_Aron_and_Aron_97_Sensitivity_vs_I_and_N.pdf\">\u003cspan style=\"font-weight: 400\">highly sensitive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to noise and \u003c/span>\u003ca href=\"https://www.psychologicalscience.org/news/releases/heavily-decorated-classrooms-disrupt-attention-and-learning-in-young-children.html\">\u003cspan style=\"font-weight: 400\">visual distraction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While one temperament is not better than any other, \u003c/span>\u003cspan style=\"font-weight: 400\">introverted students are often “overlooked, undervalued and overstimulated in our schools,” said Heidi Kasevich, a 20-year teaching veteran and \u003c/span>\u003cspan style=\"font-weight: 400\">director of education for\u003c/span>\u003ca href=\"https://www.quietrev.com/team/heidi-kasevich/\">\u003cspan style=\"font-weight: 400\"> Quiet Revolution,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an outgrowth of Susan Cain’s best-selling \u003c/span>\u003ca href=\"https://www.quietrev.com/quiet-the-book/\">\u003cspan style=\"font-weight: 400\">book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the power of introverts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Kasevich was a student, she was often told, “Just come out of your shell” and “Just speak up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had no idea I had an inborn temperament,” she said, “and I often felt unsafe in school environments.” A person’s basic \u003ca href=\"https://urldefense.proofpoint.com/v2/url?u=http-3A__www.child-2Dencyclopedia.com_temperament_according-2Dexperts_temperament-2Dand-2Dits-2Dimpact-2Dchild-2Ddevelopment-2Dcomments-2Drothbart-2Dkagan&d=DQMFaQ&c=RAhzPLrCAq19eJdrcQiUVEwFYoMRqGDAXQ_puw5tYjg&r=Gqje-yG6AEEsDePoSmvJRc9NfE-sQUcOkTuPaL2oojY&m=yYO_li6qqKmwIuy0ZXWfBuJThOb_eAa5G90xrvwIBlY&s=L-r4opRoGbi9sl1lecERPrAh66b-LFc6Amkzd0PDECU&e=\">temperament\u003c/a> is \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1188235/\">rooted in biology\u003c/a>, with differences emerging in \u003ca href=\"http://ideas.time.com/2012/01/26/dont-call-introverted-children-shy/\">infancy and early childhood\u003c/a>. For example, some babies are more sensitive than others to stimuli such as loud noises; and some toddlers are more cautious when presented with novel objects, such as a robotic toy. Many of these careful and sensory-sensitive children grow up to be introverts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, as a leader of the \u003c/span>\u003ca href=\"https://www.quietrev.com/quiet-schools-network/\">\u003cspan style=\"font-weight: 400\">Quiet Schools Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Kasevich has worked with Cain to develop accessible techniques to help introverted students “hit the ground running, with a sense of well-being instead of the feeling that ‘there’s something wrong with me.’ ” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>What Do Teachers Need to Know About Introverted Students?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all fall somewhere on the introvert/extrovert spectrum, said Kasevich. In schools -- which are highly stimulating environments -- introverts are often “expected to fit into the extrovert ideal, and this leads to the danger zone of self-negation, turning inward or withdrawing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To better understand the needs of students, teachers can spend some time at the beginning of the year getting to know students’ preferred work and communication styles. For example, said Kasevich, introverts tend to prefer: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Conversing one-on-one or in small groups\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Thinking before sharing aloud\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Weighing options before making decisions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Looking (and assessing risk) before leaping\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Recharging in a quiet, calm environment \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thoughtful teachers can help children see their preferences as adding value to the classroom environment and as opportunities for growth. For example, a disposition toward caution can be nurtured into \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">prudence\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> -- or, as Kasevich defines it, “risk-taking that is rooted in practical wisdom, that takes the time to consider the ‘what-if’s.’ ” Similarly, a proclivity toward listening and reflection supports \u003c/span>\u003ca href=\"https://behavioralscientist.org/the-benefits-of-admitting-when-you-dont-know/\">\u003cspan style=\"font-weight: 400\">intellectual humility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And a preference for small-group conversation can bolster perspective-taking skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Six Classroom Strategies that Help Introverts Thrive\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Kasevich works with schools and educators, she shares several strategies for creating temperament-inclusive classrooms, including the following. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Make Space for Quiet Reflection: \u003c/b>\u003cspan style=\"font-weight: 400\">Teachers can take an inventory of the \u003c/span>\u003cspan style=\"font-weight: 400\">“silence-talk continuum” in their teaching methods, making room for both quiet reflection and active discourse. For example:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Provide opportunities for one-on-one conversation within the classroom -- such as \u003ca href=\"http://pz.harvard.edu/resources/think-pair-share\">think-pair-share\u003c/a>. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Ask students to first respond to questions on a Post-it note before inviting verbal responses. This primes the pump for students who need more think time. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Try a “One-Minute Paper”: Pause in the middle of class and ask students to reflect on what they are learning. Prompts might include: “What’s striking me? What’s challenging me? Why is this relevant? How can I connect this to something else I’m learning?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Count to 10 in your head before calling on students. According to Kasevich, “studies show that three to 10 seconds of wait time helps introverted students and increases the complexity of responses for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">students.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Integrate purposeful silence. For example, put up an image, a painting or a line from a book and ask students to carefully observe and think about it for four minutes. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Consider the Physical Environment: \u003c/b>\u003cspan style=\"font-weight: 400\">Because introverts can become overstimulated by the action-packed pace of a school day, “they need time and space to restore their nervous system.” Think about providing niches for quiet reading or mind-wandering. Explore inclusive lunchroom and playground options, such as a coloring table or open library time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Provide Previews: \u003c/b>Some introverted students instinctively avoid unfamiliar challenges, said Kasevich, “so give them a long runway.” This might take the form of\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">An essential question on the board as class starts\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">An agenda before a meeting\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A detailed calendar or syllabus (middle and high school)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A posted daily schedule (elementary school)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A thorough preview of a unit, project or assessment\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb> Watch Your Language:\u003c/b>\u003cspan style=\"font-weight: 400\"> Introverts are sometimes labeled negatively by peers and teachers. The \u003c/span>\u003ca href=\"https://www.quietrev.com/wp-content/uploads/2018/03/Quiet-Friendly-Comments.pdf\">\u003cspan style=\"font-weight: 400\">Quiet-Friendly Comment Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers teachers with alternatives to common phrases that they can use when providing feedback to students or talking with parents. For example, instead of noting a deficit (e.g. “She needs to speak up more in class discussion”), frame a student’s strengths (e.g., “She is an insightful student who thinks deeply and thoughtfully before responding”).\u003c/span>\u003c/p>\n\u003cp>\u003cb> Scaffold Meaningful Stretching: \u003c/b>\u003cspan style=\"font-weight: 400\">Teachers can help introverts stretch outside their comfort zones and take comfortable risks. Since “they won’t take a risk for risk’s sake,” tie needful actions to their passions and interests -- to something \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">meaningful\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Framing risks in this way “is the ticket for helping introverts stretch.” Kasevich gives the example of a student who wants to bring sustainability initiatives to his high school -- a passion that might require becoming a club officer or giving a speech or presentation. Teachers can remind such a student to “keep your mission in mind. Go to auditorium beforehand to practice, and remember a time in the past when you spoke with confidence and conviction.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Structure Temperamentally Inclusive Group Work:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you simply put kids into groups with no training, a minority of members will likely do the majority of the talking. Train students in techniques such as \u003c/span>\u003ca href=\"https://www.smashingmagazine.com/2013/12/using-brainwriting-for-rapid-idea-generation/\">\u003cspan style=\"font-weight: 400\">brainwriting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.designthinkinginschools.com/\">\u003cspan style=\"font-weight: 400\">design thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Establish \u003c/span>\u003ca href=\"https://www.berea.edu/brushy-fork-institute/establishing-group-norms/\">\u003cspan style=\"font-weight: 400\">group\u003c/span>\u003c/a> \u003ca href=\"https://www.kqed.org/mindshift/28201/how-to-foster-collaboration-and-team-spirit\">\u003cspan style=\"font-weight: 400\">norms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for inclusive conversation and stick to them. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating a temperament-inclusive classroom takes time, said Kasevich. It’s about striking the balance between collaboration and individual work, creating a classroom culture that values deep listening, reflective pauses and \u003c/span>\u003ca href=\"https://www.quietrev.com/wp-content/uploads/2018/03/Quiet-Student-Engagement-Rubric.pdf\">\u003cspan style=\"font-weight: 400\">multiple forms of engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We are not waging war on group work,” said Kasevich. “We want educators to think more broadly about classroom participation and engagement,” creating an environment where all students can thrive.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51811/six-strategies-to-help-introverts-thrive-at-school-and-feel-understood","authors":["11087"],"categories":["mindshift_193"],"tags":["mindshift_167","mindshift_20784","mindshift_1040","mindshift_20762","mindshift_20970"],"featImg":"mindshift_51839","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_45012":{"type":"posts","id":"mindshift_45012","meta":{"index":"posts_1591205157","site":"mindshift","id":"45012","score":null,"sort":[1463994515000]},"guestAuthors":[],"slug":"how-a-strengths-based-approach-to-math-redefines-who-is-smart","title":"How A Strengths-Based Approach to Math Redefines Who Is 'Smart'","publishDate":1463994515,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A group of young women who had graduated from high school between 1997 and 2006 sat at the front of the room crying and laughing about their experiences \u003ca href=\"http://fairfieldmathadvocates.com/wp-content/uploads/2013/01/Case-of-Railside.pdf\" target=\"_blank\">learning math at Railside High\u003c/a> (a research pseudonym for the school). This session of the \u003ca href=\"http://www.nctm.org/\" target=\"_blank\">National Council of Teachers of Mathematics\u003c/a> annual meeting didn’t focus on any specific mathematical practice and yet it was enlightening -- with the right approach, teachers can help kids who hate math feel like it’s their best subject.\u003c/p>\n\u003cp>One after another, these young women, who had all graduated from an urban high school serving many kids living in poverty, described how math class made them feel safe, heard and able to express their ideas without fear.\u003c/p>\n\u003cp>“I felt like they cared for me,” said Martha Hernandez, who graduated in 2002 and is now a social worker. “They cared for my education and they wanted me to succeed.”\u003c/p>\n\u003cp>Hernandez was designated an English language learner in high school and was the first in her family to go to college. She loved her math classes so much that almost 15 years later, in the NCTM session, she held out physical examples of her work as she cried about the impact the non-traditional math program at Railside High had on her confidence and future success.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It has expanded my thinking about what makes you smart at math.'\u003ccite>Tracy Thompson, High school math teacher\u003c/cite>\u003c/aside>\n\u003cp>“It changed what math meant,” said Maria Velazquez, who now studies education policy at the University of Wisconsin. “It was a process and it required other people. It wasn’t just you and your work and not talking.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Before high school, these young women, like many students in the U.S., experienced math as lecture, sitting at desks quietly. Many believed they weren’t good at math because they didn’t understand or compute quickly. But the math program at Railside High changed that for each of these women, showing them their strengths and allowing them to bring all of themselves to the pursuit of mathematics.\u003c/p>\n\u003cp>But what was so different about how these women learned math in high school? How did their math teachers form bonds so strong that years later they were attending students’ weddings in Mexico?\u003c/p>\n\u003cp>The answer: \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi\" target=\"_blank\">Complex Instruction\u003c/a>. This pedagogy is not specific to math and has been \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi?page=research.html\" target=\"_blank\">in the literature\u003c/a> for decades, originally researched by \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi?page=whos_who.html\" target=\"_blank\">Elizabeth Cohen and Rachel Lotan\u003c/a> at Stanford University. Teachers at Railside High discovered the methodology when they were undergoing an accreditation review and were told they needed to drastically change something to improve their results. The ultimatum prompted teachers to try something different -- heterogeneous classes, high expectations for all students and, above all, approaching math with an eye to students’ strengths.\u003c/p>\n\u003cfigure id=\"attachment_45185\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-45185 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Railside-2-e1463987977561.jpg\" alt=\"Railside 2\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Yuka Walton\u003c/figcaption>\u003c/figure>\n\u003cp>The three main tenets of Complex Instruction are that learning should have multi-ability access points, norms and roles that support interdependency between students, and attention to status and accountability for learning. In most Complex Instruction classrooms the majority of class time is spent with students working in groups of four on a rich task that has multiple entry points and ways it could be solved. If one student can solve the problem in his or her head, it’s not a rich task.\u003c/p>\n\u003cp>Each student in the group has a role: team captain, resource manager, recorder-reporter and facilitator. While these roles might sound cheesy to some students, they are important for helping groups to work equitably, ensuring that every group member has a crucial and intellectual task. The roles help students learn how to effectively participate and, because each role is necessary to solve a task, everyone must share their ideas.\u003c/p>\n\u003caside class=\"alignleft\">\n\u003ch3>More Resources on Complex Instruction\u003c/h3>\n\u003cp>These books delve more deeply into student experiences of Complex Instruction, details on how to create equitable groups and how to mitigate status issues.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807755664.shtml\">\u003ci>Designing Groupwork\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.nctm.org/store/Products/Smarter-Together!-Collaboration-and-Equity-in-the-Elementary-Math-Classroom/\">\u003ci>Smarter Together! Collaboration and Equity in the Elementary Math Classroom\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807755419.shtml\">\u003ci>Mathematics For Equity: A Framework For Successful Practice\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807752460.shtml\">\u003ci>\"Heterogeneous\" Classrooms: Detracking Math and Science -- A Look at Groupwork in Action\u003c/i>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“Participation leads to more learning because learning is a socially constructed activity,” said \u003ca href=\"http://washington.academia.edu/LisaJilk/Papers\" target=\"_blank\">Lisa Jilk\u003c/a>, program director of Reculturing Math Departments for Excellence & Equity, part of the \u003ca href=\"http://www.matheducation.uw.edu/\" target=\"_blank\">Mathematics Education Project\u003c/a> at the University of Washington. Jilk taught at Railside High, and when she left to get her doctorate she studied how and why Complex Instruction worked for so many students from various backgrounds. Now she’s dedicated to helping other math departments around the country “reculture” themselves to think about what learners bring to math that will help them, rather than only about the information they are missing.\u003c/p>\n\u003cp>When the three tenets of Complex Instruction are all working together simultaneously it can feel like a magical experience. But getting there takes a lot of work. When Jilk starts training teachers, one of the first things that must be discussed is the idea of status in the classroom and how to break that down. Teaching with Complex Instruction is intimately tied to research in educational psychology, which says that to succeed students need more than content knowledge -- they need to see themselves as efficacious learners.\u003c/p>\n\u003cp>That is particularly hard in math, where many students believe they are dumb or incapable because of past math learning experiences. To combat that, a core part of Complex Instruction is to teach with a strengths-based approach, rather than only seeing student deficits.\u003c/p>\n\u003cp>“Every person who walks through our doors has mathematical strengths,” Jilk said. “They also have mathematical needs or weaknesses, things they have yet to learn. So we need each other.”\u003c/p>\n\u003cp>https://twitter.com/SFComplex_Instr/status/695004370312671232\u003c/p>\n\u003cp>The Complex Instruction model works because when students work in groups to grapple with a rich math task (Jilk says \u003ca href=\"http://cpm.org/textbooks/\" target=\"_blank\">College Prep Math\u003c/a> is a good place to look), they are each encouraged to bring their full personality and ways of seeing math to the task. The teacher’s job is to observe what’s going on within groups and assign status when she sees a great idea, technique or way of thinking.\u003c/p>\n\u003cp>“You definitely can’t fake these moments,” said Yuka Walton, a seventh- and eighth-grade math teacher at \u003ca href=\"http://www.sfusd.edu/en/schools/school-information/james-denman.html\" target=\"_blank\">James Denman Middle School\u003c/a> in San Francisco. “You can’t assign competence or publicly acknowledge kids for things that aren’t meaningful because then it feels super fake.” Kids are great at detecting inauthentic praise, which ends up sounding condescending.\u003c/p>\n\u003cp>But when a teacher recognizes competence in students who don’t often feel like they have much status as a math learner, it can make a huge difference. Walton remembers one student, Alexis, who would often push the limits in class and consistently referred to herself as bad at math. One day in group work, Walton’s Complex Instruction coach noticed that Alexis was using a really smart, unique technique to organize the numbers in the problem, and her method was propelling her group’s thinking forward. Walton publicly acknowledged how smart that specific technique was and why it was adding value to the group. From then on, the whole class started calling that technique the “Alexis Method.”\u003c/p>\n\u003cp>“It helped her feel ownership over her own learning and her own smartness and power,” Walton said. Over time, Alexis built an identity as a math person, and as she had more confidence in her ability to contribute to her group, other students started assigning her status on their own by asking her for help. In order for teachers to assign competence well, they need to be open to many ways of solving the problem and many kinds of “smartness.”\u003c/p>\n\u003cp>Tracy Thompson teaches math at \u003ca href=\"http://www.sfusd.edu/en/schools/school-information/george-washington.html\" target=\"_blank\">George Washington High School\u003c/a> in San Francisco. Her math department was one of the first in the district to take on Complex Instruction seven years ago, before San Francisco made the \u003ca href=\"http://ww2.kqed.org/news/2015/07/22/san-francisco-middle-schools-no-longer-teaching-algebra-1\" target=\"_blank\">decision to detrack \u003c/a>math classes through sophomore year of high school. When Thompson started trying this approach, she had a group of juniors taking a class called “Applied Math,” an alternative to Algebra II that mostly low-performing math students chose to take. The class counted for graduation credit, but many students couldn’t wait to finish and be done with their math requirements.\u003c/p>\n\u003cp>By the end of that year, students had changed their tune. “Most of the kids that were juniors told me on their own that they wanted to go to Algebra II now,” Thompson said. Even though these students came from 10 years of school where they felt bad at math, with one year of strengths-based instruction that focused on kids working together to figure out interesting problems, they wanted to take on more challenging math.\u003c/p>\n\u003cp>Both Thompson and Walton were clear that this is difficult work and that it doesn’t happen overnight. It can be overwhelming for teachers to balance all the elements: designing or choosing a rich task for every lesson, monitoring status issues, holding students accountable to the norms and roles of group work, and not helping too much when students struggle. It doesn’t always go perfectly. But both teachers say they’d never go back to teaching any other way.\u003c/p>\n\u003cp>“The most important thing is it makes you see so much more clearly,” Thompson said. “Even though things aren’t perfect, it gives me these tools to work with and it just becomes part of the lesson planning process.” Now, when a student is unengaged in the lesson she doesn’t assume he’s lazy. Instead, she tries to find ways to make the classroom a dynamic, comfortable place for him to share his ideas and to participate.\u003c/p>\n\u003cp>“It has expanded my thinking about what makes you smart at math,” Thompson said. “It’s really helped me understand that there are different strengths that people have and that also the fastest calculator is not the best math student always.” Thompson now teaches both Algebra II (which all juniors take) and Calculus BC, one of the few tracked classes for high achievers. She says she has more trouble getting her calculus students to explain their thinking because they believe the best students are godlike and don’t push on their thinking.\u003c/p>\n\u003cp>\u003cstrong>RECULTURING MATH DEPARTMENTS\u003c/strong>\u003c/p>\n\u003cp>San Francisco has been training teachers in Complex Instruction for seven years. The district started by focusing on high schools, bringing in cohorts of teachers who worked at the same school in order to build a community that could collaborate on this difficult and transformative work.\u003c/p>\n\u003cp>“We’re broadening this idea of smart,” said Angela Torres, high school math content specialist for SFUSD. She and Ho Nguyen have championed the Complex Instruction program within the district, slowly broadening its reach as teachers heard about the program and expressed interest.\u003c/p>\n\u003cp>“We literally have to reculture these spaces so we are providing people with a new message and a new narrative about what they bring, the strengths and smartness they bring, and redefine what they’re capable of,” Jilk said.\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/6b-WnJ3c2lo?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Just a few years after San Francisco began dabbling in Complex Instruction, California adopted Common Core standards, which require more focus on the conceptual underpinnings of math, explaining thinking and reasoning, and less focus on procedural quickness. The SFUSD math department responded to the new standards by inviting teacher leaders to help them write the new math curriculum, pilot test it and offer feedback. They’re still iterating on that work, but the result has been a more engaged math team throughout the district, and more interest in strategies like Complex Instruction that can help teachers get students where they need to go.\u003c/p>\n\u003cp>“It took us really about four years to really understand what it takes,” Nguyen said. “And it wasn’t just about teacher change. It was really about reculturing the math department. We had to go through our own struggles.” SFUSD teachers have received training from Lisa Jilk’s organization, including classroom coaching.\u003c/p>\n\u003cp>The district has also been working to build up its own capacity to coach teachers through Complex Instruction so they can continue sustaining and broadening the program’s reach throughout the district. Coaches watch teachers as they teach and often provide on-the-spot feedback when they notice a student displaying a strength that the teacher missed. The coach will often nudge the teacher to acknowledge that student, sometimes to the whole class, as a way of breaking down some of the status issues in the classroom.\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/ZUKue1upMv0?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Torres and Nguyen have strategically tried to build teams of teachers at school sites who have incubated the ideas and continue pushing each other. As with students, teachers each have their own strengths and issues of status. Working together to develop rich math tasks, align assessments and discuss strategies has helped them experience the kind of learning environment they are trying to create. And there are meetings to connect educators across the district doing Complex Instruction, as well as a \"video club\" to practice identifying and assigning competence to different students.\u003c/p>\n\u003cp>“When grading we see students are able to think in this critical way that they weren’t able to do before,” Walton said. She used to teach in a district that used direct instruction, a type of teaching that came naturally to her. But she noticed that her students struggled as soon as a problem involved something that had not been explicitly taught.\u003c/p>\n\u003cp>“After doing Complex Instruction, it didn’t matter how complicated the problem was. Even if kids hadn’t seen it before, they would dive right in and get started,” Walton said. Even better, “you see these moments where these kids who before were so discouraged, brighten up and engage and feel more empowered. It has made it so much more meaningful.”\u003c/p>\n\u003cp>All the teachers and coaches involved in Complex Instruction stress that like any other truly transformative teaching practice, getting good takes time. For this style of pedagogy to work well all three elements of the program must be in place and functioning simultaneously. Teachers have to have high expectations for all students, and a real belief that each learner is coming to the experience of learning math with strengths, not just gaps in learning. It takes time to get good at listening for authentic moments of brilliance in student work, and to help students create the interdependence on one another necessary for strong group work.\u003c/p>\n\u003cp>“If you do only one thing, and that is to create opportunities for kids to leverage their strengths in your classroom activities and then name those strengths for them, if you can create those strengths for them, you will already be changing things for most kids in ways that are otherwise not possible,” said Jilk.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And when it all starts to come together, and every student is in the “sweet spot,” it’s like magic. That’s when students start to feel the connection and recognition that the graduates of Railside High were so grateful to have experienced.\u003c/p>\n\n","blocks":[],"excerpt":"Math teachers in San Francisco are using Complex Instruction to see the brilliance in all their students and help them to see it too.","status":"publish","parent":0,"modified":1492624001,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/6b-WnJ3c2lo","https://www.youtube.com/embed/ZUKue1upMv0"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":2586},"headData":{"title":"How A Strengths-Based Approach to Math Redefines Who Is 'Smart' | KQED","description":"Math teachers in San Francisco are using Complex Instruction to see the brilliance in all their students and help them to see it too.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How A Strengths-Based Approach to Math Redefines Who Is 'Smart'","datePublished":"2016-05-23T09:08:35.000Z","dateModified":"2017-04-19T17:46:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45012 http://ww2.kqed.org/mindshift/?p=45012","disqusUrl":"https://ww2.kqed.org/mindshift/2016/05/23/how-a-strengths-based-approach-to-math-redefines-who-is-smart/","disqusTitle":"How A Strengths-Based Approach to Math Redefines Who Is 'Smart'","path":"/mindshift/45012/how-a-strengths-based-approach-to-math-redefines-who-is-smart","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A group of young women who had graduated from high school between 1997 and 2006 sat at the front of the room crying and laughing about their experiences \u003ca href=\"http://fairfieldmathadvocates.com/wp-content/uploads/2013/01/Case-of-Railside.pdf\" target=\"_blank\">learning math at Railside High\u003c/a> (a research pseudonym for the school). This session of the \u003ca href=\"http://www.nctm.org/\" target=\"_blank\">National Council of Teachers of Mathematics\u003c/a> annual meeting didn’t focus on any specific mathematical practice and yet it was enlightening -- with the right approach, teachers can help kids who hate math feel like it’s their best subject.\u003c/p>\n\u003cp>One after another, these young women, who had all graduated from an urban high school serving many kids living in poverty, described how math class made them feel safe, heard and able to express their ideas without fear.\u003c/p>\n\u003cp>“I felt like they cared for me,” said Martha Hernandez, who graduated in 2002 and is now a social worker. “They cared for my education and they wanted me to succeed.”\u003c/p>\n\u003cp>Hernandez was designated an English language learner in high school and was the first in her family to go to college. She loved her math classes so much that almost 15 years later, in the NCTM session, she held out physical examples of her work as she cried about the impact the non-traditional math program at Railside High had on her confidence and future success.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It has expanded my thinking about what makes you smart at math.'\u003ccite>Tracy Thompson, High school math teacher\u003c/cite>\u003c/aside>\n\u003cp>“It changed what math meant,” said Maria Velazquez, who now studies education policy at the University of Wisconsin. “It was a process and it required other people. It wasn’t just you and your work and not talking.”\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>Before high school, these young women, like many students in the U.S., experienced math as lecture, sitting at desks quietly. Many believed they weren’t good at math because they didn’t understand or compute quickly. But the math program at Railside High changed that for each of these women, showing them their strengths and allowing them to bring all of themselves to the pursuit of mathematics.\u003c/p>\n\u003cp>But what was so different about how these women learned math in high school? How did their math teachers form bonds so strong that years later they were attending students’ weddings in Mexico?\u003c/p>\n\u003cp>The answer: \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi\" target=\"_blank\">Complex Instruction\u003c/a>. This pedagogy is not specific to math and has been \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi?page=research.html\" target=\"_blank\">in the literature\u003c/a> for decades, originally researched by \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi?page=whos_who.html\" target=\"_blank\">Elizabeth Cohen and Rachel Lotan\u003c/a> at Stanford University. Teachers at Railside High discovered the methodology when they were undergoing an accreditation review and were told they needed to drastically change something to improve their results. The ultimatum prompted teachers to try something different -- heterogeneous classes, high expectations for all students and, above all, approaching math with an eye to students’ strengths.\u003c/p>\n\u003cfigure id=\"attachment_45185\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-45185 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Railside-2-e1463987977561.jpg\" alt=\"Railside 2\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Yuka Walton\u003c/figcaption>\u003c/figure>\n\u003cp>The three main tenets of Complex Instruction are that learning should have multi-ability access points, norms and roles that support interdependency between students, and attention to status and accountability for learning. In most Complex Instruction classrooms the majority of class time is spent with students working in groups of four on a rich task that has multiple entry points and ways it could be solved. If one student can solve the problem in his or her head, it’s not a rich task.\u003c/p>\n\u003cp>Each student in the group has a role: team captain, resource manager, recorder-reporter and facilitator. While these roles might sound cheesy to some students, they are important for helping groups to work equitably, ensuring that every group member has a crucial and intellectual task. The roles help students learn how to effectively participate and, because each role is necessary to solve a task, everyone must share their ideas.\u003c/p>\n\u003caside class=\"alignleft\">\n\u003ch3>More Resources on Complex Instruction\u003c/h3>\n\u003cp>These books delve more deeply into student experiences of Complex Instruction, details on how to create equitable groups and how to mitigate status issues.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807755664.shtml\">\u003ci>Designing Groupwork\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.nctm.org/store/Products/Smarter-Together!-Collaboration-and-Equity-in-the-Elementary-Math-Classroom/\">\u003ci>Smarter Together! Collaboration and Equity in the Elementary Math Classroom\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807755419.shtml\">\u003ci>Mathematics For Equity: A Framework For Successful Practice\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807752460.shtml\">\u003ci>\"Heterogeneous\" Classrooms: Detracking Math and Science -- A Look at Groupwork in Action\u003c/i>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“Participation leads to more learning because learning is a socially constructed activity,” said \u003ca href=\"http://washington.academia.edu/LisaJilk/Papers\" target=\"_blank\">Lisa Jilk\u003c/a>, program director of Reculturing Math Departments for Excellence & Equity, part of the \u003ca href=\"http://www.matheducation.uw.edu/\" target=\"_blank\">Mathematics Education Project\u003c/a> at the University of Washington. Jilk taught at Railside High, and when she left to get her doctorate she studied how and why Complex Instruction worked for so many students from various backgrounds. Now she’s dedicated to helping other math departments around the country “reculture” themselves to think about what learners bring to math that will help them, rather than only about the information they are missing.\u003c/p>\n\u003cp>When the three tenets of Complex Instruction are all working together simultaneously it can feel like a magical experience. But getting there takes a lot of work. When Jilk starts training teachers, one of the first things that must be discussed is the idea of status in the classroom and how to break that down. Teaching with Complex Instruction is intimately tied to research in educational psychology, which says that to succeed students need more than content knowledge -- they need to see themselves as efficacious learners.\u003c/p>\n\u003cp>That is particularly hard in math, where many students believe they are dumb or incapable because of past math learning experiences. To combat that, a core part of Complex Instruction is to teach with a strengths-based approach, rather than only seeing student deficits.\u003c/p>\n\u003cp>“Every person who walks through our doors has mathematical strengths,” Jilk said. “They also have mathematical needs or weaknesses, things they have yet to learn. So we need each other.”\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"695004370312671232"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>The Complex Instruction model works because when students work in groups to grapple with a rich math task (Jilk says \u003ca href=\"http://cpm.org/textbooks/\" target=\"_blank\">College Prep Math\u003c/a> is a good place to look), they are each encouraged to bring their full personality and ways of seeing math to the task. The teacher’s job is to observe what’s going on within groups and assign status when she sees a great idea, technique or way of thinking.\u003c/p>\n\u003cp>“You definitely can’t fake these moments,” said Yuka Walton, a seventh- and eighth-grade math teacher at \u003ca href=\"http://www.sfusd.edu/en/schools/school-information/james-denman.html\" target=\"_blank\">James Denman Middle School\u003c/a> in San Francisco. “You can’t assign competence or publicly acknowledge kids for things that aren’t meaningful because then it feels super fake.” Kids are great at detecting inauthentic praise, which ends up sounding condescending.\u003c/p>\n\u003cp>But when a teacher recognizes competence in students who don’t often feel like they have much status as a math learner, it can make a huge difference. Walton remembers one student, Alexis, who would often push the limits in class and consistently referred to herself as bad at math. One day in group work, Walton’s Complex Instruction coach noticed that Alexis was using a really smart, unique technique to organize the numbers in the problem, and her method was propelling her group’s thinking forward. Walton publicly acknowledged how smart that specific technique was and why it was adding value to the group. From then on, the whole class started calling that technique the “Alexis Method.”\u003c/p>\n\u003cp>“It helped her feel ownership over her own learning and her own smartness and power,” Walton said. Over time, Alexis built an identity as a math person, and as she had more confidence in her ability to contribute to her group, other students started assigning her status on their own by asking her for help. In order for teachers to assign competence well, they need to be open to many ways of solving the problem and many kinds of “smartness.”\u003c/p>\n\u003cp>Tracy Thompson teaches math at \u003ca href=\"http://www.sfusd.edu/en/schools/school-information/george-washington.html\" target=\"_blank\">George Washington High School\u003c/a> in San Francisco. Her math department was one of the first in the district to take on Complex Instruction seven years ago, before San Francisco made the \u003ca href=\"http://ww2.kqed.org/news/2015/07/22/san-francisco-middle-schools-no-longer-teaching-algebra-1\" target=\"_blank\">decision to detrack \u003c/a>math classes through sophomore year of high school. When Thompson started trying this approach, she had a group of juniors taking a class called “Applied Math,” an alternative to Algebra II that mostly low-performing math students chose to take. The class counted for graduation credit, but many students couldn’t wait to finish and be done with their math requirements.\u003c/p>\n\u003cp>By the end of that year, students had changed their tune. “Most of the kids that were juniors told me on their own that they wanted to go to Algebra II now,” Thompson said. Even though these students came from 10 years of school where they felt bad at math, with one year of strengths-based instruction that focused on kids working together to figure out interesting problems, they wanted to take on more challenging math.\u003c/p>\n\u003cp>Both Thompson and Walton were clear that this is difficult work and that it doesn’t happen overnight. It can be overwhelming for teachers to balance all the elements: designing or choosing a rich task for every lesson, monitoring status issues, holding students accountable to the norms and roles of group work, and not helping too much when students struggle. It doesn’t always go perfectly. But both teachers say they’d never go back to teaching any other way.\u003c/p>\n\u003cp>“The most important thing is it makes you see so much more clearly,” Thompson said. “Even though things aren’t perfect, it gives me these tools to work with and it just becomes part of the lesson planning process.” Now, when a student is unengaged in the lesson she doesn’t assume he’s lazy. Instead, she tries to find ways to make the classroom a dynamic, comfortable place for him to share his ideas and to participate.\u003c/p>\n\u003cp>“It has expanded my thinking about what makes you smart at math,” Thompson said. “It’s really helped me understand that there are different strengths that people have and that also the fastest calculator is not the best math student always.” Thompson now teaches both Algebra II (which all juniors take) and Calculus BC, one of the few tracked classes for high achievers. She says she has more trouble getting her calculus students to explain their thinking because they believe the best students are godlike and don’t push on their thinking.\u003c/p>\n\u003cp>\u003cstrong>RECULTURING MATH DEPARTMENTS\u003c/strong>\u003c/p>\n\u003cp>San Francisco has been training teachers in Complex Instruction for seven years. The district started by focusing on high schools, bringing in cohorts of teachers who worked at the same school in order to build a community that could collaborate on this difficult and transformative work.\u003c/p>\n\u003cp>“We’re broadening this idea of smart,” said Angela Torres, high school math content specialist for SFUSD. She and Ho Nguyen have championed the Complex Instruction program within the district, slowly broadening its reach as teachers heard about the program and expressed interest.\u003c/p>\n\u003cp>“We literally have to reculture these spaces so we are providing people with a new message and a new narrative about what they bring, the strengths and smartness they bring, and redefine what they’re capable of,” Jilk said.\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/6b-WnJ3c2lo?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Just a few years after San Francisco began dabbling in Complex Instruction, California adopted Common Core standards, which require more focus on the conceptual underpinnings of math, explaining thinking and reasoning, and less focus on procedural quickness. The SFUSD math department responded to the new standards by inviting teacher leaders to help them write the new math curriculum, pilot test it and offer feedback. They’re still iterating on that work, but the result has been a more engaged math team throughout the district, and more interest in strategies like Complex Instruction that can help teachers get students where they need to go.\u003c/p>\n\u003cp>“It took us really about four years to really understand what it takes,” Nguyen said. “And it wasn’t just about teacher change. It was really about reculturing the math department. We had to go through our own struggles.” SFUSD teachers have received training from Lisa Jilk’s organization, including classroom coaching.\u003c/p>\n\u003cp>The district has also been working to build up its own capacity to coach teachers through Complex Instruction so they can continue sustaining and broadening the program’s reach throughout the district. Coaches watch teachers as they teach and often provide on-the-spot feedback when they notice a student displaying a strength that the teacher missed. The coach will often nudge the teacher to acknowledge that student, sometimes to the whole class, as a way of breaking down some of the status issues in the classroom.\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/ZUKue1upMv0?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Torres and Nguyen have strategically tried to build teams of teachers at school sites who have incubated the ideas and continue pushing each other. As with students, teachers each have their own strengths and issues of status. Working together to develop rich math tasks, align assessments and discuss strategies has helped them experience the kind of learning environment they are trying to create. And there are meetings to connect educators across the district doing Complex Instruction, as well as a \"video club\" to practice identifying and assigning competence to different students.\u003c/p>\n\u003cp>“When grading we see students are able to think in this critical way that they weren’t able to do before,” Walton said. She used to teach in a district that used direct instruction, a type of teaching that came naturally to her. But she noticed that her students struggled as soon as a problem involved something that had not been explicitly taught.\u003c/p>\n\u003cp>“After doing Complex Instruction, it didn’t matter how complicated the problem was. Even if kids hadn’t seen it before, they would dive right in and get started,” Walton said. Even better, “you see these moments where these kids who before were so discouraged, brighten up and engage and feel more empowered. It has made it so much more meaningful.”\u003c/p>\n\u003cp>All the teachers and coaches involved in Complex Instruction stress that like any other truly transformative teaching practice, getting good takes time. For this style of pedagogy to work well all three elements of the program must be in place and functioning simultaneously. Teachers have to have high expectations for all students, and a real belief that each learner is coming to the experience of learning math with strengths, not just gaps in learning. It takes time to get good at listening for authentic moments of brilliance in student work, and to help students create the interdependence on one another necessary for strong group work.\u003c/p>\n\u003cp>“If you do only one thing, and that is to create opportunities for kids to leverage their strengths in your classroom activities and then name those strengths for them, if you can create those strengths for them, you will already be changing things for most kids in ways that are otherwise not possible,” said Jilk.\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>And when it all starts to come together, and every student is in the “sweet spot,” it’s like magic. That’s when students start to feel the connection and recognition that the graduates of Railside High were so grateful to have experienced.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45012/how-a-strengths-based-approach-to-math-redefines-who-is-smart","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_21089","mindshift_20994","mindshift_20784","mindshift_1040","mindshift_20762","mindshift_20512","mindshift_392","mindshift_20993"],"featImg":"mindshift_45189","label":"mindshift"},"mindshift_38030":{"type":"posts","id":"mindshift_38030","meta":{"index":"posts_1591205157","site":"mindshift","id":"38030","score":null,"sort":[1412773357000]},"guestAuthors":[],"slug":"qa-plumbing-the-mysteries-of-the-teenage-brain","title":"Q&A: Plumbing The Mysteries Of The Teenage Brain","publishDate":1412773357,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/126832952.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/126832952-620x354.jpg\" alt=\"126832952\" width=\"620\" height=\"354\" class=\"alignnone size-large wp-image-24188\">\u003c/a>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp>Do you remember the summer when you first fell in love? The songs that were playing on the radio, butterflies in the stomach, the excitement of a stolen kiss? The tendency of our brains to especially hold onto memories from the teenage years is called the \"reminiscence bump.\"\u003c/p>\n\u003cp>It's one of the many distinctive characteristics of the adolescent brain that psychologist \u003ca href=\"http://www.laurencesteinberg.com\">Laurence Steinberg \u003c/a>lays out in his new book, \u003cem>Age of Opportunity: Lessons from the New Science of Adolescence. \u003c/em>\u003c/p>\n\u003cp>Steinberg teaches at Temple University. As an expert on adolescent development, his testimony has contributed to Supreme Court decisions abolishing the death penalty for juveniles and life without parole for juvenile offenders.\u003c/p>\n\u003cp>In \u003cem>Age of Opportunity\u003c/em>, he argues that in the last decade, neuroscience has established that the brain remains \"plastic,\" that is, changeable, well into the early 20s. His experiments have shown that adolescents respond differently to rewards, are more likely to take risks and are more sensitive to peers than adults. But he argues that our education, legal system, and our parenting have yet to incorporate these insights.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>This book makes the case that for all the current focus on the growth that occurs between ages zero to three, ages 12 to 25 may be just as important for shaping the future of individuals and society.\u003c/strong>\u003c/p>\n\u003cp>I'm all in favor of \u003ca href=\"http://www.npr.org/blogs/ed/2014/04/22/304563233/what-exactly-is-high-quality-preschool\">high-quality preschool\u003c/a>. But the way that it's discussed is that it's some kind of inoculation.\u003c/p>\n\u003cp>In fact, for interventions that promote these non-cognitive skills, adolescence is just as good a time as early childhood.\u003c/p>\n\u003cp>\u003cstrong>By non-cognitive skills, you're talking about qualities known as \"grit\" — perseverance, self-motivation. But you say in the book that these are actually neither precisely \"non-cognitive\" nor precisely \"skills.\"\u003c/strong>\u003c/p>\n\u003cp>I think it's a bad phrase. I think the experts agree about what they are, but they're better thought of as capacities that are cultivated than skills that are taught.\u003c/p>\n\u003cp>There isn't a single trait that's more important for success in the workplace than kids' self-control. We know that from many, many studies.\u003c/p>\n\u003cp>\u003cstrong>And what is it that happens in the teenage years that makes it such a critical, formative period for developing self-control? \u003c/strong>\u003c/p>\n\u003cp>As we know, experience can play a very important role in shaping the brain. Not only in the present but with respect to how kids are going to learn in the future.\u003c/p>\n\u003cp>And I think that science suggests that it's important for kids to be challenged and exposed to novelty in order to facilitate healthy development of brain systems that are important for things like self-regulation.\u003c/p>\n\u003cp>\u003cstrong>You explain that adolescent brains are more sensitive to the \"dopamine squirts\" that come from rewards, be they sex, drugs, candy or money. This, combined with less-developed inhibition, is what makes them more likely to seek out challenges, novelty — in a word, risk.\u003c/strong>\u003c/p>\n\u003cp>We're hard-wired to be risk-takers as adolescents. The dark side of this is why societies from ours to ISIL recruit people this age to do the dirty work. [Young adults are] more interested in the immediate rewards than the long term consequences.\u003c/p>\n\u003cp>\u003cstrong>You say that so-called character education, abstinence education or drug education programs like DARE, haven't been shown to be effective. Because it's not that adolescents don't intellectually understand the impact of this behavior, it's that they are too compelled by the rewards.\u003c/strong>\u003c/p>\n\u003cp>Exactly. But the other side of this is, let's let kids satisfy those urges in pro-social ways. We want them to sign up for that course where they're not guaranteed to get As, to try out for the school play, or even ask that person out.\u003c/p>\n\u003cp>\u003cstrong>How would you redesign high school to take advantage of current understanding of adolescent development?\u003c/strong>\u003c/p>\n\u003cp>First of all, I think we should think of high school as something that goes most of the day and doesn't stop at 3 p.m. We still run our school calendar and timetable as if we're an agrarian society in the beginning of the 20th century.\u003c/p>\n\u003cp>Give kids some choices: playing sports, arts, extra academic opportunities.\u003c/p>\n\u003cp>If kids are spending those hours unstructured and unsupervised, it's a recipe for experimenting with sex, drugs and delinquency. We know that kids are deterred when they're in settings with adults around.\u003c/p>\n\u003cp>The second thing I would do is to make high school more challenging. Now, for parents in the NPR audience, they're the ones who have kids in demanding schools. But there are far more high school graduates who need remediation than have ever taken a single AP class.\u003c/p>\n\u003cp>If we're talking about American education writ large, our schools are not very challenging. If only one in six students says she's ever taken a difficult class, this has more than just academic consequences. It's through challenge that kids develop things like determination and perseverance.\u003c/p>\n\u003cp>\u003cstrong>Any other changes you would make in high school?\u003c/strong>\u003c/p>\n\u003cp>I'd add some activities in the school day that research shows contribute to healthy brain development. For example, aerobic exercise, which is not part of the school day for a lot of kids. There have been schools that have had success with mindfulness training [meditation, yoga, tai chi].\u003c/p>\n\u003cp>\u003cstrong>And you say there may even be ways to explicitly teach qualities like self-control, empathy, and perseverance? \u003c/strong>\u003c/p>\n\u003cp>Most of the evidence for social-emotional learning programs comes from studies of kids with difficulties. It's a corrective. But I think there's no reason to think that it wouldn't work with kids who don't have behavioral problems.\u003c/p>\n\u003cp>\u003cstrong>Let's talk about peer pressure. Is it a myth?\u003c/strong>\u003c/p>\n\u003cp>We know that brain systems comprising the social brain are undergoing extensive development during adolescence. They're particularly attentive to the behaviors of other people, and peers especially.\u003c/p>\n\u003cp>The studies we've done at Temple have been to understand why adolescents engage in more risk taking with peers than alone.\u003c/p>\n\u003cp>It's not so much that peers influence kids to take risks. It's that by activating their reward centers, peers make adolescents more sensitive to rewards in their immediate environment.\u003c/p>\n\u003cp>\u003cstrong>One example you use is that teen drivers are more likely to speed when they have teenage passengers.\u003c/strong>\u003c/p>\n\u003cp>Right, and this isn't true if they are riding with adults. But I think an important piece of our research has been misunderstood. Since peers activate the reward centers, there's plenty of reason to think that engaging in pro-social activity with their friends will make it more rewarding and desirable as well.\u003c/p>\n\u003cp>\u003cstrong>Like volunteer work? Or being on a sports team?\u003c/strong>\u003c/p>\n\u003cp>Yes. I think that for adolescents the presence of peers has a positive spillover regardless of what the activity is. So, in theory they should enjoy learning and other positive activities more if they're doing them with their friends.\u003c/p>\n\u003cp>\u003cstrong>So for this reason, you say that more group projects in high school might be a good idea.\u003c/strong>\u003c/p>\n\u003cp>Right. We often discourage group learning in school because we're very insistent in making sure we can assess individual levels of competency and mastery. But this may undermine students in some ways.\u003c/p>\n\u003cp>\u003cstrong>We often focus on the tough side of the teenage years — the idea that they're emotionally volatile ... drinking, smoking, acting up. And when people talk about \"extended adolescence\" or \"delayed adulthood,\" that's usually thought of as a bad thing. But you have a different perspective.\u003c/strong>\u003c/p>\n\u003cp>There's this idea of meta-plasticity. That is the fact that the brain's degree of plasticity is itself a plastic characteristic of the brain. Certain experiences actually can increase the brain's plasticity, and they affect its capacity to be influenced in the future.\u003c/p>\n\u003cp>\u003cstrong>So the ability to keep learning, adapting and even experiencing the pleasures of youth, that's something we can and should cultivate and extend a little bit longer? \u003c/strong>\u003c/p>\n\u003cp>Well, there's got to be some ceiling. It wouldn't make evolutionary sense for the brain to be plastic forever. At some point you have to convert your brain portfolio from stocks to bonds. That's the shift from adolescence to adulthood.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But anything that keeps the brain plastic extends the period of being influenced by the environment. If you expose people to novelty and challenge, they're going to be able to learn and develop intellectually for a longer period. \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=Q%26A%3A+Plumbing+The+Mysteries+Of+The+Teenage+Brain&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In \u003cem>Age of Opportunity, \u003c/em>psychologist Larry Steinberg applies neuroscience to risk-taking, peer influence, the boredom of high school and other adolescent conundrums.","status":"publish","parent":0,"modified":1412773923,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":1438},"headData":{"title":"Q&A: Plumbing The Mysteries Of The Teenage Brain | KQED","description":"In Age of Opportunity, psychologist Larry Steinberg applies neuroscience to risk-taking, peer influence, the boredom of high school and other adolescent conundrums.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Q&A: Plumbing The Mysteries Of The Teenage Brain","datePublished":"2014-10-08T13:02:37.000Z","dateModified":"2014-10-08T13:12:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38030 http://blogs.kqed.org/mindshift/?p=38030","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/08/qa-plumbing-the-mysteries-of-the-teenage-brain/","disqusTitle":"Q&A: Plumbing The Mysteries Of The Teenage Brain","nprByline":"Anya Kamenetz","nprStoryId":"351187049","nprApiLink":"http://api.npr.org/query?id=351187049&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2014/10/04/351187049/q-a-plumbing-the-mysteries-of-the-teenage-brain?ft=3&f=351187049","nprRetrievedStory":"1","nprPubDate":"Sat, 04 Oct 2014 21:46:00 -0400","nprStoryDate":"Sat, 04 Oct 2014 08:03:00 -0400","nprLastModifiedDate":"Sat, 04 Oct 2014 21:46:58 -0400","path":"/mindshift/38030/qa-plumbing-the-mysteries-of-the-teenage-brain","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/126832952.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/126832952-620x354.jpg\" alt=\"126832952\" width=\"620\" height=\"354\" class=\"alignnone size-large wp-image-24188\">\u003c/a>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp>Do you remember the summer when you first fell in love? The songs that were playing on the radio, butterflies in the stomach, the excitement of a stolen kiss? The tendency of our brains to especially hold onto memories from the teenage years is called the \"reminiscence bump.\"\u003c/p>\n\u003cp>It's one of the many distinctive characteristics of the adolescent brain that psychologist \u003ca href=\"http://www.laurencesteinberg.com\">Laurence Steinberg \u003c/a>lays out in his new book, \u003cem>Age of Opportunity: Lessons from the New Science of Adolescence. \u003c/em>\u003c/p>\n\u003cp>Steinberg teaches at Temple University. As an expert on adolescent development, his testimony has contributed to Supreme Court decisions abolishing the death penalty for juveniles and life without parole for juvenile offenders.\u003c/p>\n\u003cp>In \u003cem>Age of Opportunity\u003c/em>, he argues that in the last decade, neuroscience has established that the brain remains \"plastic,\" that is, changeable, well into the early 20s. His experiments have shown that adolescents respond differently to rewards, are more likely to take risks and are more sensitive to peers than adults. But he argues that our education, legal system, and our parenting have yet to incorporate these insights.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>This book makes the case that for all the current focus on the growth that occurs between ages zero to three, ages 12 to 25 may be just as important for shaping the future of individuals and society.\u003c/strong>\u003c/p>\n\u003cp>I'm all in favor of \u003ca href=\"http://www.npr.org/blogs/ed/2014/04/22/304563233/what-exactly-is-high-quality-preschool\">high-quality preschool\u003c/a>. But the way that it's discussed is that it's some kind of inoculation.\u003c/p>\n\u003cp>In fact, for interventions that promote these non-cognitive skills, adolescence is just as good a time as early childhood.\u003c/p>\n\u003cp>\u003cstrong>By non-cognitive skills, you're talking about qualities known as \"grit\" — perseverance, self-motivation. But you say in the book that these are actually neither precisely \"non-cognitive\" nor precisely \"skills.\"\u003c/strong>\u003c/p>\n\u003cp>I think it's a bad phrase. I think the experts agree about what they are, but they're better thought of as capacities that are cultivated than skills that are taught.\u003c/p>\n\u003cp>There isn't a single trait that's more important for success in the workplace than kids' self-control. We know that from many, many studies.\u003c/p>\n\u003cp>\u003cstrong>And what is it that happens in the teenage years that makes it such a critical, formative period for developing self-control? \u003c/strong>\u003c/p>\n\u003cp>As we know, experience can play a very important role in shaping the brain. Not only in the present but with respect to how kids are going to learn in the future.\u003c/p>\n\u003cp>And I think that science suggests that it's important for kids to be challenged and exposed to novelty in order to facilitate healthy development of brain systems that are important for things like self-regulation.\u003c/p>\n\u003cp>\u003cstrong>You explain that adolescent brains are more sensitive to the \"dopamine squirts\" that come from rewards, be they sex, drugs, candy or money. This, combined with less-developed inhibition, is what makes them more likely to seek out challenges, novelty — in a word, risk.\u003c/strong>\u003c/p>\n\u003cp>We're hard-wired to be risk-takers as adolescents. The dark side of this is why societies from ours to ISIL recruit people this age to do the dirty work. [Young adults are] more interested in the immediate rewards than the long term consequences.\u003c/p>\n\u003cp>\u003cstrong>You say that so-called character education, abstinence education or drug education programs like DARE, haven't been shown to be effective. Because it's not that adolescents don't intellectually understand the impact of this behavior, it's that they are too compelled by the rewards.\u003c/strong>\u003c/p>\n\u003cp>Exactly. But the other side of this is, let's let kids satisfy those urges in pro-social ways. We want them to sign up for that course where they're not guaranteed to get As, to try out for the school play, or even ask that person out.\u003c/p>\n\u003cp>\u003cstrong>How would you redesign high school to take advantage of current understanding of adolescent development?\u003c/strong>\u003c/p>\n\u003cp>First of all, I think we should think of high school as something that goes most of the day and doesn't stop at 3 p.m. We still run our school calendar and timetable as if we're an agrarian society in the beginning of the 20th century.\u003c/p>\n\u003cp>Give kids some choices: playing sports, arts, extra academic opportunities.\u003c/p>\n\u003cp>If kids are spending those hours unstructured and unsupervised, it's a recipe for experimenting with sex, drugs and delinquency. We know that kids are deterred when they're in settings with adults around.\u003c/p>\n\u003cp>The second thing I would do is to make high school more challenging. Now, for parents in the NPR audience, they're the ones who have kids in demanding schools. But there are far more high school graduates who need remediation than have ever taken a single AP class.\u003c/p>\n\u003cp>If we're talking about American education writ large, our schools are not very challenging. If only one in six students says she's ever taken a difficult class, this has more than just academic consequences. It's through challenge that kids develop things like determination and perseverance.\u003c/p>\n\u003cp>\u003cstrong>Any other changes you would make in high school?\u003c/strong>\u003c/p>\n\u003cp>I'd add some activities in the school day that research shows contribute to healthy brain development. For example, aerobic exercise, which is not part of the school day for a lot of kids. There have been schools that have had success with mindfulness training [meditation, yoga, tai chi].\u003c/p>\n\u003cp>\u003cstrong>And you say there may even be ways to explicitly teach qualities like self-control, empathy, and perseverance? \u003c/strong>\u003c/p>\n\u003cp>Most of the evidence for social-emotional learning programs comes from studies of kids with difficulties. It's a corrective. But I think there's no reason to think that it wouldn't work with kids who don't have behavioral problems.\u003c/p>\n\u003cp>\u003cstrong>Let's talk about peer pressure. Is it a myth?\u003c/strong>\u003c/p>\n\u003cp>We know that brain systems comprising the social brain are undergoing extensive development during adolescence. They're particularly attentive to the behaviors of other people, and peers especially.\u003c/p>\n\u003cp>The studies we've done at Temple have been to understand why adolescents engage in more risk taking with peers than alone.\u003c/p>\n\u003cp>It's not so much that peers influence kids to take risks. It's that by activating their reward centers, peers make adolescents more sensitive to rewards in their immediate environment.\u003c/p>\n\u003cp>\u003cstrong>One example you use is that teen drivers are more likely to speed when they have teenage passengers.\u003c/strong>\u003c/p>\n\u003cp>Right, and this isn't true if they are riding with adults. But I think an important piece of our research has been misunderstood. Since peers activate the reward centers, there's plenty of reason to think that engaging in pro-social activity with their friends will make it more rewarding and desirable as well.\u003c/p>\n\u003cp>\u003cstrong>Like volunteer work? Or being on a sports team?\u003c/strong>\u003c/p>\n\u003cp>Yes. I think that for adolescents the presence of peers has a positive spillover regardless of what the activity is. So, in theory they should enjoy learning and other positive activities more if they're doing them with their friends.\u003c/p>\n\u003cp>\u003cstrong>So for this reason, you say that more group projects in high school might be a good idea.\u003c/strong>\u003c/p>\n\u003cp>Right. We often discourage group learning in school because we're very insistent in making sure we can assess individual levels of competency and mastery. But this may undermine students in some ways.\u003c/p>\n\u003cp>\u003cstrong>We often focus on the tough side of the teenage years — the idea that they're emotionally volatile ... drinking, smoking, acting up. And when people talk about \"extended adolescence\" or \"delayed adulthood,\" that's usually thought of as a bad thing. But you have a different perspective.\u003c/strong>\u003c/p>\n\u003cp>There's this idea of meta-plasticity. That is the fact that the brain's degree of plasticity is itself a plastic characteristic of the brain. Certain experiences actually can increase the brain's plasticity, and they affect its capacity to be influenced in the future.\u003c/p>\n\u003cp>\u003cstrong>So the ability to keep learning, adapting and even experiencing the pleasures of youth, that's something we can and should cultivate and extend a little bit longer? \u003c/strong>\u003c/p>\n\u003cp>Well, there's got to be some ceiling. It wouldn't make evolutionary sense for the brain to be plastic forever. At some point you have to convert your brain portfolio from stocks to bonds. That's the shift from adolescence to adulthood.\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>But anything that keeps the brain plastic extends the period of being influenced by the environment. If you expose people to novelty and challenge, they're going to be able to learn and develop intellectually for a longer period. \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=Q%26A%3A+Plumbing+The+Mysteries+Of+The+Teenage+Brain&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38030/qa-plumbing-the-mysteries-of-the-teenage-brain","authors":["byline_mindshift_38030"],"categories":["mindshift_1"],"tags":["mindshift_1040","mindshift_945","mindshift_20762","mindshift_46","mindshift_20761","mindshift_1038"],"featImg":"mindshift_24188","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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