When Learning How to Write Starts Virtually, Here’s What’s Helpful to Know
Why Are We So Obsessed With Teaching Kids Cursive Handwriting?
Taking Notes: Is The Pen Still Mightier Than the Keyboard?
Does Losing Handwriting In School Mean Losing Other Skills Too?
Cursive, Print, or Type? The Point is To Keep Writing
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From the Bay Area, Smith graduated with a B.A. in Rhetoric from UC Berkeley and is an alumnus of \u003cem>The Daily Californian.\u003c/em>","avatar":"https://secure.gravatar.com/avatar/36b81e5f708f5bf91084149f95da8754?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["author"]},{"site":"mindshift","roles":["editor"]},{"site":"forum","roles":["editor"]},{"site":"perspectives","roles":["editor"]}],"headData":{"title":"Caroline Smith | KQED","description":"Producer, Forum","ogImgSrc":"https://secure.gravatar.com/avatar/36b81e5f708f5bf91084149f95da8754?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/36b81e5f708f5bf91084149f95da8754?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/csmith"}},"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_57780":{"type":"posts","id":"mindshift_57780","meta":{"index":"posts_1591205157","site":"mindshift","id":"57780","score":null,"sort":[1621238961000]},"guestAuthors":[],"slug":"when-learning-how-to-write-starts-virtually-heres-whats-helpful-to-know","title":"When Learning How to Write Starts Virtually, Here’s What’s Helpful to Know","publishDate":1621238961,"format":"standard","headTitle":"When Learning How to Write Starts Virtually, Here’s What’s Helpful to Know | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">This school year, kindergarteners learned how to turn on and off their web cameras and mute buttons alongside spelling and reading fundamentals. Separated by distance and screens, kindergarten teachers soon faced the additional challenge of teaching their 5- and 6-year-old students to write on pieces of paper that instructors couldn’t directly see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">So kindergarten teacher Lynn Marie Glick began having her students tilt their computer screens, pointing cameras down to their work, so she could watch as they label drawings of stuffed animals, pets or family members with letters formed by colored pencils, markers and crayons. She pinned the screens of students on Zoom who wanted to share their work with their class.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-57792\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Glick-1.png\" alt=\"\" width=\"703\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Glick-1.png 703w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Glick-1-160x89.png 160w\" sizes=\"(max-width: 703px) 100vw, 703px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When it was time to submit their assignments, her students uploaded photos of handwritten work to the online platform \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400;\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Sometimes, they would use the platform to type the class “snap words”: high-frequency words they learned to recognize “at a snap,” like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">the\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">at\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">. They also had the option to use Seesaw’s draw feature to write words with their mouse or trackpad — though Glick said that work tended to be less legible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That’s a totally separate skill, right?” said Glick of trying to handwrite on a device. “If you’ve got to put your finger on a mouse or your mouse trackpad and then you have to try to manipulate your finger around to draw something, there’s that disconnect between the mouse pad and the mouse and the computer. Whereas when you’re writing with a paper and pencil, I think the connection is much closer.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The act of physically writing builds fine motor skills, which is important for future academic success. Early development of motor skills – as utilized in motor coordination, executive function and visuospatial skills – are necessary for future academic achievement, according to a 2016 \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdep.12168\">\u003cspan style=\"font-weight: 400;\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help kids who don’t get this kind of practice at home, early grade curriculum should structure activities purposefully aimed at developing motor skills, along with executive function, socio-emotional skills and general knowledge, which is what kids use to make sense of the world. That’s according to one of the paper’s authors, \u003ca href=\"https://education.virginia.edu/faculty-research/centers-labs-projects/research-labs/foundations-cognition-and-learning-lab\">David Grissmer\u003c/a>, a research professor at the University of Virginia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“These are the four kind of building-block skills that are needed for kids to do well in school,” said Grissmer. “If they develop these skills during early childhood and have a good developmental path for these skills by the time they start school, they are much more likely to do better in school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Courtney Miller’s son is in kindergarten at Glen Cove Elementary in Vallejo, California. His school provided a touchscreen device for class assignments, which eased his online navigation and reduced some of the initial technical challenges he faced on a traditional laptop. While he typically used a pencil and paper during class, he would use the touchscreen to complete homework, including assignments that involve tracing letters on screen, though the tracing assignments can glitch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When you’re doing spelling and you’re tracing words on a touchscreen, sometimes it can get a little finicky and it doesn’t work,” said Miller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In her virtual kindergarten classroom, Glick helped her students remember each letter by telling a story about how to write it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“‘B’ is made with a dive-down letter. So you dive down,” Glick said as she deepened her voice. “Then you swim up and then over. That kind of language helps imprint the formation of the letter in their brains.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This was Glick’s sixth year of teaching kindergarten. Compared with previous years, her students’ mastery of writing their letters seemed to take more time — a potential effect of both decreased instruction time and the missing in-person assistance and observation of a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s really hard to see how the kids are actually forming the letters and how they’re holding their pencils,” Glick said. “I’m imagining that the first grade teachers will be having a lot of interesting console grips.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Supporting Parents is Supporting Kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During in-person instruction, Vikram Nahal would directly correct \u003c/span>\u003ca href=\"https://www.lwtears.com/blog/how-to-hold-pencil-grip\">\u003cspan style=\"font-weight: 400;\">console grips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in his role as a Resource Specialist Program (RSP) teacher in Northern California. He could provide grip tools for pencils or guide students’ hands with his own. During virtual education, he relied on reference materials and parent assistance \u003c/span>\u003ca href=\"https://www.latimes.com/california/story/2020-10-13/covid-19-tutor-demand-cant-afford-one\">\u003cspan style=\"font-weight: 400;\">when available\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to demonstrate grips, steer hands and inform him when additional resources were needed — all to ensure his students’ mastery of literacy building blocks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And due to virtual learning, many students gained technological skills that they might not have otherwise gleaned. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They’ve got to be computer literate. It’s a literacy issue for me,” Nahal said, noting that access to technology is an equity concern.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At Miller’s school, the technical support and distance learning workshops help parents with technology. Glen Cove Elementary teachers offer daily office hours and Vallejo City Unified School District offers a weekly parent hour for tech-related advice and questions.\u003c/span>\u003c/p>\n\u003ch2>Writing Means Reading and Listening\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vera Ahiyya, a kindergarten teacher in Brooklyn, New York, learned through educators on social media that many publishing houses relaxed their permission requirements for \u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">online recording\u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">s\u003c/a> of children’s books during the pandemic. In spring 2020, Ahiyya and her colleagues took turns uploading videos of themselves reading children’s books to their school’s web drive. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Ahiyya could also attach questions relating to certain time stamps. \u003c/span>\u003cspan style=\"font-weight: 400;\">These pre-recorded videos provided narration uninterrupted with their frames displaying well-lit, close-up pages. Students could take their time, pause and rewatch videos, something that they couldn’t do, or couldn’t do as easily, during read-alouds in person. \u003c/span>\u003cspan style=\"font-weight: 400;\">Parents told her they appreciated the online library provided by the collected videos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It can be a great way for students who might have processing delays, who might have visual or auditory processing needs. They can get a second chance, a second go at experiencing the book,” said Ahiyya. “Online, they can kind of stop and take their time and really enjoy the book for what it is as they need it to be.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.researchgate.net/publication/5373247_Reading_aloud_to_children_The_evidence\">\u003cspan style=\"font-weight: 400;\">Multiple\u003c/span>\u003c/a> \u003ca href=\"http://reading.uoregon.edu/big_ideas/pa/pa_what.php\">\u003cspan style=\"font-weight: 400;\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> have found that the act of reading to young kids is beneficial for early language and literacy skills development. Some \u003c/span>\u003ca href=\"https://www.worldcat.org/title/overcoming-dyslexia-a-new-and-complete-science-based-program-for-reading-problems-at-any-level/oclc/827481539\">\u003cspan style=\"font-weight: 400;\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> indicates that children with stronger reading abilities also possessed strong phonological processing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Strong readers tend to be more able to listen to and manipulate phonemes – the individual units of sound – and that further improves reading skills, which in turn strengthens phonological processing in a cyclical process.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And \u003c/span>\u003ca href=\"https://edsource.org/2015/study-says-reading-aloud-to-children-more-than-talking-builds-literacy/82045\">\u003cspan style=\"font-weight: 400;\">reading aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to children is more effective than casual conversation when it comes to developing \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/1086296X15627528\">\u003cspan style=\"font-weight: 400;\">vocabularies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Words that aren’t among the 5,000 most common English words are two to three times more likely than caretaker-child conversations to appear in picture books, meaning that books are more likely to have words children might not hear in their daily lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite having made progress online, when Ahiyya’s class moved back to in-person learning, she decided she wanted to decrease technology use and move back to analogue learning. She emphasized tactile and creative activities they couldn’t do, or couldn’t do as easily, during virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We also wanted to give them time to create and build mobility in their fingers, in their hands, in a way that they hadn’t been able to do when they were learning remotely,” Ahiyya said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"During remote learning, teachers were unable to see some of the visual cues that indicate a child's progress learning writing. So they got tech savvy and creative. ","status":"publish","parent":0,"modified":1713642296,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1378},"headData":{"title":"When Learning How to Write Starts Virtually, Here’s What’s Helpful to Know | KQED","description":"During remote learning, teachers were unable to see some of the visual cues that indicate a child's progress learning writing. So they got tech savvy and creative. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Learning How to Write Starts Virtually, Here’s What’s Helpful to Know","datePublished":"2021-05-17T08:09:21.000Z","dateModified":"2024-04-20T19:44:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/57780/when-learning-how-to-write-starts-virtually-heres-whats-helpful-to-know","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">This school year, kindergarteners learned how to turn on and off their web cameras and mute buttons alongside spelling and reading fundamentals. Separated by distance and screens, kindergarten teachers soon faced the additional challenge of teaching their 5- and 6-year-old students to write on pieces of paper that instructors couldn’t directly see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">So kindergarten teacher Lynn Marie Glick began having her students tilt their computer screens, pointing cameras down to their work, so she could watch as they label drawings of stuffed animals, pets or family members with letters formed by colored pencils, markers and crayons. She pinned the screens of students on Zoom who wanted to share their work with their class.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-57792\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Glick-1.png\" alt=\"\" width=\"703\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Glick-1.png 703w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Glick-1-160x89.png 160w\" sizes=\"(max-width: 703px) 100vw, 703px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When it was time to submit their assignments, her students uploaded photos of handwritten work to the online platform \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400;\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Sometimes, they would use the platform to type the class “snap words”: high-frequency words they learned to recognize “at a snap,” like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">the\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">at\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">. They also had the option to use Seesaw’s draw feature to write words with their mouse or trackpad — though Glick said that work tended to be less legible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That’s a totally separate skill, right?” said Glick of trying to handwrite on a device. “If you’ve got to put your finger on a mouse or your mouse trackpad and then you have to try to manipulate your finger around to draw something, there’s that disconnect between the mouse pad and the mouse and the computer. Whereas when you’re writing with a paper and pencil, I think the connection is much closer.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The act of physically writing builds fine motor skills, which is important for future academic success. Early development of motor skills – as utilized in motor coordination, executive function and visuospatial skills – are necessary for future academic achievement, according to a 2016 \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdep.12168\">\u003cspan style=\"font-weight: 400;\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help kids who don’t get this kind of practice at home, early grade curriculum should structure activities purposefully aimed at developing motor skills, along with executive function, socio-emotional skills and general knowledge, which is what kids use to make sense of the world. That’s according to one of the paper’s authors, \u003ca href=\"https://education.virginia.edu/faculty-research/centers-labs-projects/research-labs/foundations-cognition-and-learning-lab\">David Grissmer\u003c/a>, a research professor at the University of Virginia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“These are the four kind of building-block skills that are needed for kids to do well in school,” said Grissmer. “If they develop these skills during early childhood and have a good developmental path for these skills by the time they start school, they are much more likely to do better in school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Courtney Miller’s son is in kindergarten at Glen Cove Elementary in Vallejo, California. His school provided a touchscreen device for class assignments, which eased his online navigation and reduced some of the initial technical challenges he faced on a traditional laptop. While he typically used a pencil and paper during class, he would use the touchscreen to complete homework, including assignments that involve tracing letters on screen, though the tracing assignments can glitch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When you’re doing spelling and you’re tracing words on a touchscreen, sometimes it can get a little finicky and it doesn’t work,” said Miller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In her virtual kindergarten classroom, Glick helped her students remember each letter by telling a story about how to write it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“‘B’ is made with a dive-down letter. So you dive down,” Glick said as she deepened her voice. “Then you swim up and then over. That kind of language helps imprint the formation of the letter in their brains.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This was Glick’s sixth year of teaching kindergarten. Compared with previous years, her students’ mastery of writing their letters seemed to take more time — a potential effect of both decreased instruction time and the missing in-person assistance and observation of a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s really hard to see how the kids are actually forming the letters and how they’re holding their pencils,” Glick said. “I’m imagining that the first grade teachers will be having a lot of interesting console grips.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Supporting Parents is Supporting Kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During in-person instruction, Vikram Nahal would directly correct \u003c/span>\u003ca href=\"https://www.lwtears.com/blog/how-to-hold-pencil-grip\">\u003cspan style=\"font-weight: 400;\">console grips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in his role as a Resource Specialist Program (RSP) teacher in Northern California. He could provide grip tools for pencils or guide students’ hands with his own. During virtual education, he relied on reference materials and parent assistance \u003c/span>\u003ca href=\"https://www.latimes.com/california/story/2020-10-13/covid-19-tutor-demand-cant-afford-one\">\u003cspan style=\"font-weight: 400;\">when available\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to demonstrate grips, steer hands and inform him when additional resources were needed — all to ensure his students’ mastery of literacy building blocks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And due to virtual learning, many students gained technological skills that they might not have otherwise gleaned. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They’ve got to be computer literate. It’s a literacy issue for me,” Nahal said, noting that access to technology is an equity concern.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At Miller’s school, the technical support and distance learning workshops help parents with technology. Glen Cove Elementary teachers offer daily office hours and Vallejo City Unified School District offers a weekly parent hour for tech-related advice and questions.\u003c/span>\u003c/p>\n\u003ch2>Writing Means Reading and Listening\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vera Ahiyya, a kindergarten teacher in Brooklyn, New York, learned through educators on social media that many publishing houses relaxed their permission requirements for \u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">online recording\u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">s\u003c/a> of children’s books during the pandemic. In spring 2020, Ahiyya and her colleagues took turns uploading videos of themselves reading children’s books to their school’s web drive. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Ahiyya could also attach questions relating to certain time stamps. \u003c/span>\u003cspan style=\"font-weight: 400;\">These pre-recorded videos provided narration uninterrupted with their frames displaying well-lit, close-up pages. Students could take their time, pause and rewatch videos, something that they couldn’t do, or couldn’t do as easily, during read-alouds in person. \u003c/span>\u003cspan style=\"font-weight: 400;\">Parents told her they appreciated the online library provided by the collected videos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It can be a great way for students who might have processing delays, who might have visual or auditory processing needs. They can get a second chance, a second go at experiencing the book,” said Ahiyya. “Online, they can kind of stop and take their time and really enjoy the book for what it is as they need it to be.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.researchgate.net/publication/5373247_Reading_aloud_to_children_The_evidence\">\u003cspan style=\"font-weight: 400;\">Multiple\u003c/span>\u003c/a> \u003ca href=\"http://reading.uoregon.edu/big_ideas/pa/pa_what.php\">\u003cspan style=\"font-weight: 400;\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> have found that the act of reading to young kids is beneficial for early language and literacy skills development. Some \u003c/span>\u003ca href=\"https://www.worldcat.org/title/overcoming-dyslexia-a-new-and-complete-science-based-program-for-reading-problems-at-any-level/oclc/827481539\">\u003cspan style=\"font-weight: 400;\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> indicates that children with stronger reading abilities also possessed strong phonological processing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Strong readers tend to be more able to listen to and manipulate phonemes – the individual units of sound – and that further improves reading skills, which in turn strengthens phonological processing in a cyclical process.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And \u003c/span>\u003ca href=\"https://edsource.org/2015/study-says-reading-aloud-to-children-more-than-talking-builds-literacy/82045\">\u003cspan style=\"font-weight: 400;\">reading aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to children is more effective than casual conversation when it comes to developing \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/1086296X15627528\">\u003cspan style=\"font-weight: 400;\">vocabularies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Words that aren’t among the 5,000 most common English words are two to three times more likely than caretaker-child conversations to appear in picture books, meaning that books are more likely to have words children might not hear in their daily lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite having made progress online, when Ahiyya’s class moved back to in-person learning, she decided she wanted to decrease technology use and move back to analogue learning. She emphasized tactile and creative activities they couldn’t do, or couldn’t do as easily, during virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We also wanted to give them time to create and build mobility in their fingers, in their hands, in a way that they hadn’t been able to do when they were learning remotely,” Ahiyya said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57780/when-learning-how-to-write-starts-virtually-heres-whats-helpful-to-know","authors":["11603"],"categories":["mindshift_193"],"tags":["mindshift_918","mindshift_358","mindshift_20637","mindshift_790","mindshift_21906","mindshift_21359","mindshift_851"],"featImg":"mindshift_57873","label":"mindshift"},"mindshift_46509":{"type":"posts","id":"mindshift_46509","meta":{"index":"posts_1591205157","site":"mindshift","id":"46509","score":null,"sort":[1475234856000]},"guestAuthors":[],"slug":"why-are-we-so-obsessed-with-teaching-kids-cursive-handwriting","title":"Why Are We So Obsessed With Teaching Kids Cursive Handwriting?","publishDate":1475234856,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>As computers become a common part of daily life for most adults and children, the debate about whether handwriting should be taught in school has heated up. Some claim it will be more important for students to learn keyboarding than writing with pen and paper given the ubiquity of digital communication. But there's a lot of strong research showing that \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/05/does-losing-handwriting-in-school-mean-losing-other-skills-too/\" target=\"_blank\">learning to write by hand aids cognition\u003c/a>. Linking motor skills and the sense of touch to writing helps the brain recognize letters, an important part of learning to read. But while handwriting is supported by research, as well as the link between \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/18/taking-notes-is-the-pen-still-mightier-than-the-keyboard/\" target=\"_blank\">writing by hand and memory\u003c/a>, it is far \u003ca href=\"https://ww2.kqed.org/mindshift/2013/06/28/should-schools-still-teach-cursive/\" target=\"_blank\">less obvious that students must learn cursive\u003c/a> in order to get those cognitive benefits.\u003c/p>\n\u003cp>In a \u003ca href=\"http://nautil.us/issue/40/learning/cursive-handwriting-and-other-education-myths\" target=\"_blank\">Nautilus article\u003c/a> dissecting the claims made about cursive, Philip Ball writes:\u003c/p>\n\u003cblockquote>\u003cp>But imposing cursive from an early age is another matter. There should be a sound reason for it, as there should be reasons for teaching anything to children. Yet the grip that cursive exerts on much of teaching practice is sustained only by a disturbing blend of traditionalism, institutional inertia, folklore, prejudice, and bribery. It suggests that what teachers “know” about how children learn is sometimes more a product of the culture in which they’re immersed than a result of research and data. It seems unlikely, in this regard, that teaching cursive is unique in educational practice. Which forces us to wonder: What happened to evidence?\u003c/p>\u003c/blockquote>\n\u003cp>Ball writes that teachers often cite three reasons for teaching cursive: it's faster, helps with spelling and helps children with dyslexia. In this article he takes on those claims one by one, looking at the research, and the myths behind them. This deep dive into the research on handwriting -- both manuscript and cursive -- cuts through the noise and emotion often raised when the subject of handwriting comes up.\u003c/p>\n\u003cp>http://nautil.us/issue/40/learning/cursive-handwriting-and-other-education-myths\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"While learning to write by hand has been proven by researchers to aid cognition and early reading, the scientific foundation for cursive writing specifically is far fuzzier.","status":"publish","parent":0,"modified":1475234856,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":338},"headData":{"title":"Why Are We So Obsessed With Teaching Kids Cursive Handwriting? | KQED","description":"While learning to write by hand has been proven by researchers to aid cognition and early reading, the scientific foundation for cursive writing specifically is far fuzzier.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Are We So Obsessed With Teaching Kids Cursive Handwriting?","datePublished":"2016-09-30T11:27:36.000Z","dateModified":"2016-09-30T11:27:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46509 http://ww2.kqed.org/mindshift/?p=46509","disqusUrl":"https://ww2.kqed.org/mindshift/2016/09/30/why-are-we-so-obsessed-with-teaching-kids-cursive-handwriting/","disqusTitle":"Why Are We So Obsessed With Teaching Kids Cursive Handwriting?","path":"/mindshift/46509/why-are-we-so-obsessed-with-teaching-kids-cursive-handwriting","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As computers become a common part of daily life for most adults and children, the debate about whether handwriting should be taught in school has heated up. Some claim it will be more important for students to learn keyboarding than writing with pen and paper given the ubiquity of digital communication. But there's a lot of strong research showing that \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/05/does-losing-handwriting-in-school-mean-losing-other-skills-too/\" target=\"_blank\">learning to write by hand aids cognition\u003c/a>. Linking motor skills and the sense of touch to writing helps the brain recognize letters, an important part of learning to read. But while handwriting is supported by research, as well as the link between \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/18/taking-notes-is-the-pen-still-mightier-than-the-keyboard/\" target=\"_blank\">writing by hand and memory\u003c/a>, it is far \u003ca href=\"https://ww2.kqed.org/mindshift/2013/06/28/should-schools-still-teach-cursive/\" target=\"_blank\">less obvious that students must learn cursive\u003c/a> in order to get those cognitive benefits.\u003c/p>\n\u003cp>In a \u003ca href=\"http://nautil.us/issue/40/learning/cursive-handwriting-and-other-education-myths\" target=\"_blank\">Nautilus article\u003c/a> dissecting the claims made about cursive, Philip Ball writes:\u003c/p>\n\u003cblockquote>\u003cp>But imposing cursive from an early age is another matter. There should be a sound reason for it, as there should be reasons for teaching anything to children. Yet the grip that cursive exerts on much of teaching practice is sustained only by a disturbing blend of traditionalism, institutional inertia, folklore, prejudice, and bribery. It suggests that what teachers “know” about how children learn is sometimes more a product of the culture in which they’re immersed than a result of research and data. It seems unlikely, in this regard, that teaching cursive is unique in educational practice. Which forces us to wonder: What happened to evidence?\u003c/p>\u003c/blockquote>\n\u003cp>Ball writes that teachers often cite three reasons for teaching cursive: it's faster, helps with spelling and helps children with dyslexia. In this article he takes on those claims one by one, looking at the research, and the myths behind them. This deep dive into the research on handwriting -- both manuscript and cursive -- cuts through the noise and emotion often raised when the subject of handwriting comes up.\u003c/p>\n\u003cp>http://nautil.us/issue/40/learning/cursive-handwriting-and-other-education-myths\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46509/why-are-we-so-obsessed-with-teaching-kids-cursive-handwriting","authors":["234"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_918","mindshift_20784","mindshift_1040","mindshift_20637"],"featImg":"mindshift_46514","label":"mindshift"},"mindshift_41637":{"type":"posts","id":"mindshift_41637","meta":{"index":"posts_1591205157","site":"mindshift","id":"41637","score":null,"sort":[1439905033000]},"guestAuthors":[],"slug":"taking-notes-is-the-pen-still-mightier-than-the-keyboard","title":"Taking Notes: Is The Pen Still Mightier Than the Keyboard?","publishDate":1439905033,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Educators are eager to know how the computers popping up in their classrooms actually affect student learning. Much of the research has focused on how computers and other digital devices increase the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/03/how-does-multitasking-change-the-way-kids-learn/\" target=\"_blank\">temptation and likelihood of multitasking\u003c/a>, leading to lower comprehension and reduced productivity. But until now, few people have looked into whether the method of note-taking a student uses, such as typing on a computer or writing in longhand, affects how well he or she comprehends the lecture.\u003c/p>\n\u003cp>A recent \u003ca href=\"http://pss.sagepub.com/content/early/2014/04/22/0956797614524581\" target=\"_blank\">study published in Psychological Science\u003c/a> confronts the issue head-on. Researchers Pam Mueller and Daniel Oppenheimer asked students to take notes on a 20-minute video lecture using either longhand or a computer that had been disabled for any other use. They wanted to remove the distractions that have given note-taking on computers lower marks for memory and comprehension. “Even if you are using computers exactly as they’re supposed to be used, might that still be hurting learning?” is the question Mueller sought out to answer.\u003c/p>\n\u003cp>Mueller said she got the idea for the experiment when she was a teaching assistant for an undergraduate class and forgot to bring her computer one day. She took notes by hand instead and felt a noticeable difference in her retention of the material. The experience made her wonder if others would react the same way.\u003c/p>\n\u003cp>[contextly_sidebar id=\"NkJRUcz8Ybd9TK2piTVaLJ7N5QQu67co\"]\u003c/p>\n\u003cp>The two researchers set up three studies to test various conditions. In the first study, one group of undergraduate college students were told to watch a 20-minute TED Talk on a subject they weren’t likely to know much about and take notes by hand. The other group took notes on the computer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Students who took notes on laptops tended to transcribe the content verbatim,” Mueller said. Those students took many more notes, but seemed to process what they heard much less. In a test taken a few minutes after completing the lecture, students who had taken notes using longhand performed much better. The difference was particularly striking on conceptual questions, where students had to take two pieces of information they’d heard in the lecture and synthesize them into a conclusion.\u003c/p>\n\u003cp>The researchers then tested another intervention, telling a third group of students taking notes on a computer that verbatim notes aren’t a good way to remember and that they should slow down. The other two groups remained the same as in the first study. The intervention group performed almost exactly the same as the computer note-takers who hadn’t received the intervention, leading Mueller and Oppenheimer to believe that simply telling students not to take notes verbatim doesn’t work.\u003c/p>\n\u003cp>Since the verbatim note-takers were recording more information than those taking longhand notes, Mueller reasoned that maybe that group would do better if given a chance to study their notes. So in a third study, the researchers asked both groups of note-takers to come back a week later, review their notes for 15 minutes and then take the test.\u003c/p>\n\u003cp>To Mueller’s surprise, the longhand note-takers still performed better. She also hypothesizes that since longhand note takers had to be more selective about what they wrote, they had processed the information better as it came in, making the recall easier.\u003c/p>\n\u003cp>These findings align with neuroscience research on memory reconsolidation. When information is called up into the short term memory after having been hardwired into the long term memory, it sticks better the second time.\u003c/p>\n\u003cp>“If you processed [the information] as it was coming in, then there’s more in your brain for the refresher to hang on to,” Mueller said.\u003c/p>\n\u003cp>\u003cstrong>Making it Stick in the Classroom\u003c/strong>\u003c/p>\n\u003cp>The typing versus handwriting debate recalls a related, heated discussion over whether students \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/05/does-losing-handwriting-in-school-mean-losing-other-skills-too/\" target=\"_blank\">should continue to learn handwriting\u003c/a>. While the research is not conclusive, several researchers contend that writing by hand stimulates special neural circuits, leading to stronger reading ability, new idea generation and retention of information.\u003c/p>\n\u003cp>Mueller thinks there’s still hope for digital note-taking, but says students must be taught how to slow down and process information as they take it in. She thinks there could be promise in stylus technology, which would slow the pace at which a person can take notes, but would still allow for digital storage.\u003c/p>\n\u003cp>Some educators are taking long form notes to new levels, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/15/making-learning-visible-doodling-helps-memories-stick/\" target=\"_blank\">embracing the idea of sketchnotes\u003c/a>, in which the ideas presented in a lecture are captured as a combination of words and images.\u003c/p>\n\u003cp>“I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards,” said Shelley Paul, who at the time was director of learning design at Woodward Academy. “And if I look at the doodle again today for three to four minutes, I can basically remember it all again.”\u003c/p>\n\u003cp>Paul admits it can be hard to keep up with a fast paced lecture, but even the things she decides not to depict end up getting connected to the images she does draw. She’s been implementing the practice with students who love the freedom to doodle in class and who are making great connections between information in the process.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>While unconventional, drawing as note-taking makes sense based on memory research, which shows that if multiple ideas can be condensed into an image, the brain stores all those related ideas as one. The image acts as a zip file for multiple ideas, helping to fit more into the limited short term memory.\u003c/p>\n\n","blocks":[],"excerpt":"Longhand note-takng results in a better conceptual understanding of the material and is easier to recall later.","status":"publish","parent":0,"modified":1440262046,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":957},"headData":{"title":"Taking Notes: Is The Pen Still Mightier Than the Keyboard? | KQED","description":"Longhand note-takng results in a better conceptual understanding of the material and is easier to recall later.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Taking Notes: Is The Pen Still Mightier Than the Keyboard?","datePublished":"2015-08-18T13:37:13.000Z","dateModified":"2015-08-22T16:47:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41637 http://ww2.kqed.org/mindshift/?p=41637","disqusUrl":"https://ww2.kqed.org/mindshift/2015/08/18/taking-notes-is-the-pen-still-mightier-than-the-keyboard/","disqusTitle":"Taking Notes: Is The Pen Still Mightier Than the Keyboard?","path":"/mindshift/41637/taking-notes-is-the-pen-still-mightier-than-the-keyboard","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators are eager to know how the computers popping up in their classrooms actually affect student learning. Much of the research has focused on how computers and other digital devices increase the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/03/how-does-multitasking-change-the-way-kids-learn/\" target=\"_blank\">temptation and likelihood of multitasking\u003c/a>, leading to lower comprehension and reduced productivity. But until now, few people have looked into whether the method of note-taking a student uses, such as typing on a computer or writing in longhand, affects how well he or she comprehends the lecture.\u003c/p>\n\u003cp>A recent \u003ca href=\"http://pss.sagepub.com/content/early/2014/04/22/0956797614524581\" target=\"_blank\">study published in Psychological Science\u003c/a> confronts the issue head-on. Researchers Pam Mueller and Daniel Oppenheimer asked students to take notes on a 20-minute video lecture using either longhand or a computer that had been disabled for any other use. They wanted to remove the distractions that have given note-taking on computers lower marks for memory and comprehension. “Even if you are using computers exactly as they’re supposed to be used, might that still be hurting learning?” is the question Mueller sought out to answer.\u003c/p>\n\u003cp>Mueller said she got the idea for the experiment when she was a teaching assistant for an undergraduate class and forgot to bring her computer one day. She took notes by hand instead and felt a noticeable difference in her retention of the material. The experience made her wonder if others would react the same way.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The two researchers set up three studies to test various conditions. In the first study, one group of undergraduate college students were told to watch a 20-minute TED Talk on a subject they weren’t likely to know much about and take notes by hand. The other group took notes on the computer.\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>“Students who took notes on laptops tended to transcribe the content verbatim,” Mueller said. Those students took many more notes, but seemed to process what they heard much less. In a test taken a few minutes after completing the lecture, students who had taken notes using longhand performed much better. The difference was particularly striking on conceptual questions, where students had to take two pieces of information they’d heard in the lecture and synthesize them into a conclusion.\u003c/p>\n\u003cp>The researchers then tested another intervention, telling a third group of students taking notes on a computer that verbatim notes aren’t a good way to remember and that they should slow down. The other two groups remained the same as in the first study. The intervention group performed almost exactly the same as the computer note-takers who hadn’t received the intervention, leading Mueller and Oppenheimer to believe that simply telling students not to take notes verbatim doesn’t work.\u003c/p>\n\u003cp>Since the verbatim note-takers were recording more information than those taking longhand notes, Mueller reasoned that maybe that group would do better if given a chance to study their notes. So in a third study, the researchers asked both groups of note-takers to come back a week later, review their notes for 15 minutes and then take the test.\u003c/p>\n\u003cp>To Mueller’s surprise, the longhand note-takers still performed better. She also hypothesizes that since longhand note takers had to be more selective about what they wrote, they had processed the information better as it came in, making the recall easier.\u003c/p>\n\u003cp>These findings align with neuroscience research on memory reconsolidation. When information is called up into the short term memory after having been hardwired into the long term memory, it sticks better the second time.\u003c/p>\n\u003cp>“If you processed [the information] as it was coming in, then there’s more in your brain for the refresher to hang on to,” Mueller said.\u003c/p>\n\u003cp>\u003cstrong>Making it Stick in the Classroom\u003c/strong>\u003c/p>\n\u003cp>The typing versus handwriting debate recalls a related, heated discussion over whether students \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/05/does-losing-handwriting-in-school-mean-losing-other-skills-too/\" target=\"_blank\">should continue to learn handwriting\u003c/a>. While the research is not conclusive, several researchers contend that writing by hand stimulates special neural circuits, leading to stronger reading ability, new idea generation and retention of information.\u003c/p>\n\u003cp>Mueller thinks there’s still hope for digital note-taking, but says students must be taught how to slow down and process information as they take it in. She thinks there could be promise in stylus technology, which would slow the pace at which a person can take notes, but would still allow for digital storage.\u003c/p>\n\u003cp>Some educators are taking long form notes to new levels, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/15/making-learning-visible-doodling-helps-memories-stick/\" target=\"_blank\">embracing the idea of sketchnotes\u003c/a>, in which the ideas presented in a lecture are captured as a combination of words and images.\u003c/p>\n\u003cp>“I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards,” said Shelley Paul, who at the time was director of learning design at Woodward Academy. “And if I look at the doodle again today for three to four minutes, I can basically remember it all again.”\u003c/p>\n\u003cp>Paul admits it can be hard to keep up with a fast paced lecture, but even the things she decides not to depict end up getting connected to the images she does draw. She’s been implementing the practice with students who love the freedom to doodle in class and who are making great connections between information in the process.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>While unconventional, drawing as note-taking makes sense based on memory research, which shows that if multiple ideas can be condensed into an image, the brain stores all those related ideas as one. The image acts as a zip file for multiple ideas, helping to fit more into the limited short term memory.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41637/taking-notes-is-the-pen-still-mightier-than-the-keyboard","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20637","mindshift_20837"],"featImg":"mindshift_41644","label":"mindshift"},"mindshift_36080":{"type":"posts","id":"mindshift_36080","meta":{"index":"posts_1591205157","site":"mindshift","id":"36080","score":null,"sort":[1402005902000]},"guestAuthors":[],"slug":"does-losing-handwriting-in-school-mean-losing-other-skills-too","title":"Does Losing Handwriting In School Mean Losing Other Skills Too?","publishDate":1402005902,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>As laptops and tablets become more commonly used as writing tools, many are ready to leave the skill of handwriting behind. Most students will do most of their writing on computers, the thinking goes, so educators should get them started on keyboarding skills early. But psychologist are uncovering some unexpected benefits of learning -- not just to write, but to write by hand. In her \u003ca href=\"http://www.nytimes.com/2014/06/03/science/whats-lost-as-handwriting-fades.html?_r=1\" target=\"_blank\">New York Times article\u003c/a> Maria Konnikova explains some of the newest research.\u003c/p>\n\u003cp>\"New evidence suggests that the links between handwriting and broader educational development run deep. Children not only learn to read more quickly when they first learn to write by hand, but they also remain better able to generate ideas and retain information. In other words, it’s not just what we write that matters — but how. 'When we write, a unique neural circuit is automatically activated,' said Stanislas Dehaene, a psychologist at the Collège de France in Paris. 'There is a core recognition of the gesture in the written word, a sort of recognition by mental simulation in your brain.'\"\u003cbr>\nhttp://www.nytimes.com/2014/06/03/science/whats-lost-as-handwriting-fades.html\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Learning to write by hand has learning benefits that could be neglected if too much focus is put on keyboarding.","status":"publish","parent":0,"modified":1456257895,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":196},"headData":{"title":"Does Losing Handwriting In School Mean Losing Other Skills Too? | KQED","description":"Learning to write by hand has learning benefits that could be neglected if too much focus is put on keyboarding.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Does Losing Handwriting In School Mean Losing Other Skills Too?","datePublished":"2014-06-05T22:05:02.000Z","dateModified":"2016-02-23T20:04:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36080 http://blogs.kqed.org/mindshift/?p=36080","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/05/does-losing-handwriting-in-school-mean-losing-other-skills-too/","disqusTitle":"Does Losing Handwriting In School Mean Losing Other Skills Too?","path":"/mindshift/36080/does-losing-handwriting-in-school-mean-losing-other-skills-too","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As laptops and tablets become more commonly used as writing tools, many are ready to leave the skill of handwriting behind. Most students will do most of their writing on computers, the thinking goes, so educators should get them started on keyboarding skills early. But psychologist are uncovering some unexpected benefits of learning -- not just to write, but to write by hand. In her \u003ca href=\"http://www.nytimes.com/2014/06/03/science/whats-lost-as-handwriting-fades.html?_r=1\" target=\"_blank\">New York Times article\u003c/a> Maria Konnikova explains some of the newest research.\u003c/p>\n\u003cp>\"New evidence suggests that the links between handwriting and broader educational development run deep. Children not only learn to read more quickly when they first learn to write by hand, but they also remain better able to generate ideas and retain information. In other words, it’s not just what we write that matters — but how. 'When we write, a unique neural circuit is automatically activated,' said Stanislas Dehaene, a psychologist at the Collège de France in Paris. 'There is a core recognition of the gesture in the written word, a sort of recognition by mental simulation in your brain.'\"\u003cbr>\nhttp://www.nytimes.com/2014/06/03/science/whats-lost-as-handwriting-fades.html\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36080/does-losing-handwriting-in-school-mean-losing-other-skills-too","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20637"],"featImg":"mindshift_36082","label":"mindshift"},"mindshift_34744":{"type":"posts","id":"mindshift_34744","meta":{"index":"posts_1591205157","site":"mindshift","id":"34744","score":null,"sort":[1395846519000]},"guestAuthors":[],"slug":"cursive-print-or-type-the-point-is-to-keep-writing","title":"Cursive, Print, or Type? The Point is To Keep Writing","publishDate":1395846519,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-large wp-image-34745\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/istock_000027757063small_wide-357d334b800ca50d2ddafbb576744e7cb1a0f723-640x360.jpg\" alt=\"Loops And Swirls: You might have the best cursive handwriting in the land, but your kids probably don't. Does learning to write in cursive help kids' brains grow?\" width=\"640\" height=\"360\">\u003cstrong>By Cory Turner\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap\">Across the country, many school districts \u003ca href=\"http://www.wbez.org/news/indiana-bill-would-require-teaching-cursive-writing-104793\" target=\"_blank\">dropped cursive from their curricula\u003c/a> years ago. The new Common Core State Standards now being implemented in most states never mention the word \"cursive.\" Given longhand's waning popularity, lawmakers in \u003ca href=\"http://www.usatoday.com/story/news/nation/2014/03/10/tennessee-cursive-penmanship-bill-vote/6260613/\" target=\"_blank\">several states, including Tennessee\u003c/a>, are now trying to legislate a cursive comeback.\u003c/p>\n\u003cp>The arguments in favor of cursive usually revolve around heritage or tradition. Some parents want their children to be able to read a letter from Grandma as well as our nation's founding documents. Some cursive supporters also invoke science, arguing that learning cursive helps young brains grow more than learning basic printing does.\u003c/p>\n\u003cp>Professor Amy Bastian, a motor neuroscientist at the Kennedy Krieger Institute at Johns Hopkins University in Baltimore, has dedicated her career to studying how the brain talks to the body. \"The more variety of things you do in the fine motor domain, the more variety of hand movements you make, will improve your dexterity,\" Bastian says.\u003c/p>\n\u003cp>That may sound like a ringing endorsement for cursive handwriting, but when asked if cursive writing is better for a child's development than printing, Bastian makes it clear: She doesn't know. Cursive is good, she insists, but it's not certain that it's better or more important for a child's development than printing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It really doesn't matter if it's manuscript or cursive. It is kind of silly, in a way, that you have state legislatures getting all tied up in this.\"\u003c/aside>\n\u003cp>Steve Graham, who studies children's writing and teaches education at Arizona State University, believes that the current cursive debate misses the problem.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It really doesn't matter if it's manuscript or cursive,\" Graham says. \"It is kind of silly, in a way, that you have state legislatures getting all tied up in this.\"\u003c/p>\n\u003cp>All of the researchers NPR spoke with agree that cursive is good, but none would argue that it is better or more important than printing. The evidence just isn't there. As long as children are writing in school, it doesn't really matter if the letters curl and connect. So, problem solved. Or is it?\u003c/p>\n\u003cp>\"Imagine a world without handwriting,\" bellows a deep-voiced narrator. \"It's not as far-fetched as it sounds.\"\u003c/p>\n\u003cp>So begins a promotional video for a conference geared toward researchers and educators held a few years ago, called \"Handwriting in the 21st Century?\"\u003c/p>\n\u003cp>The question mark at the end of the title says it all. The premise of the gathering, according to the video: \"Handwriting instruction is in danger of becoming increasingly marginalized.\"\u003c/p>\n\u003cp>If the claim is to be believed, that's a bad thing. And lots of reading specialists and academics believe it. It turns out, the real fear among those who study kids and handwriting is not that our schools will stop teaching cursive; it's what Steve Graham of ASU has noticed in recent years: \"We don't see much writing going on at all across the school day,\" Graham says.\u003c/p>\n\u003cp>What are kids doing instead?\u003c/p>\n\u003cp>[contextly_sidebar id=\"6e1a2bee9009b2ecf8719502f01eb289\"]\u003c/p>\n\u003cp>\"Filling in blanks on worksheets,\" Graham says. \"One-sentence responses to questions, maybe in a short response summarizing information.\"\u003c/p>\n\u003cp>In other words, not enough good old-fashioned composition and too much choosing among (A) This, (B) That or (C) All of the above. Some of those fighting to keep cursive in schools argue that computers are the enemy. Instead of writing, kids are typing on the keyboard, they say. But there are two problems with that argument.\u003c/p>\n\u003cp>First, many researchers say that learning to type is a good thing. And second: \"Schools are not teaching keyboarding,\" says Virginia Berninger, a professor of educational psychology at the University of Washington.\u003c/p>\n\u003cp>Berninger is a big champion of both handwriting and typing. She's worried that they have been nudged to the side by crowded state standards.\u003c/p>\n\u003cp>\"In the 21st century, you teach kids to be multilingual by hand,\" Berninger says.\u003c/p>\n\u003cp>The new Common Core State Standards place considerable emphasis on the importance of composition, which suggests students may be doing more writing as states implement the core. But that means that right now the pressure is on teachers, administrators and textbook writers to make sure students get the time and instruction they need to become fluent writers.\u003c/p>\n\u003cp>\"If we expect kids to develop mastery in anything and develop fluency in anything, they have to be doing it on a regular basis,\" says Scott Beers, who teaches education at Seattle Pacific University.\u003c/p>\n\u003cp>That's true not just in kindergarten or first grade, but in grade after grade. Focus on handwriting early and often, experts say, print or cursive or both. Then, as kids' brains develop, gently lay the groundwork for typing.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It's not either-or. It's choice (C) All of the above. The good kind.\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=Does+The+Fight+For+A+Cursive+Comeback+Miss+The+Point%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"The real fear among those who study kids and handwriting is not that our schools will stop teaching cursive; it's that students aren't writing enough.","status":"publish","parent":0,"modified":1395846519,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":819},"headData":{"title":"Cursive, Print, or Type? The Point is To Keep Writing | KQED","description":"The real fear among those who study kids and handwriting is not that our schools will stop teaching cursive; it's that students aren't writing enough.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Cursive, Print, or Type? The Point is To Keep Writing","datePublished":"2014-03-26T15:08:39.000Z","dateModified":"2014-03-26T15:08:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34744 http://blogs.kqed.org/mindshift/?p=34744","disqusUrl":"https://ww2.kqed.org/mindshift/2014/03/26/cursive-print-or-type-the-point-is-to-keep-writing/","disqusTitle":"Cursive, Print, or Type? The Point is To Keep Writing","nprByline":"Cory Turner","nprStoryId":"294212825","nprApiLink":"http://api.npr.org/query?id=294212825&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/2014/03/25/294212825/kids-these-days-can-type-but-cant-write-cursive-is-that-bad?ft=3&f=294212825","nprRetrievedStory":"1","nprPubDate":"Tue, 25 Mar 2014 19:28:00 -0400","nprStoryDate":"Tue, 25 Mar 2014 16:00:00 -0400","nprLastModifiedDate":"Tue, 25 Mar 2014 17:36:14 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/atc/2014/03/20140325_atc_kids_these_days_can_type_but_cant_write_cursive_is_that_bad.mp3?orgId=1&topicId=1013&ft=3&f=294212825","nprAudioM3u":"http://api.npr.org/m3u/1294385276-9f9041.m3u?orgId=1&topicId=1013&ft=3&f=294212825","path":"/mindshift/34744/cursive-print-or-type-the-point-is-to-keep-writing","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/atc/2014/03/20140325_atc_kids_these_days_can_type_but_cant_write_cursive_is_that_bad.mp3?orgId=1&topicId=1013&ft=3&f=294212825","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-large wp-image-34745\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/istock_000027757063small_wide-357d334b800ca50d2ddafbb576744e7cb1a0f723-640x360.jpg\" alt=\"Loops And Swirls: You might have the best cursive handwriting in the land, but your kids probably don't. Does learning to write in cursive help kids' brains grow?\" width=\"640\" height=\"360\">\u003cstrong>By Cory Turner\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap\">Across the country, many school districts \u003ca href=\"http://www.wbez.org/news/indiana-bill-would-require-teaching-cursive-writing-104793\" target=\"_blank\">dropped cursive from their curricula\u003c/a> years ago. The new Common Core State Standards now being implemented in most states never mention the word \"cursive.\" Given longhand's waning popularity, lawmakers in \u003ca href=\"http://www.usatoday.com/story/news/nation/2014/03/10/tennessee-cursive-penmanship-bill-vote/6260613/\" target=\"_blank\">several states, including Tennessee\u003c/a>, are now trying to legislate a cursive comeback.\u003c/p>\n\u003cp>The arguments in favor of cursive usually revolve around heritage or tradition. Some parents want their children to be able to read a letter from Grandma as well as our nation's founding documents. Some cursive supporters also invoke science, arguing that learning cursive helps young brains grow more than learning basic printing does.\u003c/p>\n\u003cp>Professor Amy Bastian, a motor neuroscientist at the Kennedy Krieger Institute at Johns Hopkins University in Baltimore, has dedicated her career to studying how the brain talks to the body. \"The more variety of things you do in the fine motor domain, the more variety of hand movements you make, will improve your dexterity,\" Bastian says.\u003c/p>\n\u003cp>That may sound like a ringing endorsement for cursive handwriting, but when asked if cursive writing is better for a child's development than printing, Bastian makes it clear: She doesn't know. Cursive is good, she insists, but it's not certain that it's better or more important for a child's development than printing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It really doesn't matter if it's manuscript or cursive. It is kind of silly, in a way, that you have state legislatures getting all tied up in this.\"\u003c/aside>\n\u003cp>Steve Graham, who studies children's writing and teaches education at Arizona State University, believes that the current cursive debate misses the problem.\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 really doesn't matter if it's manuscript or cursive,\" Graham says. \"It is kind of silly, in a way, that you have state legislatures getting all tied up in this.\"\u003c/p>\n\u003cp>All of the researchers NPR spoke with agree that cursive is good, but none would argue that it is better or more important than printing. The evidence just isn't there. As long as children are writing in school, it doesn't really matter if the letters curl and connect. So, problem solved. Or is it?\u003c/p>\n\u003cp>\"Imagine a world without handwriting,\" bellows a deep-voiced narrator. \"It's not as far-fetched as it sounds.\"\u003c/p>\n\u003cp>So begins a promotional video for a conference geared toward researchers and educators held a few years ago, called \"Handwriting in the 21st Century?\"\u003c/p>\n\u003cp>The question mark at the end of the title says it all. The premise of the gathering, according to the video: \"Handwriting instruction is in danger of becoming increasingly marginalized.\"\u003c/p>\n\u003cp>If the claim is to be believed, that's a bad thing. And lots of reading specialists and academics believe it. It turns out, the real fear among those who study kids and handwriting is not that our schools will stop teaching cursive; it's what Steve Graham of ASU has noticed in recent years: \"We don't see much writing going on at all across the school day,\" Graham says.\u003c/p>\n\u003cp>What are kids doing instead?\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"Filling in blanks on worksheets,\" Graham says. \"One-sentence responses to questions, maybe in a short response summarizing information.\"\u003c/p>\n\u003cp>In other words, not enough good old-fashioned composition and too much choosing among (A) This, (B) That or (C) All of the above. Some of those fighting to keep cursive in schools argue that computers are the enemy. Instead of writing, kids are typing on the keyboard, they say. But there are two problems with that argument.\u003c/p>\n\u003cp>First, many researchers say that learning to type is a good thing. And second: \"Schools are not teaching keyboarding,\" says Virginia Berninger, a professor of educational psychology at the University of Washington.\u003c/p>\n\u003cp>Berninger is a big champion of both handwriting and typing. She's worried that they have been nudged to the side by crowded state standards.\u003c/p>\n\u003cp>\"In the 21st century, you teach kids to be multilingual by hand,\" Berninger says.\u003c/p>\n\u003cp>The new Common Core State Standards place considerable emphasis on the importance of composition, which suggests students may be doing more writing as states implement the core. But that means that right now the pressure is on teachers, administrators and textbook writers to make sure students get the time and instruction they need to become fluent writers.\u003c/p>\n\u003cp>\"If we expect kids to develop mastery in anything and develop fluency in anything, they have to be doing it on a regular basis,\" says Scott Beers, who teaches education at Seattle Pacific University.\u003c/p>\n\u003cp>That's true not just in kindergarten or first grade, but in grade after grade. Focus on handwriting early and often, experts say, print or cursive or both. Then, as kids' brains develop, gently lay the groundwork for typing.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It's not either-or. It's choice (C) All of the above. The good kind.\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=Does+The+Fight+For+A+Cursive+Comeback+Miss+The+Point%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34744/cursive-print-or-type-the-point-is-to-keep-writing","authors":["byline_mindshift_34744"],"categories":["mindshift_193"],"tags":["mindshift_705","mindshift_1040","mindshift_20637"],"featImg":"mindshift_34745","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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