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All of them were attending a residential summer “Acceleration Academy” hosted at the university by the Alaska Native Science and Engineering Program, or ANSEP. On this July day, with pop music playing in the background, Sam and his classmates were trying to build cardboard canoes capable of transporting at least one paddling student to a target and back.\u003c/p>\n\u003cp>Sam, 15, brandished the list of rules for the Cardboard Canoe STEM Lab. (STEM is short for science, technology, engineering and math.) He had read them carefully. Jotted at the bottom were his notes about possible loopholes that had already been scuttled: “No swimming boats. No surfboard styles. Yes to rafts.”\u003c/p>\n\u003cp>Back in his hometown of Homer, a cruise-stop town on the southern coast of Alaska, Sam’s father runs an internet provider service and his grandfather owns a mechanic’s shop. But moments like this one, where he has the opportunity to use math and science to solve a complex problem with his own unique solution, have led Sam to want a different life, a life most of his ancestors couldn’t have pursued. He plans to be an engineer.\u003c/p>\n\u003cp>Like 80 percent of the students enrolled in ANSEP, Sam is Alaska Native. Children with his ethnic background are much more likely than their white peers to \u003ca href=\"http://www.pewresearch.org/fact-tank/2014/06/13/1-in-4-native-americans-and-alaska-natives-are-living-in-poverty/\">grow up in poverty\u003c/a>, \u003ca href=\"https://www.nationsreportcard.gov/math_2017/#/nation/achievement?grade=8\">fail standardized assessments of math proficiency\u003c/a> and skip college. The ANSEP kids are proof that such statistics are only true until they are not.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ayiana Browning, 15, Sam’s canoe-building partner, worked on paddles and explained all the things she loved about Acceleration Academy. In addition to the college-level math classes and the STEM labs like this one, the students had been paintballing, hiking and out for fro-yo (twice).\u003c/p>\n\u003cp>“It’s so fun,” said Ayiana, who comes from the Iñupiaq culture and lives in Kotzebue, a coastal town just north of the Bering Strait. “You learn a lot not just about math and science, but also about yourself.”\u003c/p>\n\u003cp>“You take super hard math classes,” Sam added with a grin. Sam, who is also from the Iñupiaq culture, loves math. “It’s not up to interpretation,” he said. “It’s an exact science.”\u003c/p>\n\u003cp>Most of the \u003ca href=\"http://www.alaskanative.net/en/main-nav/education-and-programs/cultures-of-alaska/\">11 distinct Alaska Native cultures\u003c/a> are represented among ANSEP’s students. Enrolled students also claim American Indian, Russian, Mexican, and Filipino roots, among others. Despite the variety, Sam and Ayiana have the glowing look of people who have found their people. “Once you’re here,” Sam said, “it’s a family.”\u003c/p>\n\u003cp>In an odd twist, that family owes its start to one white guy’s search for an engineer with Native roots.\u003c/p>\n\u003cp>Herb Schroeder, who became a professor of engineering at the University of Alaska in 1991, spent his early career researching rural sanitation. A few years later, research complete, Schroeder reflected that relationships between the sanitation engineers and the people living in Alaska Native villages had been fraught. In part, he thought, this was because most public health service engineers were non-Native. Schroeder decided his next goal should be to “make” some Alaska Native engineers. There were only a few Alaska Native students majoring in any engineering discipline enrolled at the time and Schroeder could not find a single Alaska Native person in the state or country who held an engineering Ph.D.\u003c/p>\n\u003cp>Horrified, Schroeder decided to start a scholarship for Alaska Native engineering majors. Once he’d secured an initial corporate gift of $100,000, Schroeder said university officials told him they weren’t interested. “We’re not going to dumb down our school and have a bunch of Natives here,” he remembers being told.\u003c/p>\n\u003cp>“I was very irritated at the time,” Schroeder said. “What I encountered was subjugation on a massive scale.”\u003c/p>\n\u003cfigure id=\"attachment_52714\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52714\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">ANSEP Acceleration Academy students work on a STEM lab building cardboard canoes in the University of Alaska, Anchorage building dedicated for their use. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Refusing to subscribe to an idea he found ludicrous — that Alaska Native people as a group weren’t smart enough to succeed in science or engineering — Schroeder plowed ahead with his plans, offering a single scholarship in 1995, the year in which ANSEP officially began. Initially, he offered the scholarship along with help enrolling in remedial math classes the summer before students’ freshman year in college. When Schroeder finally concluded in 2009 that there weren’t enough university freshmen of Alaska Native descent prepared to succeed in college-level science and engineering courses, he (and the staff who had joined him by then) started a high school program. When they quickly discovered there weren’t enough high school students who’d completed algebra by ninth grade, a critical step on the road to a successful STEM degree, the group started a middle school program.\u003c/p>\n\u003cp>ANSEP now serves 2,500 students, from middle school through graduate school. As a group, the students, who refer to Schroeder as Herb and to their program by its acronym, outperform most of the rest of the country on measures of math and science. By the end of middle school, 77 percent have completed algebra, a feat only 26 percent of the nation’s eighth-graders achieve. By college graduation, all participating students have held at least one internship in either scientific research or engineering. Two of the program’s graduates are now the first Alaska Natives in the world, Schroeder thinks, to hold doctorate’s in their fields. Another ANSEP grad has begun doctoral work in Colorado and a fourth has been accepted to a doctoral program at the University of California, Berkeley.\u003c/p>\n\u003cp>Given the poverty, prejudice and generational trauma faced by many children of Alaska Native descent, a program that serves them this well is a role model. At a \u003ca href=\"http://www.ansep.net/press-releases/ansep-to-host-nine-universities-at-inaugural-dissemination-conference-in-2018-in-anchorage\">conference in January\u003c/a>, ANSEP leaders offered representatives from universities and departments of education in nine states a look at what has fueled their success in the hopes that it will be replicated.\u003c/p>\n\u003cp>The achievements of ANSEP were “inspiring and at the same time intimidating,” Chris Botanga, an associate professor of genetics at the predominantly black Chicago State University, wrote in an email. Nevertheless, Botanga has begun looking for money to fund a similar endeavor in Illinois.\u003c/p>\n\u003cfigure id=\"attachment_52720\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52720\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">ANSEP Bridge Intern Ariel Schneider, 18, looks out over the Arctic Ocean from the Native village of Utqiaġvek, the most northern town in the United States. In the summer of 2018, Schneider worked with the U.S. Fish and Wildlife Service to map Steller’s eider nests. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Conference attendee Overtoun Jenda, a professor of mathematics at Auburn University in Alabama, and his team have already put on an inaugural engineering summer camp for 30 sixth- though ninth-grade students living in Alabama’s rural Black Belt.\u003c/p>\n\u003cp>Teams in South Carolina, Montana and Texas have also begun work on pilot projects and on pulling together funds to better serve rural students, American Indian students and female Hispanic students, respectively.\u003c/p>\n\u003cp>“The thing that stuck with me the most is just how much of a community the ANSEP program has built,” Cole Garman, a conference attendee and college intern at the North Dakota Department of Public Instruction, wrote in an email. “They weren’t just there to get their education and get out, the students who participate in ANSEP really care” about their fellow students’ success.\u003c/p>\n\u003cp>That’s by design. Students are required to help each other with studying, homework and STEM labs. Like the program’s other primary tenets — high expectations, mentorship and frequent opportunities for success — the power of teamwork is not a radical idea in the world of education. And yet, all four are deployed with stunning success at ANSEP.\u003c/p>\n\u003cp>Because a lack of resources is the primary barrier to students living in poverty, every part of the multi-year ANSEP program — from sleep-away camps to textbooks — is provided free of charge. (University students must stay in “good standing,” \u003ca href=\"http://www.ansep.net/university-graduate/university-graduate\">a combination of participation and academic requirements\u003c/a>, to maintain their full scholarships.)\u003c/p>\n\u003cp>The majority (70 percent) of ANSEP’s $7.6 million budget in 2017 came through state and federal sources, including a few individual Alaskan school districts, the University of Alaska, the National Park Service, the U.S. Fish and Wildlife Service and the National Oceanic and Atmospheric Administration, among others. Philanthropic and private funders provided the remaining 30 percent of the budget, according to a fiscal report provided by the program’s leaders.\u003c/p>\n\u003cp>ANSEP is always looking for additional support and new funding models. The latest innovation is a partnership model that allows the program to run year-round Acceleration Academies in two Alaska school districts. Last summer, ANSEP fell $1 million short on their Acceleration Academy budget and 150 eligible students were unable to attend. For 2019, ANSEP leaders are trying to raise $3 to $4 million more because they will have 300 to 400 more qualified students graduating from their Middle School Academy. Simultaneously, they are working to boost Middle School Academy attendance to 500 a year.\u003c/p>\n\u003cfigure id=\"attachment_52716\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52716\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Acceleration Academy student Jill Jacobs (right), 16, works with classmate Mackenzie Smith, 17, to build a cardboard canoe. The two have known each other for three years. “You make lifelong friends,” Jill said. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jill Jacobs, 16, said it was the Middle School Academy’s make-your-own computer day that changed her life. Jill had signed up for the academy on a whim, only to find herself seated at a table with a few fellow students and some computer innards she’d never seen before. Like every ANSEP student before them, Jill and her classmates were told that if they could use those parts, and the others that they’d be handed, to build a personal computer, they could take it home. If they could pass Algebra I by the end of eighth grade, the promise continued, they could keep the computer for good. With help from her team and an instructor, Jill built her computer, went home and signed up for Algebra I.\u003c/p>\n\u003cp>“Seeing what you could do with your own hands and your mind,” Jill said, created a switch in her thinking. Without ANSEP, she said, “I think I’d be in the lower classes. I don’t think I’d push myself.”\u003c/p>\n\u003cp>Now a high school junior, Jill has already earned 11 college credits through the University of Alaska system and boasts a 4.0 GPA. Her plan is to graduate college early, which will save time and money on her path to becoming an ophthalmologist. She has come to love math. “I like solving a really hard problem,” she said. “That second it clicks and you understand — it’s the best feeling.”\u003c/p>\n\u003cp>Despite her academic success, she doesn’t love school. Jill, who lives in the small central Alaskan city of Fairbanks and comes from the Yup’ik culture, said she often feels out of place and worries her teachers expect her to fail. “I just want to prove them wrong,” she said. “My race doesn’t define me.”\u003c/p>\n\u003cp>Other students echoed Jill’s concerns about being viewed through the stereotype of Alaska Native people, which, they reported, was of “a wandering drunk.”\u003c/p>\n\u003cp>“Just the fact that students recognize the negative stereotype is evidence that it’s a challenge,” said Michael Bourdukofsky, a civil engineer and the chief operating officer of ANSEP.\u003c/p>\n\u003cp>The phenomenon of students performing less well on any number of tasks when reminded of negative stereotypes associated with their identity is so well documented by social scientists that it has a name: \u003ca href=\"https://diversity.arizona.edu/sites/default/files/stereotype_threat_overview.pdf\">stereotype threat\u003c/a>.\u003c/p>\n\u003cp>Alaska Native students are particularly at risk of stereotype threat when it comes to their confidence in math and science. A \u003ca href=\"http://www.ansep.net/documents/ANSEP_Brief_07December_ReaderSpreads_v3.pdf\">2015 evaluation of ANSEP\u003c/a> by the Urban Institute, a think tank focused on economic and social policy research, reports that “though Alaska Natives make up 15 percent of Alaska’s population and 10 percent of the workforce, they are only 6 percent of the state’s workers in computer, engineering, and science occupations.” The evaluation also found that Alaska Native students, who make up 23 percent of the student population in Alaska, accounted for just 12 percent of students enrolled in middle school algebra in 2010-12, and just 5 percent of students enrolled in high school calculus.\u003c/p>\n\u003cp>ANSEP students far outperform their peers. In addition to their high rates of success with middle and high school math, 62 percent graduate college once they start. Nationally, \u003ca href=\"https://nces.ed.gov/programs/digest/d16/tables/dt16_326.10.asp\">41 percent\u003c/a> of American Indian and Alaska Native students graduate college within six years. (And that’s of those who attend college — just \u003ca href=\"http://pnpi.org/native-american-students/\">16 percent\u003c/a> of Native Americans, of any culture or tribe, had attained at least a bachelor’s degree in 2017.)\u003c/p>\n\u003cp>Getting ANSEP students, especially those from tiny rural villages, to college takes more than an early introduction to differential equations, Bourdukofsky said. They also have to learn the fine art of meeting new people and, eventually, networking.\u003c/p>\n\u003cp>“It’s really tough to make this transition from hundreds of people to thousands of people,” he said. “The sooner they can have that experience and succeed — it will only help them in the long run.”\u003c/p>\n\u003cp>Bourdukofsky should know. A member of the Unangax culture, he grew up on St. Paul Island, located in the Bering Sea between the U.S. and Russia and home to just 500 souls. After attending high school in Anchorage, he arrived at the University of Alaska as a freshman in 1998, just a few years after ANSEP launched.\u003c/p>\n\u003cp>“They already had the weekly meetings, which were a time to connect with each other and with professional engineers,” Bourdukofsky said. All of his internships came from those meetings, he said.\u003c/p>\n\u003cfigure id=\"attachment_52715\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52715\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Caitlyn Twito, 18, stands in the DNA lab where she completed her Summer Bridge internship before enrolling as a nursing student at the University of Alaska, Anchorage. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another important element of those gatherings? Food.\u003c/p>\n\u003cp>Augustine Hamner, 19, said she loves the ANSEP food. Sitting two miles away from the UAA campus in the well-appointed cafeteria of BP, the major gas and oil company where she spent the summer as an engineering intern, Hamner said the Friday pizza is one of her favorite things about being part of ANSEP’s University Success program. She also is pleased that “older friends” are always available at ANSEP’s dedicated campus building to lend an ear or a hand. Last July, Hamner, a member of the Yup’ik and Iñupiaq cultures who lives in Anchorage, was on her second internship.\u003c/p>\n\u003cp>Across town at the low-slung Department of U.S. Fish and Wildlife building, Caitlyn Twito, 18, was starting her first.\u003c/p>\n\u003cp>A participant in ANSEP’s Summer Bridge internship program for rising college freshmen, Twito had been spending her summer extracting DNA from fish, instead of hauling them out of the Kuskokwim River in the Yukon Delta, as she usually does.\u003c/p>\n\u003cp>Twito, who identifies as both Yup’ik and white, is studying biology in the name of helping her family and friends. Her younger brother had to spend the first summer of his life in a Neonatal Intensive Care Unit. The closest NICU to home was nearly 400 miles away in Anchorage, with no road between the two towns. It was a hard time for her family and it inspired her to become a nurse and work in her hometown. It will be nice, she said, to care for people she knows.\u003c/p>\n\u003cp>Though many students mentioned a desire to return home after college graduation, ANSEP does not explicitly encourage any one future path.\u003c/p>\n\u003cp>Back at the ANSEP building on UAA’s campus, Charitie Ropati, 17, and two classmates worked on the readings for a summer course on Native culture. Like the advanced math classes, the Alaska Native Studies class counts towards college credit for Acceleration Academy students who successfully complete it.\u003c/p>\n\u003cp>“If you want an advantage, you have to live here [in Anchorage] and leave part of your life behind,” said Charatie, who is from the Yup’ik culture and also has Mexican and Samoan roots. Her mother moved here years ago and Charatie knows village life only as a frequent visitor. She said that a choice like the one her mother made is not without consequences. “If you want to advance in the Western world you have to sacrifice your indigenous self, at least in part,” she said.\u003c/p>\n\u003cfigure id=\"attachment_52718\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52718\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"536\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-768x515.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Parker Pickett, 18, stands with Evangeline Dooc (left) and Lauryn Yates (center), both 18, his fellow U.S. Geological Service interns outside the agency’s Anchorage office. In a departure from their parents’ career paths, all three ANSEP students plan to pursue careers in the natural sciences. “The opportunities I have been given are things (my parents) weren’t able to have,” Yates said. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A year ahead of Charatie in school, Parker Pickett, 18, said his Native identity is “one of the drivers for me in science. I’m very passionate about climate change. My family talks about how seal skin vests they’re making now don’t last as long as ones they made even 20 years ago.”\u003c/p>\n\u003cp>Pickett was a Summer Bridge intern at the U.S. Geological Survey where he spent many days last summer in an office staring at a screen that showed a sort of stop-motion film of one black brant goose nest on the North Slope, home to the Alaska National Wildlife Refuge as well as the majority of the state’s vast oil reserves. Pickett, whose family is from the Siberian Yup’ik, Athabaskan and Iñupiaq cultures, can’t wait to join his advisors on a field excursion to see the geese up close.\u003c/p>\n\u003cp>“It’s almost like torture, looking at pictures of where I want to go,” Pickett said in the days before heading north.\u003c/p>\n\u003cp>Like many ANSEP students, Pickett’s interest in science was sparked by college coursework he completed as a high school student. But what really pulled him in was hands-on experience. First, a professor reached out to him for help with a bird dissection that included removing a sample from the oil glands in the feathers. Then he spent a summer on St. Lawrence Island helping his uncle, who is a paid guide for the University of Alaska, Fairbanks, show scientists around. Pickett was hooked.\u003c/p>\n\u003cp>Randall Friendly, 22, who started attending ANSEP programs as a high school student, also loves the hands-on nature of the biological sciences. He grew up living a subsistence lifestyle in the small community of Tuntutuliak on the Kuskokwim River in the Yukon Delta. “I thought it was important to know some other backgrounds of the animals I hunt in a different aspect than the culture I grew up with,” he said. “Then, out of all, working with birds was the most intriguing to me.”\u003c/p>\n\u003cp>Now, he is nearly done earning a biology degree (with a minor in math) at the University of Alaska, Anchorage. Friendly, who is from the Yup’ik culture, spent his last collegiate summer in Utqiaġvek, formerly Barrow, the northernmost town in the United States. Friendly found it hard to sleep in the unceasing daylight 773 miles north of his hometown, but he enjoyed his internship researching the nesting habits of Steller’s eider, a rare type of arctic duck that lives here.\u003c/p>\n\u003cfigure id=\"attachment_52719\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52719\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Standing outside a home in Utqiaġvek, Alaska, ANSEP student and U.S. Fish and Wildlife intern Randall Friendly (far right), 22, listens as local Ernest Nageak (blue hood) talks about the boat crew that caught these two seals. Both Alaska Native men, who grew up hundreds of miles apart, participate with their families in the subsistence lifestyle practiced by their ancestors. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Riding down a rough road on the edge of the dark Arctic Sea, Friendly said that, after just a short time in Utqiaġvik, he’d learned to identify different types of eider by the shape of a bird’s head or the movement of its wing. He no longer needed to be close enough to see its coloring, he said, which is a help on a rainy day when everything appears in shades of gray except for the stripes of bright blue in the floating sea ice.\u003c/p>\n\u003cp>In the face of assertions that ANSEP students like Friendly are exceptional in a way that most rural Alaska Native students can’t emulate, ANSEP founder Schroeder is adamant that any student who receives the kind of support ANSEP offers can succeed.\u003c/p>\n\u003cp>“Now that we’re doing so well, we’re told it’s cream-skimming,” Schroeder said of the charge that the program is only serving the strongest students. “Well, where did the cream come from? There is no cream. We ignite that spark that illuminates a vision for their lives.”\u003c/p>\n\u003cp>Schroeder thinks that offering the necessary level of support to every student in Alaska would be possible if students were challenged regularly with hands-on, project-based math and science experiences in every public school. He thinks lectures should be outlawed and peer-led study sessions should be mandatory. While acknowledging the high teacher turnover rate and other challenges faced by Alaskan schools, Schroeder says it’s also time to stop blaming kids’ home lives for their lack of success.\u003c/p>\n\u003cp>“When you talk to educators, it’s always about how families are screwed up,” he said. “It’s never about the teaching model.”\u003c/p>\n\u003cp>Whatever the exact alchemy of teaching model, community building, high expectations and student inspiration, ANSEP makes a difference for the majority of students who participate in it. Sam Larson began his canoe lab looking for loopholes, but he and his fellow ANSEP students may have already found the biggest loophole of all: A program that grants them the opportunity to build on their natural strengths and defy anyone who thinks an old stereotype might define them.\u003c/p>\n\u003cp>\u003cem>This story about the \u003ca href=\"https://hechingerreport.org/alaska-native-students-pursue-stem-with-great-success/\">Alaska Native Science and Engineering Program\u003c/a>was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cu>The Hechinger Report\u003c/u>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cu>Hechinger newsletter\u003c/u>.\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Pushing back against stereotypes, students in the Alaska Native Science and Engineering Program outperform students of all backgrounds in math and science","status":"publish","parent":0,"modified":1544599887,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":60,"wordCount":3925},"headData":{"title":"How Alaska Native Students Pursue STEM, With Great Success | KQED","description":"Pushing back against stereotypes, students in the Alaska Native Science and Engineering Program outperform students of all backgrounds in math and science","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52712 https://ww2.kqed.org/mindshift/?p=52712","disqusUrl":"https://ww2.kqed.org/mindshift/2018/12/11/how-alaska-native-students-pursue-stem-with-great-success/","disqusTitle":"How Alaska Native Students Pursue STEM, With Great Success","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Lillian Mongeau, The Hechinger Report\u003c/a>","path":"/mindshift/52712/how-alaska-native-students-pursue-stem-with-great-success","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>ANCHORAGE, Alaska — Sam Larson was looking for loopholes.\u003c/p>\n\u003cp>Crouched on the floor of a sunny student building at the University of Alaska, Anchorage, Sam was surrounded by cardboard, scissors, rulers and about a dozen other high school students. All of them were attending a residential summer “Acceleration Academy” hosted at the university by the Alaska Native Science and Engineering Program, or ANSEP. On this July day, with pop music playing in the background, Sam and his classmates were trying to build cardboard canoes capable of transporting at least one paddling student to a target and back.\u003c/p>\n\u003cp>Sam, 15, brandished the list of rules for the Cardboard Canoe STEM Lab. (STEM is short for science, technology, engineering and math.) He had read them carefully. Jotted at the bottom were his notes about possible loopholes that had already been scuttled: “No swimming boats. No surfboard styles. Yes to rafts.”\u003c/p>\n\u003cp>Back in his hometown of Homer, a cruise-stop town on the southern coast of Alaska, Sam’s father runs an internet provider service and his grandfather owns a mechanic’s shop. But moments like this one, where he has the opportunity to use math and science to solve a complex problem with his own unique solution, have led Sam to want a different life, a life most of his ancestors couldn’t have pursued. He plans to be an engineer.\u003c/p>\n\u003cp>Like 80 percent of the students enrolled in ANSEP, Sam is Alaska Native. Children with his ethnic background are much more likely than their white peers to \u003ca href=\"http://www.pewresearch.org/fact-tank/2014/06/13/1-in-4-native-americans-and-alaska-natives-are-living-in-poverty/\">grow up in poverty\u003c/a>, \u003ca href=\"https://www.nationsreportcard.gov/math_2017/#/nation/achievement?grade=8\">fail standardized assessments of math proficiency\u003c/a> and skip college. The ANSEP kids are proof that such statistics are only true until they are not.\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>Ayiana Browning, 15, Sam’s canoe-building partner, worked on paddles and explained all the things she loved about Acceleration Academy. In addition to the college-level math classes and the STEM labs like this one, the students had been paintballing, hiking and out for fro-yo (twice).\u003c/p>\n\u003cp>“It’s so fun,” said Ayiana, who comes from the Iñupiaq culture and lives in Kotzebue, a coastal town just north of the Bering Strait. “You learn a lot not just about math and science, but also about yourself.”\u003c/p>\n\u003cp>“You take super hard math classes,” Sam added with a grin. Sam, who is also from the Iñupiaq culture, loves math. “It’s not up to interpretation,” he said. “It’s an exact science.”\u003c/p>\n\u003cp>Most of the \u003ca href=\"http://www.alaskanative.net/en/main-nav/education-and-programs/cultures-of-alaska/\">11 distinct Alaska Native cultures\u003c/a> are represented among ANSEP’s students. Enrolled students also claim American Indian, Russian, Mexican, and Filipino roots, among others. Despite the variety, Sam and Ayiana have the glowing look of people who have found their people. “Once you’re here,” Sam said, “it’s a family.”\u003c/p>\n\u003cp>In an odd twist, that family owes its start to one white guy’s search for an engineer with Native roots.\u003c/p>\n\u003cp>Herb Schroeder, who became a professor of engineering at the University of Alaska in 1991, spent his early career researching rural sanitation. A few years later, research complete, Schroeder reflected that relationships between the sanitation engineers and the people living in Alaska Native villages had been fraught. In part, he thought, this was because most public health service engineers were non-Native. Schroeder decided his next goal should be to “make” some Alaska Native engineers. There were only a few Alaska Native students majoring in any engineering discipline enrolled at the time and Schroeder could not find a single Alaska Native person in the state or country who held an engineering Ph.D.\u003c/p>\n\u003cp>Horrified, Schroeder decided to start a scholarship for Alaska Native engineering majors. Once he’d secured an initial corporate gift of $100,000, Schroeder said university officials told him they weren’t interested. “We’re not going to dumb down our school and have a bunch of Natives here,” he remembers being told.\u003c/p>\n\u003cp>“I was very irritated at the time,” Schroeder said. “What I encountered was subjugation on a massive scale.”\u003c/p>\n\u003cfigure id=\"attachment_52714\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52714\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">ANSEP Acceleration Academy students work on a STEM lab building cardboard canoes in the University of Alaska, Anchorage building dedicated for their use. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Refusing to subscribe to an idea he found ludicrous — that Alaska Native people as a group weren’t smart enough to succeed in science or engineering — Schroeder plowed ahead with his plans, offering a single scholarship in 1995, the year in which ANSEP officially began. Initially, he offered the scholarship along with help enrolling in remedial math classes the summer before students’ freshman year in college. When Schroeder finally concluded in 2009 that there weren’t enough university freshmen of Alaska Native descent prepared to succeed in college-level science and engineering courses, he (and the staff who had joined him by then) started a high school program. When they quickly discovered there weren’t enough high school students who’d completed algebra by ninth grade, a critical step on the road to a successful STEM degree, the group started a middle school program.\u003c/p>\n\u003cp>ANSEP now serves 2,500 students, from middle school through graduate school. As a group, the students, who refer to Schroeder as Herb and to their program by its acronym, outperform most of the rest of the country on measures of math and science. By the end of middle school, 77 percent have completed algebra, a feat only 26 percent of the nation’s eighth-graders achieve. By college graduation, all participating students have held at least one internship in either scientific research or engineering. Two of the program’s graduates are now the first Alaska Natives in the world, Schroeder thinks, to hold doctorate’s in their fields. Another ANSEP grad has begun doctoral work in Colorado and a fourth has been accepted to a doctoral program at the University of California, Berkeley.\u003c/p>\n\u003cp>Given the poverty, prejudice and generational trauma faced by many children of Alaska Native descent, a program that serves them this well is a role model. At a \u003ca href=\"http://www.ansep.net/press-releases/ansep-to-host-nine-universities-at-inaugural-dissemination-conference-in-2018-in-anchorage\">conference in January\u003c/a>, ANSEP leaders offered representatives from universities and departments of education in nine states a look at what has fueled their success in the hopes that it will be replicated.\u003c/p>\n\u003cp>The achievements of ANSEP were “inspiring and at the same time intimidating,” Chris Botanga, an associate professor of genetics at the predominantly black Chicago State University, wrote in an email. Nevertheless, Botanga has begun looking for money to fund a similar endeavor in Illinois.\u003c/p>\n\u003cfigure id=\"attachment_52720\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52720\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">ANSEP Bridge Intern Ariel Schneider, 18, looks out over the Arctic Ocean from the Native village of Utqiaġvek, the most northern town in the United States. In the summer of 2018, Schneider worked with the U.S. Fish and Wildlife Service to map Steller’s eider nests. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Conference attendee Overtoun Jenda, a professor of mathematics at Auburn University in Alabama, and his team have already put on an inaugural engineering summer camp for 30 sixth- though ninth-grade students living in Alabama’s rural Black Belt.\u003c/p>\n\u003cp>Teams in South Carolina, Montana and Texas have also begun work on pilot projects and on pulling together funds to better serve rural students, American Indian students and female Hispanic students, respectively.\u003c/p>\n\u003cp>“The thing that stuck with me the most is just how much of a community the ANSEP program has built,” Cole Garman, a conference attendee and college intern at the North Dakota Department of Public Instruction, wrote in an email. “They weren’t just there to get their education and get out, the students who participate in ANSEP really care” about their fellow students’ success.\u003c/p>\n\u003cp>That’s by design. Students are required to help each other with studying, homework and STEM labs. Like the program’s other primary tenets — high expectations, mentorship and frequent opportunities for success — the power of teamwork is not a radical idea in the world of education. And yet, all four are deployed with stunning success at ANSEP.\u003c/p>\n\u003cp>Because a lack of resources is the primary barrier to students living in poverty, every part of the multi-year ANSEP program — from sleep-away camps to textbooks — is provided free of charge. (University students must stay in “good standing,” \u003ca href=\"http://www.ansep.net/university-graduate/university-graduate\">a combination of participation and academic requirements\u003c/a>, to maintain their full scholarships.)\u003c/p>\n\u003cp>The majority (70 percent) of ANSEP’s $7.6 million budget in 2017 came through state and federal sources, including a few individual Alaskan school districts, the University of Alaska, the National Park Service, the U.S. Fish and Wildlife Service and the National Oceanic and Atmospheric Administration, among others. Philanthropic and private funders provided the remaining 30 percent of the budget, according to a fiscal report provided by the program’s leaders.\u003c/p>\n\u003cp>ANSEP is always looking for additional support and new funding models. The latest innovation is a partnership model that allows the program to run year-round Acceleration Academies in two Alaska school districts. Last summer, ANSEP fell $1 million short on their Acceleration Academy budget and 150 eligible students were unable to attend. For 2019, ANSEP leaders are trying to raise $3 to $4 million more because they will have 300 to 400 more qualified students graduating from their Middle School Academy. Simultaneously, they are working to boost Middle School Academy attendance to 500 a year.\u003c/p>\n\u003cfigure id=\"attachment_52716\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52716\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Acceleration Academy student Jill Jacobs (right), 16, works with classmate Mackenzie Smith, 17, to build a cardboard canoe. The two have known each other for three years. “You make lifelong friends,” Jill said. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jill Jacobs, 16, said it was the Middle School Academy’s make-your-own computer day that changed her life. Jill had signed up for the academy on a whim, only to find herself seated at a table with a few fellow students and some computer innards she’d never seen before. Like every ANSEP student before them, Jill and her classmates were told that if they could use those parts, and the others that they’d be handed, to build a personal computer, they could take it home. If they could pass Algebra I by the end of eighth grade, the promise continued, they could keep the computer for good. With help from her team and an instructor, Jill built her computer, went home and signed up for Algebra I.\u003c/p>\n\u003cp>“Seeing what you could do with your own hands and your mind,” Jill said, created a switch in her thinking. Without ANSEP, she said, “I think I’d be in the lower classes. I don’t think I’d push myself.”\u003c/p>\n\u003cp>Now a high school junior, Jill has already earned 11 college credits through the University of Alaska system and boasts a 4.0 GPA. Her plan is to graduate college early, which will save time and money on her path to becoming an ophthalmologist. She has come to love math. “I like solving a really hard problem,” she said. “That second it clicks and you understand — it’s the best feeling.”\u003c/p>\n\u003cp>Despite her academic success, she doesn’t love school. Jill, who lives in the small central Alaskan city of Fairbanks and comes from the Yup’ik culture, said she often feels out of place and worries her teachers expect her to fail. “I just want to prove them wrong,” she said. “My race doesn’t define me.”\u003c/p>\n\u003cp>Other students echoed Jill’s concerns about being viewed through the stereotype of Alaska Native people, which, they reported, was of “a wandering drunk.”\u003c/p>\n\u003cp>“Just the fact that students recognize the negative stereotype is evidence that it’s a challenge,” said Michael Bourdukofsky, a civil engineer and the chief operating officer of ANSEP.\u003c/p>\n\u003cp>The phenomenon of students performing less well on any number of tasks when reminded of negative stereotypes associated with their identity is so well documented by social scientists that it has a name: \u003ca href=\"https://diversity.arizona.edu/sites/default/files/stereotype_threat_overview.pdf\">stereotype threat\u003c/a>.\u003c/p>\n\u003cp>Alaska Native students are particularly at risk of stereotype threat when it comes to their confidence in math and science. A \u003ca href=\"http://www.ansep.net/documents/ANSEP_Brief_07December_ReaderSpreads_v3.pdf\">2015 evaluation of ANSEP\u003c/a> by the Urban Institute, a think tank focused on economic and social policy research, reports that “though Alaska Natives make up 15 percent of Alaska’s population and 10 percent of the workforce, they are only 6 percent of the state’s workers in computer, engineering, and science occupations.” The evaluation also found that Alaska Native students, who make up 23 percent of the student population in Alaska, accounted for just 12 percent of students enrolled in middle school algebra in 2010-12, and just 5 percent of students enrolled in high school calculus.\u003c/p>\n\u003cp>ANSEP students far outperform their peers. In addition to their high rates of success with middle and high school math, 62 percent graduate college once they start. Nationally, \u003ca href=\"https://nces.ed.gov/programs/digest/d16/tables/dt16_326.10.asp\">41 percent\u003c/a> of American Indian and Alaska Native students graduate college within six years. (And that’s of those who attend college — just \u003ca href=\"http://pnpi.org/native-american-students/\">16 percent\u003c/a> of Native Americans, of any culture or tribe, had attained at least a bachelor’s degree in 2017.)\u003c/p>\n\u003cp>Getting ANSEP students, especially those from tiny rural villages, to college takes more than an early introduction to differential equations, Bourdukofsky said. They also have to learn the fine art of meeting new people and, eventually, networking.\u003c/p>\n\u003cp>“It’s really tough to make this transition from hundreds of people to thousands of people,” he said. “The sooner they can have that experience and succeed — it will only help them in the long run.”\u003c/p>\n\u003cp>Bourdukofsky should know. A member of the Unangax culture, he grew up on St. Paul Island, located in the Bering Sea between the U.S. and Russia and home to just 500 souls. After attending high school in Anchorage, he arrived at the University of Alaska as a freshman in 1998, just a few years after ANSEP launched.\u003c/p>\n\u003cp>“They already had the weekly meetings, which were a time to connect with each other and with professional engineers,” Bourdukofsky said. All of his internships came from those meetings, he said.\u003c/p>\n\u003cfigure id=\"attachment_52715\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52715\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Caitlyn Twito, 18, stands in the DNA lab where she completed her Summer Bridge internship before enrolling as a nursing student at the University of Alaska, Anchorage. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another important element of those gatherings? Food.\u003c/p>\n\u003cp>Augustine Hamner, 19, said she loves the ANSEP food. Sitting two miles away from the UAA campus in the well-appointed cafeteria of BP, the major gas and oil company where she spent the summer as an engineering intern, Hamner said the Friday pizza is one of her favorite things about being part of ANSEP’s University Success program. She also is pleased that “older friends” are always available at ANSEP’s dedicated campus building to lend an ear or a hand. Last July, Hamner, a member of the Yup’ik and Iñupiaq cultures who lives in Anchorage, was on her second internship.\u003c/p>\n\u003cp>Across town at the low-slung Department of U.S. Fish and Wildlife building, Caitlyn Twito, 18, was starting her first.\u003c/p>\n\u003cp>A participant in ANSEP’s Summer Bridge internship program for rising college freshmen, Twito had been spending her summer extracting DNA from fish, instead of hauling them out of the Kuskokwim River in the Yukon Delta, as she usually does.\u003c/p>\n\u003cp>Twito, who identifies as both Yup’ik and white, is studying biology in the name of helping her family and friends. Her younger brother had to spend the first summer of his life in a Neonatal Intensive Care Unit. The closest NICU to home was nearly 400 miles away in Anchorage, with no road between the two towns. It was a hard time for her family and it inspired her to become a nurse and work in her hometown. It will be nice, she said, to care for people she knows.\u003c/p>\n\u003cp>Though many students mentioned a desire to return home after college graduation, ANSEP does not explicitly encourage any one future path.\u003c/p>\n\u003cp>Back at the ANSEP building on UAA’s campus, Charitie Ropati, 17, and two classmates worked on the readings for a summer course on Native culture. Like the advanced math classes, the Alaska Native Studies class counts towards college credit for Acceleration Academy students who successfully complete it.\u003c/p>\n\u003cp>“If you want an advantage, you have to live here [in Anchorage] and leave part of your life behind,” said Charatie, who is from the Yup’ik culture and also has Mexican and Samoan roots. Her mother moved here years ago and Charatie knows village life only as a frequent visitor. She said that a choice like the one her mother made is not without consequences. “If you want to advance in the Western world you have to sacrifice your indigenous self, at least in part,” she said.\u003c/p>\n\u003cfigure id=\"attachment_52718\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52718\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"536\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-768x515.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Parker Pickett, 18, stands with Evangeline Dooc (left) and Lauryn Yates (center), both 18, his fellow U.S. Geological Service interns outside the agency’s Anchorage office. In a departure from their parents’ career paths, all three ANSEP students plan to pursue careers in the natural sciences. “The opportunities I have been given are things (my parents) weren’t able to have,” Yates said. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A year ahead of Charatie in school, Parker Pickett, 18, said his Native identity is “one of the drivers for me in science. I’m very passionate about climate change. My family talks about how seal skin vests they’re making now don’t last as long as ones they made even 20 years ago.”\u003c/p>\n\u003cp>Pickett was a Summer Bridge intern at the U.S. Geological Survey where he spent many days last summer in an office staring at a screen that showed a sort of stop-motion film of one black brant goose nest on the North Slope, home to the Alaska National Wildlife Refuge as well as the majority of the state’s vast oil reserves. Pickett, whose family is from the Siberian Yup’ik, Athabaskan and Iñupiaq cultures, can’t wait to join his advisors on a field excursion to see the geese up close.\u003c/p>\n\u003cp>“It’s almost like torture, looking at pictures of where I want to go,” Pickett said in the days before heading north.\u003c/p>\n\u003cp>Like many ANSEP students, Pickett’s interest in science was sparked by college coursework he completed as a high school student. But what really pulled him in was hands-on experience. First, a professor reached out to him for help with a bird dissection that included removing a sample from the oil glands in the feathers. Then he spent a summer on St. Lawrence Island helping his uncle, who is a paid guide for the University of Alaska, Fairbanks, show scientists around. Pickett was hooked.\u003c/p>\n\u003cp>Randall Friendly, 22, who started attending ANSEP programs as a high school student, also loves the hands-on nature of the biological sciences. He grew up living a subsistence lifestyle in the small community of Tuntutuliak on the Kuskokwim River in the Yukon Delta. “I thought it was important to know some other backgrounds of the animals I hunt in a different aspect than the culture I grew up with,” he said. “Then, out of all, working with birds was the most intriguing to me.”\u003c/p>\n\u003cp>Now, he is nearly done earning a biology degree (with a minor in math) at the University of Alaska, Anchorage. Friendly, who is from the Yup’ik culture, spent his last collegiate summer in Utqiaġvek, formerly Barrow, the northernmost town in the United States. Friendly found it hard to sleep in the unceasing daylight 773 miles north of his hometown, but he enjoyed his internship researching the nesting habits of Steller’s eider, a rare type of arctic duck that lives here.\u003c/p>\n\u003cfigure id=\"attachment_52719\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52719\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Standing outside a home in Utqiaġvek, Alaska, ANSEP student and U.S. Fish and Wildlife intern Randall Friendly (far right), 22, listens as local Ernest Nageak (blue hood) talks about the boat crew that caught these two seals. Both Alaska Native men, who grew up hundreds of miles apart, participate with their families in the subsistence lifestyle practiced by their ancestors. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Riding down a rough road on the edge of the dark Arctic Sea, Friendly said that, after just a short time in Utqiaġvik, he’d learned to identify different types of eider by the shape of a bird’s head or the movement of its wing. He no longer needed to be close enough to see its coloring, he said, which is a help on a rainy day when everything appears in shades of gray except for the stripes of bright blue in the floating sea ice.\u003c/p>\n\u003cp>In the face of assertions that ANSEP students like Friendly are exceptional in a way that most rural Alaska Native students can’t emulate, ANSEP founder Schroeder is adamant that any student who receives the kind of support ANSEP offers can succeed.\u003c/p>\n\u003cp>“Now that we’re doing so well, we’re told it’s cream-skimming,” Schroeder said of the charge that the program is only serving the strongest students. “Well, where did the cream come from? There is no cream. We ignite that spark that illuminates a vision for their lives.”\u003c/p>\n\u003cp>Schroeder thinks that offering the necessary level of support to every student in Alaska would be possible if students were challenged regularly with hands-on, project-based math and science experiences in every public school. He thinks lectures should be outlawed and peer-led study sessions should be mandatory. While acknowledging the high teacher turnover rate and other challenges faced by Alaskan schools, Schroeder says it’s also time to stop blaming kids’ home lives for their lack of success.\u003c/p>\n\u003cp>“When you talk to educators, it’s always about how families are screwed up,” he said. “It’s never about the teaching model.”\u003c/p>\n\u003cp>Whatever the exact alchemy of teaching model, community building, high expectations and student inspiration, ANSEP makes a difference for the majority of students who participate in it. Sam Larson began his canoe lab looking for loopholes, but he and his fellow ANSEP students may have already found the biggest loophole of all: A program that grants them the opportunity to build on their natural strengths and defy anyone who thinks an old stereotype might define them.\u003c/p>\n\u003cp>\u003cem>This story about the \u003ca href=\"https://hechingerreport.org/alaska-native-students-pursue-stem-with-great-success/\">Alaska Native Science and Engineering Program\u003c/a>was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cu>The Hechinger Report\u003c/u>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cu>Hechinger newsletter\u003c/u>.\u003c/a>\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> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52712/how-alaska-native-students-pursue-stem-with-great-success","authors":["byline_mindshift_52712"],"categories":["mindshift_192"],"tags":["mindshift_20701","mindshift_20784","mindshift_1040","mindshift_310","mindshift_47","mindshift_391","mindshift_21053","mindshift_21105"],"featImg":"mindshift_52717","label":"mindshift"},"mindshift_52121":{"type":"posts","id":"mindshift_52121","meta":{"index":"posts_1591205157","site":"mindshift","id":"52121","score":null,"sort":[1536364541000]},"guestAuthors":[],"slug":"what-putting-teachers-in-charge-of-personalized-learning-can-look-like","title":"What Putting Teachers in Charge of Personalized Learning Can Look Like","publishDate":1536364541,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/a-handmade-forerunner-of-personalized-learning-forged-by-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>personalized learning\u003c/i>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003c/a>\u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>The idea was never to disregard the individual student.\u003c/p>\n\u003cp>Yet, over the past 25 years the official quest for educational progress has tightly molded itself around measurable content standards and achievement goals, making testing the single most powerful legacy of education reform in America.\u003c/p>\n\u003cp>That measurement mania has dominated what being in school \u003cem>feels \u003c/em>like for students (and teachers), as well as what counts and what gets discussed. It glosses over the herky-jerky reality of learning and the nuanced practice of teaching. Which is what stirred teachers at Orchard Lake Elementary School in Minnesota back in 2011.\u003c/p>\n\u003cp>In what now looks prescient – years before the “personalized learning” craze ignited a new national interest in tailoring schooling with the student at its center – a group of teachers saw trouble with the lockstep approach to progress.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In most schools, “It is, ‘OK you are nine years old, you sit here for nine months and then you get to the next box,’ ” said Julene Oxton, one of the Lakeville Area Public School teachers who were bothered by the system. Test scores were fine, said Oxton, “but what was really happening down in the trenches was that not every kid was getting their needs met.”\u003c/p>\n\u003cfigure id=\"attachment_52124\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg class=\"size-full wp-image-52124\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/IMG_0266-750x0-c-default.jpg\" alt=\"\" width=\"750\" height=\"1000\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default.jpg 750w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default-520x693.jpg 520w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Jenn Zweber and a group of students in grades K through 3 discuss the impact of a Service Learning project on their community, during the first year that Impact Academy at Orchard Lake opened in Lakeville, Minnesota. \u003ccite>(Julene Oxton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even though federal law since No Child Left Behind had required tracking student performance in ways that encouraged teachers to notice each child, the top-down system – curriculum, schedule, student groupings – ignored individual differences. (Some say the system also shut down earlier stabs at student-centered innovation.)\u003c/p>\n\u003cp>That got teachers gathering on Sundays in Oxton’s living room. With 106 years of classroom leadership among them, seven educators over the next two years grappled with a key question: Could you keep the same 6 ½-hour school day, and the same school personnel, but design a radically different learning experience for students?\u003c/p>\n\u003cp>In other words, could you innovate within the rigid confines of a traditional public school?\u003c/p>\n\u003cp>What the teachers created was a handmade forerunner of what good educational software does now: Find students’ granular learning level and customize instruction. (Physically, it did require knocking down walls to make fluid learning spaces.)\u003c/p>\n\u003cp>Each student was assigned to a K-5, multi-age “community.” Teachers arranged the schedule so that all students had reading and math simultaneously. They chunked the curriculum into “strands,” with assessments so students could progress at their own pace.\u003c/p>\n\u003cp>During reading and math blocks, students got their “right fit” group. A fourth grader could tackle fifth-grade math topics, then speed up or slow down. If a student was spatially inclined and “got geometry,” he or she zipped ahead. If, say, algebra was confounding, the same student could slow down. As a result, students are constantly “moving up and down the ladder,” said Oxton.\u003c/p>\n\u003cp>The approach has worked, she said, because when students are in lessons, “the learning is relevant to them, it is do-able.” Even those who need more time, she said, “are like, ‘Wow, I can do this.’ That breeds a success mindset.”\u003c/p>\n\u003cp>The teachers called it Impact Academy and piloted it in the fall of 2013 within Orchard Lake Elementary. In 2016-2017, it was expanded to the entire school, where it continues. Oxton, who served two years as the district’s Innovation Coordinator, said so many educators came to observe the model that she has gathered them into a network, a move supported by the St. Paul-based \u003ca href=\"https://www.bushfoundation.org/\">Bush Foundation\u003c/a>.\u003c/p>\n\u003cp>Now three elementary schools in Minnesota – two charters and one district – are using the approach this year for math. This fall, Oxton will also be working with \u003ca href=\"http://edvisions.org/\">EdVisions\u003c/a>, a St. Paul nonprofit that has focused on charters, to build innovations in district schools.\u003c/p>\n\u003cp>Lars Edsal, executive director of \u003ca href=\"https://www.educationevolving.org/\">Education Evolving\u003c/a>, a Minnesota nonprofit advocating teacher-driven, student-centered learning, sees an exploding conversation around personalized learning that is focused on the power of teacher innovation.\u003c/p>\n\u003cp>“There is a middle ground between the top-down scripted approach and the teacher as the lone wolf in the classroom,” he said. “We are designers, we are entrepreneurs.”\u003c/p>\n\u003cp>Teachers understand the subtle needs of their students, said Oxton. She is not opposed to technology, but believes that just because tech has gotten good at presenting 3-D, does not mean every math concept should be taught on a screen. Especially in elementary school, she said, “there is nothing like picking up base-10 blocks or money – and feeling it.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/a-handmade-forerunner-of-personalized-learning-forged-by-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>personalized learning\u003c/i>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003c/a>\u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Long before the movement gathered momentum, a student-centered model arose in Minnesota.","status":"publish","parent":0,"modified":1536364541,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":887},"headData":{"title":"What Putting Teachers in Charge of Personalized Learning Can Look Like | KQED","description":"Long before the movement gathered momentum, a student-centered model arose in Minnesota.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52121 https://ww2.kqed.org/mindshift/?p=52121","disqusUrl":"https://ww2.kqed.org/mindshift/2018/09/07/what-putting-teachers-in-charge-of-personalized-learning-can-look-like/","disqusTitle":"What Putting Teachers in Charge of Personalized Learning Can Look Like","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Laura Pappano, The Hechinger Report\u003c/a>","path":"/mindshift/52121/what-putting-teachers-in-charge-of-personalized-learning-can-look-like","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/a-handmade-forerunner-of-personalized-learning-forged-by-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>personalized learning\u003c/i>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003c/a>\u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>The idea was never to disregard the individual student.\u003c/p>\n\u003cp>Yet, over the past 25 years the official quest for educational progress has tightly molded itself around measurable content standards and achievement goals, making testing the single most powerful legacy of education reform in America.\u003c/p>\n\u003cp>That measurement mania has dominated what being in school \u003cem>feels \u003c/em>like for students (and teachers), as well as what counts and what gets discussed. It glosses over the herky-jerky reality of learning and the nuanced practice of teaching. Which is what stirred teachers at Orchard Lake Elementary School in Minnesota back in 2011.\u003c/p>\n\u003cp>In what now looks prescient – years before the “personalized learning” craze ignited a new national interest in tailoring schooling with the student at its center – a group of teachers saw trouble with the lockstep approach to progress.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In most schools, “It is, ‘OK you are nine years old, you sit here for nine months and then you get to the next box,’ ” said Julene Oxton, one of the Lakeville Area Public School teachers who were bothered by the system. Test scores were fine, said Oxton, “but what was really happening down in the trenches was that not every kid was getting their needs met.”\u003c/p>\n\u003cfigure id=\"attachment_52124\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg class=\"size-full wp-image-52124\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/IMG_0266-750x0-c-default.jpg\" alt=\"\" width=\"750\" height=\"1000\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default.jpg 750w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default-520x693.jpg 520w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Jenn Zweber and a group of students in grades K through 3 discuss the impact of a Service Learning project on their community, during the first year that Impact Academy at Orchard Lake opened in Lakeville, Minnesota. \u003ccite>(Julene Oxton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even though federal law since No Child Left Behind had required tracking student performance in ways that encouraged teachers to notice each child, the top-down system – curriculum, schedule, student groupings – ignored individual differences. (Some say the system also shut down earlier stabs at student-centered innovation.)\u003c/p>\n\u003cp>That got teachers gathering on Sundays in Oxton’s living room. With 106 years of classroom leadership among them, seven educators over the next two years grappled with a key question: Could you keep the same 6 ½-hour school day, and the same school personnel, but design a radically different learning experience for students?\u003c/p>\n\u003cp>In other words, could you innovate within the rigid confines of a traditional public school?\u003c/p>\n\u003cp>What the teachers created was a handmade forerunner of what good educational software does now: Find students’ granular learning level and customize instruction. (Physically, it did require knocking down walls to make fluid learning spaces.)\u003c/p>\n\u003cp>Each student was assigned to a K-5, multi-age “community.” Teachers arranged the schedule so that all students had reading and math simultaneously. They chunked the curriculum into “strands,” with assessments so students could progress at their own pace.\u003c/p>\n\u003cp>During reading and math blocks, students got their “right fit” group. A fourth grader could tackle fifth-grade math topics, then speed up or slow down. If a student was spatially inclined and “got geometry,” he or she zipped ahead. If, say, algebra was confounding, the same student could slow down. As a result, students are constantly “moving up and down the ladder,” said Oxton.\u003c/p>\n\u003cp>The approach has worked, she said, because when students are in lessons, “the learning is relevant to them, it is do-able.” Even those who need more time, she said, “are like, ‘Wow, I can do this.’ That breeds a success mindset.”\u003c/p>\n\u003cp>The teachers called it Impact Academy and piloted it in the fall of 2013 within Orchard Lake Elementary. In 2016-2017, it was expanded to the entire school, where it continues. Oxton, who served two years as the district’s Innovation Coordinator, said so many educators came to observe the model that she has gathered them into a network, a move supported by the St. Paul-based \u003ca href=\"https://www.bushfoundation.org/\">Bush Foundation\u003c/a>.\u003c/p>\n\u003cp>Now three elementary schools in Minnesota – two charters and one district – are using the approach this year for math. This fall, Oxton will also be working with \u003ca href=\"http://edvisions.org/\">EdVisions\u003c/a>, a St. Paul nonprofit that has focused on charters, to build innovations in district schools.\u003c/p>\n\u003cp>Lars Edsal, executive director of \u003ca href=\"https://www.educationevolving.org/\">Education Evolving\u003c/a>, a Minnesota nonprofit advocating teacher-driven, student-centered learning, sees an exploding conversation around personalized learning that is focused on the power of teacher innovation.\u003c/p>\n\u003cp>“There is a middle ground between the top-down scripted approach and the teacher as the lone wolf in the classroom,” he said. “We are designers, we are entrepreneurs.”\u003c/p>\n\u003cp>Teachers understand the subtle needs of their students, said Oxton. She is not opposed to technology, but believes that just because tech has gotten good at presenting 3-D, does not mean every math concept should be taught on a screen. Especially in elementary school, she said, “there is nothing like picking up base-10 blocks or money – and feeling it.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/a-handmade-forerunner-of-personalized-learning-forged-by-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>personalized learning\u003c/i>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003c/a>\u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52121/what-putting-teachers-in-charge-of-personalized-learning-can-look-like","authors":["byline_mindshift_52121"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_310","mindshift_421","mindshift_20685"],"featImg":"mindshift_52127","label":"mindshift"},"mindshift_51364":{"type":"posts","id":"mindshift_51364","meta":{"index":"posts_1591205157","site":"mindshift","id":"51364","score":null,"sort":[1528356491000]},"guestAuthors":[],"slug":"how-internships-connect-first-generation-college-bound-students-to-stem-careers","title":"How Internships Connect First Generation College Bound Students to STEM Careers","publishDate":1528356491,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"http://hechingerreport.org/how-silicon-valley-schools-are-trying-to-boost-lower-income-students-into-high-tech-jobs/\">\u003cem>STEM education\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about\u003c/em> \u003ca href=\"http://hechingerreport.org/category/higher_ed/\">\u003cem>higher education\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>SAN JOSE, Calif. — It was not an ordinary lunch period at Downtown College Prep Alum Rock High. Berenice Espino and her \u003ca href=\"http://www.thequestinstitute.com/ISS/\">Quest for Space\u003c/a> teammates had gathered in the engineering classroom to watch as\u003ca href=\"https://www.youtube.com/watch?v=C8TbJd4-2_M&feature=youtu.be\"> a SpaceX rocket\u003c/a> was launched into the atmosphere heading for the International Space Station, carrying onboard a science experiment they’d designed. NASA astronauts would test the device, which analyzes the effects of weightlessness on cooling and heating systems, and send data back to the students.\u003c/p>\n\u003cp>The launch marked the latest effort by the 5-year-old charter school, to expose students to the skills they’ll need to access high-tech jobs. The day after the launch, for example, Espino and classmate Jaime Sanchez were learning Python programming through Udacity, an online education platform that offers “nanodegrees.” Other students in their engineering class were constructing a robot for the Dell-sponsored Silicon Valley Tech Challenge and designing a “tiny house” to shelter a homeless person.\u003c/p>\n\u003cp>Most students at the high school, on San Jose’s East Side in the southern end of Silicon Valley, are from Mexican immigrant families. Nearly all will be the first in their families to go to college; some will be the first to complete high school. Espino’s mother works as a cook. Sanchez’s father is a landscaper; his stepfather, a construction worker.\u003c/p>\n\u003cp>The kids who grow up in Silicon Valley’s Latino neighborhoods, the children of groundskeepers, janitors, cooks and construction workers, rarely get a shot at high-paying, high-tech jobs. Just 4.7 percent of the Valley’s tech professionals are Latino and 2.2 percent are African-American, according to 2015 data from the American Community Survey. By contrast, 57 percent are foreign born, with many coming from India and China, a local industry group estimates.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Across California, Latino and black students, many from low-income families, earn lower scores on state exams than white or Asian students and are far less likely to take the advanced math and science classes that prepare students for high-tech majors and careers. Bay Area nonprofits are working with schools to improve math proficiency. For example, the Silicon Valley Education Foundation’s summer program, Elevate Math, is raising algebra readiness, a critical first step on the STEM success track.\u003c/p>\n\u003cp>However, educators realize that getting students on track academically isn’t enough. They’re also trying to make working-class students aware of the high-tech career opportunities just a few miles up the road.\u003c/p>\n\u003cp>“Half our kids don’t know what’s out there or what it means to be an engineer,” said Chris Funk, superintendent of the East Side Union High School District, which serves San Jose’s majority Latino and Vietnamese immigrant neighborhoods. “They drive past the tech buildings, but they don’t know what’s going on inside.”\u003c/p>\n\u003cfigure id=\"attachment_51367\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51367\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Joanne-Jacobs-JosueDrillPress-e1528356154218.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Using a drill press in the engineering lab of his San Jose high school, Josue Valverde Ortiz makes wheels for a robot that will compete in the Silicon Valley Tech Challenge. “We don’t have much of a budget, so we use what we have,” he says. \u003ccite>(Joanne Jacobs for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fifteen miles north of Funk’s office is Google’s headquarters, known as the Googleplex, in Mountain View, once a blue-collar town. The children of immigrant laborers attend high schools alongside the children of “tech titans” in the Mountain View-Los Altos district, says Darya Larizadeh.\u003c/p>\n\u003cp>She leads a two-year-old district program designed to expose lower-income students to professional careers. Pathways, Exposure, Academic Connection, Knowledge (PEAK) takes students to local companies such as Google and Facebook, as well as to hospitals, law firms and other businesses. It also organizes weeklong internships and job shadowing during school breaks. “Our goal is for them to see tech as something they could choose,” says Larizadeh.\u003c/p>\n\u003cp>Other Bay Area districts also see the need to connect first-generation, college-bound students to careers. In the last five years, San Francisco Unified, Oakland Unified, East Side, San Jose Unified, plus smaller districts and charters, have partnered with the nonprofit \u003ca href=\"http://www.genesysworks.org/\">Genesys Works\u003c/a> to place 12th-graders in nine-month internships at high-tech and other companies.\u003c/p>\n\u003cp>During the summer before the students’ senior year, Genesys Works trains them in technical skills, such as information technology, as well as soft skills, like writing professional e-mails, handling feedback and networking. Once school starts, students spend their mornings in class and their afternoons at work, averaging 20 hours a week at $13 to $15 an hour*. Nearly all enroll in college, says Peter Katz, executive director of Genesys Works - Bay Area.\u003c/p>\n\u003cp>The program, founded in Houston in 2002, plans to train and place 150 interns in the Bay Area this fall. Most come from non-white, lower-income families and will be first-generation college students, says Katz.\u003c/p>\n\u003cfigure id=\"attachment_51366\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-51366\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519.jpg\" alt=\"\" width=\"300\" height=\"352\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519.jpg 1175w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-160x188.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-800x940.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-768x902.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-1020x1198.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-1022x1200.jpg 1022w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-960x1127.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-240x282.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-375x440.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-520x611.jpg 520w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">As a high schooler, Kateryn Raymundo interned at Salesforce, a tech company, through the nonprofit Genesys Works. She now attends San Francisco State and hopes to have a career in marketing. \u003ccite>(Photo courtesy of Pedro Raymundo)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Kateryn Raymundo, who emigrated with her family from Guatemala when she was eight, was in the first group of interns five years ago. A student at George Washington High, a large public school in San Francisco, she wanted to go to college but had little sense of what her career options might be. “I didn’t know what was out there,” she recalls. Her father, a welder, and her mother, a hotel housekeeper, didn’t finish middle school.\u003c/p>\n\u003cp>Genesys Works found Raymundo an internship in customer support at SalesForce, a cloud computing company, then helped her apply to college. Four years later, she’s completing a marketing degree at San Francisco State while working full-time at SalesForce as a data analyst. She’s built “an awesome network,” she says, which she hopes will help her land a marketing job when she graduates this December.\u003c/p>\n\u003cp>While DCP Alum Rock’s first graduating class is finishing their first year of college, graduates of its sister school near downtown San Jose, DCP El Primero High, have been moving on to higher education for over a decade: The first class graduated in 2004. Those who earn in-demand tech degrees tend to do well, said Edgar Chavez, college success director for the Downtown College Prep charter network, which also includes two middle schools. However, many students major in the social sciences in college, then struggle to find professional jobs. To help college graduates launch careers, DCP now provides career counseling — and sometimes internships. Chavez is pushing every student to complete a summer internship in college — or earlier.\u003c/p>\n\u003cp>Patricia Villegas, a 2004 graduate, is helping alumni with resumes, interviews and advice. A staffing agency employee, she recruits contract workers for Google. To land even a temporary job there, applicants need a four-year degree, software skills and real-world experience, she says. “Internships are super, super important.”\u003c/p>\n\u003cp>At DCP Alum Rock, students get plenty of hands-on experience. The school’s engineering program started in 2014, when Principal Terri Furton realized math teacher Luis Ruelas had, in her words, a love for “what you can do with math.” Together they adopted the \u003ca href=\"https://www.pltw.org/\">Project Lead the Way\u003c/a> curriculum, an instructional approach that encourages students to identify community problems and design solutions.\u003c/p>\n\u003cp>That first year, with California gripped by an historic drought, an Alum Rock team designed a gray-water recycling system that was a national winner in a Samsung-sponsored contest. The award money covered the costs of outfitting the lab. “We didn’t think we could beat teams from the rich schools,” recalls Jaime Sanchez, Espino’s Python partner. “But we did.”\u003c/p>\n\u003cp>More recently, when the city of San Jose announced a design contest for “tiny houses” for the homeless, Ruelas’ students went to work on a plan, crowd-funding money to pay for materials. Faced with neighborhood resistance, the city downscaled the project and canceled the contest. Undaunted, the students plan to build the house in the fall and find a place for it, perhaps at a church.\u003c/p>\n\u003cp>“Even achievers don’t see engineering as an option,” says Ruelas, a Mexican immigrant who struggled to learn English so he could earn a materials science degree at San Jose State. When students try it, they’re hooked, he says.\u003c/p>\n\u003cp>Today, 55 percent of DCP Alum Rock students take engineering or computer science, including a lab where they work on projects for competitions in robotics, rocketry and engineering. The school also offers a \u003ca href=\"https://build.org/\">BUILD\u003c/a> \u003ca href=\"https://build.org/\">entrepreneurship class\u003c/a> where students develop product ideas and pitch them to Silicon Valley professionals. For a U.N.-sponsored conference for high schoolers in New York City, DCP Alum Rock pupils collaborated with students in Jiangsu, China, via video chat, to design a way to cool homes and filter air without electricity.\u003c/p>\n\u003cp>Like other Bay Area schools, DCP is also emphasizing internships and similar experiences that expose students to professional careers, says Kelly Neal, who manages partnerships for DCP. This year, four DCP students are interning through Genesys Works, at Service Now, a cloud computing company, and at Silicon Valley Bank. Others have worked with researchers at Stanford, Berkeley and other university labs. This summer, for the first time, nine students will study abroad.\u003c/p>\n\u003cp>“It’s beneficial to realize that not everybody looks like them and to have that experience before they go to college,” says Neal.\u003c/p>\n\u003cp>Espino, who watched her science project launch into space, will study software engineering at the University of California at Merced starting this fall. \u003ca href=\"https://www.collegefactual.com/colleges/university-of-california-merced/student-life/diversity/\">While nearly half of the university’s student body is Latino\u003c/a>, she doesn’t expect to see many first-generation Latinas in her engineering and computer science classes. That doesn’t faze her.\u003c/p>\n\u003cp>On launch day, her computer-science teacher, John Benoit, a former Intel engineer, gave the rocketry team patches commemorating the flight. He told the students, “That’s how rocket scientists brag.” As “lead scientist” with her school team, Espino had earned her flight patch.\u003c/p>\n\u003cp>*\u003cem>Correction: This version of the story updates the hourly wage of interns who participate in Genesys Works programs.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"http://hechingerreport.org/how-silicon-valley-schools-are-trying-to-boost-lower-income-students-into-high-tech-jobs/\">\u003cem>STEM education\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about\u003c/em> \u003ca href=\"http://hechingerreport.org/category/higher_ed/\">\u003cem>higher education\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Internships, contests and engineering coursework give teens from the area’s majority-Latino high schools an entree to STEM careers\r\n","status":"publish","parent":0,"modified":1528397364,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1825},"headData":{"title":"How Internships Connect First Generation College Bound Students to STEM Careers | KQED","description":"Internships, contests and engineering coursework give teens from the area’s majority-Latino high schools an entree to STEM careers\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51364 https://ww2.kqed.org/mindshift/?p=51364","disqusUrl":"https://ww2.kqed.org/mindshift/2018/06/07/how-internships-connect-first-generation-college-bound-students-to-stem-careers/","disqusTitle":"How Internships Connect First Generation College Bound Students to STEM Careers","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Joanne Jacobs, The Hechinger Report\u003c/a>","path":"/mindshift/51364/how-internships-connect-first-generation-college-bound-students-to-stem-careers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"http://hechingerreport.org/how-silicon-valley-schools-are-trying-to-boost-lower-income-students-into-high-tech-jobs/\">\u003cem>STEM education\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about\u003c/em> \u003ca href=\"http://hechingerreport.org/category/higher_ed/\">\u003cem>higher education\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>SAN JOSE, Calif. — It was not an ordinary lunch period at Downtown College Prep Alum Rock High. Berenice Espino and her \u003ca href=\"http://www.thequestinstitute.com/ISS/\">Quest for Space\u003c/a> teammates had gathered in the engineering classroom to watch as\u003ca href=\"https://www.youtube.com/watch?v=C8TbJd4-2_M&feature=youtu.be\"> a SpaceX rocket\u003c/a> was launched into the atmosphere heading for the International Space Station, carrying onboard a science experiment they’d designed. NASA astronauts would test the device, which analyzes the effects of weightlessness on cooling and heating systems, and send data back to the students.\u003c/p>\n\u003cp>The launch marked the latest effort by the 5-year-old charter school, to expose students to the skills they’ll need to access high-tech jobs. The day after the launch, for example, Espino and classmate Jaime Sanchez were learning Python programming through Udacity, an online education platform that offers “nanodegrees.” Other students in their engineering class were constructing a robot for the Dell-sponsored Silicon Valley Tech Challenge and designing a “tiny house” to shelter a homeless person.\u003c/p>\n\u003cp>Most students at the high school, on San Jose’s East Side in the southern end of Silicon Valley, are from Mexican immigrant families. Nearly all will be the first in their families to go to college; some will be the first to complete high school. Espino’s mother works as a cook. Sanchez’s father is a landscaper; his stepfather, a construction worker.\u003c/p>\n\u003cp>The kids who grow up in Silicon Valley’s Latino neighborhoods, the children of groundskeepers, janitors, cooks and construction workers, rarely get a shot at high-paying, high-tech jobs. Just 4.7 percent of the Valley’s tech professionals are Latino and 2.2 percent are African-American, according to 2015 data from the American Community Survey. By contrast, 57 percent are foreign born, with many coming from India and China, a local industry group estimates.\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>Across California, Latino and black students, many from low-income families, earn lower scores on state exams than white or Asian students and are far less likely to take the advanced math and science classes that prepare students for high-tech majors and careers. Bay Area nonprofits are working with schools to improve math proficiency. For example, the Silicon Valley Education Foundation’s summer program, Elevate Math, is raising algebra readiness, a critical first step on the STEM success track.\u003c/p>\n\u003cp>However, educators realize that getting students on track academically isn’t enough. They’re also trying to make working-class students aware of the high-tech career opportunities just a few miles up the road.\u003c/p>\n\u003cp>“Half our kids don’t know what’s out there or what it means to be an engineer,” said Chris Funk, superintendent of the East Side Union High School District, which serves San Jose’s majority Latino and Vietnamese immigrant neighborhoods. “They drive past the tech buildings, but they don’t know what’s going on inside.”\u003c/p>\n\u003cfigure id=\"attachment_51367\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51367\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Joanne-Jacobs-JosueDrillPress-e1528356154218.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Using a drill press in the engineering lab of his San Jose high school, Josue Valverde Ortiz makes wheels for a robot that will compete in the Silicon Valley Tech Challenge. “We don’t have much of a budget, so we use what we have,” he says. \u003ccite>(Joanne Jacobs for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fifteen miles north of Funk’s office is Google’s headquarters, known as the Googleplex, in Mountain View, once a blue-collar town. The children of immigrant laborers attend high schools alongside the children of “tech titans” in the Mountain View-Los Altos district, says Darya Larizadeh.\u003c/p>\n\u003cp>She leads a two-year-old district program designed to expose lower-income students to professional careers. Pathways, Exposure, Academic Connection, Knowledge (PEAK) takes students to local companies such as Google and Facebook, as well as to hospitals, law firms and other businesses. It also organizes weeklong internships and job shadowing during school breaks. “Our goal is for them to see tech as something they could choose,” says Larizadeh.\u003c/p>\n\u003cp>Other Bay Area districts also see the need to connect first-generation, college-bound students to careers. In the last five years, San Francisco Unified, Oakland Unified, East Side, San Jose Unified, plus smaller districts and charters, have partnered with the nonprofit \u003ca href=\"http://www.genesysworks.org/\">Genesys Works\u003c/a> to place 12th-graders in nine-month internships at high-tech and other companies.\u003c/p>\n\u003cp>During the summer before the students’ senior year, Genesys Works trains them in technical skills, such as information technology, as well as soft skills, like writing professional e-mails, handling feedback and networking. Once school starts, students spend their mornings in class and their afternoons at work, averaging 20 hours a week at $13 to $15 an hour*. Nearly all enroll in college, says Peter Katz, executive director of Genesys Works - Bay Area.\u003c/p>\n\u003cp>The program, founded in Houston in 2002, plans to train and place 150 interns in the Bay Area this fall. Most come from non-white, lower-income families and will be first-generation college students, says Katz.\u003c/p>\n\u003cfigure id=\"attachment_51366\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-51366\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519.jpg\" alt=\"\" width=\"300\" height=\"352\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519.jpg 1175w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-160x188.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-800x940.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-768x902.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-1020x1198.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-1022x1200.jpg 1022w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-960x1127.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-240x282.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-375x440.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/JoanneJacobs3-e1528355909519-520x611.jpg 520w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">As a high schooler, Kateryn Raymundo interned at Salesforce, a tech company, through the nonprofit Genesys Works. She now attends San Francisco State and hopes to have a career in marketing. \u003ccite>(Photo courtesy of Pedro Raymundo)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Kateryn Raymundo, who emigrated with her family from Guatemala when she was eight, was in the first group of interns five years ago. A student at George Washington High, a large public school in San Francisco, she wanted to go to college but had little sense of what her career options might be. “I didn’t know what was out there,” she recalls. Her father, a welder, and her mother, a hotel housekeeper, didn’t finish middle school.\u003c/p>\n\u003cp>Genesys Works found Raymundo an internship in customer support at SalesForce, a cloud computing company, then helped her apply to college. Four years later, she’s completing a marketing degree at San Francisco State while working full-time at SalesForce as a data analyst. She’s built “an awesome network,” she says, which she hopes will help her land a marketing job when she graduates this December.\u003c/p>\n\u003cp>While DCP Alum Rock’s first graduating class is finishing their first year of college, graduates of its sister school near downtown San Jose, DCP El Primero High, have been moving on to higher education for over a decade: The first class graduated in 2004. Those who earn in-demand tech degrees tend to do well, said Edgar Chavez, college success director for the Downtown College Prep charter network, which also includes two middle schools. However, many students major in the social sciences in college, then struggle to find professional jobs. To help college graduates launch careers, DCP now provides career counseling — and sometimes internships. Chavez is pushing every student to complete a summer internship in college — or earlier.\u003c/p>\n\u003cp>Patricia Villegas, a 2004 graduate, is helping alumni with resumes, interviews and advice. A staffing agency employee, she recruits contract workers for Google. To land even a temporary job there, applicants need a four-year degree, software skills and real-world experience, she says. “Internships are super, super important.”\u003c/p>\n\u003cp>At DCP Alum Rock, students get plenty of hands-on experience. The school’s engineering program started in 2014, when Principal Terri Furton realized math teacher Luis Ruelas had, in her words, a love for “what you can do with math.” Together they adopted the \u003ca href=\"https://www.pltw.org/\">Project Lead the Way\u003c/a> curriculum, an instructional approach that encourages students to identify community problems and design solutions.\u003c/p>\n\u003cp>That first year, with California gripped by an historic drought, an Alum Rock team designed a gray-water recycling system that was a national winner in a Samsung-sponsored contest. The award money covered the costs of outfitting the lab. “We didn’t think we could beat teams from the rich schools,” recalls Jaime Sanchez, Espino’s Python partner. “But we did.”\u003c/p>\n\u003cp>More recently, when the city of San Jose announced a design contest for “tiny houses” for the homeless, Ruelas’ students went to work on a plan, crowd-funding money to pay for materials. Faced with neighborhood resistance, the city downscaled the project and canceled the contest. Undaunted, the students plan to build the house in the fall and find a place for it, perhaps at a church.\u003c/p>\n\u003cp>“Even achievers don’t see engineering as an option,” says Ruelas, a Mexican immigrant who struggled to learn English so he could earn a materials science degree at San Jose State. When students try it, they’re hooked, he says.\u003c/p>\n\u003cp>Today, 55 percent of DCP Alum Rock students take engineering or computer science, including a lab where they work on projects for competitions in robotics, rocketry and engineering. The school also offers a \u003ca href=\"https://build.org/\">BUILD\u003c/a> \u003ca href=\"https://build.org/\">entrepreneurship class\u003c/a> where students develop product ideas and pitch them to Silicon Valley professionals. For a U.N.-sponsored conference for high schoolers in New York City, DCP Alum Rock pupils collaborated with students in Jiangsu, China, via video chat, to design a way to cool homes and filter air without electricity.\u003c/p>\n\u003cp>Like other Bay Area schools, DCP is also emphasizing internships and similar experiences that expose students to professional careers, says Kelly Neal, who manages partnerships for DCP. This year, four DCP students are interning through Genesys Works, at Service Now, a cloud computing company, and at Silicon Valley Bank. Others have worked with researchers at Stanford, Berkeley and other university labs. This summer, for the first time, nine students will study abroad.\u003c/p>\n\u003cp>“It’s beneficial to realize that not everybody looks like them and to have that experience before they go to college,” says Neal.\u003c/p>\n\u003cp>Espino, who watched her science project launch into space, will study software engineering at the University of California at Merced starting this fall. \u003ca href=\"https://www.collegefactual.com/colleges/university-of-california-merced/student-life/diversity/\">While nearly half of the university’s student body is Latino\u003c/a>, she doesn’t expect to see many first-generation Latinas in her engineering and computer science classes. That doesn’t faze her.\u003c/p>\n\u003cp>On launch day, her computer-science teacher, John Benoit, a former Intel engineer, gave the rocketry team patches commemorating the flight. He told the students, “That’s how rocket scientists brag.” As “lead scientist” with her school team, Espino had earned her flight patch.\u003c/p>\n\u003cp>*\u003cem>Correction: This version of the story updates the hourly wage of interns who participate in Genesys Works programs.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"http://hechingerreport.org/how-silicon-valley-schools-are-trying-to-boost-lower-income-students-into-high-tech-jobs/\">\u003cem>STEM education\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about\u003c/em> \u003ca href=\"http://hechingerreport.org/category/higher_ed/\">\u003cem>higher education\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51364/how-internships-connect-first-generation-college-bound-students-to-stem-careers","authors":["byline_mindshift_51364"],"categories":["mindshift_192"],"tags":["mindshift_20701","mindshift_20784","mindshift_1040","mindshift_310","mindshift_68","mindshift_20848","mindshift_391"],"featImg":"mindshift_51368","label":"mindshift"},"mindshift_48842":{"type":"posts","id":"mindshift_48842","meta":{"index":"posts_1591205157","site":"mindshift","id":"48842","score":null,"sort":[1502431916000]},"guestAuthors":[],"slug":"language-and-communication-skills-that-make-all-the-difference-for-kindergarten","title":"Language and Communication Skills That Make all the Difference for Kindergarten","publishDate":1502431916,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Devin Walsh is a kindergarten to first-grade “looping” teacher at Oak Grove Primary School in Hattiesburg, Mississippi. \u003c/em>\u003c/p>\n\u003cp>Promoting good oral language and communication skills is perhaps the most important thing parents, caregivers and educators can do to prepare children to enter kindergarten.\u003c/p>\n\u003cp>Having just completed my 17th year of teaching at Oak Grove Primary School in Hattiesburg, Mississippi, with over 800 students in kindergarten and first grade, I see children daily who have been exposed to models of good oral language.\u003c/p>\n\u003cp>Sadly, I also see many who have not had these models and enter kindergarten at a disadvantage.\u003c/p>\n\u003cp>Just like any other skill, learning to talk requires frequent practice. That’s why it’s essential that family members and others who interact with a child on a daily basis do all that is possible to encourage oral language. These everyday moments spent with your child are valuable opportunities for increasing these skills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>By age 3, a child with typically developing language skills should be comfortable verbally answering common questions and shouldn’t be accustomed to communicating only with a head nod or gesture.\u003c/p>\n\u003cp>Since children learn oral language by following the model of adults they hear speaking around them, they will often repeat incorrect grammar or mispronounced words. That is why it’s important to reinforce good speaking habits by setting an example with the use of expression, vocabulary and correct grammar.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.handyhandouts.com/viewHandout.aspx?hh_number=120\">\u003cem>Promoting Oral Language Development in Young Children\u003c/em>\u003c/a>, Audrey Prince details several strategies.\u003c/p>\n\u003cp>First, she stresses the importance of talking to the child. There are many ways to initiate a conversation. The easiest is to ask questions about the activities of the day.\u003c/p>\n\u003cp>Parents, caregivers and educators need to to ask questions that require more than just a one-word answer, to give children the opportunity to respond with a phrase or group of phrases. They can expand the conversations by asking children to elaborate on answers. Talking to children not only develops conversation skills, it also teaches important vocabulary that can be used in daily life. Second, Prince emphasizes the importance of getting close and showing children that adults are truly listening by responding to what was said.\u003c/p>\n\u003cp>Being in close proximity to the children is beneficial so they can see facial expressions and establish eye contact. If children see adults reacting and showing interest in what was said, they will be more likely to continue communicating in this way.\u003c/p>\n\u003cp>Oral language involves more than just speaking. As a “looping” teacher who stays with the same group of students for two school years, kindergarten and first grade, I have seen firsthand how much children learn and grow in oral language development during the beginning of their educational journey. Listening comprehension, vocabulary and phonological knowledge are essential components in this development.\u003c/p>\n\u003cp>Listening skills can be improved over time by providing children with lots of opportunities to practice. It is important that adults model good listening, ensure they have children’s attention, lower their voices, speak slowly and be very clear in what is being communicated.\u003c/p>\n\u003cp>The more words a child has in his vocabulary, the more he is able to comprehend what he is reading or hearing. Children begin hearing and understanding words long before they actually verbalize them. Exposure to a variety of words and helping children understand what they mean can play a vital role in vocabulary growth.\u003c/p>\n\u003cp>Phonological awareness can be developed by reading books, teaching rhymes, poems and songs, doing activities that help build sound skills, practicing the alphabet by pointing out letters and talking about sounds or using technology that emphasizes the development of phonemic and phonological awareness.\u003c/p>\n\u003cp>Educational apps available for smart phones and tablets such as \u003ca href=\"http://www.readingrockets.org/content/ispy-phonics\">iSpy Phonics\u003c/a> can help children learn about the connection between written and spoken language.*\u003c/p>\n\u003cp>Preschool children who have speech or language disorders may have difficulty learning to read and write when they enter school.\u003c/p>\n\u003cp>Other physical and medical conditions, developmental disorders, poverty, lack of literacy in the home environment and language or literacy disabilities in a child’s family history can also be contributing factors.\u003c/p>\n\u003cp>If a child continues using baby talk past an appropriate age, lacks interest in nursery rhymes or shared book reading, has difficulty understanding simple directions or has difficulty learning or remembering names of letters, he may be at risk.\u003c/p>\n\u003cp>Speech-language pathologists can play an important role in helping to identify these children and provide intervention.\u003c/p>\n\u003cp>Although early intervention is beneficial, it is important to remember that children develop at different rates, and even older children with these and other impairments can gain skills needed to read and write. Parents and other professionals who interact with the child can work to fill in the gaps for those who have missed these earlier opportunities.\u003c/p>\n\u003cp>Laying a firm foundation for literacy through early language skills is a cause that I have become passionate about over the years as I have pursued National Board certification and looked for ways to improve my craft.\u003c/p>\n\u003cp>Parents and educators who help children develop oral language skills can ensure they will achieve success in school and beyond.\u003c/p>\n\u003cp>\u003cem>Devin Walsh is a kindergarten to first-grade “looping” \u003c/em>\u003cem>teacher at Oak Grove Primary School in Hattiesburg, Mississippi. She recently completed a biennial loop with a group of first graders and joins a group of incoming kindergarteners this fall, which also marks her 18th year of teaching.\u003c/em>\u003c/p>\n\u003cp>\u003cem>*Coming soon: More from Walsh about language apps that work.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cu>our newsletter\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Kids learn oral communication skills by practicing with one another and adults. Based on the work of Audrey Prince, kindergarten teacher Devin Walsh offers several steps that have worked in her classroom. ","status":"publish","parent":0,"modified":1502431916,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":957},"headData":{"title":"Language and Communication Skills That Make all the Difference for Kindergarten | KQED","description":"Kids learn oral communication skills by practicing with one another and adults. Based on the work of Audrey Prince, kindergarten teacher Devin Walsh offers several steps that have worked in her classroom. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"48842 https://ww2.kqed.org/mindshift/?p=48842","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/10/language-and-communication-skills-that-make-all-the-difference-for-kindergarten/","disqusTitle":"Language and Communication Skills That Make all the Difference for Kindergarten","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Devin Walsh, The Hechinger Report\u003c/a>","path":"/mindshift/48842/language-and-communication-skills-that-make-all-the-difference-for-kindergarten","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Devin Walsh is a kindergarten to first-grade “looping” teacher at Oak Grove Primary School in Hattiesburg, Mississippi. \u003c/em>\u003c/p>\n\u003cp>Promoting good oral language and communication skills is perhaps the most important thing parents, caregivers and educators can do to prepare children to enter kindergarten.\u003c/p>\n\u003cp>Having just completed my 17th year of teaching at Oak Grove Primary School in Hattiesburg, Mississippi, with over 800 students in kindergarten and first grade, I see children daily who have been exposed to models of good oral language.\u003c/p>\n\u003cp>Sadly, I also see many who have not had these models and enter kindergarten at a disadvantage.\u003c/p>\n\u003cp>Just like any other skill, learning to talk requires frequent practice. That’s why it’s essential that family members and others who interact with a child on a daily basis do all that is possible to encourage oral language. These everyday moments spent with your child are valuable opportunities for increasing these skills.\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>By age 3, a child with typically developing language skills should be comfortable verbally answering common questions and shouldn’t be accustomed to communicating only with a head nod or gesture.\u003c/p>\n\u003cp>Since children learn oral language by following the model of adults they hear speaking around them, they will often repeat incorrect grammar or mispronounced words. That is why it’s important to reinforce good speaking habits by setting an example with the use of expression, vocabulary and correct grammar.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.handyhandouts.com/viewHandout.aspx?hh_number=120\">\u003cem>Promoting Oral Language Development in Young Children\u003c/em>\u003c/a>, Audrey Prince details several strategies.\u003c/p>\n\u003cp>First, she stresses the importance of talking to the child. There are many ways to initiate a conversation. The easiest is to ask questions about the activities of the day.\u003c/p>\n\u003cp>Parents, caregivers and educators need to to ask questions that require more than just a one-word answer, to give children the opportunity to respond with a phrase or group of phrases. They can expand the conversations by asking children to elaborate on answers. Talking to children not only develops conversation skills, it also teaches important vocabulary that can be used in daily life. Second, Prince emphasizes the importance of getting close and showing children that adults are truly listening by responding to what was said.\u003c/p>\n\u003cp>Being in close proximity to the children is beneficial so they can see facial expressions and establish eye contact. If children see adults reacting and showing interest in what was said, they will be more likely to continue communicating in this way.\u003c/p>\n\u003cp>Oral language involves more than just speaking. As a “looping” teacher who stays with the same group of students for two school years, kindergarten and first grade, I have seen firsthand how much children learn and grow in oral language development during the beginning of their educational journey. Listening comprehension, vocabulary and phonological knowledge are essential components in this development.\u003c/p>\n\u003cp>Listening skills can be improved over time by providing children with lots of opportunities to practice. It is important that adults model good listening, ensure they have children’s attention, lower their voices, speak slowly and be very clear in what is being communicated.\u003c/p>\n\u003cp>The more words a child has in his vocabulary, the more he is able to comprehend what he is reading or hearing. Children begin hearing and understanding words long before they actually verbalize them. Exposure to a variety of words and helping children understand what they mean can play a vital role in vocabulary growth.\u003c/p>\n\u003cp>Phonological awareness can be developed by reading books, teaching rhymes, poems and songs, doing activities that help build sound skills, practicing the alphabet by pointing out letters and talking about sounds or using technology that emphasizes the development of phonemic and phonological awareness.\u003c/p>\n\u003cp>Educational apps available for smart phones and tablets such as \u003ca href=\"http://www.readingrockets.org/content/ispy-phonics\">iSpy Phonics\u003c/a> can help children learn about the connection between written and spoken language.*\u003c/p>\n\u003cp>Preschool children who have speech or language disorders may have difficulty learning to read and write when they enter school.\u003c/p>\n\u003cp>Other physical and medical conditions, developmental disorders, poverty, lack of literacy in the home environment and language or literacy disabilities in a child’s family history can also be contributing factors.\u003c/p>\n\u003cp>If a child continues using baby talk past an appropriate age, lacks interest in nursery rhymes or shared book reading, has difficulty understanding simple directions or has difficulty learning or remembering names of letters, he may be at risk.\u003c/p>\n\u003cp>Speech-language pathologists can play an important role in helping to identify these children and provide intervention.\u003c/p>\n\u003cp>Although early intervention is beneficial, it is important to remember that children develop at different rates, and even older children with these and other impairments can gain skills needed to read and write. Parents and other professionals who interact with the child can work to fill in the gaps for those who have missed these earlier opportunities.\u003c/p>\n\u003cp>Laying a firm foundation for literacy through early language skills is a cause that I have become passionate about over the years as I have pursued National Board certification and looked for ways to improve my craft.\u003c/p>\n\u003cp>Parents and educators who help children develop oral language skills can ensure they will achieve success in school and beyond.\u003c/p>\n\u003cp>\u003cem>Devin Walsh is a kindergarten to first-grade “looping” \u003c/em>\u003cem>teacher at Oak Grove Primary School in Hattiesburg, Mississippi. She recently completed a biennial loop with a group of first graders and joins a group of incoming kindergarteners this fall, which also marks her 18th year of teaching.\u003c/em>\u003c/p>\n\u003cp>\u003cem>*Coming soon: More from Walsh about language apps that work.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cu>our newsletter\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48842/language-and-communication-skills-that-make-all-the-difference-for-kindergarten","authors":["byline_mindshift_48842"],"categories":["mindshift_193"],"tags":["mindshift_21036","mindshift_20720","mindshift_20784","mindshift_1040","mindshift_310","mindshift_790","mindshift_815","mindshift_21120","mindshift_21121"],"featImg":"mindshift_48847","label":"mindshift"},"mindshift_48770":{"type":"posts","id":"mindshift_48770","meta":{"index":"posts_1591205157","site":"mindshift","id":"48770","score":null,"sort":[1501063254000]},"guestAuthors":[],"slug":"how-making-mistakes-primes-kids-to-learn-better","title":"Why Mistakes Matter in Creating A Path For Learning","publishDate":1501063254,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Once a month, this column \u003c/em>\u003cem>will examine the insights that science offers about the way people learn, and how such findings could influence schools. \u003c/em>\u003c/p>\n\u003cp>Most of us can remember a moment like this from our school years: the teacher poses a question – maybe it’s math, maybe history. You raise your hand, you give your answer with full assurance. And then? You’re shot down. You got it wrong.\u003c/p>\n\u003cp>We remember moments like this because they brim with some of our least favorite emotions: shame, humiliation, self-recrimination, and that gutting sense that you want to melt into the floor. Ah yes, I remember it well.\u003c/p>\n\u003cp>As it turns out, though, such moments are ripe with learning opportunity. Contrary to what many of us might guess, making a mistake with high confidence and then being corrected is one of the most powerful ways to absorb something and retain it.\u003c/p>\n\u003cp>In recent years, cognitive scientists have done gobs of research on how making mistakes help us learn, much of it funded by the federal Institute for Education Science. Some findings make intuitive sense. Some are completely surprising. And many important findings that are relevant to teaching are not making it into the classroom, or penetrating very slowly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Traditionally, educators and psychologists in the U.S. were not fans of allowing students to flounder. B.F. Skinner, the hugely influential 20\u003csup>th\u003c/sup> century behavioral psychologist, didn’t even like his lab rats and pigeons to err and constructed experiments to shape their behavior toward always getting the task right. “He thought if they made a mistake, the mistake would get entrenched, and you’d have to backtrack to erase it,” explains Janet Metcalfe, a professor of psychology at Columbia University, and the author of an impressive scientific review titled \u003ca href=\"http://www.annualreviews.org/doi/abs/10.1146/annurev-psych-010416-044022\">“Learning from Errors,”\u003c/a> published earlier this year in \u003cem>Annual Review of Psychology.\u003c/em>\u003c/p>\n\u003cp>American educators, perhaps influenced by Skinner, have tended to see things the same way. Classic studies by psychologists James Stigler of UCLA and the late Harold Stevenson, detailed in their 1994 book \u003ca href=\"https://books.google.com/books/about/Learning_Gap.html?id=HIfBn5W6LMcC\">\u003cem>The Learning Gap\u003c/em>\u003c/a>\u003cem>, \u003c/em>compared videotaped lessons in eighth-grade math in several countries. They found that American teachers emphasized specific procedures for solving problems, largely ignored errors and praised correct answers. Japanese teachers, by contrast, asked students to find their own way through problems and then led a discussion of common errors, why they might seem plausible and why they were wrong. Praise was rarely given and students were meant to see struggle and setbacks as part of learning. The difference, the authors believed, is one reason that Japanese students outperform Americans in math.\u003c/p>\n\u003cp>“Learning about what is wrong may hasten understanding of why the correct procedures are appropriate,” they wrote, “but errors may also be interpreted as failure. And Americans … strive to avoid situations where this might happen.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias.'\u003ccite>Kushal Patel, teacher, Columbia Secondary School for School for Math, Science and Engineering, New York City\u003c/cite>\u003c/aside>\n\u003cp>The American allergy to errors began to ease with a burst of new studies by cognitive psychologists beginning this century. They showed clear benefits to engaging with mistakes—in both verbal and math tasks. For instance, Nate Kornell of Williams College conducted a word-pair experiment in which people were cued with a word (say, tree) and then asked to pair it a related “target” word (say, oak). He found that they remembered the target word significantly better if they had made a wrong guess (like maple or pine) and were corrected than if they were simply given the correct pairing and asked to memorize it.\u003c/p>\n\u003cp>Numerous other studies have confirmed and expanded upon this finding. Metcalfe and others have shown that on tests involving general knowledge (What’s the capital of Australia?), a wild guess doesn’t help with learning. “They have to be making a serious stab at the answer,” she notes. And it was Metcalfe and colleagues who showed that the more certain you are of your wrong answer, the better you will learn the right one after being corrected.\u003c/p>\n\u003cp>Why is this? The answer isn’t completely clear but it likely involves the fact that making an error rallies your attention — and even more so if you’re surprised that you got it wrong. In addition, it is easier to learn something new after you’ve summoned up your prior knowledge — a process neuroscientists call memory reconsolidation.\u003c/p>\n\u003cp>There’s hard, biological evidence for some of this. By placing electroencephalogram caps on subjects as they play video games or do other tasks, scientists have identified specific signals in the brain linked to making errors. The first one, known as Error-Related Negativity or ERN, occurs just 50 millionths of a second after the error. That’s well before you are even conscious of the mistake! A second wave, called error positivity (Pe for short), comes 50 to 550 milliseconds later and is believed to reflect conscious attention to the error, usually followed by an effort to avoid repeating it.\u003c/p>\n\u003cp>As an undergrad at Michigan State, Hans Schroder became so obsessed with error-related brain signaling that, he recalls, “I actually ‘married’ it on Facebook.” He also did serious work on the subject in psychologist Jason Moser’s lab there. Past research had shown that these signals relate to academic performance.\u003c/p>\n\u003cp>“The ERN tends to correlate with grade-point average. It’s linked with the ability to recognize when things don’t go as expected and to better working memory,” Schroder explains. “The Pe is more linked to effort, becoming aware of mistakes and rebounding.” While both signals emanate from a brain region called the anterior cingulate, the Pe involves more widespread activity as you allocate mental resources to improve your performance.\u003c/p>\n\u003caside class=\"pullquote alignright\">'By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong. I wanted to refocus them on actually learning the content.'\u003ccite> Leah Alcala, math teacher in Berkeley, Calif.\u003c/cite>\u003c/aside>\n\u003cp>Schroder was especially interested in this effort-related activity and wanted to know if it was linked to a person’s attitude or mindset about his or her own ability. Stanford University psychologist Carol Dweck kicked off a wave of research in education and psychology with her work — and popular 2006 book, \u003cem>Mindset\u003c/em>— defining two distinct “mindsets”: the belief that one’s intelligence is fixed or that it is fluid and can grow with effort. People with a fixed mindset (as measured on a standard questionnaire) tend to see errors as signs that they are not good at something. Those with a \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset \u003c/a>see them as signs they need to work harder.\u003c/p>\n\u003cp>Schroder theorized that people with a growth mindset would have a stronger Pe signal following an error. This proved to be true in studies with both children and adults. Just as important, growth-minded people raised their game more in the wake of an error. For instance, he reports, growth-minded children playing a videogame in which they had to round up escaped zoo animals “were more accurate after making a mistake than kids who were fixed-minded.”\u003c/p>\n\u003cp>How do these psych lab results translate to the messier world of the classroom? A number of researchers are attempting to answer that question with studies that more closely mimic educational situations or by conducting research within schools.\u003c/p>\n\u003cp>Carnegie Mellon psychologist Robert Siegler, an expert on how children learn math, has delved deeply into the best way to give feedback on student errors. He has shown, for instance, that asking third and fourth graders to explain how someone got the wrong answer and also how someone got the right answer is enormously effective – more so than just asking the child to explain the correct procedure, as teachers so often do. Dislodging wrong ideas is important, he notes: “These wrong approaches are like crab grass, they are hard to get rid of and often have deep roots. You really have to undermine the roots of the misconception as well as strengthen the correct conception.”\u003c/p>\n\u003cp>Metcalfe is exploring that approach in an experiment with eighth-grade math teachers at the Columbia Secondary School for Math, Science and Engineering — a New York City public school affiliated with Columbia University. For the past two years, her team has been monitoring what happens to performance on the state’s Common Core Regents algebra test when teachers give frequent practice quizzes followed each time by a review of the students’ specific errors, in a continuous cycle four days a week for four weeks prior to the statewide exam.\u003c/p>\n\u003cp>The results, which have not yet been published, seem promising. “We had a 100% pass rate on the Algebra 1 Regents for eighth grade, which was pretty awesome,” says Kushal Patel, a participating teacher. Patel notes that even though the passing grade for special education students is 55 rather than the typical 65, all of the special ed students passed with the higher grade. Performance across the class was even stronger the second year than the first. Metcalfe’s team is now analyzing videos of class sessions second by second, looking at exactly what teachers did and how it relates to the errors individual children made. Preliminary results suggest that the improvement in performance was closely tied to the error-focused feedback.\u003c/p>\n\u003cp>“Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias,” Patel observes.\u003c/p>\n\u003cp>And in keeping with a growth mindset, students began to see errors as a path to learning rather than humiliation. When he shared students’ errors anonymously with the class, he says, “the kids got really good about saying ‘Hey, that’s my mistake! Let me talk about what I did wrong.’ It was incredible. They got past the shy moment of, ‘Oh, I screwed up.’”\u003c/p>\n\u003cp>Next year Metcalfe will be testing a new system for reviewing errors that combines computerized feedback with teacher-led instruction.\u003c/p>\n\u003cp>In Berkeley, Calif., math teacher Leah Alcala witnessed a similar change in middle school and high school students when she began spotlighting what she calls her “favorite errors.” Alcala likes to hand out test results without grades but with highlights indicating the precise spots in a math problem where things took a wrong turn.\u003c/p>\n\u003cp>“By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong,” she explains. “I wanted to refocus them on actually learning the content.” You can see her method in an \u003ca href=\"https://www.teachingchannel.org/videos/math-test-grading-tips\">online Teaching Channel video\u003c/a>.\u003c/p>\n\u003cp>Like Patel, Alcala says she was influenced by Dweck’s mindset framework. While not everyone in her economically and ethnically diverse classes masters all the math, “what I know for sure is that my kids never give up on my class.”\u003c/p>\n\u003cp>Such robust examples of teaching kids how to learn from their errors remain the exception in U.S. classrooms. Probably the biggest reason, Siegler suggests, is that “the people who write the textbooks don’t know about the research findings. There’s a lot of knowledge in the psychology of learning that hasn’t been incorporated into education.” Also, he notes, there’s a “common sense wisdom” to focusing almost exclusively on correct procedures. It’s what American teachers have always done.\u003c/p>\n\u003cp>And it’s what most of us believe in, the evidence be damned. Metcalfe has found that people are generally unaware of the benefits of bumping up against mistakes. This is true even after they participate in studies in which, again and again, they improve their performance after getting something wrong and being set straight. When asked if they did better in trials where they were given the answer or those in which they erred and were corrected, they chose the former.\u003c/p>\n\u003cp>“Isn’t that amazing!” she says of this metacognitive blind spot. No wonder so many educators err when it comes to errors. “If teachers don’t realize that making errors will help learning, they will be like Skinner and say ‘I’ll just teach them the right thing.’ ”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cem>Sign up for our newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"American educators love to emphasize correct procedure, but cognitive science says that students learn better when you focus on their mistakes.","status":"publish","parent":0,"modified":1536277032,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":2162},"headData":{"title":"Why Mistakes Matter in Creating A Path For Learning | KQED","description":"American educators love to emphasize correct procedure, but cognitive science says that students learn better when you focus on their mistakes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"48770 https://ww2.kqed.org/mindshift/?p=48770","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/26/how-making-mistakes-primes-kids-to-learn-better/","disqusTitle":"Why Mistakes Matter in Creating A Path For Learning","nprByline":"Claudia Wallis, \u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>","path":"/mindshift/48770/how-making-mistakes-primes-kids-to-learn-better","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Once a month, this column \u003c/em>\u003cem>will examine the insights that science offers about the way people learn, and how such findings could influence schools. \u003c/em>\u003c/p>\n\u003cp>Most of us can remember a moment like this from our school years: the teacher poses a question – maybe it’s math, maybe history. You raise your hand, you give your answer with full assurance. And then? You’re shot down. You got it wrong.\u003c/p>\n\u003cp>We remember moments like this because they brim with some of our least favorite emotions: shame, humiliation, self-recrimination, and that gutting sense that you want to melt into the floor. Ah yes, I remember it well.\u003c/p>\n\u003cp>As it turns out, though, such moments are ripe with learning opportunity. Contrary to what many of us might guess, making a mistake with high confidence and then being corrected is one of the most powerful ways to absorb something and retain it.\u003c/p>\n\u003cp>In recent years, cognitive scientists have done gobs of research on how making mistakes help us learn, much of it funded by the federal Institute for Education Science. Some findings make intuitive sense. Some are completely surprising. And many important findings that are relevant to teaching are not making it into the classroom, or penetrating very slowly.\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>Traditionally, educators and psychologists in the U.S. were not fans of allowing students to flounder. B.F. Skinner, the hugely influential 20\u003csup>th\u003c/sup> century behavioral psychologist, didn’t even like his lab rats and pigeons to err and constructed experiments to shape their behavior toward always getting the task right. “He thought if they made a mistake, the mistake would get entrenched, and you’d have to backtrack to erase it,” explains Janet Metcalfe, a professor of psychology at Columbia University, and the author of an impressive scientific review titled \u003ca href=\"http://www.annualreviews.org/doi/abs/10.1146/annurev-psych-010416-044022\">“Learning from Errors,”\u003c/a> published earlier this year in \u003cem>Annual Review of Psychology.\u003c/em>\u003c/p>\n\u003cp>American educators, perhaps influenced by Skinner, have tended to see things the same way. Classic studies by psychologists James Stigler of UCLA and the late Harold Stevenson, detailed in their 1994 book \u003ca href=\"https://books.google.com/books/about/Learning_Gap.html?id=HIfBn5W6LMcC\">\u003cem>The Learning Gap\u003c/em>\u003c/a>\u003cem>, \u003c/em>compared videotaped lessons in eighth-grade math in several countries. They found that American teachers emphasized specific procedures for solving problems, largely ignored errors and praised correct answers. Japanese teachers, by contrast, asked students to find their own way through problems and then led a discussion of common errors, why they might seem plausible and why they were wrong. Praise was rarely given and students were meant to see struggle and setbacks as part of learning. The difference, the authors believed, is one reason that Japanese students outperform Americans in math.\u003c/p>\n\u003cp>“Learning about what is wrong may hasten understanding of why the correct procedures are appropriate,” they wrote, “but errors may also be interpreted as failure. And Americans … strive to avoid situations where this might happen.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias.'\u003ccite>Kushal Patel, teacher, Columbia Secondary School for School for Math, Science and Engineering, New York City\u003c/cite>\u003c/aside>\n\u003cp>The American allergy to errors began to ease with a burst of new studies by cognitive psychologists beginning this century. They showed clear benefits to engaging with mistakes—in both verbal and math tasks. For instance, Nate Kornell of Williams College conducted a word-pair experiment in which people were cued with a word (say, tree) and then asked to pair it a related “target” word (say, oak). He found that they remembered the target word significantly better if they had made a wrong guess (like maple or pine) and were corrected than if they were simply given the correct pairing and asked to memorize it.\u003c/p>\n\u003cp>Numerous other studies have confirmed and expanded upon this finding. Metcalfe and others have shown that on tests involving general knowledge (What’s the capital of Australia?), a wild guess doesn’t help with learning. “They have to be making a serious stab at the answer,” she notes. And it was Metcalfe and colleagues who showed that the more certain you are of your wrong answer, the better you will learn the right one after being corrected.\u003c/p>\n\u003cp>Why is this? The answer isn’t completely clear but it likely involves the fact that making an error rallies your attention — and even more so if you’re surprised that you got it wrong. In addition, it is easier to learn something new after you’ve summoned up your prior knowledge — a process neuroscientists call memory reconsolidation.\u003c/p>\n\u003cp>There’s hard, biological evidence for some of this. By placing electroencephalogram caps on subjects as they play video games or do other tasks, scientists have identified specific signals in the brain linked to making errors. The first one, known as Error-Related Negativity or ERN, occurs just 50 millionths of a second after the error. That’s well before you are even conscious of the mistake! A second wave, called error positivity (Pe for short), comes 50 to 550 milliseconds later and is believed to reflect conscious attention to the error, usually followed by an effort to avoid repeating it.\u003c/p>\n\u003cp>As an undergrad at Michigan State, Hans Schroder became so obsessed with error-related brain signaling that, he recalls, “I actually ‘married’ it on Facebook.” He also did serious work on the subject in psychologist Jason Moser’s lab there. Past research had shown that these signals relate to academic performance.\u003c/p>\n\u003cp>“The ERN tends to correlate with grade-point average. It’s linked with the ability to recognize when things don’t go as expected and to better working memory,” Schroder explains. “The Pe is more linked to effort, becoming aware of mistakes and rebounding.” While both signals emanate from a brain region called the anterior cingulate, the Pe involves more widespread activity as you allocate mental resources to improve your performance.\u003c/p>\n\u003caside class=\"pullquote alignright\">'By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong. I wanted to refocus them on actually learning the content.'\u003ccite> Leah Alcala, math teacher in Berkeley, Calif.\u003c/cite>\u003c/aside>\n\u003cp>Schroder was especially interested in this effort-related activity and wanted to know if it was linked to a person’s attitude or mindset about his or her own ability. Stanford University psychologist Carol Dweck kicked off a wave of research in education and psychology with her work — and popular 2006 book, \u003cem>Mindset\u003c/em>— defining two distinct “mindsets”: the belief that one’s intelligence is fixed or that it is fluid and can grow with effort. People with a fixed mindset (as measured on a standard questionnaire) tend to see errors as signs that they are not good at something. Those with a \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset \u003c/a>see them as signs they need to work harder.\u003c/p>\n\u003cp>Schroder theorized that people with a growth mindset would have a stronger Pe signal following an error. This proved to be true in studies with both children and adults. Just as important, growth-minded people raised their game more in the wake of an error. For instance, he reports, growth-minded children playing a videogame in which they had to round up escaped zoo animals “were more accurate after making a mistake than kids who were fixed-minded.”\u003c/p>\n\u003cp>How do these psych lab results translate to the messier world of the classroom? A number of researchers are attempting to answer that question with studies that more closely mimic educational situations or by conducting research within schools.\u003c/p>\n\u003cp>Carnegie Mellon psychologist Robert Siegler, an expert on how children learn math, has delved deeply into the best way to give feedback on student errors. He has shown, for instance, that asking third and fourth graders to explain how someone got the wrong answer and also how someone got the right answer is enormously effective – more so than just asking the child to explain the correct procedure, as teachers so often do. Dislodging wrong ideas is important, he notes: “These wrong approaches are like crab grass, they are hard to get rid of and often have deep roots. You really have to undermine the roots of the misconception as well as strengthen the correct conception.”\u003c/p>\n\u003cp>Metcalfe is exploring that approach in an experiment with eighth-grade math teachers at the Columbia Secondary School for Math, Science and Engineering — a New York City public school affiliated with Columbia University. For the past two years, her team has been monitoring what happens to performance on the state’s Common Core Regents algebra test when teachers give frequent practice quizzes followed each time by a review of the students’ specific errors, in a continuous cycle four days a week for four weeks prior to the statewide exam.\u003c/p>\n\u003cp>The results, which have not yet been published, seem promising. “We had a 100% pass rate on the Algebra 1 Regents for eighth grade, which was pretty awesome,” says Kushal Patel, a participating teacher. Patel notes that even though the passing grade for special education students is 55 rather than the typical 65, all of the special ed students passed with the higher grade. Performance across the class was even stronger the second year than the first. Metcalfe’s team is now analyzing videos of class sessions second by second, looking at exactly what teachers did and how it relates to the errors individual children made. Preliminary results suggest that the improvement in performance was closely tied to the error-focused feedback.\u003c/p>\n\u003cp>“Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias,” Patel observes.\u003c/p>\n\u003cp>And in keeping with a growth mindset, students began to see errors as a path to learning rather than humiliation. When he shared students’ errors anonymously with the class, he says, “the kids got really good about saying ‘Hey, that’s my mistake! Let me talk about what I did wrong.’ It was incredible. They got past the shy moment of, ‘Oh, I screwed up.’”\u003c/p>\n\u003cp>Next year Metcalfe will be testing a new system for reviewing errors that combines computerized feedback with teacher-led instruction.\u003c/p>\n\u003cp>In Berkeley, Calif., math teacher Leah Alcala witnessed a similar change in middle school and high school students when she began spotlighting what she calls her “favorite errors.” Alcala likes to hand out test results without grades but with highlights indicating the precise spots in a math problem where things took a wrong turn.\u003c/p>\n\u003cp>“By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong,” she explains. “I wanted to refocus them on actually learning the content.” You can see her method in an \u003ca href=\"https://www.teachingchannel.org/videos/math-test-grading-tips\">online Teaching Channel video\u003c/a>.\u003c/p>\n\u003cp>Like Patel, Alcala says she was influenced by Dweck’s mindset framework. While not everyone in her economically and ethnically diverse classes masters all the math, “what I know for sure is that my kids never give up on my class.”\u003c/p>\n\u003cp>Such robust examples of teaching kids how to learn from their errors remain the exception in U.S. classrooms. Probably the biggest reason, Siegler suggests, is that “the people who write the textbooks don’t know about the research findings. There’s a lot of knowledge in the psychology of learning that hasn’t been incorporated into education.” Also, he notes, there’s a “common sense wisdom” to focusing almost exclusively on correct procedures. It’s what American teachers have always done.\u003c/p>\n\u003cp>And it’s what most of us believe in, the evidence be damned. Metcalfe has found that people are generally unaware of the benefits of bumping up against mistakes. This is true even after they participate in studies in which, again and again, they improve their performance after getting something wrong and being set straight. When asked if they did better in trials where they were given the answer or those in which they erred and were corrected, they chose the former.\u003c/p>\n\u003cp>“Isn’t that amazing!” she says of this metacognitive blind spot. No wonder so many educators err when it comes to errors. “If teachers don’t realize that making errors will help learning, they will be like Skinner and say ‘I’ll just teach them the right thing.’ ”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cem>Sign up for our newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48770/how-making-mistakes-primes-kids-to-learn-better","authors":["byline_mindshift_48770"],"categories":["mindshift_192"],"tags":["mindshift_21078","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_310","mindshift_20562","mindshift_20911","mindshift_20867","mindshift_20987"],"featImg":"mindshift_48779","label":"mindshift"},"mindshift_7733":{"type":"posts","id":"mindshift_7733","meta":{"index":"posts_1591205157","site":"mindshift","id":"7733","score":null,"sort":[1296771822000]},"guestAuthors":[],"slug":"is-rote-memorization-underrated","title":"Is Rote Memorization Underrated?","publishDate":1296771822,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/svintus2010/4643804213/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-7800\" title=\"svintus2010\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/svintus2010-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>That's the hot-button question posed by Justin Snider on the \u003ca href=\"http://hechingered.org/content/rote-memorization-overrated-or-underrated_3351/\">Hechinger Ed blog\u003c/a>.\u003c/p>\n\u003cblockquote>\u003cp>Why are rote repetition and memorization underrated in America? As I say on the radio show, they’ve gotten a bad rap in part because they lend themselves too well to standardized testing. It’s much easier — faster, cheaper — for me to determine whether you know when the Japanese bombed Pearl Harbor (December 7, 1941) than whether you can convincingly explain how and why the Treaty of Versailles set the stage for World War II. Yes, the curriculum has narrowed (even Arne Duncan \u003ca href=\"http://www2.ed.gov/news/speeches/2010/04/04092010.html\">admits it\u003c/a>!), the “what-gets-tested-is-what-gets-taught” phenomenon is very much alive, and there’s a lack of critical-thinking skills among today’s young people.\u003c/p>\n\u003cp>These sad facts, however, are more the result of our over-reliance on multiple-choice tests than anything inherently evil about repetition or memorization.\u003c/p>\u003c/blockquote>\n\u003cp>Readers tended to concur:\u003c/p>\n\u003cul>\n\u003cli>\"It is my opinion that when we got rid of drill and kill we may have thrown the baby out with the bathwater in education. As an ESL teacher I saw many remarkable skill levels in children who came from nations where memorization was part of their education.\"\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\"I find that my ability to perform mental math beats the calculator-wielding kids hands-down every time.\"\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\"Well, if you don’t know your facts you cannot understand the concept and you certainly cannot move on to harder ideas such as division, fractions and certainly not Algebra.\"\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1297130449,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":262},"headData":{"title":"Is Rote Memorization Underrated? | KQED","description":"That's the hot-button question posed by Justin Snider on the Hechinger Ed blog. Why are rote repetition and memorization underrated in America? As I say on the radio show, they’ve gotten a bad rap in part because they lend themselves too well to standardized testing. It’s much easier — faster, cheaper — for me to","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"7733 http://blogs.kqed.org/mindshift/?p=7733","disqusUrl":"https://ww2.kqed.org/mindshift/2011/02/03/is-rote-memorization-underrated/","disqusTitle":"Is Rote Memorization Underrated?","path":"/mindshift/7733/is-rote-memorization-underrated","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/svintus2010/4643804213/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-7800\" title=\"svintus2010\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/svintus2010-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>That's the hot-button question posed by Justin Snider on the \u003ca href=\"http://hechingered.org/content/rote-memorization-overrated-or-underrated_3351/\">Hechinger Ed blog\u003c/a>.\u003c/p>\n\u003cblockquote>\u003cp>Why are rote repetition and memorization underrated in America? As I say on the radio show, they’ve gotten a bad rap in part because they lend themselves too well to standardized testing. It’s much easier — faster, cheaper — for me to determine whether you know when the Japanese bombed Pearl Harbor (December 7, 1941) than whether you can convincingly explain how and why the Treaty of Versailles set the stage for World War II. Yes, the curriculum has narrowed (even Arne Duncan \u003ca href=\"http://www2.ed.gov/news/speeches/2010/04/04092010.html\">admits it\u003c/a>!), the “what-gets-tested-is-what-gets-taught” phenomenon is very much alive, and there’s a lack of critical-thinking skills among today’s young people.\u003c/p>\n\u003cp>These sad facts, however, are more the result of our over-reliance on multiple-choice tests than anything inherently evil about repetition or memorization.\u003c/p>\u003c/blockquote>\n\u003cp>Readers tended to concur:\u003c/p>\n\u003cul>\n\u003cli>\"It is my opinion that when we got rid of drill and kill we may have thrown the baby out with the bathwater in education. As an ESL teacher I saw many remarkable skill levels in children who came from nations where memorization was part of their education.\"\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\"I find that my ability to perform mental math beats the calculator-wielding kids hands-down every time.\"\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\"Well, if you don’t know your facts you cannot understand the concept and you certainly cannot move on to harder ideas such as division, fractions and certainly not Algebra.\"\u003c/li>\n\u003c/ul>\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/7733/is-rote-memorization-underrated","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_310"],"featImg":"mindshift_7800","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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