Why more Black families are homeschooling their children
Homeschooling Doubled During The Pandemic, U.S. Census Survey Finds
Parents Turn to 'Learning Pods' and Piecemeal Solutions to Fill Gaps in Kids' Schooling
How Designing Accessible Curriculum For All Can Help Make Online Learning More Equitable
Is School For Everyone? Some Say 'No'
Busting Stereotypes: A Homeschool-Public School Partnership That Works
Why More African American Families Are Choosing Homeschool
The Value of Connecting the Dots to Create “Real Learning”
Guide to the Best Homeschooling and Unschooling Resources
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But a growing number of Black families have started teaching their kids at home — especially during the pandemic. The Census Bureau's Household Pulse Survey found that in April 2020, 3% of Black households homeschooled their children, and by October 2020 it was up to 16%.\u003c/p>\n\u003cp>Those numbers may not be completely accurate, the Bureau noted, because \u003ca href=\"https://www.npr.org/2021/03/22/980149971/homeschooling-doubled-during-the-pandemic-u-s-census-survey-finds\">a lot of children were learning at home in 2020\u003c/a>. So part way through the survey period, the homeschooling question was expdanded to clarify that homeschoolers did not include children enrolled in public or private school. Even so, the numbers signal a significant increase.\u003c/p>\n\u003cp>Joyce Burges, founder of National Black Home Educators, said that since 2020, thousands of families have joined her organization.\u003c/p>\n\u003cp>\"I think you're going to see more and more parents, Black parents, homeschooling their children like never before,\" Burges said.\u003c/p>\n\u003ch2>\"COVID was the catalyst\"\u003c/h2>\n\u003cp>Didakeje Griffin in Birmingham, Ala., is one of them. When she and her husband realized their kids wouldn't be going back to public school in March 2020, they knew they had to make a change.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It was like a light bulb moment,\" Griffin said. \"Ultimately, what I realized is that the pandemic just gave us an opportunity to do what we needed to do anyway, which is homeschooling.\"\u003c/p>\n\u003cp>The mother of two said she'd always coached her kids at home to keep them on track. But three things made her decide to officially start homeschooling. First, she wanted her children to be safe from bullies. She also wanted them to understand their cultural history. The third factor was freedom.\u003c/p>\n\u003cp>\"I want to have time to cultivate my children's African-American, their Nigerian history and culture in them first, before anybody tries to tell them who they are,\" Griffin said. COVID was the catalyst, \"but it has not been the reason that we kept going.\"\u003c/p>\n\u003cp>The Griffins celebrate Juneteenth more than July Fourth. They have discussions about the Black Lives Matter movement and talk about critical race theory with their children, ages 11 and 8. Griffin sees homeschooling as a way to protect her children.\u003c/p>\n\u003cp>\"I don't want my kids to be subjected to racism in certain ways so early,\" she said.\u003c/p>\n\u003ch2>Homeschooling as activism\u003c/h2>\n\u003cp>In Black households, homeschooling can be its own unique form of activism and resistance.\u003c/p>\n\u003cp>\"The history that's taught is that we've tried through Brown v. Board of Ed to get access to schools, and schools are integrated,\" said Cheryl Fields-Smith, a professor at the University of Georgia who studies Black homeschooling and its cultural significance.\u003c/p>\n\u003cp>\"And that's true,\" she added. \"But we've also always been self-taught.\"\u003c/p>\n\u003cp>Fields-Smith said homeschooling is a way to combat educational racism, which comes in many forms.\u003c/p>\n\u003cp>\"We all know that there are structures and policies and practices within our traditional schools that can be damaging to students of color, Black students in particular,\" she said.\u003c/p>\n\u003cp>School discipline is one of them. Data from a 2014 study by the U.S. Department of Education Office for Civil Rights showed that Black students were suspended at three times the rate of white students, and were more likely to be reprimanded. A 2015 study from the Association for Psychological Science found that Black students are more likely to be labeled \"troublemakers\" by teachers.\u003c/p>\n\u003cp>These statistics can make parents and caretakers of Black children distrust the education system. In the last couple years a number of states have moved to add more Black history into their lesson plans. Still, earlier this year, Alabama and a handful of other states banned critical race theory in K-12 classrooms, even though it's an academic theory of structural racism that is largely taught at the university level.\u003c/p>\n\u003cp>\"This idea of white supremacy and the inferiority of Black people lingers today,\" Fields-Smith said. \"We are overcoming racism through homeschooling. I don't think white people can say that.\"\u003c/p>\n\u003ch2>A growing community\u003c/h2>\n\u003cp>Some families are also creating community through homeschooling.\u003c/p>\n\u003cp>In Alabama, Alfrea Moore said homeschooling her children for the last three years has given them the freedom to ask questions and learn without a strict curriculum. It's also allowed them to connect with their culture.\u003c/p>\n\u003cp>\"The thing about homeschooling in the South as a Black family that I'm finding is that there are a lot more of us than we actually know of,\" Moore said.\u003c/p>\n\u003cp>\"When we moved to get my kids to interact with other kids, there are networks of homeschoolers and Black homeschoolers in not just this part of Alabama where we live, but all over.\"\u003c/p>\n\u003cfigure id=\"attachment_58846\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58846\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/duckworth-children-for-kyra-miles-homeschooling-story-515c5db5342c14b1c6b62b4528437787352b4d92-scaled-e1639460566676.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Carleigh and Alexander Duckworth get some play time as part of their homeschooling day. Their mother, Jennifer Duckworth, is a co-founder of Black Homeschoolers of Birmingham. \u003ccite>(Kyra Miles/WBHM)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jennifer Duckworth and Yalonda Chandler co-founded the Black Homeschoolers of Birmingham three years ago so more homeschooling families of color could find and support each other.\u003c/p>\n\u003cp>Duckworth said she started homeschooling because she was concerned that if her son were in public school, he would start to withdraw.\u003c/p>\n\u003cp>\"My son, being a young Black boy with positive self-esteem about himself, can sometimes be threatening, for lack of a better word, to some teachers,\" Duckworth said. \"They'll create an identity for the Black and brown children that they don't even realize they're doing.\"\u003c/p>\n\u003cp>Duckworth said the Black Homeschoolers of Birmingham has created a community where children don't feel different because of their race.\u003c/p>\n\u003cp>Her 10-year-old son, Alexander, agrees. \"It just feels great to be around kids like me so you don't always have to be alone, like the odd person out,\" he said.\u003c/p>\n\u003cp>Duckworth has been homeschooling her three children for several years. They participate in a lot of the Black homeschooling group's activities, like the debate club and field trips.\u003c/p>\n\u003cp>Last month the group held its first homeschooling summit. The founders said in just three years, the Black Homeschoolers of Birmingham has grown from two families to 70.\u003c/p>\n\u003cp>\"Black families, they understand now that they don't have to be trapped in a system that overpolices them, that marginalizes them, that makes their children feel criminalized for just being who they are,\" said Chandler.\u003c/p>\n\u003cp>For a long time, the U.S. had barriers that made it hard for Black people to get an education, so learning and knowledge were always shared within the community.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"The African-American and African culture, we are the culture that has been homeschooling our children since the beginning,\" Duckworth said. \"And so I feel like it's just in our DNA.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 WBHM 90.3 FM. To see more, visit \u003ca href=\"https://wbhm.org\">WBHM 90.3 FM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=More+Black+families+are+homeschooling+their+children%2C+citing+the+pandemic+and+racism+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In Alabama, the co-founders of Black Homeschoolers of Birmingham say membership is growing as parents try to shield their children from racism in education and teach them about their own heritage. ","status":"publish","parent":0,"modified":1639461117,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1141},"headData":{"title":"Why more Black families are homeschooling their children - MindShift","description":"Homeschooling is growing among Black families as parents try to shield their children from racism in education and teach them about their own heritage.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why more Black families are homeschooling their children","datePublished":"2021-12-14T05:51:57.000Z","dateModified":"2021-12-14T05:51:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58844 https://ww2.kqed.org/mindshift/?p=58844","disqusUrl":"https://ww2.kqed.org/mindshift/2021/12/13/why-more-black-families-are-homeschooling-their-children/","disqusTitle":"Why more Black families are homeschooling their children","nprImageCredit":"Kyra Miles","nprByline":"Kyra Miles","nprImageAgency":"WBHM","nprStoryId":"1061787233","nprApiLink":"http://api.npr.org/query?id=1061787233&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/12/13/1061787233/more-black-families-are-homeschooling-their-children-citing-the-pandemic-and-rac?ft=nprml&f=1061787233","nprRetrievedStory":"1","nprPubDate":"Mon, 13 Dec 2021 20:02:00 -0500","nprStoryDate":"Mon, 13 Dec 2021 16:17:00 -0500","nprLastModifiedDate":"Mon, 13 Dec 2021 16:45:54 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/12/20211213_atc_more_black_families_are_homeschooling_their_children_citing_the_pandemic_and_racism_.mp3?orgId=315&topicId=1013&d=217&p=2&story=1061787233&ft=nprml&f=1061787233","nprAudioM3u":"http://api.npr.org/m3u/11063824419-979881.m3u?orgId=315&topicId=1013&d=217&p=2&story=1061787233&ft=nprml&f=1061787233","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/58844/why-more-black-families-are-homeschooling-their-children","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/12/20211213_atc_more_black_families_are_homeschooling_their_children_citing_the_pandemic_and_racism_.mp3?orgId=315&topicId=1013&d=217&p=2&story=1061787233&ft=nprml&f=1061787233","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's a common perception that white, evangelical families are the most likely to homeschool their children. But a growing number of Black families have started teaching their kids at home — especially during the pandemic. The Census Bureau's Household Pulse Survey found that in April 2020, 3% of Black households homeschooled their children, and by October 2020 it was up to 16%.\u003c/p>\n\u003cp>Those numbers may not be completely accurate, the Bureau noted, because \u003ca href=\"https://www.npr.org/2021/03/22/980149971/homeschooling-doubled-during-the-pandemic-u-s-census-survey-finds\">a lot of children were learning at home in 2020\u003c/a>. So part way through the survey period, the homeschooling question was expdanded to clarify that homeschoolers did not include children enrolled in public or private school. Even so, the numbers signal a significant increase.\u003c/p>\n\u003cp>Joyce Burges, founder of National Black Home Educators, said that since 2020, thousands of families have joined her organization.\u003c/p>\n\u003cp>\"I think you're going to see more and more parents, Black parents, homeschooling their children like never before,\" Burges said.\u003c/p>\n\u003ch2>\"COVID was the catalyst\"\u003c/h2>\n\u003cp>Didakeje Griffin in Birmingham, Ala., is one of them. When she and her husband realized their kids wouldn't be going back to public school in March 2020, they knew they had to make a change.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It was like a light bulb moment,\" Griffin said. \"Ultimately, what I realized is that the pandemic just gave us an opportunity to do what we needed to do anyway, which is homeschooling.\"\u003c/p>\n\u003cp>The mother of two said she'd always coached her kids at home to keep them on track. But three things made her decide to officially start homeschooling. First, she wanted her children to be safe from bullies. She also wanted them to understand their cultural history. The third factor was freedom.\u003c/p>\n\u003cp>\"I want to have time to cultivate my children's African-American, their Nigerian history and culture in them first, before anybody tries to tell them who they are,\" Griffin said. COVID was the catalyst, \"but it has not been the reason that we kept going.\"\u003c/p>\n\u003cp>The Griffins celebrate Juneteenth more than July Fourth. They have discussions about the Black Lives Matter movement and talk about critical race theory with their children, ages 11 and 8. Griffin sees homeschooling as a way to protect her children.\u003c/p>\n\u003cp>\"I don't want my kids to be subjected to racism in certain ways so early,\" she said.\u003c/p>\n\u003ch2>Homeschooling as activism\u003c/h2>\n\u003cp>In Black households, homeschooling can be its own unique form of activism and resistance.\u003c/p>\n\u003cp>\"The history that's taught is that we've tried through Brown v. Board of Ed to get access to schools, and schools are integrated,\" said Cheryl Fields-Smith, a professor at the University of Georgia who studies Black homeschooling and its cultural significance.\u003c/p>\n\u003cp>\"And that's true,\" she added. \"But we've also always been self-taught.\"\u003c/p>\n\u003cp>Fields-Smith said homeschooling is a way to combat educational racism, which comes in many forms.\u003c/p>\n\u003cp>\"We all know that there are structures and policies and practices within our traditional schools that can be damaging to students of color, Black students in particular,\" she said.\u003c/p>\n\u003cp>School discipline is one of them. Data from a 2014 study by the U.S. Department of Education Office for Civil Rights showed that Black students were suspended at three times the rate of white students, and were more likely to be reprimanded. A 2015 study from the Association for Psychological Science found that Black students are more likely to be labeled \"troublemakers\" by teachers.\u003c/p>\n\u003cp>These statistics can make parents and caretakers of Black children distrust the education system. In the last couple years a number of states have moved to add more Black history into their lesson plans. Still, earlier this year, Alabama and a handful of other states banned critical race theory in K-12 classrooms, even though it's an academic theory of structural racism that is largely taught at the university level.\u003c/p>\n\u003cp>\"This idea of white supremacy and the inferiority of Black people lingers today,\" Fields-Smith said. \"We are overcoming racism through homeschooling. I don't think white people can say that.\"\u003c/p>\n\u003ch2>A growing community\u003c/h2>\n\u003cp>Some families are also creating community through homeschooling.\u003c/p>\n\u003cp>In Alabama, Alfrea Moore said homeschooling her children for the last three years has given them the freedom to ask questions and learn without a strict curriculum. It's also allowed them to connect with their culture.\u003c/p>\n\u003cp>\"The thing about homeschooling in the South as a Black family that I'm finding is that there are a lot more of us than we actually know of,\" Moore said.\u003c/p>\n\u003cp>\"When we moved to get my kids to interact with other kids, there are networks of homeschoolers and Black homeschoolers in not just this part of Alabama where we live, but all over.\"\u003c/p>\n\u003cfigure id=\"attachment_58846\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58846\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/duckworth-children-for-kyra-miles-homeschooling-story-515c5db5342c14b1c6b62b4528437787352b4d92-scaled-e1639460566676.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Carleigh and Alexander Duckworth get some play time as part of their homeschooling day. Their mother, Jennifer Duckworth, is a co-founder of Black Homeschoolers of Birmingham. \u003ccite>(Kyra Miles/WBHM)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jennifer Duckworth and Yalonda Chandler co-founded the Black Homeschoolers of Birmingham three years ago so more homeschooling families of color could find and support each other.\u003c/p>\n\u003cp>Duckworth said she started homeschooling because she was concerned that if her son were in public school, he would start to withdraw.\u003c/p>\n\u003cp>\"My son, being a young Black boy with positive self-esteem about himself, can sometimes be threatening, for lack of a better word, to some teachers,\" Duckworth said. \"They'll create an identity for the Black and brown children that they don't even realize they're doing.\"\u003c/p>\n\u003cp>Duckworth said the Black Homeschoolers of Birmingham has created a community where children don't feel different because of their race.\u003c/p>\n\u003cp>Her 10-year-old son, Alexander, agrees. \"It just feels great to be around kids like me so you don't always have to be alone, like the odd person out,\" he said.\u003c/p>\n\u003cp>Duckworth has been homeschooling her three children for several years. They participate in a lot of the Black homeschooling group's activities, like the debate club and field trips.\u003c/p>\n\u003cp>Last month the group held its first homeschooling summit. The founders said in just three years, the Black Homeschoolers of Birmingham has grown from two families to 70.\u003c/p>\n\u003cp>\"Black families, they understand now that they don't have to be trapped in a system that overpolices them, that marginalizes them, that makes their children feel criminalized for just being who they are,\" said Chandler.\u003c/p>\n\u003cp>For a long time, the U.S. had barriers that made it hard for Black people to get an education, so learning and knowledge were always shared within the community.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The African-American and African culture, we are the culture that has been homeschooling our children since the beginning,\" Duckworth said. \"And so I feel like it's just in our DNA.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 WBHM 90.3 FM. To see more, visit \u003ca href=\"https://wbhm.org\">WBHM 90.3 FM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=More+Black+families+are+homeschooling+their+children%2C+citing+the+pandemic+and+racism+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58844/why-more-black-families-are-homeschooling-their-children","authors":["byline_mindshift_58844"],"categories":["mindshift_193"],"tags":["mindshift_21455","mindshift_21343","mindshift_289","mindshift_21317"],"featImg":"mindshift_58845","label":"mindshift"},"mindshift_57589":{"type":"posts","id":"mindshift_57589","meta":{"index":"posts_1591205157","site":"mindshift","id":"57589","score":null,"sort":[1616481326000]},"guestAuthors":[],"slug":"homeschooling-doubled-during-the-pandemic-u-s-census-survey-finds","title":"Homeschooling Doubled During The Pandemic, U.S. Census Survey Finds","publishDate":1616481326,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In a year when so much about schooling has changed, add this to the list: A significant increase in the number of households where students were homeschooled.\u003c/p>\n\u003cp>That's \u003ca href=\"https://www.census.gov/library/stories/2021/03/homeschooling-on-the-rise-during-covid-19-pandemic.html\">according to\u003c/a> data from the U.S. Census Bureau's Household Pulse Survey, an online survey that asks questions about how the pandemic is changing life in U.S. homes.\u003c/p>\n\u003cp>When the survey began, the week of April 23-May 5, 2020, 5.4% of U.S. households with school-aged children reported homeschooling.\u003c/p>\n\u003cp>By the fall, that number had spiked: 11.1% of households with school-age children reported homeschooling in the Sept. 30-Oct. 12 survey. The Census Bureau says that figure is twice the number of households that were homeschooling at the start of the 2019-2020 school year.\u003c/p>\n\u003cp>Homeschooling rates increased most dramatically among respondents who identified as Black. The proportion of Black homeschoolers increased fivefold, from 3.3% in late spring to 16.1% in the fall.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And there was significant variation among states. Alaska, Florida, Massachusetts, Mississippi, Montana, Nevada, New York, Oklahoma, Vermont and West Virginia all saw at least a 9% increase in households homeschooling. Many other states, meanwhile, did not show a significant change.\u003c/p>\n\u003cp>Possible reasons for that variation, the Bureau noted, include local rates of coronavirus infections and local decisions about how school is conducted.\u003c/p>\n\u003ch2>\u003cstrong>A Look At The Data\u003c/strong>\u003c/h2>\n\u003cp>Before we go further, a few words about the data. The Household Pulse Survey uses a large, nationally representative sample of U.S. households.\u003c/p>\n\u003cp>The Census Bureau notes that \"a clarification\" was added to the survey question at some point between May and September \"to highlight the distinction between homeschooling and virtual schooling.\" But a spokesperson for the Bureau was not immediately able to provide the before-and-after language.\u003c/p>\n\u003cp>A \u003ca href=\"https://www2.census.gov/programs-surveys/demo/technical-documentation/hhp/Phase%203%20Questionnaire_02.25.21_English.pdf\">Feb. 25, 2021, version of the survey\u003c/a> provided to NPR asks the question this way:\u003c/p>\n\u003cblockquote>\u003cp>\"At any time during the 2020-2021 school year, will any children in this household be enrolled in a public school, enrolled in a private school, or educated in a homeschool setting in Kindergarten through 12th grade or grade equivalent? Select all that apply.\u003c/p>\n\u003cp>- Yes, enrolled in a public or private school\u003c/p>\n\u003cp>- Yes, homeschooled\u003c/p>\n\u003cp>- No\"\u003c/p>\u003c/blockquote>\n\u003cp>Christopher Lubienski, a professor of education policy at Indiana University, noted a couple of potential complications with this data.\u003c/p>\n\u003cp>First: What counts as homeschooling? \"If you're supplementing what their kids are getting through their normal school or to an online school, for example, are you still doing homeschooling?\" Lubienski says. \"It's a question of definition.\"\u003c/p>\n\u003cp>With parents and caretakers currently taking on many pedagogical roles usually performed by teachers in normal times, \"homeschooling\" certainly took place in many households where students were enrolled in schools.\u003c/p>\n\u003cp>Second: It's long been hard to get reliable numbers of how many U.S. students are homeschooling, Lubienski says, because some of the families who do it are not inclined to answer questionnaires.\u003c/p>\n\u003cp>\"A lot of families do home schooling specifically because they're avoiding any kind of entanglements with the government,\" he explains. \"Part of that is they don't want to respond to the government coming in and asking how they're educating their children. They see it as their right to fly under the radar.\"\u003c/p>\n\u003ch2>\u003cstrong>A Confluence Of Factors \u003c/strong>\u003c/h2>\n\u003cp>There has been anecdotal evidence throughout the pandemic that more families were turning to homeschooling.\u003c/p>\n\u003cp>J. Allen Weston, executive director of the National Home School Association, \u003ca href=\"https://www.nbcnews.com/news/us-news/parents-are-opting-home-school-their-children-due-covid-19-n1232739\">said\u003c/a> last summer that inquiries from parents interested in homeschooling had \"exploded.\"\u003c/p>\n\u003cp>NPR member station WUNC \u003ca href=\"https://www.wunc.org/education/2021-02-26/new-homeschooling-families-weigh-how-long-they-will-continue-amid-pandemic\">reported recently\u003c/a> on families in North Carolina who have turned to homeschooling – some who plan to it for another year, and some who are eager to send their kids back to public school.\u003c/p>\n\u003cp>He's not surprised to see the current growth — but he doesn't think it will last forever: \"Will it be there in five years? I think there will still be some legacies of this explosion in homeschooling, but it won't be at these rates by any means.\"\u003c/p>\n\u003cp>He points to a number of factors in play right now.\u003c/p>\n\u003cp>For starters, many schools remain physically closed, and not all parents and students have been satisfied with the virtual classes offered instead. Second, even when schools \u003cem>are\u003c/em> open, many parents and caretakers remain concerned for their child's health and safety during a pandemic.\u003c/p>\n\u003cp>And many parents have newfound flexibility to try homeschooling in the first place: They're suddenly working from home for the first time.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Whether the current spike will last will depend on whether employers continue to grant workers flexibility, Lubienski says. If workers can keep telecommuting, \"that could potentially open up opportunities for homeschooling families that aren't there otherwise.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Homeschooling+Doubled+During+The+Pandemic%2C+U.S.+Census+Survey+Finds&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Precise numbers are hard to come by, but several factors — including school closures and parents working from home — appear to have led to an increase in households that are homeschooling.","status":"publish","parent":0,"modified":1616481326,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":803},"headData":{"title":"Homeschooling Doubled During The Pandemic, U.S. Census Survey Finds - MindShift","description":"Precise numbers are hard to come by, but several factors — including school closures and parents working from home — appear to have led to an increase in households that are homeschooling.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Homeschooling Doubled During The Pandemic, U.S. Census Survey Finds","datePublished":"2021-03-23T06:35:26.000Z","dateModified":"2021-03-23T06:35:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57589 https://ww2.kqed.org/mindshift/?p=57589","disqusUrl":"https://ww2.kqed.org/mindshift/2021/03/22/homeschooling-doubled-during-the-pandemic-u-s-census-survey-finds/","disqusTitle":"Homeschooling Doubled During The Pandemic, U.S. Census Survey Finds","nprImageCredit":"Eric Baradat","nprByline":"Laurel Wamsley","nprImageAgency":"AFP via Getty Images","nprStoryId":"980149971","nprApiLink":"http://api.npr.org/query?id=980149971&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/03/22/980149971/homeschooling-doubled-during-the-pandemic-u-s-census-survey-finds?ft=nprml&f=980149971","nprRetrievedStory":"1","nprPubDate":"Mon, 22 Mar 2021 20:05:00 -0400","nprStoryDate":"Mon, 22 Mar 2021 20:05:08 -0400","nprLastModifiedDate":"Mon, 22 Mar 2021 20:05:26 -0400","path":"/mindshift/57589/homeschooling-doubled-during-the-pandemic-u-s-census-survey-finds","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a year when so much about schooling has changed, add this to the list: A significant increase in the number of households where students were homeschooled.\u003c/p>\n\u003cp>That's \u003ca href=\"https://www.census.gov/library/stories/2021/03/homeschooling-on-the-rise-during-covid-19-pandemic.html\">according to\u003c/a> data from the U.S. Census Bureau's Household Pulse Survey, an online survey that asks questions about how the pandemic is changing life in U.S. homes.\u003c/p>\n\u003cp>When the survey began, the week of April 23-May 5, 2020, 5.4% of U.S. households with school-aged children reported homeschooling.\u003c/p>\n\u003cp>By the fall, that number had spiked: 11.1% of households with school-age children reported homeschooling in the Sept. 30-Oct. 12 survey. The Census Bureau says that figure is twice the number of households that were homeschooling at the start of the 2019-2020 school year.\u003c/p>\n\u003cp>Homeschooling rates increased most dramatically among respondents who identified as Black. The proportion of Black homeschoolers increased fivefold, from 3.3% in late spring to 16.1% in the fall.\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>And there was significant variation among states. Alaska, Florida, Massachusetts, Mississippi, Montana, Nevada, New York, Oklahoma, Vermont and West Virginia all saw at least a 9% increase in households homeschooling. Many other states, meanwhile, did not show a significant change.\u003c/p>\n\u003cp>Possible reasons for that variation, the Bureau noted, include local rates of coronavirus infections and local decisions about how school is conducted.\u003c/p>\n\u003ch2>\u003cstrong>A Look At The Data\u003c/strong>\u003c/h2>\n\u003cp>Before we go further, a few words about the data. The Household Pulse Survey uses a large, nationally representative sample of U.S. households.\u003c/p>\n\u003cp>The Census Bureau notes that \"a clarification\" was added to the survey question at some point between May and September \"to highlight the distinction between homeschooling and virtual schooling.\" But a spokesperson for the Bureau was not immediately able to provide the before-and-after language.\u003c/p>\n\u003cp>A \u003ca href=\"https://www2.census.gov/programs-surveys/demo/technical-documentation/hhp/Phase%203%20Questionnaire_02.25.21_English.pdf\">Feb. 25, 2021, version of the survey\u003c/a> provided to NPR asks the question this way:\u003c/p>\n\u003cblockquote>\u003cp>\"At any time during the 2020-2021 school year, will any children in this household be enrolled in a public school, enrolled in a private school, or educated in a homeschool setting in Kindergarten through 12th grade or grade equivalent? Select all that apply.\u003c/p>\n\u003cp>- Yes, enrolled in a public or private school\u003c/p>\n\u003cp>- Yes, homeschooled\u003c/p>\n\u003cp>- No\"\u003c/p>\u003c/blockquote>\n\u003cp>Christopher Lubienski, a professor of education policy at Indiana University, noted a couple of potential complications with this data.\u003c/p>\n\u003cp>First: What counts as homeschooling? \"If you're supplementing what their kids are getting through their normal school or to an online school, for example, are you still doing homeschooling?\" Lubienski says. \"It's a question of definition.\"\u003c/p>\n\u003cp>With parents and caretakers currently taking on many pedagogical roles usually performed by teachers in normal times, \"homeschooling\" certainly took place in many households where students were enrolled in schools.\u003c/p>\n\u003cp>Second: It's long been hard to get reliable numbers of how many U.S. students are homeschooling, Lubienski says, because some of the families who do it are not inclined to answer questionnaires.\u003c/p>\n\u003cp>\"A lot of families do home schooling specifically because they're avoiding any kind of entanglements with the government,\" he explains. \"Part of that is they don't want to respond to the government coming in and asking how they're educating their children. They see it as their right to fly under the radar.\"\u003c/p>\n\u003ch2>\u003cstrong>A Confluence Of Factors \u003c/strong>\u003c/h2>\n\u003cp>There has been anecdotal evidence throughout the pandemic that more families were turning to homeschooling.\u003c/p>\n\u003cp>J. Allen Weston, executive director of the National Home School Association, \u003ca href=\"https://www.nbcnews.com/news/us-news/parents-are-opting-home-school-their-children-due-covid-19-n1232739\">said\u003c/a> last summer that inquiries from parents interested in homeschooling had \"exploded.\"\u003c/p>\n\u003cp>NPR member station WUNC \u003ca href=\"https://www.wunc.org/education/2021-02-26/new-homeschooling-families-weigh-how-long-they-will-continue-amid-pandemic\">reported recently\u003c/a> on families in North Carolina who have turned to homeschooling – some who plan to it for another year, and some who are eager to send their kids back to public school.\u003c/p>\n\u003cp>He's not surprised to see the current growth — but he doesn't think it will last forever: \"Will it be there in five years? I think there will still be some legacies of this explosion in homeschooling, but it won't be at these rates by any means.\"\u003c/p>\n\u003cp>He points to a number of factors in play right now.\u003c/p>\n\u003cp>For starters, many schools remain physically closed, and not all parents and students have been satisfied with the virtual classes offered instead. Second, even when schools \u003cem>are\u003c/em> open, many parents and caretakers remain concerned for their child's health and safety during a pandemic.\u003c/p>\n\u003cp>And many parents have newfound flexibility to try homeschooling in the first place: They're suddenly working from home for the first time.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Whether the current spike will last will depend on whether employers continue to grant workers flexibility, Lubienski says. If workers can keep telecommuting, \"that could potentially open up opportunities for homeschooling families that aren't there otherwise.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Homeschooling+Doubled+During+The+Pandemic%2C+U.S.+Census+Survey+Finds&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57589/homeschooling-doubled-during-the-pandemic-u-s-census-survey-finds","authors":["byline_mindshift_57589"],"categories":["mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_289"],"featImg":"mindshift_57590","label":"mindshift"},"mindshift_56329":{"type":"posts","id":"mindshift_56329","meta":{"index":"posts_1591205157","site":"mindshift","id":"56329","score":null,"sort":[1595401302000]},"guestAuthors":[],"slug":"parents-turn-to-learning-pods-and-piecemeal-solutions-to-fill-gaps-in-kids-schooling","title":"Parents Turn to 'Learning Pods' and Piecemeal Solutions to Fill Gaps in Kids' Schooling","publishDate":1595401302,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about\u003c/em>\u003ca href=\"https://hechingerreport.org/parents-are-panicking-giving-up-their-careers-and-spending-thousands-of-dollars-on-piecemeal-solutions-for-the-school-year/\">\u003cem> child care\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>AUSTIN, Texas — When Emma Mancha-Sumners saw her school district’s proposed schedule for remote learning this fall, she knew it wouldn’t work for her or her kids. The sample schedule called for students to switch back and forth between independent work and real-time teaching streamed on their devices.\u003c/p>\n\u003cp>“Parents would be responsible for bringing kids on and off, on and off, on and off,” said Mancha-Sumners, the associate director for the Texas Center for Education Policy at the University of Texas at Austin. “I can’t do that. I’m usually 10 minutes late to Zoom meetings on my own. No way I can guarantee I can have both my kids on a different schedule of Zoom meetings on time.”\u003c/p>\n\u003cp>The Austin Independent School District plans to offer classes in person as well, but like many parents, Mancha-Sumners is afraid to send her three children to a school building with the virus still out of control in her state. Her youngest, who is 5, is immunocompromised.\u003c/p>\n\u003cp>Mancha-Sumners looked into forming a “pod” of families that could at least provide some socialization for her children, who haven’t seen their friends since schools closed in March. She co-created a Facebook group for local families seeking to set up pods, and quickly discovered that many parents were looking for learning pods, which would be run by teachers or tutors and allow families to navigate distance learning. Many families estimated they would each pay $700 or more per month for teachers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mancha-Sumners knew that her family couldn’t afford that. She is taking time off work to sort out schooling for her 5-year-old and her 10-year-old, who can’t work as independently as her high schooler. With a doctorate in applied demography, she feels that she should be able home-school. This summer, she is trying it out to see if she is up to the task for an entire year or more.\u003c/p>\n\u003cfigure id=\"attachment_56331\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56331\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/mader-covid-parents-3-e1595398231691.jpg\" alt=\"\" width=\"1920\" height=\"1476\">\u003cfigcaption class=\"wp-caption-text\">Emma Mancha-Sumners is hoping to find a socialization and enrichment pod with a few other families to give her children opportunities to see friends while staying home from school this year. \u003ccite>(Courtesy of Emma Mancha-Sumners)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nationwide, fearful that the reopening of schools could lead to more coronavirus outbreaks and presented with less than ideal distance-learning plans, parents are being forced to make difficult choices. Some are leaving their jobs and closing down their businesses. Others are spending thousands of dollars to make sure their children are safe and learning each day. And many more have no idea how they’ll cope with an impossible decision: work or care for their children. The situation is especially dire for single parents, low-income families and those without flexible jobs, who rely on in-person school so they can go to work each day.\u003c/p>\n\u003cp>The Trump administration is pushing states to reopen their economies and schools, but without more funding for safety measures, many school leaders say reopening is impossible. As a result, more districts are releasing plans to continue instruction online through the fall. School districts that are reopening are often only doing so partially.\u003c/p>\n\u003cp>Meanwhile, parents say they’ve yet to see any real solutions to the child care crisis that touches millions of American households. They feel that local, state and national leaders are ignoring their plight. While affluent families may be able to afford solutions like starting their own mini-classrooms and hiring teachers, most middle- and low-income families have few to no options.\u003c/p>\n\u003cp>Experts say the lack of federal, state and district-led solutions for parents means families are on their own, and that will only exacerbate education gaps that already exist.\u003c/p>\n\u003cp>“There’s always an equity issue in the United States, even in non-Covid times,” said Elizabeth Bartholet, professor of law at Harvard Law School and faculty director of Harvard’s Child Advocacy Program. “But now, when kids are at home, privileged parents are going to be able to hire tutors and teachers. They tend to have more flexible schedules, and they will be able to provide a better education for their children than less-privileged parents. Kids who are poor, and Black or Latino kids are disproportionately poor, are more at risk of not learning.”\u003c/p>\n\u003cp>Some of the largest school districts in the country, including the Los Angeles Unified School District and the San Diego Unified School District, will start the year only offering distance learning. Children in New York City public schools will only attend classes in person one to three days each week, meaning most families in New York will have to figure out where their children can go, and how they will continue learning, when they’re not in a classroom. All three districts serve high concentrations of children in poverty.\u003c/p>\n\u003cp>In Austin, \u003ca href=\"https://schools.texastribune.org/districts/austin-isd/\">53 percent\u003c/a> of kids who attend the city’s public schools are economically disadvantaged. The Austin Facebook group that Mancha-Sumners co-created is full of parents for whom the cost of a learning pod is out of reach. Some are single parents who have been out of work for months and have to choose between staying at home with their children or looking for jobs. Some don’t want to home-school, but feel their children are too young for remote learning, so are considering spending tens of thousands of dollars on private schools that are planning to open this fall. And some are essential workers who are faced with spending hundreds of dollars for child care so they can go to work at grocery stores and hospitals.\u003c/p>\n\u003cp>Each day, distressed parents write posts saying they just don’t know what to do.\u003c/p>\n\u003cp>“The presumption is that we can just shut everything down that we’ve been doing and focus on our kiddos,” said Diana Haggerty, a mom of four in Austin, Texas, who recently launched a local initiative called \u003ca href=\"https://sites.google.com/view/strongertogetheratx/?fbclid=IwAR2vNKofSO83eWN0i0Evo46q1aI-CKmP2l9_USNrE8_kXvYf9lnuPWkKBdQ\">Stronger Together ATX\u003c/a>. The group aims to connect low-income families with local learning pods and help families understand and navigate the legal considerations of forming their own pods.\u003c/p>\n\u003cp>“We need to be thinking about the people who are going to have to leave their 5-year-old at home to go to work. And that’s a scary proposition. People who have school-aged kids, they are not budgeting for child care,” she said.\u003c/p>\n\u003cfigure id=\"attachment_56332\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56332\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/mader-covid-parents-1-scaled-e1595398167308.jpg\" alt=\"\" width=\"1920\" height=\"1501\">\u003cfigcaption class=\"wp-caption-text\">Diana Haggerty shut down her business after 14 years to oversee distance learning for two of her four children this fall. \u003ccite>(Courtesy of Diana Haggerty)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During the pandemic, glaring inequalities between families have only become more evident. This spring, as schools shuttered across the country, the switch to distance learning highlighted persistent gaps in access to technology and the internet, and experts say it likely \u003ca href=\"https://www.vox.com/2020/4/9/21200159/coronavirus-school-digital-low-income-students-covid-new-york\">widened academic achievement gaps\u003c/a>. Before the pandemic, low-income students \u003ca href=\"https://www.nationsreportcard.gov/reading/nation/achievement/?grade=4\">scored lower on national exams\u003c/a> and failed to graduate at rates comparable to their higher-income peers. Similar achievement gaps existed between racial groups: In 2019, 82 percent of Black students and 77 percent of Latino students failed to reach a “proficient” score on fourth grade reading-level exams, compared to 56 percent of white students.\u003c/p>\n\u003cp>Covid-19, the disease caused by the coronavirus, has already \u003ca href=\"https://www.npr.org/sections/health-shots/2020/05/30/865413079/what-do-coronavirus-racial-disparities-look-like-state-by-state\">disproportionately impacted Black and Latino communities\u003c/a>. And distance learning only adds to the stress and challenges many families are facing. In \u003ca href=\"https://hechingerreport.org/homework-in-a-mcdonalds-parking-lot-inside-one-mothers-fight-to-help-her-kids-get-an-education-during-coronavirus/\">low-income and rural areas\u003c/a>, children struggled to find devices and internet access to log on to virtual classrooms or Zoom meetings. In families with parents who can’t work at home, children had to go it alone. Children with disabilities \u003ca href=\"https://www.minnpost.com/education/2020/06/for-some-students-with-learning-disabilities-distance-learning-has-been-a-disappointment/\">missed out on critical, in-person support.\u003c/a>\u003c/p>\n\u003cp>Few districts have acknowledged the situation many parents are in; and those that have, can’t help everyone who needs it. In mid-July, New York City officials said they would provide child care for 100,000 children during the upcoming year. But that’s only a fraction of the more than 1.1 million students enrolled in the city’s public schools.\u003c/p>\n\u003cp>And if parents are left to piece together solutions, the disparities will only grow.\u003c/p>\n\u003cp>Some parents and entrepreneurs are responding to the crisis by creating a patchwork of mini-classrooms and micro-schools. But such solutions are largely only available to those who can pay. In the Austin Facebook group, one parent posted that she was starting a “Montessori-style micro school,” for 12 kids, complete with “organic/paleo” lunch options and a meditation teacher. Parents could pay tuition at a rate comparable to local Montessori schools. Similarly out of reach for many families are some companies that typically provide after school activities, like karate studios, have pivoted to provide a school setting during the day. And several small businesses have cropped up to do the work of connecting parents and pods to teachers.\u003c/p>\n\u003cp>Austin mom Alyssa Villalon, who along with her husband runs a kids’ sports organization in Austin, launched a business called \u003ca href=\"https://www.teachers2u.org/\">Teachers 2 U\u003c/a> this summer specifically aimed at providing a school experience for kids in the fall. Parents can pay a monthly tuition for a spot in a pod with a qualified teacher provided by the company, who will teach the district’s curriculum at a family’s home. All locations will be added to the company’s liability policy. Because Villalon is wary of doing anything to harm the district, the organization’s teachers will use the district’s curriculum and help children complete their school-provided distance learning work — that way, the children will still be counted for the sake of school funding. “What we don’t want to do is take money away from the district,” Villalon said. “It’s an underfunded system already.”\u003c/p>\n\u003cp>In Austin, many higher-income parents say learning pods are the only viable option to give kids both a better academic experience than they had in the spring and safer opportunities to socialize, while also allowing parents to go to work. Rachel Dorman, mom of two, enrolled her son, a rising kindergartner, into a pod of 10 children after deciding she couldn’t risk sending him to school. Doing so would mean socially distancing from her in-laws, who provide child care help several times a week for her 1-year-old while she and her husband work.\u003c/p>\n\u003cp>“It was sort of choosing family over public school,” Dorman said. “Which was obviously very difficult, but at the same time easy when there’s another option for us.”\u003c/p>\n\u003cp>Her son’s pod, which was formed from families who all attended the same Montessori school last year, decided to forgo the district’s digital learning offering and instead follow a Montessori curriculum with a Montessori teacher. Dorman said she feels lucky to have that option, as she knows not all families do. But it’s hard to swallow the fact that they will be spending thousands of dollars this year for what they thought would be a free year of school.\u003c/p>\n\u003cp>Although many parents will continue to face tough choices, women of all incomes will bear the brunt of the crisis. Research shows that women have taken on more of the \u003ca href=\"https://dornsife.usc.edu/news/stories/3234/covid-19-pandemic-has-hit-women-hard-especially-working-mothers/\">child care responsibility during the pandemic\u003c/a>, even if they have full-time jobs of their own. One report found that, pre-pandemic, among couples that both worked full time, women typically provided nearly \u003ca href=\"https://faculty.wcas.northwestern.edu/~mdo738/research/Alon_Doepke_Olmstead-Rumsey_Tertilt_COVID_2020.pdf\">70 percent of the child care during working hours\u003c/a>.\u003c/p>\n\u003cp>When schools shut down due to the threat of coronavirus in March, Austin teacher Emily Shirey moved her fifth-grade classroom online while also taking over most of the child care work for her then-20-month-old daughter, whose child care center had closed. Although Shirey’s husband started to work from home, his workload increased dramatically.\u003c/p>\n\u003cp>“He’s here, but he’s not here,” Shirey said. She worked relentlessly to balance work and mothering, spending her daughter’s nap times teaching and catching up on work in the evenings. “Last spring was very, very difficult,” Shirey said. “It stretched me thin.”\u003c/p>\n\u003cp>As the new school year approached, Shirey, who has been teaching for eight years, sat down to fill out a survey from her district about in-person teaching. Shirey responded that she would be willing to return to the classroom, but she needed child care help. The child care facility where she took her daughter every day is affiliated with the school district and is still closed. District officials responded that she could take sick leave, personal days and several weeks of partially paid leave under the new federal Family First Coronavirus Response Act. If she needed to extend her leave, she could, but there would be no guarantee that she would be paid or would get her job back when she returned. Shirey asked her principal if she could work a flexible schedule, and offered to pre-record her lessons, teach small groups or do anything else needed by the school, but was told that her principal doesn’t have the authority to allow that.\u003c/p>\n\u003cp>“I don’t want to have to leave [my job], even if it’s temporary” Shirey said. But with her active toddler, she doesn’t see how she’ll be able to keep working. “It’s absolutely impossible to do what students need with my daughter [home] right now,” Shirey said.\u003c/p>\n\u003cp>Austin mom Haggerty, who created the “Stronger Together ATX” initiative this summer, took to Mancha-Sumner’s Facebook pod group in July and implored fellow members to leave one space open in each pod for a child who would otherwise not be able to afford one. Formerly a single mom, she says the equity issue has weighed heavily on her since schools shut down. “I think this is an important precedent to set,” she said.\u003c/p>\n\u003cp>A full-time women's wellness coach with four kids, ranging in age from 20-months to 16, Haggerty can’t afford to pay to join a pod, even though both she and her husband work. “Absolutely under no circumstances could we pay right now for anybody to take care of our kids.” And Haggerty said she knows they’re not alone. “That swath of the population has grown exponentially since this crisis started.”\u003c/p>\n\u003cp>After 14 years of owning her own business, Haggerty shut it down to oversee her children while they’re home this fall.\u003c/p>\n\u003cp>“I either needed to do my work in my spare time or I needed to parent in my spare time,” she said. She still considers herself lucky. “We can barely survive on my husband’s income,” Haggerty said. “But we can do it.”\u003c/p>\n\u003cp>Haggerty intends to join forces with several other families and share the load of overseeing the distance-learning experience, for free. “It is neighbors helping neighbors,” she said.\u003c/p>\n\u003cp>In the absence of federal, state and school-based help for parents, Haggerty says, it’s going to fall on families — and mostly mothers — to come up with solutions, conventional or not, to get through the next school year.\u003c/p>\n\u003cp>“Right now,” she said, “we are an unregulated band of rogue mamas trying to figure all this out.”\u003c/p>\n\u003cp>\u003cem>Reporting contributed by Meredith Kolodner.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003cem>This story about\u003c/em>\u003ca href=\"https://hechingerreport.org/parents-are-panicking-giving-up-their-careers-and-spending-thousands-of-dollars-on-piecemeal-solutions-for-the-school-year/\">\u003cem> child care\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"‘An unregulated band of rogue mamas’ tries to figure out what to do when schools are closed, jobs are open and child care is nonexistent. Parents are fearful that the reopening of schools could lead to more coronavirus outbreaks. Presented with less than ideal distance-learning plans, they are being forced to make difficult choices. The situation is especially dire for single parents, low-income families and those without flexible jobs who rely on in-person school so they can go to work each day.","status":"publish","parent":0,"modified":1595401302,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":2697},"headData":{"title":"Parents Turn to 'Learning Pods' and Piecemeal Solutions to Fill Gaps in Kids' Schooling - MindShift","description":"‘An unregulated band of rogue mamas’ tries to figure out what to do when schools are closed, jobs are open and child care is nonexistent","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Parents Turn to 'Learning Pods' and Piecemeal Solutions to Fill Gaps in Kids' Schooling","datePublished":"2020-07-22T07:01:42.000Z","dateModified":"2020-07-22T07:01:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56329 https://ww2.kqed.org/mindshift/?p=56329","disqusUrl":"https://ww2.kqed.org/mindshift/2020/07/22/parents-turn-to-learning-pods-and-piecemeal-solutions-to-fill-gaps-in-kids-schooling/","disqusTitle":"Parents Turn to 'Learning Pods' and Piecemeal Solutions to Fill Gaps in Kids' Schooling","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Jackie Mader, The Hechinger Report\u003c/a>","path":"/mindshift/56329/parents-turn-to-learning-pods-and-piecemeal-solutions-to-fill-gaps-in-kids-schooling","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about\u003c/em>\u003ca href=\"https://hechingerreport.org/parents-are-panicking-giving-up-their-careers-and-spending-thousands-of-dollars-on-piecemeal-solutions-for-the-school-year/\">\u003cem> child care\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>AUSTIN, Texas — When Emma Mancha-Sumners saw her school district’s proposed schedule for remote learning this fall, she knew it wouldn’t work for her or her kids. The sample schedule called for students to switch back and forth between independent work and real-time teaching streamed on their devices.\u003c/p>\n\u003cp>“Parents would be responsible for bringing kids on and off, on and off, on and off,” said Mancha-Sumners, the associate director for the Texas Center for Education Policy at the University of Texas at Austin. “I can’t do that. I’m usually 10 minutes late to Zoom meetings on my own. No way I can guarantee I can have both my kids on a different schedule of Zoom meetings on time.”\u003c/p>\n\u003cp>The Austin Independent School District plans to offer classes in person as well, but like many parents, Mancha-Sumners is afraid to send her three children to a school building with the virus still out of control in her state. Her youngest, who is 5, is immunocompromised.\u003c/p>\n\u003cp>Mancha-Sumners looked into forming a “pod” of families that could at least provide some socialization for her children, who haven’t seen their friends since schools closed in March. She co-created a Facebook group for local families seeking to set up pods, and quickly discovered that many parents were looking for learning pods, which would be run by teachers or tutors and allow families to navigate distance learning. Many families estimated they would each pay $700 or more per month for teachers.\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>Mancha-Sumners knew that her family couldn’t afford that. She is taking time off work to sort out schooling for her 5-year-old and her 10-year-old, who can’t work as independently as her high schooler. With a doctorate in applied demography, she feels that she should be able home-school. This summer, she is trying it out to see if she is up to the task for an entire year or more.\u003c/p>\n\u003cfigure id=\"attachment_56331\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56331\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/mader-covid-parents-3-e1595398231691.jpg\" alt=\"\" width=\"1920\" height=\"1476\">\u003cfigcaption class=\"wp-caption-text\">Emma Mancha-Sumners is hoping to find a socialization and enrichment pod with a few other families to give her children opportunities to see friends while staying home from school this year. \u003ccite>(Courtesy of Emma Mancha-Sumners)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nationwide, fearful that the reopening of schools could lead to more coronavirus outbreaks and presented with less than ideal distance-learning plans, parents are being forced to make difficult choices. Some are leaving their jobs and closing down their businesses. Others are spending thousands of dollars to make sure their children are safe and learning each day. And many more have no idea how they’ll cope with an impossible decision: work or care for their children. The situation is especially dire for single parents, low-income families and those without flexible jobs, who rely on in-person school so they can go to work each day.\u003c/p>\n\u003cp>The Trump administration is pushing states to reopen their economies and schools, but without more funding for safety measures, many school leaders say reopening is impossible. As a result, more districts are releasing plans to continue instruction online through the fall. School districts that are reopening are often only doing so partially.\u003c/p>\n\u003cp>Meanwhile, parents say they’ve yet to see any real solutions to the child care crisis that touches millions of American households. They feel that local, state and national leaders are ignoring their plight. While affluent families may be able to afford solutions like starting their own mini-classrooms and hiring teachers, most middle- and low-income families have few to no options.\u003c/p>\n\u003cp>Experts say the lack of federal, state and district-led solutions for parents means families are on their own, and that will only exacerbate education gaps that already exist.\u003c/p>\n\u003cp>“There’s always an equity issue in the United States, even in non-Covid times,” said Elizabeth Bartholet, professor of law at Harvard Law School and faculty director of Harvard’s Child Advocacy Program. “But now, when kids are at home, privileged parents are going to be able to hire tutors and teachers. They tend to have more flexible schedules, and they will be able to provide a better education for their children than less-privileged parents. Kids who are poor, and Black or Latino kids are disproportionately poor, are more at risk of not learning.”\u003c/p>\n\u003cp>Some of the largest school districts in the country, including the Los Angeles Unified School District and the San Diego Unified School District, will start the year only offering distance learning. Children in New York City public schools will only attend classes in person one to three days each week, meaning most families in New York will have to figure out where their children can go, and how they will continue learning, when they’re not in a classroom. All three districts serve high concentrations of children in poverty.\u003c/p>\n\u003cp>In Austin, \u003ca href=\"https://schools.texastribune.org/districts/austin-isd/\">53 percent\u003c/a> of kids who attend the city’s public schools are economically disadvantaged. The Austin Facebook group that Mancha-Sumners co-created is full of parents for whom the cost of a learning pod is out of reach. Some are single parents who have been out of work for months and have to choose between staying at home with their children or looking for jobs. Some don’t want to home-school, but feel their children are too young for remote learning, so are considering spending tens of thousands of dollars on private schools that are planning to open this fall. And some are essential workers who are faced with spending hundreds of dollars for child care so they can go to work at grocery stores and hospitals.\u003c/p>\n\u003cp>Each day, distressed parents write posts saying they just don’t know what to do.\u003c/p>\n\u003cp>“The presumption is that we can just shut everything down that we’ve been doing and focus on our kiddos,” said Diana Haggerty, a mom of four in Austin, Texas, who recently launched a local initiative called \u003ca href=\"https://sites.google.com/view/strongertogetheratx/?fbclid=IwAR2vNKofSO83eWN0i0Evo46q1aI-CKmP2l9_USNrE8_kXvYf9lnuPWkKBdQ\">Stronger Together ATX\u003c/a>. The group aims to connect low-income families with local learning pods and help families understand and navigate the legal considerations of forming their own pods.\u003c/p>\n\u003cp>“We need to be thinking about the people who are going to have to leave their 5-year-old at home to go to work. And that’s a scary proposition. People who have school-aged kids, they are not budgeting for child care,” she said.\u003c/p>\n\u003cfigure id=\"attachment_56332\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56332\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/mader-covid-parents-1-scaled-e1595398167308.jpg\" alt=\"\" width=\"1920\" height=\"1501\">\u003cfigcaption class=\"wp-caption-text\">Diana Haggerty shut down her business after 14 years to oversee distance learning for two of her four children this fall. \u003ccite>(Courtesy of Diana Haggerty)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During the pandemic, glaring inequalities between families have only become more evident. This spring, as schools shuttered across the country, the switch to distance learning highlighted persistent gaps in access to technology and the internet, and experts say it likely \u003ca href=\"https://www.vox.com/2020/4/9/21200159/coronavirus-school-digital-low-income-students-covid-new-york\">widened academic achievement gaps\u003c/a>. Before the pandemic, low-income students \u003ca href=\"https://www.nationsreportcard.gov/reading/nation/achievement/?grade=4\">scored lower on national exams\u003c/a> and failed to graduate at rates comparable to their higher-income peers. Similar achievement gaps existed between racial groups: In 2019, 82 percent of Black students and 77 percent of Latino students failed to reach a “proficient” score on fourth grade reading-level exams, compared to 56 percent of white students.\u003c/p>\n\u003cp>Covid-19, the disease caused by the coronavirus, has already \u003ca href=\"https://www.npr.org/sections/health-shots/2020/05/30/865413079/what-do-coronavirus-racial-disparities-look-like-state-by-state\">disproportionately impacted Black and Latino communities\u003c/a>. And distance learning only adds to the stress and challenges many families are facing. In \u003ca href=\"https://hechingerreport.org/homework-in-a-mcdonalds-parking-lot-inside-one-mothers-fight-to-help-her-kids-get-an-education-during-coronavirus/\">low-income and rural areas\u003c/a>, children struggled to find devices and internet access to log on to virtual classrooms or Zoom meetings. In families with parents who can’t work at home, children had to go it alone. Children with disabilities \u003ca href=\"https://www.minnpost.com/education/2020/06/for-some-students-with-learning-disabilities-distance-learning-has-been-a-disappointment/\">missed out on critical, in-person support.\u003c/a>\u003c/p>\n\u003cp>Few districts have acknowledged the situation many parents are in; and those that have, can’t help everyone who needs it. In mid-July, New York City officials said they would provide child care for 100,000 children during the upcoming year. But that’s only a fraction of the more than 1.1 million students enrolled in the city’s public schools.\u003c/p>\n\u003cp>And if parents are left to piece together solutions, the disparities will only grow.\u003c/p>\n\u003cp>Some parents and entrepreneurs are responding to the crisis by creating a patchwork of mini-classrooms and micro-schools. But such solutions are largely only available to those who can pay. In the Austin Facebook group, one parent posted that she was starting a “Montessori-style micro school,” for 12 kids, complete with “organic/paleo” lunch options and a meditation teacher. Parents could pay tuition at a rate comparable to local Montessori schools. Similarly out of reach for many families are some companies that typically provide after school activities, like karate studios, have pivoted to provide a school setting during the day. And several small businesses have cropped up to do the work of connecting parents and pods to teachers.\u003c/p>\n\u003cp>Austin mom Alyssa Villalon, who along with her husband runs a kids’ sports organization in Austin, launched a business called \u003ca href=\"https://www.teachers2u.org/\">Teachers 2 U\u003c/a> this summer specifically aimed at providing a school experience for kids in the fall. Parents can pay a monthly tuition for a spot in a pod with a qualified teacher provided by the company, who will teach the district’s curriculum at a family’s home. All locations will be added to the company’s liability policy. Because Villalon is wary of doing anything to harm the district, the organization’s teachers will use the district’s curriculum and help children complete their school-provided distance learning work — that way, the children will still be counted for the sake of school funding. “What we don’t want to do is take money away from the district,” Villalon said. “It’s an underfunded system already.”\u003c/p>\n\u003cp>In Austin, many higher-income parents say learning pods are the only viable option to give kids both a better academic experience than they had in the spring and safer opportunities to socialize, while also allowing parents to go to work. Rachel Dorman, mom of two, enrolled her son, a rising kindergartner, into a pod of 10 children after deciding she couldn’t risk sending him to school. Doing so would mean socially distancing from her in-laws, who provide child care help several times a week for her 1-year-old while she and her husband work.\u003c/p>\n\u003cp>“It was sort of choosing family over public school,” Dorman said. “Which was obviously very difficult, but at the same time easy when there’s another option for us.”\u003c/p>\n\u003cp>Her son’s pod, which was formed from families who all attended the same Montessori school last year, decided to forgo the district’s digital learning offering and instead follow a Montessori curriculum with a Montessori teacher. Dorman said she feels lucky to have that option, as she knows not all families do. But it’s hard to swallow the fact that they will be spending thousands of dollars this year for what they thought would be a free year of school.\u003c/p>\n\u003cp>Although many parents will continue to face tough choices, women of all incomes will bear the brunt of the crisis. Research shows that women have taken on more of the \u003ca href=\"https://dornsife.usc.edu/news/stories/3234/covid-19-pandemic-has-hit-women-hard-especially-working-mothers/\">child care responsibility during the pandemic\u003c/a>, even if they have full-time jobs of their own. One report found that, pre-pandemic, among couples that both worked full time, women typically provided nearly \u003ca href=\"https://faculty.wcas.northwestern.edu/~mdo738/research/Alon_Doepke_Olmstead-Rumsey_Tertilt_COVID_2020.pdf\">70 percent of the child care during working hours\u003c/a>.\u003c/p>\n\u003cp>When schools shut down due to the threat of coronavirus in March, Austin teacher Emily Shirey moved her fifth-grade classroom online while also taking over most of the child care work for her then-20-month-old daughter, whose child care center had closed. Although Shirey’s husband started to work from home, his workload increased dramatically.\u003c/p>\n\u003cp>“He’s here, but he’s not here,” Shirey said. She worked relentlessly to balance work and mothering, spending her daughter’s nap times teaching and catching up on work in the evenings. “Last spring was very, very difficult,” Shirey said. “It stretched me thin.”\u003c/p>\n\u003cp>As the new school year approached, Shirey, who has been teaching for eight years, sat down to fill out a survey from her district about in-person teaching. Shirey responded that she would be willing to return to the classroom, but she needed child care help. The child care facility where she took her daughter every day is affiliated with the school district and is still closed. District officials responded that she could take sick leave, personal days and several weeks of partially paid leave under the new federal Family First Coronavirus Response Act. If she needed to extend her leave, she could, but there would be no guarantee that she would be paid or would get her job back when she returned. Shirey asked her principal if she could work a flexible schedule, and offered to pre-record her lessons, teach small groups or do anything else needed by the school, but was told that her principal doesn’t have the authority to allow that.\u003c/p>\n\u003cp>“I don’t want to have to leave [my job], even if it’s temporary” Shirey said. But with her active toddler, she doesn’t see how she’ll be able to keep working. “It’s absolutely impossible to do what students need with my daughter [home] right now,” Shirey said.\u003c/p>\n\u003cp>Austin mom Haggerty, who created the “Stronger Together ATX” initiative this summer, took to Mancha-Sumner’s Facebook pod group in July and implored fellow members to leave one space open in each pod for a child who would otherwise not be able to afford one. Formerly a single mom, she says the equity issue has weighed heavily on her since schools shut down. “I think this is an important precedent to set,” she said.\u003c/p>\n\u003cp>A full-time women's wellness coach with four kids, ranging in age from 20-months to 16, Haggerty can’t afford to pay to join a pod, even though both she and her husband work. “Absolutely under no circumstances could we pay right now for anybody to take care of our kids.” And Haggerty said she knows they’re not alone. “That swath of the population has grown exponentially since this crisis started.”\u003c/p>\n\u003cp>After 14 years of owning her own business, Haggerty shut it down to oversee her children while they’re home this fall.\u003c/p>\n\u003cp>“I either needed to do my work in my spare time or I needed to parent in my spare time,” she said. She still considers herself lucky. “We can barely survive on my husband’s income,” Haggerty said. “But we can do it.”\u003c/p>\n\u003cp>Haggerty intends to join forces with several other families and share the load of overseeing the distance-learning experience, for free. “It is neighbors helping neighbors,” she said.\u003c/p>\n\u003cp>In the absence of federal, state and school-based help for parents, Haggerty says, it’s going to fall on families — and mostly mothers — to come up with solutions, conventional or not, to get through the next school year.\u003c/p>\n\u003cp>“Right now,” she said, “we are an unregulated band of rogue mamas trying to figure all this out.”\u003c/p>\n\u003cp>\u003cem>Reporting contributed by Meredith Kolodner.\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> \u003c/em>\u003cem>This story about\u003c/em>\u003ca href=\"https://hechingerreport.org/parents-are-panicking-giving-up-their-careers-and-spending-thousands-of-dollars-on-piecemeal-solutions-for-the-school-year/\">\u003cem> child care\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56329/parents-turn-to-learning-pods-and-piecemeal-solutions-to-fill-gaps-in-kids-schooling","authors":["byline_mindshift_56329"],"categories":["mindshift_21358"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_289","mindshift_21368","mindshift_21367","mindshift_21347","mindshift_21359"],"featImg":"mindshift_56330","label":"mindshift"},"mindshift_56205":{"type":"posts","id":"mindshift_56205","meta":{"index":"posts_1591205157","site":"mindshift","id":"56205","score":null,"sort":[1595319045000]},"guestAuthors":[],"slug":"how-designing-accessible-curriculum-for-all-can-help-make-online-learning-more-equitable","title":"How Designing Accessible Curriculum For All Can Help Make Online Learning More Equitable","publishDate":1595319045,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">As the dust settles from emergency distance learning, schools now have the summer to reckon with what worked and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">what must change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they grapple with the uncertainty of the next academic year. Whatever the fate of online learning, the past months have \u003c/span>\u003ca href=\"https://www.theguardian.com/world/2020/apr/13/coronavirus-covid-19-exposes-cracks-us-digital-divide\">\u003cspan style=\"font-weight: 400\">exposed some glaring disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in access to education and technology, while families with children who have disabilities and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/13/well/family/coronavirus-shutdowns-children-special-needs-adhd-autism.html\">\u003cspan style=\"font-weight: 400\">special needs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> experienced significant challenges even when technology was available. Consequently, many parents have been left feeling helpless, guilty and defeated by their inability to simulate school at home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some educators who want to make online learning more engaging and accessible are exploring the Universal Design for Learning (UDL) framework. UDL – originally developed by researchers at the Center for Applied Special Technology (\u003c/span>\u003ca href=\"http://www.cast.org/\">\u003cspan style=\"font-weight: 400\">CAST\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) in collaboration with Harvard University – supports special education students, but its flexibility, technology guidelines and aim to individualize learning are best practices that can serve every student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“While UDL can benefit students with disabilities, \u003c/span>\u003cspan style=\"font-weight: 400\">it’s a way of thinking about how to make instruction accessible for all,” said \u003ca href=\"https://coe.hawaii.edu/sped/directory/kavitar/\">Kavita Rao\u003c/a>, a professor in the department of special education at the University of Hawai‘i. “The beauty of UDL is that it addresses ‘learner variability’, which is the norm in our classrooms.”\u003c/span>\u003c/p>\n\u003cp>https://youtu.be/bDvKnY0g6e4\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A key premise of UDL is that there is no “average learner.” Every learner has a unique set of characteristics – including strengths, preferences and learning needs – that may change or evolve in varied contexts. \u003c/span>\u003cspan style=\"font-weight: 400\">Whether deployed in a classroom or online, UDL focuses on integrating flexible pathways to learning that can address learner variability.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what does this look like in practice, and how feasible is it for educators to implement the framework?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Online Class Design\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unsurprisingly, the way in which an online class is designed can significantly impact how learners engage with and process the instructional material. Some online lessons can be text heavy, require high reading proficiency and offer narrow assessment options. Also, many rely on prepackaged content such as Khan Academy or Study Island.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These content management systems were created to follow specific standards and give specific lessons,” said \u003ca href=\"https://specialedu.ku.edu/sean-smith\">Sean Smith\u003c/a>, a professor of special education at the University of Kansas. “And those are the areas that are fraught with barriers for a lot of our learners with disabilities.” Teachers and parents should identify where the barriers are in varied curriculum offerings and build in supports as needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 14 percent of students enrolled in U.S. schools receive special education services, but the classroom protocols designed to accommodate specific needs do not cleanly translate to online delivery. For example, children who are non-verbal can have trouble communicating online without adequate technology, while those with processing issues may struggle to internalize instructions without close guidance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online learning can also make demands on executive function, a set of cognitive processes that help kids prioritize, organize, maintain attention, regulate behavior, and control distractions. Many students struggle with executive function, but it can be particularly challenging for kids with special needs and, in the absence of established classroom routines, the onus to assist falls on parents, many of whom are overwhelmed and/or working.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the challenges at the elementary and middle school level has been the need for the parent or the adult to become a learning coach,” said Smith. “The executive function skills that are required for that level of independence in online learning are all challenges for students. The role of the adult at home has been vital to success, and we’ve found that if the parent is not available, students tend to leave the online environment.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for Online Learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The focus of UDL is to reduce barriers in curriculum and make instruction engaging and accessible to all learners, according to\u003c/span>\u003cspan style=\"font-weight: 400\"> Rao. “\u003c/span>\u003cspan style=\"font-weight: 400\">The UDL framework provides a structure to think about how you can design activities and assignments that integrate supports for students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UDL originates in the \u003c/span>\u003ca href=\"http://www.accessiblesociety.org/topics/universaldesign/\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> movement in architecture that strove to make buildings and built environments accessible to all people. Similarly, its curricular incarnation provides a series of guidelines to help educators design accessible learning conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The guidelines focus on ways to intentionally and proactively design learning environments and instruction, building in flexibility, supports and scaffolding that can help all learners succeed,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By “supports” Rao means a flexible repertoire of tools and strategies adapted to accommodate a range of learners. The \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">UDL guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> organize supports according to three umbrella categories: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which assists learners by presenting information in diverse multisensory formats; \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">action and expression\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which lets kids interact and respond to what they’ve learned in a variety of ways; and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">engagement\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which is achieved by providing students with options and approaches which are relevant to their interests.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=wVTm8vQRvNc\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Multimodality is the lynchpin of the UDL approach. Written instructions might also be delivered as video, audio or as a series of images. Similarly, the framework encourages offering a variety of options by which students can respond to what they learn, whether they create comics, podcasts, short videos, infographics or voice-to-text dictations. Finally, the framework supports executive function by delivering information in manageable “chunks,” using visual checklists, auditory prompts and providing regular feedback. This way, learners are empowered to access and process information in a way that works for them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the instructional benefits, some educators report that UDL helps better connect them to their students. “Teachers who provide feedback, participate in activities and use various ways to explain, approach or deliver instruction will motivate students and show them you care: using a meme to evoke humor that relates to the topic, videos that explain a definition, being available for discussion via virtual meetings, or using a Tik-Tok video to deliver instruction,” said Jonah Nakaza-Koizumi, a PhD candidate and special education teacher at Roosevelt High School in Honolulu.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Originally designed for traditional in-person classroom settings, UDL’s reliance on multimedia and technology translates well to online delivery.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In some cases, it can be easier to implement UDL online because there are many different digital tools that can easily be built into the framework of the course that may be harder to integrate in a face-to-face setting,” said Cary Torres, who instructs on UDL at Kapi’Olani Community College. Torres found that applying UDL online can benefit students who struggle in face-to-face classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Providing multiple means of action and expression with digital tools has helped many of my students who are language learners and students who have anxiety,” said Torres. “I have used online text-based discussion boards and Flipgrid videos and noticed that students who often do not participate much in class discussions provide much more detailed and thoughtful contributions and feedback.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the shift online is not without obstacles. “Moving from a classroom environment to an online environment can be a challenge because there are more constraints,” said Nakaza-Koizumi. “The teacher has to be very meticulous and clear of what he or she is posting, asking, and requiring of the student. This is not to say it isn’t the same in a classroom, but there is and can be a lot more fluidity in design in a classroom.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support the integration of UDL in online learning, professors Rao, Smith and Torres launched \u003c/span>\u003ca href=\"https://schoolvirtually.org/\">\u003cspan style=\"font-weight: 400\">School Virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an open website that curates an array of free tools with corresponding guidelines to support educators and parents who seek to implement the framework.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Designing for Success: Start Small and Iterate\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The prospect of integrating UDL for the first time can be daunting. Torres recommends a gradual approach for educators to ease into it according to their level of comfort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When people first look at the \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they see the 31 checkpoints and sometimes feel overwhelmed thinking that they are supposed to implement all of them in every lesson,” said Torres. “If they first think about what barriers they want to reduce, they can then look at the guidelines like a menu that they can choose from to meet their needs. I also advise teachers to start small. As they successfully use UDL, they can then build in more and more supports in subsequent lessons, but if they try to do everything at once, they may feel overwhelmed and give up. The more you use UDL, the more these ideas will naturally come to you as you are designing lessons, and it will become easier to redesign or revise curriculum and instruction little by little.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with any design process, developing a UDL curriculum is an iterative cycle of implementation, reflection, and adjustment, and it can be integrated during the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244016680688\">\u003cspan style=\"font-weight: 400\">lesson planning process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In my courses, I teach students to use the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1GRIw335-onpNq4Kq8vbsqjxBgV_iYGLr/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">UDL Design Cycle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essentially just a systematic step-by-step process to start with your goals, consider barriers and students’ preferences/needs, and then develop assessments and methods that can reduce barriers and take students’ preferences into account. This gives teachers a way to take the UDL framework and apply it to a design thinking process,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is impossible to predict the extent to which online learning will play into the immediate future of education, but what is clear is that further efforts must aim for inclusivity in design and deployment. Universal Design for Learning offers accessibility for special education students and, perhaps even more importantly, it unfolds a vision of education, whether online or in the classroom, which supports all learners to thrive.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for All\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As Rao points out, UDL improves the quality of instruction for special needs students, but its flexibility and adaptability is a boon to any learning environment. High school teacher Robin Dazzeo learned about UDL as part of her training in special education, but she now integrates the framework in her regular sophomore English classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“UDL is a natural fit for me when designing, planning, and implementing lessons, both in our face-to-face curriculum and now as we are teaching remotely. It is so important to consider the ways in which each learner can access the curriculum and demonstrate mastery before actually teaching the lesson. I’m thankful for my [special education] background, which makes it second nature to adapt and modify my lessons to meet the needs of all of my students as I’m going along rather than wait to see who is struggling after instruction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, the UDL framework provides a cohesive foundation by which to integrate technology for learning. “It facilitates the mind-shift needed for teachers to adopt new technologies and practices. UDL provides the rationale frame for how these new tools or approaches help students. It creates links between various options for student work, and how that work aligns with their unique needs and preferences,” said Jon Pennington, an Instructional Technology Specialist at an independent K12 school.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers can ease some of the issues with distance learning by applying universal design for learning principles and creating lessons that are accessible multiple ways. ","status":"publish","parent":0,"modified":1595319178,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1927},"headData":{"title":"How Designing Accessible Curriculum For All Can Help Make Online Learning More Equitable - MindShift","description":"Teachers can ease some of the issues with distance learning by applying universal design for learning principles and creating lessons that are accessible multiple ways. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Designing Accessible Curriculum For All Can Help Make Online Learning More Equitable","datePublished":"2020-07-21T08:10:45.000Z","dateModified":"2020-07-21T08:12:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56205 https://ww2.kqed.org/mindshift/?p=56205","disqusUrl":"https://ww2.kqed.org/mindshift/2020/07/21/how-designing-accessible-curriculum-for-all-can-help-make-online-learning-more-equitable/","disqusTitle":"How Designing Accessible Curriculum For All Can Help Make Online Learning More Equitable","path":"/mindshift/56205/how-designing-accessible-curriculum-for-all-can-help-make-online-learning-more-equitable","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As the dust settles from emergency distance learning, schools now have the summer to reckon with what worked and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">what must change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they grapple with the uncertainty of the next academic year. Whatever the fate of online learning, the past months have \u003c/span>\u003ca href=\"https://www.theguardian.com/world/2020/apr/13/coronavirus-covid-19-exposes-cracks-us-digital-divide\">\u003cspan style=\"font-weight: 400\">exposed some glaring disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in access to education and technology, while families with children who have disabilities and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/13/well/family/coronavirus-shutdowns-children-special-needs-adhd-autism.html\">\u003cspan style=\"font-weight: 400\">special needs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> experienced significant challenges even when technology was available. Consequently, many parents have been left feeling helpless, guilty and defeated by their inability to simulate school at home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some educators who want to make online learning more engaging and accessible are exploring the Universal Design for Learning (UDL) framework. UDL – originally developed by researchers at the Center for Applied Special Technology (\u003c/span>\u003ca href=\"http://www.cast.org/\">\u003cspan style=\"font-weight: 400\">CAST\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) in collaboration with Harvard University – supports special education students, but its flexibility, technology guidelines and aim to individualize learning are best practices that can serve every student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“While UDL can benefit students with disabilities, \u003c/span>\u003cspan style=\"font-weight: 400\">it’s a way of thinking about how to make instruction accessible for all,” said \u003ca href=\"https://coe.hawaii.edu/sped/directory/kavitar/\">Kavita Rao\u003c/a>, a professor in the department of special education at the University of Hawai‘i. “The beauty of UDL is that it addresses ‘learner variability’, which is the norm in our classrooms.”\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/bDvKnY0g6e4'\n title='//www.youtube.com/embed/bDvKnY0g6e4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">A key premise of UDL is that there is no “average learner.” Every learner has a unique set of characteristics – including strengths, preferences and learning needs – that may change or evolve in varied contexts. \u003c/span>\u003cspan style=\"font-weight: 400\">Whether deployed in a classroom or online, UDL focuses on integrating flexible pathways to learning that can address learner variability.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what does this look like in practice, and how feasible is it for educators to implement the framework?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Online Class Design\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unsurprisingly, the way in which an online class is designed can significantly impact how learners engage with and process the instructional material. Some online lessons can be text heavy, require high reading proficiency and offer narrow assessment options. Also, many rely on prepackaged content such as Khan Academy or Study Island.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These content management systems were created to follow specific standards and give specific lessons,” said \u003ca href=\"https://specialedu.ku.edu/sean-smith\">Sean Smith\u003c/a>, a professor of special education at the University of Kansas. “And those are the areas that are fraught with barriers for a lot of our learners with disabilities.” Teachers and parents should identify where the barriers are in varied curriculum offerings and build in supports as needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 14 percent of students enrolled in U.S. schools receive special education services, but the classroom protocols designed to accommodate specific needs do not cleanly translate to online delivery. For example, children who are non-verbal can have trouble communicating online without adequate technology, while those with processing issues may struggle to internalize instructions without close guidance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online learning can also make demands on executive function, a set of cognitive processes that help kids prioritize, organize, maintain attention, regulate behavior, and control distractions. Many students struggle with executive function, but it can be particularly challenging for kids with special needs and, in the absence of established classroom routines, the onus to assist falls on parents, many of whom are overwhelmed and/or working.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the challenges at the elementary and middle school level has been the need for the parent or the adult to become a learning coach,” said Smith. “The executive function skills that are required for that level of independence in online learning are all challenges for students. The role of the adult at home has been vital to success, and we’ve found that if the parent is not available, students tend to leave the online environment.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for Online Learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The focus of UDL is to reduce barriers in curriculum and make instruction engaging and accessible to all learners, according to\u003c/span>\u003cspan style=\"font-weight: 400\"> Rao. “\u003c/span>\u003cspan style=\"font-weight: 400\">The UDL framework provides a structure to think about how you can design activities and assignments that integrate supports for students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UDL originates in the \u003c/span>\u003ca href=\"http://www.accessiblesociety.org/topics/universaldesign/\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> movement in architecture that strove to make buildings and built environments accessible to all people. Similarly, its curricular incarnation provides a series of guidelines to help educators design accessible learning conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The guidelines focus on ways to intentionally and proactively design learning environments and instruction, building in flexibility, supports and scaffolding that can help all learners succeed,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By “supports” Rao means a flexible repertoire of tools and strategies adapted to accommodate a range of learners. The \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">UDL guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> organize supports according to three umbrella categories: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which assists learners by presenting information in diverse multisensory formats; \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">action and expression\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which lets kids interact and respond to what they’ve learned in a variety of ways; and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">engagement\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which is achieved by providing students with options and approaches which are relevant to their interests.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/wVTm8vQRvNc'\n title='//www.youtube.com/embed/wVTm8vQRvNc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Multimodality is the lynchpin of the UDL approach. Written instructions might also be delivered as video, audio or as a series of images. Similarly, the framework encourages offering a variety of options by which students can respond to what they learn, whether they create comics, podcasts, short videos, infographics or voice-to-text dictations. Finally, the framework supports executive function by delivering information in manageable “chunks,” using visual checklists, auditory prompts and providing regular feedback. This way, learners are empowered to access and process information in a way that works for them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the instructional benefits, some educators report that UDL helps better connect them to their students. “Teachers who provide feedback, participate in activities and use various ways to explain, approach or deliver instruction will motivate students and show them you care: using a meme to evoke humor that relates to the topic, videos that explain a definition, being available for discussion via virtual meetings, or using a Tik-Tok video to deliver instruction,” said Jonah Nakaza-Koizumi, a PhD candidate and special education teacher at Roosevelt High School in Honolulu.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Originally designed for traditional in-person classroom settings, UDL’s reliance on multimedia and technology translates well to online delivery.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In some cases, it can be easier to implement UDL online because there are many different digital tools that can easily be built into the framework of the course that may be harder to integrate in a face-to-face setting,” said Cary Torres, who instructs on UDL at Kapi’Olani Community College. Torres found that applying UDL online can benefit students who struggle in face-to-face classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Providing multiple means of action and expression with digital tools has helped many of my students who are language learners and students who have anxiety,” said Torres. “I have used online text-based discussion boards and Flipgrid videos and noticed that students who often do not participate much in class discussions provide much more detailed and thoughtful contributions and feedback.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the shift online is not without obstacles. “Moving from a classroom environment to an online environment can be a challenge because there are more constraints,” said Nakaza-Koizumi. “The teacher has to be very meticulous and clear of what he or she is posting, asking, and requiring of the student. This is not to say it isn’t the same in a classroom, but there is and can be a lot more fluidity in design in a classroom.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support the integration of UDL in online learning, professors Rao, Smith and Torres launched \u003c/span>\u003ca href=\"https://schoolvirtually.org/\">\u003cspan style=\"font-weight: 400\">School Virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an open website that curates an array of free tools with corresponding guidelines to support educators and parents who seek to implement the framework.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Designing for Success: Start Small and Iterate\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The prospect of integrating UDL for the first time can be daunting. Torres recommends a gradual approach for educators to ease into it according to their level of comfort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When people first look at the \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they see the 31 checkpoints and sometimes feel overwhelmed thinking that they are supposed to implement all of them in every lesson,” said Torres. “If they first think about what barriers they want to reduce, they can then look at the guidelines like a menu that they can choose from to meet their needs. I also advise teachers to start small. As they successfully use UDL, they can then build in more and more supports in subsequent lessons, but if they try to do everything at once, they may feel overwhelmed and give up. The more you use UDL, the more these ideas will naturally come to you as you are designing lessons, and it will become easier to redesign or revise curriculum and instruction little by little.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with any design process, developing a UDL curriculum is an iterative cycle of implementation, reflection, and adjustment, and it can be integrated during the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244016680688\">\u003cspan style=\"font-weight: 400\">lesson planning process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In my courses, I teach students to use the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1GRIw335-onpNq4Kq8vbsqjxBgV_iYGLr/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">UDL Design Cycle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essentially just a systematic step-by-step process to start with your goals, consider barriers and students’ preferences/needs, and then develop assessments and methods that can reduce barriers and take students’ preferences into account. This gives teachers a way to take the UDL framework and apply it to a design thinking process,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is impossible to predict the extent to which online learning will play into the immediate future of education, but what is clear is that further efforts must aim for inclusivity in design and deployment. Universal Design for Learning offers accessibility for special education students and, perhaps even more importantly, it unfolds a vision of education, whether online or in the classroom, which supports all learners to thrive.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for All\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As Rao points out, UDL improves the quality of instruction for special needs students, but its flexibility and adaptability is a boon to any learning environment. High school teacher Robin Dazzeo learned about UDL as part of her training in special education, but she now integrates the framework in her regular sophomore English classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“UDL is a natural fit for me when designing, planning, and implementing lessons, both in our face-to-face curriculum and now as we are teaching remotely. It is so important to consider the ways in which each learner can access the curriculum and demonstrate mastery before actually teaching the lesson. I’m thankful for my [special education] background, which makes it second nature to adapt and modify my lessons to meet the needs of all of my students as I’m going along rather than wait to see who is struggling after instruction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, the UDL framework provides a cohesive foundation by which to integrate technology for learning. “It facilitates the mind-shift needed for teachers to adopt new technologies and practices. UDL provides the rationale frame for how these new tools or approaches help students. It creates links between various options for student work, and how that work aligns with their unique needs and preferences,” said Jon Pennington, an Instructional Technology Specialist at an independent K12 school.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56205/how-designing-accessible-curriculum-for-all-can-help-make-online-learning-more-equitable","authors":["11107"],"categories":["mindshift_21358"],"tags":["mindshift_21366","mindshift_358","mindshift_20701","mindshift_289","mindshift_384","mindshift_20934","mindshift_21050"],"featImg":"mindshift_56326","label":"mindshift"},"mindshift_41476":{"type":"posts","id":"mindshift_41476","meta":{"index":"posts_1591205157","site":"mindshift","id":"41476","score":null,"sort":[1441348498000]},"guestAuthors":[],"slug":"is-school-for-everyone-some-say-no","title":"Is School For Everyone? Some Say 'No'","publishDate":1441348498,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Several years ago, few people who knew Hannah Noblewolf would have thought that she would turn out to be an outgoing, articulate, self-assured young woman who has successfully completed her first year at her top-choice college.\u003c/p>\n\u003cp>For years, she struggled with social anxiety, depression and, as a result, school. She had always been bright -- she even skipped fourth grade -- but her intellectual acuity, paired with being younger than her classmates, made her school life deeply unpleasant. Noblewolf comes from a highly educated, upper-middle-class family where academic success was not up for discussion. Neither she nor her parents would ever have believed that dropping out of school would be what was best for her.\u003c/p>\n\u003cp>“I couldn’t get out of bed,” Noblewolf said of her junior year in high school. “I made it to school for a full day maybe twice every two weeks.”\u003c/p>\n\u003cp>Skipping fourth grade because of her academic prowess had put Noblewolf in a toxic social situation. She was bullied for being smart and admits she would intentionally fail advanced placement tests so her classmates wouldn’t make fun of her. By the time she was halfway through high school she had developed Tourette Syndrome and obsessive compulsive disorder. She was extremely unhappy. Then she found \u003ca href=\"http://northstarteens.org/about/how-it-works/\" target=\"_blank\">North Star\u003c/a>, an alternative learning center in Massachusetts that lets teens direct their own learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Choosing not to go to school is a big deal; it’s terrifying.'\u003c/aside>\n\u003cp>“My parents were really nervous; they thought I was ruining my future,” Noblewolf said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>North Star is one of several learning centers around the country that don’t mandate any curriculum and lets teens pick and choose how to spend their time. Each student has an individual mentor and, once a year, each kid gives a presentation on something she’s been working on. But that’s pretty much where the requirements stop. The program doesn’t give out diplomas, so if a student wants to go on to college, which many do, he or she takes the GED and can use a portfolio to demonstrate learning to colleges.\u003c/p>\n\u003cfigure id=\"attachment_41549\" class=\"wp-caption aligncenter\" style=\"max-width: 1065px\">\u003cimg class=\"wp-image-41549 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/photography.jpg\" alt=\"North Star teens in a photography class.\" width=\"1065\" height=\"710\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography.jpg 1065w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-960x640.jpg 960w\" sizes=\"(max-width: 1065px) 100vw, 1065px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens in a photography class. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Noblewolf, this freedom reignited her academic self. Far from doing nothing with her days (a common fear when discussing free choice for high school students), she dove into classes on everything from French to drama.\u003c/p>\n\u003cp>“My time was occupied in a way I was comfortable with, but at the same time, I had more time to explore my interests,” she said.\u003c/p>\n\u003cp>She spent more time outside, her relationship with her family improved and she started taking community college classes. She became interested with linguistics and wrote a long research paper on language roots and etymology. No formal paper was required, but she got excited about what she was discovering.\u003c/p>\n\u003cp>Noblewolf isn’t the only one with a story like this. \u003ca href=\"http://northstarteens.org/about/testimonials/\" target=\"_blank\">Teens like her across the country\u003c/a> are struggling to get through school, unaware that there are other options, believing that school is a shared but hated experience that everyone must get through until their real lives can start. Of course, there are also teens who love school and thrive there. Other kids don’t get much out of school academically, but enjoy the social interactions, sports and the feeling of being a “normal kid.”\u003c/p>\n\u003cp>But how many, like Noblewolf, are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/22/how-schools-can-help-nurture-students-mental-health/\" target=\"_blank\">suffering through at the expense of their mental health\u003c/a>?\u003c/p>\n\u003cp>“Choosing not to go to school is a big deal; it’s terrifying,” said Ken Danford, executive director of North Star. “Something like North Star helps them embrace it.”\u003c/p>\n\u003cp>Danford started the center almost 20 years ago after a short career as a public middle school teacher. The history he taught just didn’t seem important next to the apparent unhappiness of the students he saw. So he quit and started North Star. He sees it as the helping hand that some parents need to choose a different path from traditional school.\u003c/p>\n\u003cp>“Everyone wants their kids to succeed in school; everyone is trying to make it work,” Danford said.\u003c/p>\n\u003cp>Often it takes years for parents and their kids to give up on the system, and along the way there can be a lot of blame and pain. Families worry that kids can’t learn without school telling them to. New students often worry that when given freedom, they will do nothing, learn nothing. Danford says that almost never happens.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I feel like school can work for people, but it's not a universal fit. There's this mold, and whether you fit or not they're going to try to push you through it.'\u003c/aside>\n\u003cp>It is common, however, for a kid who has been in traditional school for most of his life to show up and do very little for a month or two. He might play video games or sit on his own, refusing to join in activities. That’s fine with Danford. Taking “no” as a legitimate answer from a student is a big part of letting kids take ownership over their own lives. Eventually, though, most kids get bored with playing video games and decide to join something.\u003c/p>\n\u003cp>“The real work is adult relationships with kids,” Danford said. Each North Star teen has a mentor who checks in weekly and helps think through the things he or she wants to achieve. “What’s really happening is that we’re helping kids reorient themselves to the world, to learning in general as a practice, and we’re reorienting them towards adults that are cool, interesting people,” he said.\u003c/p>\n\u003cp>Mentors help kids think of internships or outside resources they might tap for further learning or suggest existing classes or tutorials being offered. North Star operates on a sliding scale membership fee based on need. Some families pay $7,500 for a full membership, meaning their child attends every day. Other kids mix North Star with homeschooling and pay only a partial membership. Danford says they've never turned a kid away who couldn't pay.\u003c/p>\n\u003cfigure id=\"attachment_41550\" class=\"wp-caption aligncenter\" style=\"max-width: 1129px\">\u003cimg class=\"size-full wp-image-41550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/northstar.jpg\" alt=\"North Star teens work on a project in the common area.\" width=\"1129\" height=\"753\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar.jpg 1129w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-960x640.jpg 960w\" sizes=\"(max-width: 1129px) 100vw, 1129px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens work on a project in the common area. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>North Star is not for everyone. Plenty of students have left, deciding they wanted a more “normal” school experience. Others can’t take advantage of what the center offers because they are so distrustful of adults that the mentoring relationship never takes off, according to Danford.\u003c/p>\n\u003cp>“I’m describing a kid who has become so distrustful of adults at school that they can’t get over it and they can’t adjust to the possibility that we want to treat them differently than every other adult has,” Danford said.\u003c/p>\n\u003cp>Below, Jonah Meyer speaks about how and why he acted out in traditional school. He also discusses his path at North Star and his discovery of chemistry as a passion to pursue into college. There's a moment around 9:20 when he describes realizing he could \"do school\" under the right conditions.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/122923022?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Danford’s own two children went to traditional public schools, despite having parents who would have been more than happy to embrace an alternative route. “Even though they like going to school, they don’t see learning as valuable or meaningful,” Danford said. “They like going to school because everyone is there.” He’s willing to let them make that choice for themselves, but thinks they’ve learned a lot more at summer camp than they have in school.\u003c/p>\n\u003cp>“I feel like school can work for people, but it’s not a universal fit,” Noblewolf said. “There’s this mold, and whether you fit or not they’re going to try to push you through it.”\u003c/p>\n\u003cp>In the video below, hear from Ramon Elinevsky, who was among the first members of North Star (then called Pathfinder) when it began in 1996. Now an adult finishing his Ph.D., Elinevsky reflects on his choice to leave school after eighth grade to pursue self-directed learning. Recorded at North Star's Celebration of Self-Directed Learning in April 2011.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/56493224?byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Teens at North Star and other alternative learning centers speak insightfully about how reflection is a bigger part of their learning experience when they choose what to pursue.\u003c/p>\n\u003cp>“A big problem of mine was that high school was seven hours a day, class after class after class, and you have no say in it,” said Sara Webber, a teen now attending the \u003ca href=\"http://princetonlearningcooperative.org/\" target=\"_blank\">Princeton Learning Cooperative\u003c/a>, another center in the \u003ca href=\"http://northstarteens.org/about/a-flagship-for-the-movement/\" target=\"_blank\">Liberated Learners network\u003c/a>.\u003c/p>\n\u003cp>Sara found that in traditional school, her learning didn’t reflect her grade. She learned a lot in some classes where she didn’t do the work and got poor grades, but often had good grades in classes where she hadn’t learned much, which made her doubt the system. She, like Noblewolf, was suffering from social anxiety and was often missing most of her classes while she tried to calm down in the nurse’s office. She’s much happier at Princeton Learning Cooperative.\u003c/p>\n\u003cp>At the cooperative, Sara took an evolutionary biology class that rekindled a middle school interest in marine biology and was able to meet two prominent biologists at Princeton University. She’s discovered a passion for sustainability and started a recycling program that takes almost any waste, from plastic baggies to granola bar wrappers. She’s reading \"Harry Potter\" in French and writing a 30-page paper rhetorically analyzing Chimamanda Ngozi Adichie’s TED talk, \u003ca href=\"https://www.youtube.com/watch?v=hg3umXU_qWc\" target=\"_blank\">“We Should All Be Feminists.”\u003c/a>\u003c/p>\n\u003cp>All these passions are documented and collected in a learning portfolio, similar to what homeschoolers do. Students can use these artifacts to demonstrate work they have done to prospective employers and college admissions officers. And many of these learners have gone on to college if that’s what they wanted. To Danford, allowing teens to start figuring out early on who they are and what makes them tick is the most important thing a center like North Star offers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Eq1rXdDWXrM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"A network of learning centers is helping families make the difficult decision to remove a struggling child from school in favor of a radically different, self-directed type of education.","status":"publish","parent":0,"modified":1441348498,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/122923022","https://player.vimeo.com/video/56493224","https://www.youtube.com/embed/Eq1rXdDWXrM"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1753},"headData":{"title":"Is School For Everyone? Some Say 'No' | KQED","description":"A network of learning centers is helping families make the difficult decision to remove a struggling child from school in favor of a radically different, self-directed type of education.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is School For Everyone? Some Say 'No'","datePublished":"2015-09-04T06:34:58.000Z","dateModified":"2015-09-04T06:34:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41476 http://ww2.kqed.org/mindshift/?p=41476","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/03/is-school-for-everyone-some-say-no/","disqusTitle":"Is School For Everyone? Some Say 'No'","path":"/mindshift/41476/is-school-for-everyone-some-say-no","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Several years ago, few people who knew Hannah Noblewolf would have thought that she would turn out to be an outgoing, articulate, self-assured young woman who has successfully completed her first year at her top-choice college.\u003c/p>\n\u003cp>For years, she struggled with social anxiety, depression and, as a result, school. She had always been bright -- she even skipped fourth grade -- but her intellectual acuity, paired with being younger than her classmates, made her school life deeply unpleasant. Noblewolf comes from a highly educated, upper-middle-class family where academic success was not up for discussion. Neither she nor her parents would ever have believed that dropping out of school would be what was best for her.\u003c/p>\n\u003cp>“I couldn’t get out of bed,” Noblewolf said of her junior year in high school. “I made it to school for a full day maybe twice every two weeks.”\u003c/p>\n\u003cp>Skipping fourth grade because of her academic prowess had put Noblewolf in a toxic social situation. She was bullied for being smart and admits she would intentionally fail advanced placement tests so her classmates wouldn’t make fun of her. By the time she was halfway through high school she had developed Tourette Syndrome and obsessive compulsive disorder. She was extremely unhappy. Then she found \u003ca href=\"http://northstarteens.org/about/how-it-works/\" target=\"_blank\">North Star\u003c/a>, an alternative learning center in Massachusetts that lets teens direct their own learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Choosing not to go to school is a big deal; it’s terrifying.'\u003c/aside>\n\u003cp>“My parents were really nervous; they thought I was ruining my future,” Noblewolf said.\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>North Star is one of several learning centers around the country that don’t mandate any curriculum and lets teens pick and choose how to spend their time. Each student has an individual mentor and, once a year, each kid gives a presentation on something she’s been working on. But that’s pretty much where the requirements stop. The program doesn’t give out diplomas, so if a student wants to go on to college, which many do, he or she takes the GED and can use a portfolio to demonstrate learning to colleges.\u003c/p>\n\u003cfigure id=\"attachment_41549\" class=\"wp-caption aligncenter\" style=\"max-width: 1065px\">\u003cimg class=\"wp-image-41549 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/photography.jpg\" alt=\"North Star teens in a photography class.\" width=\"1065\" height=\"710\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography.jpg 1065w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-960x640.jpg 960w\" sizes=\"(max-width: 1065px) 100vw, 1065px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens in a photography class. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Noblewolf, this freedom reignited her academic self. Far from doing nothing with her days (a common fear when discussing free choice for high school students), she dove into classes on everything from French to drama.\u003c/p>\n\u003cp>“My time was occupied in a way I was comfortable with, but at the same time, I had more time to explore my interests,” she said.\u003c/p>\n\u003cp>She spent more time outside, her relationship with her family improved and she started taking community college classes. She became interested with linguistics and wrote a long research paper on language roots and etymology. No formal paper was required, but she got excited about what she was discovering.\u003c/p>\n\u003cp>Noblewolf isn’t the only one with a story like this. \u003ca href=\"http://northstarteens.org/about/testimonials/\" target=\"_blank\">Teens like her across the country\u003c/a> are struggling to get through school, unaware that there are other options, believing that school is a shared but hated experience that everyone must get through until their real lives can start. Of course, there are also teens who love school and thrive there. Other kids don’t get much out of school academically, but enjoy the social interactions, sports and the feeling of being a “normal kid.”\u003c/p>\n\u003cp>But how many, like Noblewolf, are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/22/how-schools-can-help-nurture-students-mental-health/\" target=\"_blank\">suffering through at the expense of their mental health\u003c/a>?\u003c/p>\n\u003cp>“Choosing not to go to school is a big deal; it’s terrifying,” said Ken Danford, executive director of North Star. “Something like North Star helps them embrace it.”\u003c/p>\n\u003cp>Danford started the center almost 20 years ago after a short career as a public middle school teacher. The history he taught just didn’t seem important next to the apparent unhappiness of the students he saw. So he quit and started North Star. He sees it as the helping hand that some parents need to choose a different path from traditional school.\u003c/p>\n\u003cp>“Everyone wants their kids to succeed in school; everyone is trying to make it work,” Danford said.\u003c/p>\n\u003cp>Often it takes years for parents and their kids to give up on the system, and along the way there can be a lot of blame and pain. Families worry that kids can’t learn without school telling them to. New students often worry that when given freedom, they will do nothing, learn nothing. Danford says that almost never happens.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I feel like school can work for people, but it's not a universal fit. There's this mold, and whether you fit or not they're going to try to push you through it.'\u003c/aside>\n\u003cp>It is common, however, for a kid who has been in traditional school for most of his life to show up and do very little for a month or two. He might play video games or sit on his own, refusing to join in activities. That’s fine with Danford. Taking “no” as a legitimate answer from a student is a big part of letting kids take ownership over their own lives. Eventually, though, most kids get bored with playing video games and decide to join something.\u003c/p>\n\u003cp>“The real work is adult relationships with kids,” Danford said. Each North Star teen has a mentor who checks in weekly and helps think through the things he or she wants to achieve. “What’s really happening is that we’re helping kids reorient themselves to the world, to learning in general as a practice, and we’re reorienting them towards adults that are cool, interesting people,” he said.\u003c/p>\n\u003cp>Mentors help kids think of internships or outside resources they might tap for further learning or suggest existing classes or tutorials being offered. North Star operates on a sliding scale membership fee based on need. Some families pay $7,500 for a full membership, meaning their child attends every day. Other kids mix North Star with homeschooling and pay only a partial membership. Danford says they've never turned a kid away who couldn't pay.\u003c/p>\n\u003cfigure id=\"attachment_41550\" class=\"wp-caption aligncenter\" style=\"max-width: 1129px\">\u003cimg class=\"size-full wp-image-41550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/northstar.jpg\" alt=\"North Star teens work on a project in the common area.\" width=\"1129\" height=\"753\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar.jpg 1129w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-960x640.jpg 960w\" sizes=\"(max-width: 1129px) 100vw, 1129px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens work on a project in the common area. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>North Star is not for everyone. Plenty of students have left, deciding they wanted a more “normal” school experience. Others can’t take advantage of what the center offers because they are so distrustful of adults that the mentoring relationship never takes off, according to Danford.\u003c/p>\n\u003cp>“I’m describing a kid who has become so distrustful of adults at school that they can’t get over it and they can’t adjust to the possibility that we want to treat them differently than every other adult has,” Danford said.\u003c/p>\n\u003cp>Below, Jonah Meyer speaks about how and why he acted out in traditional school. He also discusses his path at North Star and his discovery of chemistry as a passion to pursue into college. There's a moment around 9:20 when he describes realizing he could \"do school\" under the right conditions.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/122923022?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Danford’s own two children went to traditional public schools, despite having parents who would have been more than happy to embrace an alternative route. “Even though they like going to school, they don’t see learning as valuable or meaningful,” Danford said. “They like going to school because everyone is there.” He’s willing to let them make that choice for themselves, but thinks they’ve learned a lot more at summer camp than they have in school.\u003c/p>\n\u003cp>“I feel like school can work for people, but it’s not a universal fit,” Noblewolf said. “There’s this mold, and whether you fit or not they’re going to try to push you through it.”\u003c/p>\n\u003cp>In the video below, hear from Ramon Elinevsky, who was among the first members of North Star (then called Pathfinder) when it began in 1996. Now an adult finishing his Ph.D., Elinevsky reflects on his choice to leave school after eighth grade to pursue self-directed learning. Recorded at North Star's Celebration of Self-Directed Learning in April 2011.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/56493224?byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Teens at North Star and other alternative learning centers speak insightfully about how reflection is a bigger part of their learning experience when they choose what to pursue.\u003c/p>\n\u003cp>“A big problem of mine was that high school was seven hours a day, class after class after class, and you have no say in it,” said Sara Webber, a teen now attending the \u003ca href=\"http://princetonlearningcooperative.org/\" target=\"_blank\">Princeton Learning Cooperative\u003c/a>, another center in the \u003ca href=\"http://northstarteens.org/about/a-flagship-for-the-movement/\" target=\"_blank\">Liberated Learners network\u003c/a>.\u003c/p>\n\u003cp>Sara found that in traditional school, her learning didn’t reflect her grade. She learned a lot in some classes where she didn’t do the work and got poor grades, but often had good grades in classes where she hadn’t learned much, which made her doubt the system. She, like Noblewolf, was suffering from social anxiety and was often missing most of her classes while she tried to calm down in the nurse’s office. She’s much happier at Princeton Learning Cooperative.\u003c/p>\n\u003cp>At the cooperative, Sara took an evolutionary biology class that rekindled a middle school interest in marine biology and was able to meet two prominent biologists at Princeton University. She’s discovered a passion for sustainability and started a recycling program that takes almost any waste, from plastic baggies to granola bar wrappers. She’s reading \"Harry Potter\" in French and writing a 30-page paper rhetorically analyzing Chimamanda Ngozi Adichie’s TED talk, \u003ca href=\"https://www.youtube.com/watch?v=hg3umXU_qWc\" target=\"_blank\">“We Should All Be Feminists.”\u003c/a>\u003c/p>\n\u003cp>All these passions are documented and collected in a learning portfolio, similar to what homeschoolers do. Students can use these artifacts to demonstrate work they have done to prospective employers and college admissions officers. And many of these learners have gone on to college if that’s what they wanted. To Danford, allowing teens to start figuring out early on who they are and what makes them tick is the most important thing a center like North Star offers.\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!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Eq1rXdDWXrM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41476/is-school-for-everyone-some-say-no","authors":["234"],"categories":["mindshift_192","mindshift_193","mindshift_20874"],"tags":["mindshift_20879","mindshift_20889","mindshift_20784","mindshift_1040","mindshift_289","mindshift_20865","mindshift_20718"],"featImg":"mindshift_41494","label":"mindshift"},"mindshift_41118":{"type":"posts","id":"mindshift_41118","meta":{"index":"posts_1591205157","site":"mindshift","id":"41118","score":null,"sort":[1438261200000]},"guestAuthors":[],"slug":"busting-stereotypes-a-home-school-public-school-partnership-that-works","title":"Busting Stereotypes: A Homeschool-Public School Partnership That Works","publishDate":1438261200,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The homeschool community has, in many ways, existed parallel to the traditional school system -- both present but each distrusting of the other.\u003c/p>\n\u003cp>It's not uncommon to find professional educators who look down on homeschooling as a way of circumventing learning standards, seeing it as a path chosen mostly by families wanting to include religion in their children’s education. Meanwhile, many homeschool families can’t see how an institutional setting like a school could value and nurture the specific qualities and passions that make their children unique.\u003c/p>\n\u003cp>The appeal of home schooling has grown over the past decade -- between 2003 and 2012, the percentage of students who are homeschooled grew from\u003ca href=\"http://nces.ed.gov/programs/digest/d13/tables/dt13_206.10.asp\"> 2.2 percent of the student population to 3.4\u003c/a> percent, according to the U.S. Department of Education. Several school districts in Michigan have taken note of this trend and are participating in homeschool partnerships that are building bridges between the two communities and changing public school instruction along the way.\u003c/p>\n\u003cp>While only a handful of districts in the state have taken the leap, those who have are using the \u003ca href=\"https://www.michigan.gov/mde/0,4615,7-140-6530_6605-22360--,00.html\" target=\"_blank\">education laws\u003c/a> creatively to enroll homeschooled kids as part-time students, bringing more funding into the school district. The funding can be used for classes the homeschool community requests and to bolster training and programming for teachers and kids throughout the district.\u003c/p>\n\u003cp>\u003cstrong>FINANCIAL INCENTIVE\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Michigan has a \u003ca href=\"http://www.michigan.gov/mde/0,1607,7-140-6530_30334-106922--,00.html\" target=\"_blank\">Schools of Choice program\u003c/a>, which means families can choose where to send their children based on the programs offered, not only on where they live. School districts are competing to attract students, and the state funds that come with them. While many homeschool families aren’t interested in enrolling their children in public school full time, they see the benefit of taking a few classes if that means they have more access to funds to pay for instruction of their choice.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We bring a lot of money into the districts and they use the money to run our programs and have some left over.'\u003c/aside>\n\u003cp>\u003ca href=\"http://www.homeoftheshamrocks.org/\" target=\"_blank\">Berrien Springs\u003c/a> was one of the first districts to form a \u003ca href=\"http://www.berrienspringspartnership.com/\" target=\"_blank\">partnership with the homeschoolers\u003c/a> in the area. Homeschoolers don’t have to register with the state, making it hard to track how many families choose this option, but their part-time participation in Berrien Springs meant additional funds for the district.\u003c/p>\n\u003cp>“We bring a lot of money into the districts and they use the money to run our programs and have some left over,” said Cindy Fadel, a homeschool mom who helped launch partnerships around the state and coordinates one for \u003ca href=\"http://www.gulllakecs.org/site/default.aspx?PageID=1\" target=\"_blank\">Gull Lakes Community Schools\u003c/a>.\u003c/p>\n\u003cp>It’s expensive for homeschooling families to provide the music lessons, tutors and other opportunities they’d like their children to access. Getting help from the public schools -- which their tax money supports -- gave homeschooling families a tremendous lift and helped them overcome their distrust of the public system.\u003c/p>\n\u003cp>Based on age, most homeschool kids would be in K-8 grades in regular school. Elementary school is cheaper to operate and most can do so on state funds with some left over, said recently retired Berrien Springs Superintendent Jim Bermingham, who started the partnership.\u003c/p>\n\u003cp>In many districts those savings are pumped into secondary instruction, which is more expensive to provide. But with the extra money coming in from part-time homeschool students, Berrien Springs was able to fund high-level teacher training, summer programming for all students, a Project Lead the Way STEM program and other opportunities that the traditional public school kids and the homeschool kids could both access.\u003c/p>\n\u003cp>[contextly_sidebar id=\"QzARS6gwlEYnrXX9BTct4ZKrKbVpubNI\"]\u003c/p>\n\u003cp>What started as a financial incentive for both sides has resulted in a program that has broken down stereotypes, built trust and helped change ingrained notions of how instruction and learning can look both in and outside the system.\u003c/p>\n\u003cp>\u003cstrong>MORE CHOICE\u003c/strong>\u003c/p>\n\u003cp>Bermingham has no doubts that the partnership with homeschool families helped change his district for the better. “We became much more married to project-based instruction, to offering different learning opportunities to kids and parents based on what they want,” he said.\u003c/p>\n\u003cp>After the professional educators in his district got over their stereotypes about homeschool parents, they started learning from the student-directed, personally tailored, hands-on approach favored by homeschoolers.\u003c/p>\n\u003cp>“After they get a chance to see what reality is, then all of a sudden they are supportive of the concept that parents have a right to choose the method under which their kids will be educated,” Bermingham said.\u003c/p>\n\u003cp>Berrien Springs has found that offering choices both in coursework and type of instruction has given them a competitive edge. The district applied for and received a \u003ca href=\"https://www.michigan.gov/documents/mde/5-O-B_SeatTimeWaivers_329678_7.pdf\" target=\"_blank\">seat-time waiver\u003c/a> from the state, which allows 25 percent of its students to be educated using alternative methods that aren’t necessarily in the school building. Now the district has project-based learning programs, blended learning, traditional instruction, virtual school and this partnership with homeschoolers.\u003c/p>\n\u003cp>“We basically offer it all and let the parents determine, based on what they know of their child, the method of delivery,” Bermingham said. He also credits the homeschool community for bringing other innovations to the district, like a robotics club. The homeschoolers were asking for a \u003ca href=\"http://www.berrienspringspartnership.com/robotics.html\" target=\"_blank\">robotics class\u003c/a>, which they got, but a public school educator also got involved and together they formed a robotics club. Programs like this one provide great opportunities for the full-time public school students and the part-timers to get to know one another.\u003c/p>\n\u003cp>“There’s a suspicion of public school educators towards homeschool parents and children, but it goes the other way, too,” Bermingham said. “Once you develop trust and demonstrate the program is good for homeschool kids, then they keep coming.” In fact, after six years of the partnership, Berrien Springs now has about 600 homeschoolers participating.\u003c/p>\n\u003cp>“There’s a lot the public school has that we can use and there’s a lot we have that they can use,” Fadel said. “But you can’t push it together, you just have to co-mingle.”\u003c/p>\n\u003cp>Part of the law is that the alternative classes put together for the homeschoolers must be available to the full-time public school students, too. That provision has allowed parents and students interested in looking outside the traditional box to take advantage of the \u003ca href=\"http://www.berrienspringspartnership.com/what-is-dual-enrollment.html\" target=\"_blank\">dual enrollment\u003c/a> and early college programs that are central to many homeschool families’ curriculum.\u003c/p>\n\u003cp>But despite that freedom, Fadel says that of the 90 students she has helped enroll in early-college programs in Gull Lake, only five are traditional public school students. “It’s slow, partly because public school people are used to doing the same thing year after year, and they don’t know they have these opportunities,” said Kathy Joyce, another homeschool mom who has been \u003ca href=\"http://www.hshub.org/\" target=\"_blank\">instrumental in launching these partnerships\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>IT TAKES A SPECIFIC KIND OF LEADER\u003c/strong>\u003c/p>\n\u003cp>“You’ve got to have a superintendent who's willing to take the heat,” Fadel said. Most of the districts running homeschool partnerships are also interested in other innovations. These leaders often look at the law creatively and find ways to do the things they think will work best for kids.\u003c/p>\n\u003cp>“What I tried to create was some niche markets that would in essence give us the ability to entice different groups of parents and students to come to our district,” Bermingham said.\u003c/p>\n\u003cp>He’s a self-proclaimed “fixer” of troubled districts and has experience in both charter schools and traditional public schools. He lives by three principles: 1) don’t be a victim and do only the things the state clearly lays out; 2) be entrepreneurial, and; 3) be open-minded to the general dissatisfaction people feel toward the public schools.\u003c/p>\n\u003cp>“Too many districts are too concerned about what’s best for adults instead of what’s best for kids,” Bermingham said. He believes more districts don’t pursue ideas like the partnership or virtual school because leaders don’t want to battle the unions. The teachers of the alternative programs and of the virtual classes are not in the union, which can be a sticking point.\u003c/p>\n\u003cp>Bermingham instituted the partnership as a pilot, which gave him three years to experiment before he needed the union to sign off. By the end of the pilot, the union were on board because its members could see the extra money positively affecting everyone with very few drawbacks.\u003c/p>\n\u003cp>Bermingham attributes another part of his success to the fact that he worked with the state auditors from the beginning to make sure they agreed that Berrien Springs was in compliance with the law. This was an important step since district partnerships in other parts of the state have had more trouble with their auditors, who often want to shut these kinds of programs down.\u003c/p>\n\u003cp>And over time, choice has become part of the culture of the district. The stereotypes about homeschoolers are mostly gone, too.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“These are really good dedicated parents and intelligent kids who are getting a good education,” Bermingham said. “It’s just different.”\u003c/p>\n\n","blocks":[],"excerpt":"A partnership between homeschoolers and the public system in Michigan is enriching education for both groups.","status":"publish","parent":0,"modified":1438215095,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1563},"headData":{"title":"Busting Stereotypes: A Homeschool-Public School Partnership That Works | KQED","description":"A partnership between homeschoolers and the public system in Michigan is enriching education for both groups.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Busting Stereotypes: A Homeschool-Public School Partnership That Works","datePublished":"2015-07-30T13:00:00.000Z","dateModified":"2015-07-30T00:11:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41118 http://ww2.kqed.org/mindshift/?p=41118","disqusUrl":"https://ww2.kqed.org/mindshift/2015/07/30/busting-stereotypes-a-home-school-public-school-partnership-that-works/","disqusTitle":"Busting Stereotypes: A Homeschool-Public School Partnership That Works","path":"/mindshift/41118/busting-stereotypes-a-home-school-public-school-partnership-that-works","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The homeschool community has, in many ways, existed parallel to the traditional school system -- both present but each distrusting of the other.\u003c/p>\n\u003cp>It's not uncommon to find professional educators who look down on homeschooling as a way of circumventing learning standards, seeing it as a path chosen mostly by families wanting to include religion in their children’s education. Meanwhile, many homeschool families can’t see how an institutional setting like a school could value and nurture the specific qualities and passions that make their children unique.\u003c/p>\n\u003cp>The appeal of home schooling has grown over the past decade -- between 2003 and 2012, the percentage of students who are homeschooled grew from\u003ca href=\"http://nces.ed.gov/programs/digest/d13/tables/dt13_206.10.asp\"> 2.2 percent of the student population to 3.4\u003c/a> percent, according to the U.S. Department of Education. Several school districts in Michigan have taken note of this trend and are participating in homeschool partnerships that are building bridges between the two communities and changing public school instruction along the way.\u003c/p>\n\u003cp>While only a handful of districts in the state have taken the leap, those who have are using the \u003ca href=\"https://www.michigan.gov/mde/0,4615,7-140-6530_6605-22360--,00.html\" target=\"_blank\">education laws\u003c/a> creatively to enroll homeschooled kids as part-time students, bringing more funding into the school district. The funding can be used for classes the homeschool community requests and to bolster training and programming for teachers and kids throughout the district.\u003c/p>\n\u003cp>\u003cstrong>FINANCIAL INCENTIVE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Michigan has a \u003ca href=\"http://www.michigan.gov/mde/0,1607,7-140-6530_30334-106922--,00.html\" target=\"_blank\">Schools of Choice program\u003c/a>, which means families can choose where to send their children based on the programs offered, not only on where they live. School districts are competing to attract students, and the state funds that come with them. While many homeschool families aren’t interested in enrolling their children in public school full time, they see the benefit of taking a few classes if that means they have more access to funds to pay for instruction of their choice.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We bring a lot of money into the districts and they use the money to run our programs and have some left over.'\u003c/aside>\n\u003cp>\u003ca href=\"http://www.homeoftheshamrocks.org/\" target=\"_blank\">Berrien Springs\u003c/a> was one of the first districts to form a \u003ca href=\"http://www.berrienspringspartnership.com/\" target=\"_blank\">partnership with the homeschoolers\u003c/a> in the area. Homeschoolers don’t have to register with the state, making it hard to track how many families choose this option, but their part-time participation in Berrien Springs meant additional funds for the district.\u003c/p>\n\u003cp>“We bring a lot of money into the districts and they use the money to run our programs and have some left over,” said Cindy Fadel, a homeschool mom who helped launch partnerships around the state and coordinates one for \u003ca href=\"http://www.gulllakecs.org/site/default.aspx?PageID=1\" target=\"_blank\">Gull Lakes Community Schools\u003c/a>.\u003c/p>\n\u003cp>It’s expensive for homeschooling families to provide the music lessons, tutors and other opportunities they’d like their children to access. Getting help from the public schools -- which their tax money supports -- gave homeschooling families a tremendous lift and helped them overcome their distrust of the public system.\u003c/p>\n\u003cp>Based on age, most homeschool kids would be in K-8 grades in regular school. Elementary school is cheaper to operate and most can do so on state funds with some left over, said recently retired Berrien Springs Superintendent Jim Bermingham, who started the partnership.\u003c/p>\n\u003cp>In many districts those savings are pumped into secondary instruction, which is more expensive to provide. But with the extra money coming in from part-time homeschool students, Berrien Springs was able to fund high-level teacher training, summer programming for all students, a Project Lead the Way STEM program and other opportunities that the traditional public school kids and the homeschool kids could both access.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>What started as a financial incentive for both sides has resulted in a program that has broken down stereotypes, built trust and helped change ingrained notions of how instruction and learning can look both in and outside the system.\u003c/p>\n\u003cp>\u003cstrong>MORE CHOICE\u003c/strong>\u003c/p>\n\u003cp>Bermingham has no doubts that the partnership with homeschool families helped change his district for the better. “We became much more married to project-based instruction, to offering different learning opportunities to kids and parents based on what they want,” he said.\u003c/p>\n\u003cp>After the professional educators in his district got over their stereotypes about homeschool parents, they started learning from the student-directed, personally tailored, hands-on approach favored by homeschoolers.\u003c/p>\n\u003cp>“After they get a chance to see what reality is, then all of a sudden they are supportive of the concept that parents have a right to choose the method under which their kids will be educated,” Bermingham said.\u003c/p>\n\u003cp>Berrien Springs has found that offering choices both in coursework and type of instruction has given them a competitive edge. The district applied for and received a \u003ca href=\"https://www.michigan.gov/documents/mde/5-O-B_SeatTimeWaivers_329678_7.pdf\" target=\"_blank\">seat-time waiver\u003c/a> from the state, which allows 25 percent of its students to be educated using alternative methods that aren’t necessarily in the school building. Now the district has project-based learning programs, blended learning, traditional instruction, virtual school and this partnership with homeschoolers.\u003c/p>\n\u003cp>“We basically offer it all and let the parents determine, based on what they know of their child, the method of delivery,” Bermingham said. He also credits the homeschool community for bringing other innovations to the district, like a robotics club. The homeschoolers were asking for a \u003ca href=\"http://www.berrienspringspartnership.com/robotics.html\" target=\"_blank\">robotics class\u003c/a>, which they got, but a public school educator also got involved and together they formed a robotics club. Programs like this one provide great opportunities for the full-time public school students and the part-timers to get to know one another.\u003c/p>\n\u003cp>“There’s a suspicion of public school educators towards homeschool parents and children, but it goes the other way, too,” Bermingham said. “Once you develop trust and demonstrate the program is good for homeschool kids, then they keep coming.” In fact, after six years of the partnership, Berrien Springs now has about 600 homeschoolers participating.\u003c/p>\n\u003cp>“There’s a lot the public school has that we can use and there’s a lot we have that they can use,” Fadel said. “But you can’t push it together, you just have to co-mingle.”\u003c/p>\n\u003cp>Part of the law is that the alternative classes put together for the homeschoolers must be available to the full-time public school students, too. That provision has allowed parents and students interested in looking outside the traditional box to take advantage of the \u003ca href=\"http://www.berrienspringspartnership.com/what-is-dual-enrollment.html\" target=\"_blank\">dual enrollment\u003c/a> and early college programs that are central to many homeschool families’ curriculum.\u003c/p>\n\u003cp>But despite that freedom, Fadel says that of the 90 students she has helped enroll in early-college programs in Gull Lake, only five are traditional public school students. “It’s slow, partly because public school people are used to doing the same thing year after year, and they don’t know they have these opportunities,” said Kathy Joyce, another homeschool mom who has been \u003ca href=\"http://www.hshub.org/\" target=\"_blank\">instrumental in launching these partnerships\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>IT TAKES A SPECIFIC KIND OF LEADER\u003c/strong>\u003c/p>\n\u003cp>“You’ve got to have a superintendent who's willing to take the heat,” Fadel said. Most of the districts running homeschool partnerships are also interested in other innovations. These leaders often look at the law creatively and find ways to do the things they think will work best for kids.\u003c/p>\n\u003cp>“What I tried to create was some niche markets that would in essence give us the ability to entice different groups of parents and students to come to our district,” Bermingham said.\u003c/p>\n\u003cp>He’s a self-proclaimed “fixer” of troubled districts and has experience in both charter schools and traditional public schools. He lives by three principles: 1) don’t be a victim and do only the things the state clearly lays out; 2) be entrepreneurial, and; 3) be open-minded to the general dissatisfaction people feel toward the public schools.\u003c/p>\n\u003cp>“Too many districts are too concerned about what’s best for adults instead of what’s best for kids,” Bermingham said. He believes more districts don’t pursue ideas like the partnership or virtual school because leaders don’t want to battle the unions. The teachers of the alternative programs and of the virtual classes are not in the union, which can be a sticking point.\u003c/p>\n\u003cp>Bermingham instituted the partnership as a pilot, which gave him three years to experiment before he needed the union to sign off. By the end of the pilot, the union were on board because its members could see the extra money positively affecting everyone with very few drawbacks.\u003c/p>\n\u003cp>Bermingham attributes another part of his success to the fact that he worked with the state auditors from the beginning to make sure they agreed that Berrien Springs was in compliance with the law. This was an important step since district partnerships in other parts of the state have had more trouble with their auditors, who often want to shut these kinds of programs down.\u003c/p>\n\u003cp>And over time, choice has become part of the culture of the district. The stereotypes about homeschoolers are mostly gone, too.\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>“These are really good dedicated parents and intelligent kids who are getting a good education,” Bermingham said. “It’s just different.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41118/busting-stereotypes-a-home-school-public-school-partnership-that-works","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20879","mindshift_20784","mindshift_1040","mindshift_289","mindshift_70"],"featImg":"mindshift_41129","label":"mindshift"},"mindshift_39385":{"type":"posts","id":"mindshift_39385","meta":{"index":"posts_1591205157","site":"mindshift","id":"39385","score":null,"sort":[1424265664000]},"guestAuthors":[],"slug":"why-more-african-american-families-are-choosing-homeschool","title":"Why More African American Families Are Choosing Homeschool","publishDate":1424265664,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Parents choose to homeschool their kids for a variety of reasons: religion, dissatisfaction with existing options, more personalized instruction. But according to the \u003ca href=\"http://hechingerreport.org/black-parents-homeschooling-children/\">Hechinger Report\u003c/a>, for some African American families, racism, a school culture of low expectations for their kids and the poor treatment of boys in particular, are contributing to their growing exit from the public school system. This shift has created some tension for those who have struggled for greater inclusion within schools as part of their civil rights. Jessica Huseman's report includes the work of Ama Mazama, an African American Studies professor at Temple University: \u003c/p>\n\u003cblockquote>\u003cp>In a 2012 report published in the Journal of Black Studies, she surveyed black homeschooling families from around the country and found most chose to educate their children at home, at least in part, to avoid school-related racism. Mazama calls this rationale “racial protectionism” and said it is a response to the inability of schools to meet the needs of black students.\u003c/p>\n\u003cp>“We have all heard that the American education system is not the best and is falling behind in terms of international standards,” she said. “But this is compounded for black children, who are treated as though they are not as intelligent and cannot perform as well, and therefore the standards for them should be lower.”\n\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca class=\"embedly-card\" href=\"http://hechingerreport.org/black-parents-homeschooling-children/\">Why more black parents are homeschooling their children - The Hechinger Report\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"A survey of African American homeschooling families found that most left traditional school to avoid racism. ","status":"publish","parent":0,"modified":1424267921,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":236},"headData":{"title":"Why More African American Families Are Choosing Homeschool | KQED","description":"A survey of African American homeschooling families found that most left traditional school to avoid racism. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why More African American Families Are Choosing Homeschool","datePublished":"2015-02-18T13:21:04.000Z","dateModified":"2015-02-18T13:58:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39385 http://blogs.kqed.org/mindshift/?p=39385","disqusUrl":"https://ww2.kqed.org/mindshift/2015/02/18/why-more-african-american-families-are-choosing-homeschool/","disqusTitle":"Why More African American Families Are Choosing Homeschool","path":"/mindshift/39385/why-more-african-american-families-are-choosing-homeschool","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Parents choose to homeschool their kids for a variety of reasons: religion, dissatisfaction with existing options, more personalized instruction. But according to the \u003ca href=\"http://hechingerreport.org/black-parents-homeschooling-children/\">Hechinger Report\u003c/a>, for some African American families, racism, a school culture of low expectations for their kids and the poor treatment of boys in particular, are contributing to their growing exit from the public school system. This shift has created some tension for those who have struggled for greater inclusion within schools as part of their civil rights. Jessica Huseman's report includes the work of Ama Mazama, an African American Studies professor at Temple University: \u003c/p>\n\u003cblockquote>\u003cp>In a 2012 report published in the Journal of Black Studies, she surveyed black homeschooling families from around the country and found most chose to educate their children at home, at least in part, to avoid school-related racism. Mazama calls this rationale “racial protectionism” and said it is a response to the inability of schools to meet the needs of black students.\u003c/p>\n\u003cp>“We have all heard that the American education system is not the best and is falling behind in terms of international standards,” she said. “But this is compounded for black children, who are treated as though they are not as intelligent and cannot perform as well, and therefore the standards for them should be lower.”\n\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca class=\"embedly-card\" href=\"http://hechingerreport.org/black-parents-homeschooling-children/\">Why more black parents are homeschooling their children - The Hechinger Report\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39385/why-more-african-american-families-are-choosing-homeschool","authors":["4354"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_20701","mindshift_20784","mindshift_1040","mindshift_289"],"featImg":"mindshift_39389","label":"mindshift"},"mindshift_37663":{"type":"posts","id":"mindshift_37663","meta":{"index":"posts_1591205157","site":"mindshift","id":"37663","score":null,"sort":[1414761308000]},"guestAuthors":[],"slug":"the-value-of-connecting-the-dots-to-create-real-learning","title":"The Value of Connecting the Dots to Create “Real Learning”","publishDate":1414761308,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38316\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Mushroom.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Mushroom-640x454.jpeg\" alt=\"Open Connections students inject shitake mushroom spores into logs. (Courtesy of Peter Bergson)\" width=\"640\" height=\"454\" class=\"size-large wp-image-38316\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Open Connections students inject shitake mushroom spores into logs. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While leading problem-solving and creativity workshops for a company called Synectics in the 1970s, former schoolteacher Peter Bergson had a revelation. “I realized learning is a creative process—you are creating understanding,” he said. “The Synectics process was remedial, helping middle-aged businessmen develop thinking patterns that are natural to young people but get schooled out of them. What the Synectics process was doing was what the school process should have been doing—helping people develop their innate abilities to create and collaborate.”\u003c/p>\n\u003cp>He decided that conceptual development—the learner-driven creation of mental schemas that leads to an understanding of fundamental concepts and the ability to apply them to diverse situations—is the essence of what he calls “real learning,\" because it leads to competence and possible mastery, in contrast to the typical “memorizing and regurgitating” that stops at mere awareness or else at knowledge that lacks practical value.\u003c/p>\n\u003cp>So in 1978, he and his wife (since deceased), Susan Shilcock, who had also been a teacher, launched a hybrid learning center in the Philadelphia suburbs. Their vision was to apply the concepts of Bergson’s corporate workshops to the self-directed learning philosophy espoused by the likes of education reformer John Holt (author of \u003ca href=\"http://www.amazon.com/Children-Fail-Classics-Child-Development/dp/0201484021\">“How Children Fail,”\u003c/a> among other books), in a format designed to provide the best of two worlds: school and unschooling.\u003c/p>\n\u003cp>They called the center \u003ca href=\"http://openconnections.org\">Open Connections\u003c/a> because its primary agenda “is to nourish and extend the connection-making abilities of young people and families,” Bergson explains. The more skilled people are at making positive synaptic connections in their brains, the better able they will be to achieve their goals, because \"connection making lies at the heart of the creative process.” The center's students are officially registered as homeschoolers. \u003c/p>\n\u003cp>Thirty-five years later, Bergson is reflecting on this educational experiment as he explores the possibility of opening a second Open Connections in Philadelphia proper, where the clientele would skew heavily toward low-income families. Based on initial feedback from colleagues who serve that community, he expects the fundamental elements of the Open Connections approach could be retained in that setting, although some format changes might be needed (such as expanded hours to accommodate families in which both parents work full time and have inflexible schedules).\u003c/p>\n\u003cfigure id=\"attachment_38318\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Lego-cable-car.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Lego-cable-car-640x360.gif\" alt=\"Students hook up a Lego cable car. (Courtesy of Peter Bergson)\" width=\"640\" height=\"360\" class=\"size-large wp-image-38318\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students hook up a Lego cable car. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>LEARNING THAT PROMOTES CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Open Connections began as a one-room schoolhouse for the younger set. In 2001 it expanded to a 28-acre center offering a menu of one-day programs for ages four through 18. The program for four- to seven-year-olds is focused on free play; older students have a choice of group tutorials (covering a range of topics such as math, science and the humanities) and more narrowly focused programs, such as a naturalist program. (Open Connections differs from a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/students-lead-the-learning-experience-at-democratic-schools/\">democratic school\u003c/a> by virtue of its part-time format and the presence of more structure, in the form of a menu of ongoing programs that are co-designed by adults and students.)\u003c/p>\n\u003cp>The majority of students attend two or three days a week; the rest of their time is spent learning at home and at various other venues. Open Connections admits anyone who wants to enroll and can demonstrate “an age-appropriate level of self-regulation,” as long as the parents are also committed to being partners in the child’s education, Bergson says. (The families run the gamut from the very wealthy to those needing to barter or receive assistance with tuition. Although there have been only a few minority applicants—and therefore students—over the years, this year the percentage of Asian Americans has jumped from zero to 15 percent of the incoming families.)\u003c/p>\n\u003cp>Open Connections is based on the premise that “learning is natural and self-motivated, does not have to be compelled, and is experiential, as in the Confucian proverb, ‘I hear and I forget; I see and I remember; I \u003cem>do\u003c/em> and I understand,’” Bergson says. Its other core beliefs: There is variation in human development; there is inherent value in free play and taking pleasure in learning; collaboration is more useful than competition; learners have the right to pursue their own interests; and people learn best in mixed-age groups, in an atmosphere free of the anxiety generated by artificial grading and testing.\u003c/p>\n\u003cp>Out of these beliefs grew the following guiding principles:\u003c/p>\n\u003cp>\u003cstrong>1. A student’s thinking process is more important than getting the “right” answer\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38317\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Blacksmith.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Blacksmith-300x449.jpeg\" alt=\"Blacksmithing at Open Connections. (Courtesy of Peter Bergson)\" width=\"300\" height=\"449\" class=\"size-medium wp-image-38317\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Blacksmithing at Open Connections. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>“When you figure things out for yourself, you learn you can figure things out, and that far outweighs any bit of information” you might absorb about the content itself, Bergson says. “My starting point is to assume that if a person wants my help, he or she will ask. If I see someone really struggling and seemingly wanting help, I might say, ‘There’s another way to do that, which I’ll be happy to show you if you want.' That’s the key—and the hardest part—offering only after being invited to do so, and otherwise getting out of the way.”\u003c/p>\n\u003cp>But “freedom is not the same as license,” he adds, and practical considerations are also factored in. That means that in the workshop, for instance, “if a student is turning the handle of a vice the wrong way, my wish is not to intervene, because there is minimal risk. They’ll see it’s not getting tighter and will self-correct,” just as infants and toddlers do automatically. If, on the other hand, a student is sawing too close to the vice, “you don’t stand around and say, ‘This is an interesting opportunity for them to learn not to do that,’ because it would damage the equipment and come at the expense of the community.”\u003c/p>\n\u003cp>\u003cstrong>2. Offer activities that have practical value and hit the developmental “sweet spot”\u003c/strong>\u003c/p>\n\u003cp>\"Self directed doesn't have to mean hands off,\" Bergson says. “We can’t know what we don’t know.” Children learn about new ideas and activities from talking to adults and peers, and watching them do things. So Open Connections seeks to provide a stimulating environment brimming with materials “that invite exploration and experimentation and invention,” as he puts it. It also strives to challenge students by offering activities that are just beyond their current conceptual reach, occupying “the space into which the developing mind is capable of moving at the present time. You’ll know you’ve found it when you hear, ‘Wait! Wait! Don’t tell me! I’ve almost got it!’ That’s when a new schema is on the verge of being created.”\u003c/p>\n\u003cp>The center also emphasizes “learning in the context of purposeful activity,” Bergson says, “where the learning is only a by-product of the doing, not its raison d’être. You are doing in order to accomplish a goal, such as build a boat, manage a business, eat food from your garden, heal your sick pet, change a zoning law, etcetera.” For example, some of the students are learning about biology and math in the course of helping Open Connections' property manager monitor the growth of some trees (using a tangent height gauge) and study the environmental factors that affect their viability.\u003c/p>\n\u003cp>In the process, they’re forging multiple connections. “When you are faced with a situation where you’re trying to create something, either for the purpose of solving a problem or building something new, you sort of Google your mind,” Bergson says. “We never really know what data and conceptual development will prove useful in the future, but the more material we have on hand, the more options we have later. … So the next time they’re trying to figure out how to measure something, they can make the connection that there was this device to measure the height of trees, so why not also come up with a device or technique to allow us to indirectly measure something like levels of enthusiasm.”\u003c/p>\n\u003cp>\u003cstrong>3. Whenever possible, keep it optional\u003c/strong>\u003c/p>\n\u003cp>“We don’t need everyone to understand everything—we just need enough people to understand all the key areas,” Bergson says. “We don’t need members of the State Department to have a sophisticated knowledge of chemistry, for example.” Moreover, “who gets to decide what everyone should know? What you think I should know is highly speculative, because you don't know my future. On the other hand, you can help me with my process—first by modeling, and second by getting out of my way.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"zLSPpb3Tk6pTY8WDQkNafFycfFG1nDg5\"]\u003c/p>\n\u003cp>In practice, this means that instead of starting from the conventional premise of “I have things I want you to know, so I built this curriculum,” Open Connections starts by asking the students, “What do you want to know?” Bergson explains. “Their skill development is not my business. They own that agenda, and I trust that, absent such outside coercion, they will learn what they need to know to create a life that satisfies them.” Therefore “students freely choose their programs and have anywhere from a modest to a complete say in what they personally do when they attend them,” he says. Facilitators are encouraged to introduce students to opportunities, but the students are not obligated to take them up on anything.\u003c/p>\n\u003cp>This approach, Bergson writes in Open Connections' handbook, fosters self-motivation and a sense of purpose, and also leads to “less resistance, confusion, frustration, distress and certainly rebellion.”\u003c/p>\n\u003cp>\u003cstrong>4. Avoid praise\u003c/strong>\u003c/p>\n\u003cp>Open Connections doesn’t employ external motivators such as grades, tests and honors, believing that such devices “decrease self-motivation and become means in and of themselves,” Bergson says. “Gold stars have nothing to do with genuine self-esteem, because they are external bribes, not internally derived acknowledgement of a job well done.” (Because the students are officially classified as homeschoolers, though, they are required by the state to take standardized tests when they are in third, fifth and eighth grades.)\u003c/p>\n\u003cp>Authentic assessment, on the other hand, is regularly employed. “We are tested every time we try to do something,” Bergson notes. \"Does the boat you made or computer program that you wrote work properly? Does your essay make sense and convince your readers of your position?\" Thus when a group of Open Connections teenagers created a multi-level playhouse for the younger students, its popularity and stability were a testament to the teens' project management and client skills, as well as to their design and technical abilities (they developed the plans in consultation with an architect and engineer, then hired a contractor to execute them).\u003c/p>\n\u003cp>Praise is also eschewed because of the belief that collaboration is a more productive approach than competition. “All of the research shows that competition actually diminishes the quality of results—especially where innovation and creativity are concerned,” Bergson notes in the handbook. “None of us is as smart as all of us.”\u003c/p>\n\u003cp>\u003cstrong>5. Above all, do no harm\u003c/strong>\u003c/p>\n\u003cp>“We want to protect the self-esteem, self-motivation and sense of good will of others,” Bergson says. The facilitators are urged to pay careful attention to process, and to bear in mind a key Synectics learning—that there are always at least two agendas in every human interaction. One is about the topic at hand, while the other seeks to protect each participant’s self-esteem. “Whenever the latter is threatened, the former takes the back burner,“ Bergson says. Hence businesspeople prefer to defend their ideas rather than acknowledge their flaws and ask for assistance, and students in traditional classrooms are reluctant to admit to not knowing an answer.\u003c/p>\n\u003cp>By not making students feel like they’re being judged all the time, “[Open Connections] frees up each individual to devote his or her full energies to the task at hand,” Bergson says. “Having an emotionally safe environment increases the probability of success exponentially.” That’s one reason infants and toddlers develop so rapidly, he adds. “They don’t understand the concepts of ‘mistakes’ and ‘failure.’ … There are no mistakes, only different effects—that is, until they get corrected and perhaps punished. Then they learn to stop experimenting and wait for someone to give them the ‘right’ answer.”\u003c/p>\n\u003cp>To foster a productive, non-judgmental environment, facilitators are encouraged to ask only genuine questions to which they don’t already know the answers (in other words, to refrain from quizzing students) and to provide feedback using what Bergson calls “balanced responses.” These begin with comments reflecting what the person likes about what’s going on, followed by their concerns, and finally their wishes regarding change. (For example: “I’m happy to see you using the saw; it looks like you understand how to grip it. I will alert you that if the saw rubs against the vice, it won’t saw anymore, so I suggest you move to where you’re cutting away from the vice.”)\u003c/p>\n\u003cfigure id=\"attachment_38321\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-chem-lab.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-chem-lab-640x426.jpeg\" alt=\"Students participate in chemistry lab at Open Connections. (Courtesy Peter Bergson)\" width=\"640\" height=\"426\" class=\"size-large wp-image-38321\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students participate in chemistry lab at Open Connections. (Courtesy Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>A PARTNERSHIP APPROACH TO LEARNING\u003c/strong>\u003c/p>\n\u003cp>“Great solutions are not born,” Bergson says. “They are made, through collaborative interaction, and the same is true when the goal is developing skills and knowledge.” The Open Connections guidelines are put into practice by facilitators who must be skilled at understanding something from someone else’s perspective and connecting on an equal basis—and have the desire to do so. Therefore instead of trying to teach students what a poem means, a good facilitator starts “where the student is,” Bergson says. They might ask the student what resonated for him or her, what feelings the poem evoked, or what understanding it generated. The answers might then provoke a balanced response that begins by noting elements of the student’s analysis that resonated with the facilitator, followed by a different perspective that challenges the student’s thinking.\u003c/p>\n\u003cp>Facilitators are also responsible for promoting collaboration among the students and creating a stimulating but intellectually and emotionally safe environment. “The facilitator pays primary attention to the process of the environment, whereas the young people are largely in charge of the content of their activities,” Bergson explains.\u003c/p>\n\u003cp>Parents also play an important role. “They can talk with their youth about what he or she wants to do, learn about, create, etcetera, then offer them whatever resources the youth might need from them to get there,” Bergson says. “It may be that all the youth needs is free time to explore, experiment, and work it out on her or his own, or else he or she might need some money to pay for a trip or admission to a museum, or for a mentor, some supplies, or lessons.” Beyond that, parents can serve as important role models of self-direction, he adds.\u003c/p>\n\u003cp>Although Open Connections doesn't systematically track its alumni, the anecdotal results mirror those of \u003ca title='\"How Do Unschoolers Turn Out?\"' href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\" target=\"_blank\">a recent survey of unschoolers\u003c/a>, with the majority going on to lead satisfying lives and having productive careers. \"The youths who fall through the cracks, at least temporarily, are victims of the same causes as schooled youths,\" Bergson notes, such as \"dysfunctional parents, genetic constraints, or lack of constructive opportunities to develop their interests.\" Similarly, for the ones who found success, \"one should not draw a straight cause-and-effect line from Open Connections to these achievements. Open Connections is only one part of each youth’s life. They, themselves, are the ones who got themselves into these colleges and work situations. What we do take credit for is encouraging them, by word and by deed, to build their flexible thinking skills and nurture their can-do attitude. This is what they tell us over and over again is the most important takeaway from [Open Connections] for them.\"\u003c/p>\n\u003cp>\u003cstrong>EXPANDING TO THE CITY\u003c/strong>\u003c/p>\n\u003cp>As he explores the idea of opening a second Open Connections within Philadelphia’s city limits, Bergson concedes that \"the first barrier to overcome is my own ignorance and the mistaken biases that we suburbanites often have with regard to city folks.\" He has been striving to overcome this by consulting people who work in that community, as well as conducting focus groups with families to better understand their needs and challenges. Aside from some design differences (such as longer hours), he is confident that the same general approach can be used, citing examples such as the \u003ca title=\"Big Picture Learning\" href=\"http://www.bigpicture.org/schools/\" target=\"_blank\">Big Picture Learning\u003c/a> schools, \"which have demonstrated that lower socio-economic youths can be just as passionate about their work and learning as their wealthier counterparts, if not more so.\"\u003c/p>\n\u003cfigure id=\"attachment_38319\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Peter.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Peter-140x140.jpg\" alt=\"Peter Bergson\" width=\"140\" height=\"140\" class=\"size-thumbnail wp-image-38319\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Peter Bergson\u003c/figcaption>\u003c/figure>\n\u003cp>They are probably accustomed to \"more overt forms of disrespect,” such as dilapidated schools with broken equipment, he adds, “so it may take some of them a bit more getting used to before they’ll realize that they are deserving of the same opportunities as their wealthier peers in the suburbs, but we are certain that they are just as passionate about growing and learning due to their being human beings.”\u003c/p>\n\u003cp>He expects that the presence of proactive adult facilitators would help them make the transition. He also anticipates that an Open Connections in Philadelphia would start by catering to younger children who have been exposed to little, if any, top-down instruction and therefore have not internalized \"the notion that someone has to 'teach' them in order for them to learn,\" he says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As for replication by others, he recommends “visiting [Open Connections] and other places, then deciding what \u003cem>you \u003c/em>want to create. Be clear about your motives, and then find some hard-working and passionate colleagues and, preferably, an angel investor or two. Don’t try to duplicate anything else; learn from others, but keep your own vision first and foremost,\" Bergson said.\u003c/p>\n\n","blocks":[],"excerpt":"A Philadelphia center puts making connections between concepts and experiences central to the creative process for student-driven learning. ","status":"publish","parent":0,"modified":1414791080,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":3200},"headData":{"title":"The Value of Connecting the Dots to Create “Real Learning” | KQED","description":"A Philadelphia center puts making connections between concepts and experiences central to the creative process for student-driven learning. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Value of Connecting the Dots to Create “Real Learning”","datePublished":"2014-10-31T13:15:08.000Z","dateModified":"2014-10-31T21:31:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37663 http://blogs.kqed.org/mindshift/?p=37663","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/31/the-value-of-connecting-the-dots-to-create-real-learning/","disqusTitle":"The Value of Connecting the Dots to Create “Real Learning”","path":"/mindshift/37663/the-value-of-connecting-the-dots-to-create-real-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38316\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Mushroom.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Mushroom-640x454.jpeg\" alt=\"Open Connections students inject shitake mushroom spores into logs. (Courtesy of Peter Bergson)\" width=\"640\" height=\"454\" class=\"size-large wp-image-38316\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Open Connections students inject shitake mushroom spores into logs. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While leading problem-solving and creativity workshops for a company called Synectics in the 1970s, former schoolteacher Peter Bergson had a revelation. “I realized learning is a creative process—you are creating understanding,” he said. “The Synectics process was remedial, helping middle-aged businessmen develop thinking patterns that are natural to young people but get schooled out of them. What the Synectics process was doing was what the school process should have been doing—helping people develop their innate abilities to create and collaborate.”\u003c/p>\n\u003cp>He decided that conceptual development—the learner-driven creation of mental schemas that leads to an understanding of fundamental concepts and the ability to apply them to diverse situations—is the essence of what he calls “real learning,\" because it leads to competence and possible mastery, in contrast to the typical “memorizing and regurgitating” that stops at mere awareness or else at knowledge that lacks practical value.\u003c/p>\n\u003cp>So in 1978, he and his wife (since deceased), Susan Shilcock, who had also been a teacher, launched a hybrid learning center in the Philadelphia suburbs. Their vision was to apply the concepts of Bergson’s corporate workshops to the self-directed learning philosophy espoused by the likes of education reformer John Holt (author of \u003ca href=\"http://www.amazon.com/Children-Fail-Classics-Child-Development/dp/0201484021\">“How Children Fail,”\u003c/a> among other books), in a format designed to provide the best of two worlds: school and unschooling.\u003c/p>\n\u003cp>They called the center \u003ca href=\"http://openconnections.org\">Open Connections\u003c/a> because its primary agenda “is to nourish and extend the connection-making abilities of young people and families,” Bergson explains. The more skilled people are at making positive synaptic connections in their brains, the better able they will be to achieve their goals, because \"connection making lies at the heart of the creative process.” The center's students are officially registered as homeschoolers. \u003c/p>\n\u003cp>Thirty-five years later, Bergson is reflecting on this educational experiment as he explores the possibility of opening a second Open Connections in Philadelphia proper, where the clientele would skew heavily toward low-income families. Based on initial feedback from colleagues who serve that community, he expects the fundamental elements of the Open Connections approach could be retained in that setting, although some format changes might be needed (such as expanded hours to accommodate families in which both parents work full time and have inflexible schedules).\u003c/p>\n\u003cfigure id=\"attachment_38318\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Lego-cable-car.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Lego-cable-car-640x360.gif\" alt=\"Students hook up a Lego cable car. (Courtesy of Peter Bergson)\" width=\"640\" height=\"360\" class=\"size-large wp-image-38318\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students hook up a Lego cable car. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>LEARNING THAT PROMOTES CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Open Connections began as a one-room schoolhouse for the younger set. In 2001 it expanded to a 28-acre center offering a menu of one-day programs for ages four through 18. The program for four- to seven-year-olds is focused on free play; older students have a choice of group tutorials (covering a range of topics such as math, science and the humanities) and more narrowly focused programs, such as a naturalist program. (Open Connections differs from a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/students-lead-the-learning-experience-at-democratic-schools/\">democratic school\u003c/a> by virtue of its part-time format and the presence of more structure, in the form of a menu of ongoing programs that are co-designed by adults and students.)\u003c/p>\n\u003cp>The majority of students attend two or three days a week; the rest of their time is spent learning at home and at various other venues. Open Connections admits anyone who wants to enroll and can demonstrate “an age-appropriate level of self-regulation,” as long as the parents are also committed to being partners in the child’s education, Bergson says. (The families run the gamut from the very wealthy to those needing to barter or receive assistance with tuition. Although there have been only a few minority applicants—and therefore students—over the years, this year the percentage of Asian Americans has jumped from zero to 15 percent of the incoming families.)\u003c/p>\n\u003cp>Open Connections is based on the premise that “learning is natural and self-motivated, does not have to be compelled, and is experiential, as in the Confucian proverb, ‘I hear and I forget; I see and I remember; I \u003cem>do\u003c/em> and I understand,’” Bergson says. Its other core beliefs: There is variation in human development; there is inherent value in free play and taking pleasure in learning; collaboration is more useful than competition; learners have the right to pursue their own interests; and people learn best in mixed-age groups, in an atmosphere free of the anxiety generated by artificial grading and testing.\u003c/p>\n\u003cp>Out of these beliefs grew the following guiding principles:\u003c/p>\n\u003cp>\u003cstrong>1. A student’s thinking process is more important than getting the “right” answer\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38317\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Blacksmith.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Blacksmith-300x449.jpeg\" alt=\"Blacksmithing at Open Connections. (Courtesy of Peter Bergson)\" width=\"300\" height=\"449\" class=\"size-medium wp-image-38317\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Blacksmithing at Open Connections. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>“When you figure things out for yourself, you learn you can figure things out, and that far outweighs any bit of information” you might absorb about the content itself, Bergson says. “My starting point is to assume that if a person wants my help, he or she will ask. If I see someone really struggling and seemingly wanting help, I might say, ‘There’s another way to do that, which I’ll be happy to show you if you want.' That’s the key—and the hardest part—offering only after being invited to do so, and otherwise getting out of the way.”\u003c/p>\n\u003cp>But “freedom is not the same as license,” he adds, and practical considerations are also factored in. That means that in the workshop, for instance, “if a student is turning the handle of a vice the wrong way, my wish is not to intervene, because there is minimal risk. They’ll see it’s not getting tighter and will self-correct,” just as infants and toddlers do automatically. If, on the other hand, a student is sawing too close to the vice, “you don’t stand around and say, ‘This is an interesting opportunity for them to learn not to do that,’ because it would damage the equipment and come at the expense of the community.”\u003c/p>\n\u003cp>\u003cstrong>2. Offer activities that have practical value and hit the developmental “sweet spot”\u003c/strong>\u003c/p>\n\u003cp>\"Self directed doesn't have to mean hands off,\" Bergson says. “We can’t know what we don’t know.” Children learn about new ideas and activities from talking to adults and peers, and watching them do things. So Open Connections seeks to provide a stimulating environment brimming with materials “that invite exploration and experimentation and invention,” as he puts it. It also strives to challenge students by offering activities that are just beyond their current conceptual reach, occupying “the space into which the developing mind is capable of moving at the present time. You’ll know you’ve found it when you hear, ‘Wait! Wait! Don’t tell me! I’ve almost got it!’ That’s when a new schema is on the verge of being created.”\u003c/p>\n\u003cp>The center also emphasizes “learning in the context of purposeful activity,” Bergson says, “where the learning is only a by-product of the doing, not its raison d’être. You are doing in order to accomplish a goal, such as build a boat, manage a business, eat food from your garden, heal your sick pet, change a zoning law, etcetera.” For example, some of the students are learning about biology and math in the course of helping Open Connections' property manager monitor the growth of some trees (using a tangent height gauge) and study the environmental factors that affect their viability.\u003c/p>\n\u003cp>In the process, they’re forging multiple connections. “When you are faced with a situation where you’re trying to create something, either for the purpose of solving a problem or building something new, you sort of Google your mind,” Bergson says. “We never really know what data and conceptual development will prove useful in the future, but the more material we have on hand, the more options we have later. … So the next time they’re trying to figure out how to measure something, they can make the connection that there was this device to measure the height of trees, so why not also come up with a device or technique to allow us to indirectly measure something like levels of enthusiasm.”\u003c/p>\n\u003cp>\u003cstrong>3. Whenever possible, keep it optional\u003c/strong>\u003c/p>\n\u003cp>“We don’t need everyone to understand everything—we just need enough people to understand all the key areas,” Bergson says. “We don’t need members of the State Department to have a sophisticated knowledge of chemistry, for example.” Moreover, “who gets to decide what everyone should know? What you think I should know is highly speculative, because you don't know my future. On the other hand, you can help me with my process—first by modeling, and second by getting out of my way.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In practice, this means that instead of starting from the conventional premise of “I have things I want you to know, so I built this curriculum,” Open Connections starts by asking the students, “What do you want to know?” Bergson explains. “Their skill development is not my business. They own that agenda, and I trust that, absent such outside coercion, they will learn what they need to know to create a life that satisfies them.” Therefore “students freely choose their programs and have anywhere from a modest to a complete say in what they personally do when they attend them,” he says. Facilitators are encouraged to introduce students to opportunities, but the students are not obligated to take them up on anything.\u003c/p>\n\u003cp>This approach, Bergson writes in Open Connections' handbook, fosters self-motivation and a sense of purpose, and also leads to “less resistance, confusion, frustration, distress and certainly rebellion.”\u003c/p>\n\u003cp>\u003cstrong>4. Avoid praise\u003c/strong>\u003c/p>\n\u003cp>Open Connections doesn’t employ external motivators such as grades, tests and honors, believing that such devices “decrease self-motivation and become means in and of themselves,” Bergson says. “Gold stars have nothing to do with genuine self-esteem, because they are external bribes, not internally derived acknowledgement of a job well done.” (Because the students are officially classified as homeschoolers, though, they are required by the state to take standardized tests when they are in third, fifth and eighth grades.)\u003c/p>\n\u003cp>Authentic assessment, on the other hand, is regularly employed. “We are tested every time we try to do something,” Bergson notes. \"Does the boat you made or computer program that you wrote work properly? Does your essay make sense and convince your readers of your position?\" Thus when a group of Open Connections teenagers created a multi-level playhouse for the younger students, its popularity and stability were a testament to the teens' project management and client skills, as well as to their design and technical abilities (they developed the plans in consultation with an architect and engineer, then hired a contractor to execute them).\u003c/p>\n\u003cp>Praise is also eschewed because of the belief that collaboration is a more productive approach than competition. “All of the research shows that competition actually diminishes the quality of results—especially where innovation and creativity are concerned,” Bergson notes in the handbook. “None of us is as smart as all of us.”\u003c/p>\n\u003cp>\u003cstrong>5. Above all, do no harm\u003c/strong>\u003c/p>\n\u003cp>“We want to protect the self-esteem, self-motivation and sense of good will of others,” Bergson says. The facilitators are urged to pay careful attention to process, and to bear in mind a key Synectics learning—that there are always at least two agendas in every human interaction. One is about the topic at hand, while the other seeks to protect each participant’s self-esteem. “Whenever the latter is threatened, the former takes the back burner,“ Bergson says. Hence businesspeople prefer to defend their ideas rather than acknowledge their flaws and ask for assistance, and students in traditional classrooms are reluctant to admit to not knowing an answer.\u003c/p>\n\u003cp>By not making students feel like they’re being judged all the time, “[Open Connections] frees up each individual to devote his or her full energies to the task at hand,” Bergson says. “Having an emotionally safe environment increases the probability of success exponentially.” That’s one reason infants and toddlers develop so rapidly, he adds. “They don’t understand the concepts of ‘mistakes’ and ‘failure.’ … There are no mistakes, only different effects—that is, until they get corrected and perhaps punished. Then they learn to stop experimenting and wait for someone to give them the ‘right’ answer.”\u003c/p>\n\u003cp>To foster a productive, non-judgmental environment, facilitators are encouraged to ask only genuine questions to which they don’t already know the answers (in other words, to refrain from quizzing students) and to provide feedback using what Bergson calls “balanced responses.” These begin with comments reflecting what the person likes about what’s going on, followed by their concerns, and finally their wishes regarding change. (For example: “I’m happy to see you using the saw; it looks like you understand how to grip it. I will alert you that if the saw rubs against the vice, it won’t saw anymore, so I suggest you move to where you’re cutting away from the vice.”)\u003c/p>\n\u003cfigure id=\"attachment_38321\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-chem-lab.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-chem-lab-640x426.jpeg\" alt=\"Students participate in chemistry lab at Open Connections. (Courtesy Peter Bergson)\" width=\"640\" height=\"426\" class=\"size-large wp-image-38321\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students participate in chemistry lab at Open Connections. (Courtesy Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>A PARTNERSHIP APPROACH TO LEARNING\u003c/strong>\u003c/p>\n\u003cp>“Great solutions are not born,” Bergson says. “They are made, through collaborative interaction, and the same is true when the goal is developing skills and knowledge.” The Open Connections guidelines are put into practice by facilitators who must be skilled at understanding something from someone else’s perspective and connecting on an equal basis—and have the desire to do so. Therefore instead of trying to teach students what a poem means, a good facilitator starts “where the student is,” Bergson says. They might ask the student what resonated for him or her, what feelings the poem evoked, or what understanding it generated. The answers might then provoke a balanced response that begins by noting elements of the student’s analysis that resonated with the facilitator, followed by a different perspective that challenges the student’s thinking.\u003c/p>\n\u003cp>Facilitators are also responsible for promoting collaboration among the students and creating a stimulating but intellectually and emotionally safe environment. “The facilitator pays primary attention to the process of the environment, whereas the young people are largely in charge of the content of their activities,” Bergson explains.\u003c/p>\n\u003cp>Parents also play an important role. “They can talk with their youth about what he or she wants to do, learn about, create, etcetera, then offer them whatever resources the youth might need from them to get there,” Bergson says. “It may be that all the youth needs is free time to explore, experiment, and work it out on her or his own, or else he or she might need some money to pay for a trip or admission to a museum, or for a mentor, some supplies, or lessons.” Beyond that, parents can serve as important role models of self-direction, he adds.\u003c/p>\n\u003cp>Although Open Connections doesn't systematically track its alumni, the anecdotal results mirror those of \u003ca title='\"How Do Unschoolers Turn Out?\"' href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\" target=\"_blank\">a recent survey of unschoolers\u003c/a>, with the majority going on to lead satisfying lives and having productive careers. \"The youths who fall through the cracks, at least temporarily, are victims of the same causes as schooled youths,\" Bergson notes, such as \"dysfunctional parents, genetic constraints, or lack of constructive opportunities to develop their interests.\" Similarly, for the ones who found success, \"one should not draw a straight cause-and-effect line from Open Connections to these achievements. Open Connections is only one part of each youth’s life. They, themselves, are the ones who got themselves into these colleges and work situations. What we do take credit for is encouraging them, by word and by deed, to build their flexible thinking skills and nurture their can-do attitude. This is what they tell us over and over again is the most important takeaway from [Open Connections] for them.\"\u003c/p>\n\u003cp>\u003cstrong>EXPANDING TO THE CITY\u003c/strong>\u003c/p>\n\u003cp>As he explores the idea of opening a second Open Connections within Philadelphia’s city limits, Bergson concedes that \"the first barrier to overcome is my own ignorance and the mistaken biases that we suburbanites often have with regard to city folks.\" He has been striving to overcome this by consulting people who work in that community, as well as conducting focus groups with families to better understand their needs and challenges. Aside from some design differences (such as longer hours), he is confident that the same general approach can be used, citing examples such as the \u003ca title=\"Big Picture Learning\" href=\"http://www.bigpicture.org/schools/\" target=\"_blank\">Big Picture Learning\u003c/a> schools, \"which have demonstrated that lower socio-economic youths can be just as passionate about their work and learning as their wealthier counterparts, if not more so.\"\u003c/p>\n\u003cfigure id=\"attachment_38319\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Peter.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Peter-140x140.jpg\" alt=\"Peter Bergson\" width=\"140\" height=\"140\" class=\"size-thumbnail wp-image-38319\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Peter Bergson\u003c/figcaption>\u003c/figure>\n\u003cp>They are probably accustomed to \"more overt forms of disrespect,” such as dilapidated schools with broken equipment, he adds, “so it may take some of them a bit more getting used to before they’ll realize that they are deserving of the same opportunities as their wealthier peers in the suburbs, but we are certain that they are just as passionate about growing and learning due to their being human beings.”\u003c/p>\n\u003cp>He expects that the presence of proactive adult facilitators would help them make the transition. He also anticipates that an Open Connections in Philadelphia would start by catering to younger children who have been exposed to little, if any, top-down instruction and therefore have not internalized \"the notion that someone has to 'teach' them in order for them to learn,\" he says.\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>As for replication by others, he recommends “visiting [Open Connections] and other places, then deciding what \u003cem>you \u003c/em>want to create. Be clear about your motives, and then find some hard-working and passionate colleagues and, preferably, an angel investor or two. Don’t try to duplicate anything else; learn from others, but keep your own vision first and foremost,\" Bergson said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37663/the-value-of-connecting-the-dots-to-create-real-learning","authors":["4537"],"categories":["mindshift_20579","mindshift_1"],"tags":["mindshift_20780","mindshift_1040","mindshift_289","mindshift_20782","mindshift_20781","mindshift_20718"],"featImg":"mindshift_38325","label":"mindshift"},"mindshift_36216":{"type":"posts","id":"mindshift_36216","meta":{"index":"posts_1591205157","site":"mindshift","id":"36216","score":null,"sort":[1403013659000]},"guestAuthors":[],"slug":"guide-to-the-best-homeschooling-and-unschooling-resources","title":"Guide to the Best Homeschooling and Unschooling Resources","publishDate":1403013659,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36234\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36234\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/484811977-e1402443368209.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/484811977-e1402443368209.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/484811977-e1402443368209-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/484811977-e1402443368209-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Overwhelming. That’s the word you hear when you ask homeschooling parents about the resources available to them today. The \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/unshackled-and-unschooled-free-range-learning-movement-grows/\" target=\"_blank\" rel=\"noopener noreferrer\">homeschooling and unschooling movements\u003c/a>, along with the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\" target=\"_blank\" rel=\"noopener noreferrer\">open-education resource movement\u003c/a>, have led to a wealth of free or low-cost and high-quality material available, especially online. The tough part is finding the time to wade through and evaluate it all.\u003c/p>\n\u003cp>Lisa Nalbone, a “self-directed education” proponent and former schoolteacher in California, helped her son, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/bypassing-college-ideas-on-learning-outside-the-system/\" target=\"_blank\" rel=\"noopener noreferrer\">UnCollege guru Dale J. Stephens\u003c/a>, as he unschooled from sixth through 12th grade, starting about 10 years ago. Today, Nalbone has a \u003ca href=\"http://www.lisanalbone.com\">website\u003c/a> and email newsletter with tips for unschooling parents, and is working on a book on the topic.\u003c/p>\n\u003cp>Nalbone suggests that when it comes to finding resources, unschooling parents should find a community – a support group of like-minded folk who can help – and, as early as possible, involve your child in the process of finding resources. This helps your child learn how to find learning materials -- an essential skill for the lifelong learner.\u003c/p>\n\u003cp>“Without helping your child learn that underlying skill, you’re missing out,\" says Nalbone.\u003c/p>\n\u003cp>It must be noted that unschoolers do distinguish themselves from homeschoolers. \u003ca href=\"http://en.wikipedia.org/wiki/Unschooling\" target=\"_blank\" rel=\"noopener noreferrer\">Unschooling\u003c/a> is centered around what the child wants to learn using any and all resources available, not just fixed, school-prescribed curriculum, while some maintain homeschooling sticks to the same general curriculum as traditional schools, but brings it home.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Either way, for both groups, learning resources can include not only online materials -- courses, worksheets, videos, podcasts and the like -- but also things like your local library or museum, or even your backyard. With that in mind, here’s a brief overview of some of the types of resources to consider.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>CURRICULUM\u003c/h3>\n\u003cp>These are some of the top sites recommended by home educators. Keep in mind that there are many more out there!\u003c/p>\n\u003cp>* \u003cstrong>Comprehensive resource lists \u003c/strong>can be found on some homeschool blogs. The \u003ca href=\"http://www.onlypassionatecuriosity.com/free-homeschool-list/\">Only Passionate Curiosity blog\u003c/a> has a list of free online academic resources for homeschoolers -- everything from administrative tools (lesson planners and organizers) to lesson plans, worksheets, games, full curriculum sets and videos for preK-12, covering everything from art to math and science. Similarly, Ree Drummond, who blogs as The Pioneer Woman, has a \u003ca href=\"http://thepioneerwoman.com/homeschooling/2012/12/free-online-educational-resources/,\">list of free online educational resources\u003c/a> organized by subject and grade, covering all K-12 levels. You'll find links to printable math worksheets, handwriting practice lessons, quizzes, games, free learning apps and more; comments on the blog also contain newer resource links. \u003ca href=\"http://thepioneerwoman.com/homeschooling/category/homeschooling-materials/\">ThePioneerWoman’s homeschooling materials blog\u003c/a> contains updated items as well.\u003c/p>\n\u003cp>* \u003ca href=\"http://www.khanacademy.org\">\u003cstrong>Khanacademy.org\u003c/strong>\u003c/a> has hundreds of free video tutorials on a wide range of subjects and grade levels – from first grade through college, with many K-12 materials that have been aligned to the Common Core State Standards. This site also offers quizzes, activities, assessments, AP art history, \u003ca href=\"https://gradesfixer.com/blog/smarthistory-art-history-on-khan-academy/\" target=\"_blank\" rel=\"noopener noreferrer\">tours and tutorials based around art museums\u003c/a>, and links to partnered content -- material from sites such as the Museum of Modern Art, Massachusetts Institute of Technology materials geared to K12, Stanford Medical School, and even interactive content such as \"Lebron Asks\" (in which NBA star LeBron James poses math and science questions such as, \"What muscles do we use when shooting a basket?,” answered by pros, with the ability for students to ask their own questions and discuss answers).\u003c/p>\n\u003cp>* \u003ca href=\"http://www.hippocampus.org\">\u003cstrong>Hippocampus.org\u003c/strong>\u003c/a> provides free educational resources for middle-school, high-school, AP, and college, with video tutorials for subjects ranging from biology to English, including real-world STEM applications. The site lets you compile video from various sources, including Khan, into customized playlists.\u003c/p>\n\u003cp>[contextly_sidebar id=\"2262fb5df928560ba614426f6e42fe59\"]\u003c/p>\n\u003cp>* \u003cstrong>Free online college courses\u003c/strong> can be found on many sites, with directories available at sites like \u003ca href=\"http://ocw.mit.edu\">MIT's Open Coursework Consortium\u003c/a>. Big players in the open-educational resources movement include\u003ca href=\"http://www.coursera.org\"> Coursera\u003c/a> and \u003ca href=\"http://edx.org\">EdX\u003c/a>, which offer MOOCs, or massive online open courses, based on content from top universities such as Stanford, Harvard and many others. \u003ca href=\"http://futurelearn.org\">FutureLearn\u003c/a> is UK-based, with free online courses from UK and international universities. More information about these can be found in \u003ca href=\"guide-to-free-quality-higher-education\">MindShift's guide to free quality higher education\u003c/a>, plus \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\">previous collections of open educational sites\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">resources\u003c/a>.\u003c/p>\n\u003cp>* \u003ca href=\"http://www.apple.com/education/ipad/itunes-u/\">\u003cstrong>iTunes University\u003c/strong>\u003c/a> is a section of iTunes filled with more than 500,000 free resources for K-12 through college, put up by many educational institutions as well as organizations such as museums, art associations, NASA, and many others. Resources include videos, animations, podcasts, lectures, online games and other tools. iTunes U is divided into three main sections: Universities & Colleges, Beyond Campus, and K-12; you can also search categories such as For the Classroom, where content is divided into typical core areas (chemistry, literature, and so on), or Virtual Field Trips, where you can \"visit\" (via video) places such as Carnegie Hall, the Library of Congress, or the Florida Everglades.\u003c/p>\n\u003cp>* \u003cstrong>Audiobooks\u003c/strong> - Free public-domain audiobooks, read by volunteers, can be found at \u003ca href=\"http://librivox.org\">librivox.org\u003c/a>. (Print versions of public-domain books are available at \u003ca href=\"http://www.gutenberg.org\">Project Gutenberg\u003c/a>.)\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>SUPPORT SERVICES & GROUPS\u003c/h3>\n\u003cp>* \u003cstrong>Education co-ops\u003c/strong> run by local home-schooling groups that allow parents with expertise to share knowledge can be invaluable. A list of groups, including co-ops, by state as well as in countries outside the U.S., is available at \u003ca href=\"http://www.home-school.com/groups/\">Home-school.com\u003c/a>. If you don’t have a co-op in your area, consider creating your own; a book describing how to do this is \u003ca href=\"http://www.amazon.com/Homeschool-Co-Ops-Start-Them-Burn/dp/1593305338\" target=\"_blank\" rel=\"noopener noreferrer\">Homeschool Co-ops: How to Start Them, Run Them and Not Burn Out\u003c/a>, by Carol Topp (Ambassador Publishing 2013).\u003c/p>\n\u003cp>* \u003cstrong>Online community support groups\u003c/strong> are another great resource. These can be found on social networking sites such as Facebook, Yahoo, and Google-plus. For example, on Facebook, consider unschooling author Lisa Nielsen's group, \u003ca href=\"https://www.facebook.com/groups/homeschoolingunschooling/\">Homeschooling, Unschooling, Uncollege, Opt Out, DIY, Online Learning\u003c/a>, or community pages such as \u003ca href=\"http://www.facebook.com/unschooling\">Unschooling\u003c/a>, which has 21,000 followers and is frequently updated with discussion questions and resource links. A popular Google-plus homeschool group is \u003ca href=\"https://plus.google.com/+Homeschooldotcom/posts\">Homeschool.com\u003c/a>, with 400-plus members.\u003c/p>\n\u003cp>You can also find online support groups through websites such as \u003ca href=\"http://www.circleofmoms.com\">Circle of Moms\u003c/a>, which has 10 million members, including a \u003ca href=\"http://www.circleofmoms.com/homeschooling-moms\">group for mothers who homeschool\u003c/a> (about 4,000 strong). Here you can join and discuss such issues as which phonics curriculum is best or how to juggle full-time work with homeschooling.\u003c/p>\n\u003cp>*\u003cstrong> Pinterest\u003c/strong> is another place to find collections of resources. \u003ca href=\"http://www.pinterest.com/williamsalley/homeschool-blog/,\">William Salley's homeschool site\u003c/a> for example, has hundreds of free resources, tips and links; \u003ca href=\"http://www.pinterest.com/hmariey/unschooling-is-awesome/\">Unschooling is Awesome\u003c/a> is another, featuring such things as lists of best tech tools, DIY toys, and a recipe for slime.\u003c/p>\n\u003cp>* \u003cstrong>Homeschooling and unschooling blogs and books\u003c/strong> proliferate. Some to check out: \u003ca href=\"http://theinnovativeeducator.blogspot.com\">The Innovative Educator\u003c/a>, by writer Lisa Nielsen. Her blog offers info about innovative learning tools and links to other education blogs. \u003ca href=\"http://www.thehomeschoolmom.com/\">The Homeschool Mom\u003c/a> is a comprehensive site that has curriculum reviews, a homeschool newsletter, units of study, links to resources and more. \u003ca href=\"http://www.confessionsofahomeschooler.com\">Confessions of a Homeschooler\u003c/a> is by Erica Arndt, author of \u003ca href=\"http://www.amazon.com/Homeschooling-101-Guide-Getting-Started-ebook/dp/B00CGD3376\" target=\"_blank\" rel=\"noopener noreferrer\">Homeschooling 101: a Guide to Getting Started,\u003c/a> and includes tips, planners, printables, and discounted curriculum. And for intrepid unschoolers, there's \u003ca href=\"http://alternativestoschool.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Alternatives to School\u003c/a>.\u003c/p>\n\u003cp>* \u003cstrong>Twitter\u003c/strong> can also be useful for finding homeschoolers and homeschooling organizations to follow. \u003ca href=\"http://www.twitter.com/HipHmschoolMoms\">Hip Homeschool Moms\u003c/a> (@HipHmschoolMoms) has almost 16,000 followers; both moms and dads can use the Twitter account to connect with each other and find practical advice, conversation with other homeschoolers, links to resources and more. \u003ca href=\"http://www.twitter.com/homeschoolounge\">Homeschool Lounge\u003c/a> (@homeschoolounge) has 14,200 followers and similarly lists resources and learning research.\u003c/p>\n\u003cp>* \u003cstrong>Trade groups and associations. \u003c/strong>The\u003ca href=\"http://www.nheri.org\"> National Home Education Research Institute\u003c/a> lets parents sign up for free updates on notable research findings, plus buy materials such as the \"Getting Started Packet,\" which includes information about choosing a curriculum and finding support groups in your community, for $10. \u003ca href=\"http://www.hslda.org\">The Home School Legal Defense Association\u003c/a> has a great, updated \u003ca href=\"http://www.hslda.org/laws/\">map\u003c/a> of the U.S. listing the legal requirements for homeschoolers in each state.\u003c/p>\n\u003cp>* \u003cstrong>Conferences\u003c/strong> by homeschooling/unschooling associations and organizations can be a great source of resources. To find what's near you, visit \u003ca href=\"http://homeschoolconventions.com\">Homeschoolconventions.com\u003c/a> or check out The Homeschool Buyers Co-op, which has a \u003ca href=\"http://www.homeschoolbuyersco-op.org/homeschool-conferences/\">searchable list of homeschool conferences and conventions\u003c/a>. Your local homeschool association also may be able to provide you with information about events in your area.\u003c/p>\n\u003ch3>\u003c/h3>\n\u003cp> \u003c/p>\n\u003ch3>UNSTRUCTURED RESOURCES\u003c/h3>\n\u003cp>* \u003cstrong>Free or low-cost memberships\u003c/strong> to community sites, like nature centers, parks, zoos, museums, and libraries, which often offer classes and host gatherings, are a big benefit to homeschool families. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/unshackled-and-unschooled-free-range-learning-movement-grows/\">Unschooling mom Ellen Jenkins of Dubuque, Iowa\u003c/a>, often takes her 8-year-old son, Nyle, to the town's nature center. \"We talk to the nature guides and naturalists,\" she says. \"We did a bird-watching unit there and they were helpful. The amount of information and resources is just incredible.\"\u003c/p>\n\u003cp>Nalbone also points out that joining local museums sometimes means you also get access to a nationwide network of museums; if you're able to travel, this can mean saving the cost of separate entry fees. \"For a $20 family membership at a local science museum, we could go to different ones around the country.\"\u003c/p>\n\u003cp>* \u003cstrong>Tours of area businesses, manufacturers, and historic sites\u003c/strong> can provide real-world business and history lessons (“Dale loves tours of any kind; once he found a behind-the-scenes tour of the Toyota factory,” recalls Nalbone.) One great website to find tours in your area is \u003ca href=\"http://factorytoursusa.com\">Factorytoursusa.com\u003c/a>, which lists more than 500 places to visit, organized by state and searchable by category. You can find information about tours of everything from kaleidoscope makers to auto and boat manufacturers to fabric mills to film studios, government facilities, space centers and much more.\u003c/p>\n\u003cp>* \u003cstrong>Your backyard garden\u003c/strong> is an ideal place for kids to learn lessons about science, math, art and other subjects. In a unit about insects, Ellen Jenkins first reviewed library books showing insects in different stages of metamorphosis, then sent Nyle outside. \"He was digging in the ground looking for things for almost two hours and found different insects.\"\u003c/p>\n\u003cp>* \u003cstrong>Other activities of daily living \u003c/strong>can be used to foster learning. Children can plan meals and be part of the grocery-shopping process. They can keep track of prices, determine the best values per unit, and assess nutritional value, bringing in math and science skills.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>* \u003cstrong>Community service work\u003c/strong>: Children can learn much from volunteering at organizations like libraries, food pantries, homeless shelters – everything from empathy to organizational skills and independence. Nalbone's son became involved with his library board as a teen, for example. \"Service learning offers such rich resources for children as they get older,\" she says, \"so they can learn beyond what a parent's own skills are.\"\u003c/p>\n\n","blocks":[],"excerpt":"Learning resources can include not only online materials -- courses, worksheets, videos, podcasts and the like -- but also things like your local library or museum, or even your backyard. Here’s an overview of some of the types of resources to consider.","status":"publish","parent":0,"modified":1645724357,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1796},"headData":{"title":"Guide to the Best Homeschooling and Unschooling Resources - MindShift","description":"Learning resources can include not only online materials -- courses, worksheets, videos, podcasts and the like -- but also things like your local library or museum, or even your backyard. Here’s an overview of some of the types of resources to consider.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Guide to the Best Homeschooling and Unschooling Resources","datePublished":"2014-06-17T14:00:59.000Z","dateModified":"2022-02-24T17:39:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36216 http://blogs.kqed.org/mindshift/?p=36216","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/17/guide-to-the-best-homeschooling-and-unschooling-resources/","disqusTitle":"Guide to the Best Homeschooling and Unschooling Resources","excludeFromSiteSearch":"Include","path":"/mindshift/36216/guide-to-the-best-homeschooling-and-unschooling-resources","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36234\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36234\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/484811977-e1402443368209.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/484811977-e1402443368209.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/484811977-e1402443368209-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/484811977-e1402443368209-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Overwhelming. That’s the word you hear when you ask homeschooling parents about the resources available to them today. The \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/unshackled-and-unschooled-free-range-learning-movement-grows/\" target=\"_blank\" rel=\"noopener noreferrer\">homeschooling and unschooling movements\u003c/a>, along with the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\" target=\"_blank\" rel=\"noopener noreferrer\">open-education resource movement\u003c/a>, have led to a wealth of free or low-cost and high-quality material available, especially online. The tough part is finding the time to wade through and evaluate it all.\u003c/p>\n\u003cp>Lisa Nalbone, a “self-directed education” proponent and former schoolteacher in California, helped her son, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/bypassing-college-ideas-on-learning-outside-the-system/\" target=\"_blank\" rel=\"noopener noreferrer\">UnCollege guru Dale J. Stephens\u003c/a>, as he unschooled from sixth through 12th grade, starting about 10 years ago. Today, Nalbone has a \u003ca href=\"http://www.lisanalbone.com\">website\u003c/a> and email newsletter with tips for unschooling parents, and is working on a book on the topic.\u003c/p>\n\u003cp>Nalbone suggests that when it comes to finding resources, unschooling parents should find a community – a support group of like-minded folk who can help – and, as early as possible, involve your child in the process of finding resources. This helps your child learn how to find learning materials -- an essential skill for the lifelong learner.\u003c/p>\n\u003cp>“Without helping your child learn that underlying skill, you’re missing out,\" says Nalbone.\u003c/p>\n\u003cp>It must be noted that unschoolers do distinguish themselves from homeschoolers. \u003ca href=\"http://en.wikipedia.org/wiki/Unschooling\" target=\"_blank\" rel=\"noopener noreferrer\">Unschooling\u003c/a> is centered around what the child wants to learn using any and all resources available, not just fixed, school-prescribed curriculum, while some maintain homeschooling sticks to the same general curriculum as traditional schools, but brings it home.\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>Either way, for both groups, learning resources can include not only online materials -- courses, worksheets, videos, podcasts and the like -- but also things like your local library or museum, or even your backyard. With that in mind, here’s a brief overview of some of the types of resources to consider.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>CURRICULUM\u003c/h3>\n\u003cp>These are some of the top sites recommended by home educators. Keep in mind that there are many more out there!\u003c/p>\n\u003cp>* \u003cstrong>Comprehensive resource lists \u003c/strong>can be found on some homeschool blogs. The \u003ca href=\"http://www.onlypassionatecuriosity.com/free-homeschool-list/\">Only Passionate Curiosity blog\u003c/a> has a list of free online academic resources for homeschoolers -- everything from administrative tools (lesson planners and organizers) to lesson plans, worksheets, games, full curriculum sets and videos for preK-12, covering everything from art to math and science. Similarly, Ree Drummond, who blogs as The Pioneer Woman, has a \u003ca href=\"http://thepioneerwoman.com/homeschooling/2012/12/free-online-educational-resources/,\">list of free online educational resources\u003c/a> organized by subject and grade, covering all K-12 levels. You'll find links to printable math worksheets, handwriting practice lessons, quizzes, games, free learning apps and more; comments on the blog also contain newer resource links. \u003ca href=\"http://thepioneerwoman.com/homeschooling/category/homeschooling-materials/\">ThePioneerWoman’s homeschooling materials blog\u003c/a> contains updated items as well.\u003c/p>\n\u003cp>* \u003ca href=\"http://www.khanacademy.org\">\u003cstrong>Khanacademy.org\u003c/strong>\u003c/a> has hundreds of free video tutorials on a wide range of subjects and grade levels – from first grade through college, with many K-12 materials that have been aligned to the Common Core State Standards. This site also offers quizzes, activities, assessments, AP art history, \u003ca href=\"https://gradesfixer.com/blog/smarthistory-art-history-on-khan-academy/\" target=\"_blank\" rel=\"noopener noreferrer\">tours and tutorials based around art museums\u003c/a>, and links to partnered content -- material from sites such as the Museum of Modern Art, Massachusetts Institute of Technology materials geared to K12, Stanford Medical School, and even interactive content such as \"Lebron Asks\" (in which NBA star LeBron James poses math and science questions such as, \"What muscles do we use when shooting a basket?,” answered by pros, with the ability for students to ask their own questions and discuss answers).\u003c/p>\n\u003cp>* \u003ca href=\"http://www.hippocampus.org\">\u003cstrong>Hippocampus.org\u003c/strong>\u003c/a> provides free educational resources for middle-school, high-school, AP, and college, with video tutorials for subjects ranging from biology to English, including real-world STEM applications. The site lets you compile video from various sources, including Khan, into customized playlists.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>* \u003cstrong>Free online college courses\u003c/strong> can be found on many sites, with directories available at sites like \u003ca href=\"http://ocw.mit.edu\">MIT's Open Coursework Consortium\u003c/a>. Big players in the open-educational resources movement include\u003ca href=\"http://www.coursera.org\"> Coursera\u003c/a> and \u003ca href=\"http://edx.org\">EdX\u003c/a>, which offer MOOCs, or massive online open courses, based on content from top universities such as Stanford, Harvard and many others. \u003ca href=\"http://futurelearn.org\">FutureLearn\u003c/a> is UK-based, with free online courses from UK and international universities. More information about these can be found in \u003ca href=\"guide-to-free-quality-higher-education\">MindShift's guide to free quality higher education\u003c/a>, plus \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\">previous collections of open educational sites\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">resources\u003c/a>.\u003c/p>\n\u003cp>* \u003ca href=\"http://www.apple.com/education/ipad/itunes-u/\">\u003cstrong>iTunes University\u003c/strong>\u003c/a> is a section of iTunes filled with more than 500,000 free resources for K-12 through college, put up by many educational institutions as well as organizations such as museums, art associations, NASA, and many others. Resources include videos, animations, podcasts, lectures, online games and other tools. iTunes U is divided into three main sections: Universities & Colleges, Beyond Campus, and K-12; you can also search categories such as For the Classroom, where content is divided into typical core areas (chemistry, literature, and so on), or Virtual Field Trips, where you can \"visit\" (via video) places such as Carnegie Hall, the Library of Congress, or the Florida Everglades.\u003c/p>\n\u003cp>* \u003cstrong>Audiobooks\u003c/strong> - Free public-domain audiobooks, read by volunteers, can be found at \u003ca href=\"http://librivox.org\">librivox.org\u003c/a>. (Print versions of public-domain books are available at \u003ca href=\"http://www.gutenberg.org\">Project Gutenberg\u003c/a>.)\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>SUPPORT SERVICES & GROUPS\u003c/h3>\n\u003cp>* \u003cstrong>Education co-ops\u003c/strong> run by local home-schooling groups that allow parents with expertise to share knowledge can be invaluable. A list of groups, including co-ops, by state as well as in countries outside the U.S., is available at \u003ca href=\"http://www.home-school.com/groups/\">Home-school.com\u003c/a>. If you don’t have a co-op in your area, consider creating your own; a book describing how to do this is \u003ca href=\"http://www.amazon.com/Homeschool-Co-Ops-Start-Them-Burn/dp/1593305338\" target=\"_blank\" rel=\"noopener noreferrer\">Homeschool Co-ops: How to Start Them, Run Them and Not Burn Out\u003c/a>, by Carol Topp (Ambassador Publishing 2013).\u003c/p>\n\u003cp>* \u003cstrong>Online community support groups\u003c/strong> are another great resource. These can be found on social networking sites such as Facebook, Yahoo, and Google-plus. For example, on Facebook, consider unschooling author Lisa Nielsen's group, \u003ca href=\"https://www.facebook.com/groups/homeschoolingunschooling/\">Homeschooling, Unschooling, Uncollege, Opt Out, DIY, Online Learning\u003c/a>, or community pages such as \u003ca href=\"http://www.facebook.com/unschooling\">Unschooling\u003c/a>, which has 21,000 followers and is frequently updated with discussion questions and resource links. A popular Google-plus homeschool group is \u003ca href=\"https://plus.google.com/+Homeschooldotcom/posts\">Homeschool.com\u003c/a>, with 400-plus members.\u003c/p>\n\u003cp>You can also find online support groups through websites such as \u003ca href=\"http://www.circleofmoms.com\">Circle of Moms\u003c/a>, which has 10 million members, including a \u003ca href=\"http://www.circleofmoms.com/homeschooling-moms\">group for mothers who homeschool\u003c/a> (about 4,000 strong). Here you can join and discuss such issues as which phonics curriculum is best or how to juggle full-time work with homeschooling.\u003c/p>\n\u003cp>*\u003cstrong> Pinterest\u003c/strong> is another place to find collections of resources. \u003ca href=\"http://www.pinterest.com/williamsalley/homeschool-blog/,\">William Salley's homeschool site\u003c/a> for example, has hundreds of free resources, tips and links; \u003ca href=\"http://www.pinterest.com/hmariey/unschooling-is-awesome/\">Unschooling is Awesome\u003c/a> is another, featuring such things as lists of best tech tools, DIY toys, and a recipe for slime.\u003c/p>\n\u003cp>* \u003cstrong>Homeschooling and unschooling blogs and books\u003c/strong> proliferate. Some to check out: \u003ca href=\"http://theinnovativeeducator.blogspot.com\">The Innovative Educator\u003c/a>, by writer Lisa Nielsen. Her blog offers info about innovative learning tools and links to other education blogs. \u003ca href=\"http://www.thehomeschoolmom.com/\">The Homeschool Mom\u003c/a> is a comprehensive site that has curriculum reviews, a homeschool newsletter, units of study, links to resources and more. \u003ca href=\"http://www.confessionsofahomeschooler.com\">Confessions of a Homeschooler\u003c/a> is by Erica Arndt, author of \u003ca href=\"http://www.amazon.com/Homeschooling-101-Guide-Getting-Started-ebook/dp/B00CGD3376\" target=\"_blank\" rel=\"noopener noreferrer\">Homeschooling 101: a Guide to Getting Started,\u003c/a> and includes tips, planners, printables, and discounted curriculum. And for intrepid unschoolers, there's \u003ca href=\"http://alternativestoschool.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Alternatives to School\u003c/a>.\u003c/p>\n\u003cp>* \u003cstrong>Twitter\u003c/strong> can also be useful for finding homeschoolers and homeschooling organizations to follow. \u003ca href=\"http://www.twitter.com/HipHmschoolMoms\">Hip Homeschool Moms\u003c/a> (@HipHmschoolMoms) has almost 16,000 followers; both moms and dads can use the Twitter account to connect with each other and find practical advice, conversation with other homeschoolers, links to resources and more. \u003ca href=\"http://www.twitter.com/homeschoolounge\">Homeschool Lounge\u003c/a> (@homeschoolounge) has 14,200 followers and similarly lists resources and learning research.\u003c/p>\n\u003cp>* \u003cstrong>Trade groups and associations. \u003c/strong>The\u003ca href=\"http://www.nheri.org\"> National Home Education Research Institute\u003c/a> lets parents sign up for free updates on notable research findings, plus buy materials such as the \"Getting Started Packet,\" which includes information about choosing a curriculum and finding support groups in your community, for $10. \u003ca href=\"http://www.hslda.org\">The Home School Legal Defense Association\u003c/a> has a great, updated \u003ca href=\"http://www.hslda.org/laws/\">map\u003c/a> of the U.S. listing the legal requirements for homeschoolers in each state.\u003c/p>\n\u003cp>* \u003cstrong>Conferences\u003c/strong> by homeschooling/unschooling associations and organizations can be a great source of resources. To find what's near you, visit \u003ca href=\"http://homeschoolconventions.com\">Homeschoolconventions.com\u003c/a> or check out The Homeschool Buyers Co-op, which has a \u003ca href=\"http://www.homeschoolbuyersco-op.org/homeschool-conferences/\">searchable list of homeschool conferences and conventions\u003c/a>. Your local homeschool association also may be able to provide you with information about events in your area.\u003c/p>\n\u003ch3>\u003c/h3>\n\u003cp> \u003c/p>\n\u003ch3>UNSTRUCTURED RESOURCES\u003c/h3>\n\u003cp>* \u003cstrong>Free or low-cost memberships\u003c/strong> to community sites, like nature centers, parks, zoos, museums, and libraries, which often offer classes and host gatherings, are a big benefit to homeschool families. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/unshackled-and-unschooled-free-range-learning-movement-grows/\">Unschooling mom Ellen Jenkins of Dubuque, Iowa\u003c/a>, often takes her 8-year-old son, Nyle, to the town's nature center. \"We talk to the nature guides and naturalists,\" she says. \"We did a bird-watching unit there and they were helpful. The amount of information and resources is just incredible.\"\u003c/p>\n\u003cp>Nalbone also points out that joining local museums sometimes means you also get access to a nationwide network of museums; if you're able to travel, this can mean saving the cost of separate entry fees. \"For a $20 family membership at a local science museum, we could go to different ones around the country.\"\u003c/p>\n\u003cp>* \u003cstrong>Tours of area businesses, manufacturers, and historic sites\u003c/strong> can provide real-world business and history lessons (“Dale loves tours of any kind; once he found a behind-the-scenes tour of the Toyota factory,” recalls Nalbone.) One great website to find tours in your area is \u003ca href=\"http://factorytoursusa.com\">Factorytoursusa.com\u003c/a>, which lists more than 500 places to visit, organized by state and searchable by category. You can find information about tours of everything from kaleidoscope makers to auto and boat manufacturers to fabric mills to film studios, government facilities, space centers and much more.\u003c/p>\n\u003cp>* \u003cstrong>Your backyard garden\u003c/strong> is an ideal place for kids to learn lessons about science, math, art and other subjects. In a unit about insects, Ellen Jenkins first reviewed library books showing insects in different stages of metamorphosis, then sent Nyle outside. \"He was digging in the ground looking for things for almost two hours and found different insects.\"\u003c/p>\n\u003cp>* \u003cstrong>Other activities of daily living \u003c/strong>can be used to foster learning. Children can plan meals and be part of the grocery-shopping process. They can keep track of prices, determine the best values per unit, and assess nutritional value, bringing in math and science skills.\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>* \u003cstrong>Community service work\u003c/strong>: Children can learn much from volunteering at organizations like libraries, food pantries, homeless shelters – everything from empathy to organizational skills and independence. Nalbone's son became involved with his library board as a teen, for example. \"Service learning offers such rich resources for children as they get older,\" she says, \"so they can learn beyond what a parent's own skills are.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36216/guide-to-the-best-homeschooling-and-unschooling-resources","authors":["4555"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_289","mindshift_321"],"label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png","officialWebsiteLink":"https://www.npr.org/podcasts/510313/how-i-built-this","airtime":"SUN 7:30pm-8pm","meta":{"site":"news","source":"npr"},"link":"/radio/program/how-i-built-this","subscribe":{"npr":"https://rpb3r.app.goo.gl/3zxy","apple":"https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2","tuneIn":"https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/","rss":"https://feeds.npr.org/510313/podcast.xml"}},"inside-europe":{"id":"inside-europe","title":"Inside Europe","info":"Inside Europe, a one-hour weekly news magazine hosted by Helen Seeney and Keith Walker, explores the topical issues shaping the continent. No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. Download Chris’s Song of the Week plus other highlights from the broadcast. Produced by American Public Media.","airtime":"SAT 6pm-8pm, SUN 11am-1pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Live-From-Here-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.livefromhere.org/","meta":{"site":"arts","source":"american public media"},"link":"/radio/program/live-from-here-highlights","subscribe":{"apple":"https://itunes.apple.com/us/podcast/id1167173941","tuneIn":"https://tunein.com/radio/Live-from-Here-Highlights-p921744/","rss":"https://feeds.publicradio.org/public_feeds/a-prairie-home-companion-highlights/rss/rss"}},"marketplace":{"id":"marketplace","title":"Marketplace","info":"Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.","airtime":"MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.marketplace.org/","meta":{"site":"news","source":"American Public Media"},"link":"/radio/program/marketplace","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/APM-Marketplace-p88/","rss":"https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"}},"mindshift":{"id":"mindshift","title":"MindShift","tagline":"A podcast about the future of learning and how we raise our kids","info":"The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. 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