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But \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\" rel=\"noopener noreferrer\">her ideas\u003c/a> also challenge much of what has been done in classrooms for decades, including the ways that current teachers and parents learned themselves. \u003ca href=\"http://alicekeeler.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Alice Keeler\u003c/a> is one of the converted, despite the fact she taught math traditionally for many years.\u003c/p>\n\u003cp>“I was a math teacher, and I’ll be honest,\" Keeler said, \"I didn’t teach it to be creative.\" She always felt pressure to move more quickly through the curriculum. Every day brought a new topic, whether or not students had deeply understood what came before. When Keeler read Boaler’s book, \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/26067736-mathematical-mindsets\" target=\"_blank\" rel=\"noopener noreferrer\">Mathematical Mindsets\u003c/a>\u003c/em>, she saw herself as a young student in much of what Boaler described. With tears in her eyes, she told a group of educators at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE)\u003c/a> that since fourth grade she secretly thought she was dumb because she couldn’t pass timed math tests. Boaler’s message that fast is not the same thing as smart was liberating to her as a person and as a math teacher.\u003c/p>\n\u003cp>“When we work on a math problem, any type of problem, there are five different pathways in the brain that light up and are working,” Boaler said by video call at the same presentation. “Two of them are visual.” She argues that much of traditional math teaching focuses on numerical representations, teachers demonstrating procedures, and memorization, when it would be more effective to try to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/21/what-neuroscience-can-tell-us-about-making-fractions-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">strengthen connections between the various parts of the brain\u003c/a> needed when working on math.\u003c/p>\n\u003cp>“That comes about by showing information in different ways,” Boaler said. Representations of math problems using words, images and numbers each use different parts of the brain, so the concept gets hardwired in a neural network drawing on multiple brain faculties instead of one numerical pathway.\u003c/p>\n\u003cp>“The least likely way of helping kids have those brain connections is having kids sit and listen to lectures,” Boaler said. That doesn’t mean all math classes need to be project-based or that direct instruction is always bad, but when lecture is the default classroom mode, it doesn’t require students to use their brains to make sense of the new ideas.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Boaler’s website \u003ca href=\"https://www.youcubed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">YouCubed\u003c/a> has many \u003ca href=\"https://www.youcubed.org/tasks/\" target=\"_blank\" rel=\"noopener noreferrer\">activities\u003c/a> to help teachers learn to open up the exploration of math from one of closed questions with a right and wrong answer, to one where \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/05/five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious/\" target=\"_blank\" rel=\"noopener noreferrer\">different ways of seeing and articulating math \u003c/a>are valued. When teachers ask students to explain why their thinking makes sense, students are forced to articulate their thought process, how it compares and contrasts to ideas peers have shared, and in doing so may help the teacher identify any \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/18/getting-inside-students-minds-why-misconceptions-are-so-powerful/\" target=\"_blank\" rel=\"noopener noreferrer\">misconceptions\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/129139086?title=0&byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A simple example of opening up math in this way starts with a closed question: Divide one by two-thirds. But rather than asking students to apply a rule, ask students to come up with a visual proof. “What happens is the kids have these amazing discussions with different visual proofs, and it’s such a great way of taking a very closed question and opening it up,” Boaler said.\u003c/p>\n\u003cp>As a math teacher Alice Keeler loves the ideas on YouCubed and readily admits most of them can be done without technology. However, Keeler sees many ways that technology could enhance the visual and collaboration elements of the work, so she has adapted several YouCubed activities for the Google Suite. While Keeler spent 14 years in the classroom, she now has her own consulting business and teaches at California State University Fresno. She also co-wrote \u003ca href=\"http://alicekeeler.com/google-classroom/\">two books on using Google Classroom\u003c/a> with Libbi Miller: \u003cem>50 Things You Can Do with Google Classroom\u003c/em> and \u003cem>50 Things To Go Further With Google Classroom.\u003c/em>\u003c/p>\n\u003cp>“It’s not about being digital and it’s not about being paperless,” Keeler said. “That doesn’t make learning better. But collaboration does.” She likes doing open-ended math activities in Google Slides because each student can play with visual representations, give feedback to peers, and receive ongoing feedback from the teacher. She usually makes blank slides and gives editing power to students.\u003c/p>\n\u003cp>“I ask each student to add their own slides explaining how they did it, how they visualized it, and we’re all doing it together in the Google Slides,” Keeler said. She’s found that when students can see how a peer visualized the problem, they then reflect on different approaches. She also values her ability to comment in real time with students because it becomes a conversation, not a static comment on returned work that the student may or may not look at again.\u003c/p>\n\u003cp>“I can have conversations with them around the ideas and help them to develop their thinking rather than just marking things right and wrong,” Keeler said. A math teacher who isn’t using G-Suite in class could also have these kinds of formative conversations by circling the room and talking with students working in groups, but Keeler likes using the technology because she can easily see how each individual is thinking about the problem. And students can interact with one another’s ideas, even when they aren’t physically in her class.\u003c/p>\n\u003cfigure id=\"attachment_49164\" class=\"wp-caption alignnone\" style=\"max-width: 754px\">\u003cimg class=\"wp-image-49164 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/how-close-to-100.jpg\" alt='An adaptation of the <a href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"</a> YouCubed activity that can be done in Google Sheets. (<a href=\"http://alicekeeler.com/\">Alice Keeler</a>' width=\"754\" height=\"424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100.jpg 754w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-520x292.jpg 520w\" sizes=\"(max-width: 754px) 100vw, 754px\">\u003cfigcaption class=\"wp-caption-text\">An adaptation of the \u003ca href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"\u003c/a> YouCubed activity that can be done in Google Sheets. (\u003ca href=\"http://alicekeeler.com/\">Alice Keeler)\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Keeler often tells students not to delete mistakes from the slides, instead telling them to duplicate the slide and keep working. That way she can see the progression of their thinking. This also helps students to see how far they’ve come.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.youcubed.org/tasks/the-four-4s/\" target=\"_blank\" rel=\"noopener noreferrer\">popular YouCubed problem \u003c/a>asks students to take exactly four 4s and use any combination of operations to come up with the numbers 1-20. Keeler often \u003ca href=\"http://www.alicekeeler.com/four4s\" target=\"_blank\" rel=\"noopener noreferrer\">does this in Google Slides\u003c/a>, where each slide is a place for students to show how they combined four 4s to get “1” and then on the next slide the work for “2,” etc.\u003c/p>\n\u003cp>She likes working in Google Slides because students can add media or even do work on paper and upload an image. This gives different types of learners options. Students with disabilities or who benefit from speech-to-text help can also participate using \u003ca href=\"https://chrome.google.com/webstore/detail/equatio-math-made-digital/hjngolefdpdnooamgdldlkjgmdcmcjnc?hl=en-US\" target=\"_blank\" rel=\"noopener noreferrer\">EquatIO\u003c/a>, a Chrome add-on that has voice typing capabilities, as well as handwriting recognition. EquatIO used to be g(Math), and now also makes it possible to use math symbols in slides and other Google apps.\u003c/p>\n\u003cfigure id=\"attachment_49170\" class=\"wp-caption alignnone\" style=\"max-width: 753px\">\u003cimg class=\"size-full wp-image-49170\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/pixelart-math-1.jpg\" alt=\"\" width=\"753\" height=\"421\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1.jpg 753w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-160x89.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-240x134.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-520x291.jpg 520w\" sizes=\"(max-width: 753px) 100vw, 753px\">\u003cfigcaption class=\"wp-caption-text\">Alice Keeler adapted a YouCubed activity, asking students to visualize the math using pixel art. \u003ccite>(\u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\">Alice Keeler\u003c/a> )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another popular YouCubed activity asks students to visualize division by divvying up a pan of brownies equally among friends. Keeler does this activity in \u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\" target=\"_blank\" rel=\"noopener noreferrer\">a spreadsheet\u003c/a>, and often asks students to create their own brownie pans -- their own problems -- in the next tab. “It allows them to experiment and play,” she said.\u003c/p>\n\u003cp>Keeler has become something of an \u003ca href=\"http://alicekeeler.com/2016/02/10/teaching-math-with-google-googlemath/\" target=\"_blank\" rel=\"noopener noreferrer\">evangelist for technology in math classrooms\u003c/a>, learning how to set up conditional statements and even simple code in Google Sheets to aid her purposes (she also shares these ideas regularly on \u003ca href=\"http://@alicekeeler\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter\u003c/a>, including activity templates). Over time her teaching evolved and by the time she left the K-12 classroom she had upended some of the practices she once considered fundamental, like assigning \u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/16/parents-wonder-why-so-much-homework/\" target=\"_blank\" rel=\"noopener noreferrer\">homework\u003c/a>.\u003c/p>\n\u003cp>One of the most controversial ideas in math education revolves around \u003ca href=\"https://ww2.kqed.org/mindshift/2013/02/22/can-repetitive-exercises-actually-feed-the-creative-process/\" target=\"_blank\" rel=\"noopener noreferrer\">how, when and how much students should practice\u003c/a>. Many teachers believe it is important for students to do homework so they can practice new concepts learned in class. Boaler agrees that practice is important, but doesn’t think that requires doing the same type of rote problem over and over. Boaler explained this to her daughter’s teacher and was pleasantly surprised at how she used the feedback. After their discussion, the teacher started giving students four problems to practice the calculations and then asked them to represent the concept some other way. They could write a story, make a drawing or come up with something else. The key was showing their knowledge in different ways.\u003c/p>\n\u003cp>Many elementary school educators are willing to consider that homework is not necessary for the young learners they teach, but far fewer high school teachers agree. Keeler taught Algebra and AP Statistics when she was in the classroom. She found that “the only kids who did the homework were the ones who didn’t need to,” so she stopped assigning homework. “It didn’t make a lick of difference” in terms of achievement, she said, but kids started enjoying class more. When she eliminated homework, Keeler found she had much more positive relationships with students and parents, a benefit that far outweighed what she called the “marginal gains of more rote practice.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately both Keeler and Boaler hope that by making math a subject that’s about \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/18/what-can-we-learn-from-countries-that-effectively-teach-math/\" target=\"_blank\" rel=\"noopener noreferrer\">ideas, discussion, differing viewpoints \u003c/a>and visual representations, students will learn they can not only do math, but excel at it. Too many students don’t feel that way now, which is why teachers are beginning to see the need for a new approach.\u003c/p>\n\n","blocks":[],"excerpt":"Math educator Alice Keeler teams up with Stanford math education professor Jo Boaler to look at how open-ended math tasks can be enhanced with technology.","status":"publish","parent":0,"modified":1504640165,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/129139086"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1597},"headData":{"title":"How the Google Suite Can Enhance Open-Ended Math Exploration | KQED","description":"Math educator Alice Keeler teams up with Stanford math education professor Jo Boaler to look at how open-ended math tasks can be enhanced with technology.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How the Google Suite Can Enhance Open-Ended Math Exploration","datePublished":"2017-09-05T06:05:02.000Z","dateModified":"2017-09-05T19:36:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49042 https://ww2.kqed.org/mindshift/?p=49042","disqusUrl":"https://ww2.kqed.org/mindshift/2017/09/04/how-the-google-suite-can-enhance-open-ended-math-exploration/","disqusTitle":"How the Google Suite Can Enhance Open-Ended Math Exploration","path":"/mindshift/49042/how-the-google-suite-can-enhance-open-ended-math-exploration","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Stanford education professor Jo Boaler’s message about teaching math in visual ways that don’t emphasize one right procedure has become a rallying cry for many math educators ready for a seismic shift in how American schools teach mathematics. But \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\" rel=\"noopener noreferrer\">her ideas\u003c/a> also challenge much of what has been done in classrooms for decades, including the ways that current teachers and parents learned themselves. \u003ca href=\"http://alicekeeler.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Alice Keeler\u003c/a> is one of the converted, despite the fact she taught math traditionally for many years.\u003c/p>\n\u003cp>“I was a math teacher, and I’ll be honest,\" Keeler said, \"I didn’t teach it to be creative.\" She always felt pressure to move more quickly through the curriculum. Every day brought a new topic, whether or not students had deeply understood what came before. When Keeler read Boaler’s book, \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/26067736-mathematical-mindsets\" target=\"_blank\" rel=\"noopener noreferrer\">Mathematical Mindsets\u003c/a>\u003c/em>, she saw herself as a young student in much of what Boaler described. With tears in her eyes, she told a group of educators at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE)\u003c/a> that since fourth grade she secretly thought she was dumb because she couldn’t pass timed math tests. Boaler’s message that fast is not the same thing as smart was liberating to her as a person and as a math teacher.\u003c/p>\n\u003cp>“When we work on a math problem, any type of problem, there are five different pathways in the brain that light up and are working,” Boaler said by video call at the same presentation. “Two of them are visual.” She argues that much of traditional math teaching focuses on numerical representations, teachers demonstrating procedures, and memorization, when it would be more effective to try to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/21/what-neuroscience-can-tell-us-about-making-fractions-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">strengthen connections between the various parts of the brain\u003c/a> needed when working on math.\u003c/p>\n\u003cp>“That comes about by showing information in different ways,” Boaler said. Representations of math problems using words, images and numbers each use different parts of the brain, so the concept gets hardwired in a neural network drawing on multiple brain faculties instead of one numerical pathway.\u003c/p>\n\u003cp>“The least likely way of helping kids have those brain connections is having kids sit and listen to lectures,” Boaler said. That doesn’t mean all math classes need to be project-based or that direct instruction is always bad, but when lecture is the default classroom mode, it doesn’t require students to use their brains to make sense of the new ideas.\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>Boaler’s website \u003ca href=\"https://www.youcubed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">YouCubed\u003c/a> has many \u003ca href=\"https://www.youcubed.org/tasks/\" target=\"_blank\" rel=\"noopener noreferrer\">activities\u003c/a> to help teachers learn to open up the exploration of math from one of closed questions with a right and wrong answer, to one where \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/05/five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious/\" target=\"_blank\" rel=\"noopener noreferrer\">different ways of seeing and articulating math \u003c/a>are valued. When teachers ask students to explain why their thinking makes sense, students are forced to articulate their thought process, how it compares and contrasts to ideas peers have shared, and in doing so may help the teacher identify any \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/18/getting-inside-students-minds-why-misconceptions-are-so-powerful/\" target=\"_blank\" rel=\"noopener noreferrer\">misconceptions\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/129139086?title=0&byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A simple example of opening up math in this way starts with a closed question: Divide one by two-thirds. But rather than asking students to apply a rule, ask students to come up with a visual proof. “What happens is the kids have these amazing discussions with different visual proofs, and it’s such a great way of taking a very closed question and opening it up,” Boaler said.\u003c/p>\n\u003cp>As a math teacher Alice Keeler loves the ideas on YouCubed and readily admits most of them can be done without technology. However, Keeler sees many ways that technology could enhance the visual and collaboration elements of the work, so she has adapted several YouCubed activities for the Google Suite. While Keeler spent 14 years in the classroom, she now has her own consulting business and teaches at California State University Fresno. She also co-wrote \u003ca href=\"http://alicekeeler.com/google-classroom/\">two books on using Google Classroom\u003c/a> with Libbi Miller: \u003cem>50 Things You Can Do with Google Classroom\u003c/em> and \u003cem>50 Things To Go Further With Google Classroom.\u003c/em>\u003c/p>\n\u003cp>“It’s not about being digital and it’s not about being paperless,” Keeler said. “That doesn’t make learning better. But collaboration does.” She likes doing open-ended math activities in Google Slides because each student can play with visual representations, give feedback to peers, and receive ongoing feedback from the teacher. She usually makes blank slides and gives editing power to students.\u003c/p>\n\u003cp>“I ask each student to add their own slides explaining how they did it, how they visualized it, and we’re all doing it together in the Google Slides,” Keeler said. She’s found that when students can see how a peer visualized the problem, they then reflect on different approaches. She also values her ability to comment in real time with students because it becomes a conversation, not a static comment on returned work that the student may or may not look at again.\u003c/p>\n\u003cp>“I can have conversations with them around the ideas and help them to develop their thinking rather than just marking things right and wrong,” Keeler said. A math teacher who isn’t using G-Suite in class could also have these kinds of formative conversations by circling the room and talking with students working in groups, but Keeler likes using the technology because she can easily see how each individual is thinking about the problem. And students can interact with one another’s ideas, even when they aren’t physically in her class.\u003c/p>\n\u003cfigure id=\"attachment_49164\" class=\"wp-caption alignnone\" style=\"max-width: 754px\">\u003cimg class=\"wp-image-49164 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/how-close-to-100.jpg\" alt='An adaptation of the <a href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"</a> YouCubed activity that can be done in Google Sheets. (<a href=\"http://alicekeeler.com/\">Alice Keeler</a>' width=\"754\" height=\"424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100.jpg 754w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-520x292.jpg 520w\" sizes=\"(max-width: 754px) 100vw, 754px\">\u003cfigcaption class=\"wp-caption-text\">An adaptation of the \u003ca href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"\u003c/a> YouCubed activity that can be done in Google Sheets. (\u003ca href=\"http://alicekeeler.com/\">Alice Keeler)\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Keeler often tells students not to delete mistakes from the slides, instead telling them to duplicate the slide and keep working. That way she can see the progression of their thinking. This also helps students to see how far they’ve come.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.youcubed.org/tasks/the-four-4s/\" target=\"_blank\" rel=\"noopener noreferrer\">popular YouCubed problem \u003c/a>asks students to take exactly four 4s and use any combination of operations to come up with the numbers 1-20. Keeler often \u003ca href=\"http://www.alicekeeler.com/four4s\" target=\"_blank\" rel=\"noopener noreferrer\">does this in Google Slides\u003c/a>, where each slide is a place for students to show how they combined four 4s to get “1” and then on the next slide the work for “2,” etc.\u003c/p>\n\u003cp>She likes working in Google Slides because students can add media or even do work on paper and upload an image. This gives different types of learners options. Students with disabilities or who benefit from speech-to-text help can also participate using \u003ca href=\"https://chrome.google.com/webstore/detail/equatio-math-made-digital/hjngolefdpdnooamgdldlkjgmdcmcjnc?hl=en-US\" target=\"_blank\" rel=\"noopener noreferrer\">EquatIO\u003c/a>, a Chrome add-on that has voice typing capabilities, as well as handwriting recognition. EquatIO used to be g(Math), and now also makes it possible to use math symbols in slides and other Google apps.\u003c/p>\n\u003cfigure id=\"attachment_49170\" class=\"wp-caption alignnone\" style=\"max-width: 753px\">\u003cimg class=\"size-full wp-image-49170\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/pixelart-math-1.jpg\" alt=\"\" width=\"753\" height=\"421\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1.jpg 753w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-160x89.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-240x134.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-520x291.jpg 520w\" sizes=\"(max-width: 753px) 100vw, 753px\">\u003cfigcaption class=\"wp-caption-text\">Alice Keeler adapted a YouCubed activity, asking students to visualize the math using pixel art. \u003ccite>(\u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\">Alice Keeler\u003c/a> )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another popular YouCubed activity asks students to visualize division by divvying up a pan of brownies equally among friends. Keeler does this activity in \u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\" target=\"_blank\" rel=\"noopener noreferrer\">a spreadsheet\u003c/a>, and often asks students to create their own brownie pans -- their own problems -- in the next tab. “It allows them to experiment and play,” she said.\u003c/p>\n\u003cp>Keeler has become something of an \u003ca href=\"http://alicekeeler.com/2016/02/10/teaching-math-with-google-googlemath/\" target=\"_blank\" rel=\"noopener noreferrer\">evangelist for technology in math classrooms\u003c/a>, learning how to set up conditional statements and even simple code in Google Sheets to aid her purposes (she also shares these ideas regularly on \u003ca href=\"http://@alicekeeler\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter\u003c/a>, including activity templates). Over time her teaching evolved and by the time she left the K-12 classroom she had upended some of the practices she once considered fundamental, like assigning \u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/16/parents-wonder-why-so-much-homework/\" target=\"_blank\" rel=\"noopener noreferrer\">homework\u003c/a>.\u003c/p>\n\u003cp>One of the most controversial ideas in math education revolves around \u003ca href=\"https://ww2.kqed.org/mindshift/2013/02/22/can-repetitive-exercises-actually-feed-the-creative-process/\" target=\"_blank\" rel=\"noopener noreferrer\">how, when and how much students should practice\u003c/a>. Many teachers believe it is important for students to do homework so they can practice new concepts learned in class. Boaler agrees that practice is important, but doesn’t think that requires doing the same type of rote problem over and over. Boaler explained this to her daughter’s teacher and was pleasantly surprised at how she used the feedback. After their discussion, the teacher started giving students four problems to practice the calculations and then asked them to represent the concept some other way. They could write a story, make a drawing or come up with something else. The key was showing their knowledge in different ways.\u003c/p>\n\u003cp>Many elementary school educators are willing to consider that homework is not necessary for the young learners they teach, but far fewer high school teachers agree. Keeler taught Algebra and AP Statistics when she was in the classroom. She found that “the only kids who did the homework were the ones who didn’t need to,” so she stopped assigning homework. “It didn’t make a lick of difference” in terms of achievement, she said, but kids started enjoying class more. When she eliminated homework, Keeler found she had much more positive relationships with students and parents, a benefit that far outweighed what she called the “marginal gains of more rote practice.”\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>Ultimately both Keeler and Boaler hope that by making math a subject that’s about \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/18/what-can-we-learn-from-countries-that-effectively-teach-math/\" target=\"_blank\" rel=\"noopener noreferrer\">ideas, discussion, differing viewpoints \u003c/a>and visual representations, students will learn they can not only do math, but excel at it. Too many students don’t feel that way now, which is why teachers are beginning to see the need for a new approach.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49042/how-the-google-suite-can-enhance-open-ended-math-exploration","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20728","mindshift_20512","mindshift_21114","mindshift_20943","mindshift_392","mindshift_125"],"featImg":"mindshift_49163","label":"mindshift"},"mindshift_48684":{"type":"posts","id":"mindshift_48684","meta":{"index":"posts_1591205157","site":"mindshift","id":"48684","score":null,"sort":[1500296400000]},"guestAuthors":[],"slug":"mits-scratch-program-is-evolving-for-greater-more-mobile-creativity","title":"MIT's Scratch Program Is Evolving For Greater, More Mobile Creativity","publishDate":1500296400,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Mitch Resnick has been working on how to give students new avenues of creative expression for over a decade. His \u003ca href=\"https://llk.media.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Lifelong Kindergarten\u003c/a> group at the MIT Media Lab develops \u003ca href=\"https://llk.media.mit.edu/projects/783/\" target=\"_blank\" rel=\"noopener noreferrer\">Scratch\u003c/a>, one of the most popular coding programs for kids, which is based on the seminal work of Seymour Papert, who died in 2016. When Resnick thinks about the guiding philosophy behind Scratch, he thinks of one of its users -- \u003ca href=\"https://scratch.mit.edu/users/ipzy/\" target=\"_blank\" rel=\"noopener noreferrer\">Ipzy\u003c/a>.\u003c/p>\n\u003cp>Ipzy started using Scratch at age 11. Ipzy -- who goes by the gender neutral pronoun \"they\"* -- loved to draw and heard that Scratch might help them animate their art. Ipzy's first Scratch project was a simple animation where the eyes and ears of a drawing moved subtly. “You can almost see [Ipzy] here dipping [their] toe in the water of something new,” said Resnick during a presentation at the \u003ca href=\"https://conference.iste.org/2017/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education\u003c/a> conference.\u003c/p>\n\u003cp>Over time Ipzy started making more complicated projects in Scratch. They created the \u003ca href=\"https://scratch.mit.edu/projects/13772905/\" target=\"_blank\" rel=\"noopener noreferrer\">Lemonade Time game\u003c/a> in which players wander through a world gathering the ingredients to make lemonade. Ipzy started to become well-known in the Scratch online community as someone who made things other people liked, and people started asking if they could use Ipzy's artwork in their projects. That led Ipzy to rebrand as Ipzy Studios, but they freely allowed others access to their artwork, with permission to modify, as long as they were credited.\u003c/p>\n\u003cp>“[Ipzy] was becoming a good citizen,” Resnick said. “In addition to sharing [their] artwork [they were] also beginning to share the things [they were] learning about programming.” Ipzy, like so many other kids passionate about a topic, began making tutorials about how they did things like \u003ca href=\"https://scratch.mit.edu/projects/168691186/\" target=\"_blank\" rel=\"noopener noreferrer\">make a scrolling background\u003c/a>. They shared their code and commented on it to point out tricky things. And, Ipzy started to get comments and feedback, which they actively responded to, sometimes even \u003ca href=\"https://scratch.mit.edu/projects/114874755/\" target=\"_blank\" rel=\"noopener noreferrer\">changing a game \u003c/a>or project by popular demand.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe allowtransparency=\"true\" width=\"640\" height=\"360\" src=\"//scratch.mit.edu/projects/embed/13772905/?autostart=false\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Resnick loves the story of Ipzy because their evolution within the Scratch community illustrates the four key ingredients his team thinks are integral to a great experience: \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/01/projects-passion-peers-and-play-seymour-paperts-vision-for-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">projects, passion, peers and play\u003c/a>. Ipzy wasn’t using Scratch because someone told them coding would be an important skill for their future; they were using it to express creativity in new ways.\u003c/p>\n\u003cp>“We created Scratch to give people new ways to think about things,” Resnick said. For him the project is at the center of that goal. “A project is a way to put your idea into action. As kids work on projects, they learn core ideas in a meaningful context.”\u003c/p>\n\u003cp>The project reflects kids’ passions, but also what they are learning. One kid made a Scratch project to accompany his reading of \u003cem>Charlotte’s Web\u003c/em>. In his animation, the pig gets smaller as it moves away. That shows his learning about perspective, as well as math, because in order to make the code do that he would have had to multiply by a fraction. Resnick loves that projects allow kids to integrate their knowledge across disciplines in natural ways.\u003c/p>\n\u003cp>As coding programs for kids have proliferated, Resnick believes even more firmly in the project as the foundational unit because it \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/15/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories/\" target=\"_blank\" rel=\"noopener noreferrer\">springs from kids’ creativity\u003c/a> and is not constrained by the program. He worries about coding software that emphasizes the syntax of the code rather than the creativity of the project. He acknowledges that many of these puzzle-based games are fun and kids like them, but he wishes kids had more freedom of expression within them.\u003c/p>\n\u003cp>“I really question whether kids doing this are going to be creative with the technology and learn to really express themselves,” Resnick said.\u003c/p>\n\u003cp>He believes strongly in the power of passion to drive learning and cites \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">motivation\u003c/a> research showing that when external rewards like badges are introduced they may give an initial boost of excitement, but long-term motivation diminishes.\u003c/p>\n\u003cp>That’s why collaborative, peer-to-peer learning is so important to the Scratch developers. In many ways \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/10/7-questions-principals-should-ask-when-hiring-future-ready-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">creating for and alongside other people helps provide the internal motivation\u003c/a> that an external reward cannot stimulate. Resnick likes to point out that Ipzy started coding out of a love for drawing and a desire to add animation to those creations, but stayed because of the Scratch community.\u003c/p>\n\u003cp>“We launched the programming language and the online community at the exact same time,” Resnick said. “To us they are inextricably linked. Being part of a community is part of that creative learning process.”\u003c/p>\n\u003cp>People tend to expect collaborative learning environments in the physical world, but have a harder time creating them in the digital world. Ipzy’s Lemonade Time game is a good example of how powerful an online community can be. Lemonade Time was viewed over 15,000 times by other users, so Ipzy had an audience, which was motivating. Several thousand people indicated they loved the game, and perhaps even more flattering, dozens of people made variations on Ipzy's project.\u003c/p>\n\u003cp>There were comments, suggestions, and questions about why Ipzy had made certain choices. Ipzy engaged with these comments and made changes based upon them, illustrating how something becomes better when people think about it together.\u003c/p>\n\u003cp>The Scratch team puts a lot of effort into moderating the community to maintain the type of positive, safe environment where kids like Ipzy can play -- not just to have fun, but to take risks, test boundaries and try new things. The blocks themselves are easy to set aside and pick up later, so there’s no negative consequence to trying something new. That playful spirit is cultivated and carefully nurtured.\u003c/p>\n\u003cp>\u003cstrong>SCRATCH 3.0\u003c/strong>\u003c/p>\n\u003cp>Using this history of projects built on passions, in community and with a playful spirit, the Scratch team is gearing up to release a new version of Scratch. They’re integrating feedback from educators and users by making teacher accounts, learning resources, in-person communities and several new features to the actual program.\u003c/p>\n\u003cp>The new version of Scratch is being designed to work on mobile devices, so it will be lighter and more flexible. The developers are redesigning the blocks to be more finger-friendly and to look more horizontal, akin to the Scratch Jr. blocks, which can be used for the lighter, smaller projects likely to be created on a mobile device.\u003c/p>\n\u003cp>The team is also working on a way to integrate the physical world with Scratch using what they’re currently calling a “Scratch Pad,” but whose name could change. Its design is intentionally minimal, just a small round object with a knob, a button, a slot and sensors inside.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A little demo of what's to come with \u003ca href=\"https://twitter.com/hashtag/Scratch3?src=hash\">#Scratch3\u003c/a>.0 - mobile, and easier interaction with physical creations \u003ca href=\"https://twitter.com/hashtag/ISTE17?src=hash\">#ISTE17\u003c/a> \u003ca href=\"https://t.co/0gFF0n7xYL\">pic.twitter.com/0gFF0n7xYL\u003c/a>\u003c/p>\n\u003cp>— Katrina Schwartz (@Kschwart) \u003ca href=\"https://twitter.com/Kschwart/status/885612725916753925\">July 13, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“We want to make it easy for people to build around it,” Resnick said. The team is currently thinking the slot would allow cardboard to be the universal connector, and kids could build from there. The simplicity of the hardware means it can become part of anything, a controller for a game, an accelerometer, anything a kid might want to program.\u003c/p>\n\u003cp>“We see Scratch as a type of building,” Resnick said. “Kids are building programs with Scratch, so we really want to give them the experience of building in the physical world and in the computational world.”\u003c/p>\n\u003cp>The developers are testing these new features out on a separate \u003ca href=\"http://scratchx.org/\" target=\"_blank\" rel=\"noopener noreferrer\">ScratchX site\u003c/a>, where they’ve posted open-source code for the various extensions that could work with other types of physical devices like Lego WeDo, Arduinos or even text-to-speech. The idea is to make it easier for kids to write programs in Scratch that control or manipulate things they have built in the physical world.\u003c/p>\n\u003cp>“We also want to make it really easy for other people to add their own extensions,” Resnick said. “We don’t want to be the bottleneck.” Other developers have already posted some of those extensions to the ScratchX site. Resnick hopes to have an alpha version of Scratch 3.0 running by early 2018 so a wider community can begin playing with it on the ScratchX site. Then later in the year they’ll integrate the 3.0 version with the existing Scratch website and community. The developers hope, but aren’t promising, that everything will be ready for the start of school in 2018.\u003c/p>\n\u003cfigure id=\"attachment_48689\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48689\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Scratch developers demonstrated how kids could use many kinds of materials to build physical objects around the \"Scratch Pad,\" which could then be programmed with Scratch. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We put the tool out there, but we continue to be amazed and delighted by ways teachers and kids and parents are making use of it in ways that we would never have imagined,” Resnick said. “We hope the new version will continue to lead to more creativity.”\u003c/p>\n\u003cp>\u003cstrong>TEACHER ACCOUNTS\u003c/strong>\u003c/p>\n\u003cp>Scratch started as a tool for kids, not as an ed-tech tool built for classrooms, so managing Scratch projects has been challenging for some teachers trying to use Scratch in the classroom. Now, teachers can create a \u003ca href=\"https://scratch.mit.edu/educators/#teacher-accounts\" target=\"_blank\" rel=\"noopener noreferrer\">teacher account\u003c/a>, signified by a purple bar at the top, and then can create classes. From within the class, the teacher can send a sign-up link so students can sign up for the class and create an account within the class. This process does not require separate email sign-ons for each student, a process Scratch developers heard from teachers was very challenging. The class accounts ask for less information and are more managed by teachers. Students cannot link their existing personal Scratch account to the class, but they can keep it separate for their own use.\u003c/p>\n\u003cp>Within class accounts, teachers can manually change student passwords, assign work, send updates and moderate student behavior. If a student does something against the policies of the Scratch community, moderators at MIT will send an email to the teacher. Teachers can also create studios, like assignments, and all students in the class will automatically be followers of the studio, receive updates and be able to add to it.\u003c/p>\n\u003cp>It’s important to know that if a teacher closes a class, all the accounts associated with it will close, too. And there’s not an easy internal way to transfer projects from a student’s class account to his personal one. However, he could download the project and re-upload it to his personal Scratch account in order to preserve the work after the school year is over.\u003c/p>\n\u003cp>“When we were doing our initial exploration, some teachers really wanted a walled garden,” said Kasia Chmielinski, the product lead for Scratch at the MIT Media Lab. They wanted their students to use Scratch without being part of the wider Scratch community. “Our philosophy at Scratch is that the community is a really important part of the learning,” Chmielinski said. “They come for the coding and stay for the community.” That’s why the developers decided not to offer a walled garden option. The closest thing to that functionality would be working in offline mode, which will still be available. Teachers can \u003ca href=\"Teacher-accounts@scratch.mit.edu\" target=\"_blank\" rel=\"noopener noreferrer\">email\u003c/a> the Scratch team to convert their personal accounts to teacher accounts.\u003c/p>\n\u003cp>Scratch developers at MIT are also trying to build up the supportive materials they offer to teachers who want to get started using Scratch in the classroom. They’ve built \u003ca href=\"https://scratch.mit.edu/tips\" target=\"_blank\" rel=\"noopener noreferrer\">Learning Resource Cards\u003c/a> that are downloadable and modifiable so teachers can change them to suit their needs. They’ve also invested in a coordinator to support \u003ca href=\"https://day.scratch.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">in-person meetups\u003c/a> of people who use and love Scratch. While the online community is robust, they see value in supporting people to meet, play and program face-to-face as well.\u003c/p>\n\u003cp>The changes to Scratch 3.0 indicate the developers value input from the educator community, and see teachers as a core user group of their product. They don’t want to lose their core philosophy around projects, passion, peers, and play in the process, but rather spread those ideals to schools and classrooms that use Scratch.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*This post has been updated to reflect Ipzy's gender pronoun. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Developers at MIT Media Lab are gearing up to release a new version of Scratch that works on mobile devices, can be integrated with physical objects, and that is lighter and faster.","status":"publish","parent":0,"modified":1500398109,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["//scratch.mit.edu/projects/embed/13772905/"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":2103},"headData":{"title":"MIT's Scratch Program Is Evolving For Greater, More Mobile Creativity | KQED","description":"Developers at MIT Media Lab are gearing up to release a new version of Scratch that works on mobile devices, can be integrated with physical objects, and that is lighter and faster.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"MIT's Scratch Program Is Evolving For Greater, More Mobile Creativity","datePublished":"2017-07-17T13:00:00.000Z","dateModified":"2017-07-18T17:15:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48684 https://ww2.kqed.org/mindshift/?p=48684","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/17/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity/","disqusTitle":"MIT's Scratch Program Is Evolving For Greater, More Mobile Creativity","path":"/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mitch Resnick has been working on how to give students new avenues of creative expression for over a decade. His \u003ca href=\"https://llk.media.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Lifelong Kindergarten\u003c/a> group at the MIT Media Lab develops \u003ca href=\"https://llk.media.mit.edu/projects/783/\" target=\"_blank\" rel=\"noopener noreferrer\">Scratch\u003c/a>, one of the most popular coding programs for kids, which is based on the seminal work of Seymour Papert, who died in 2016. When Resnick thinks about the guiding philosophy behind Scratch, he thinks of one of its users -- \u003ca href=\"https://scratch.mit.edu/users/ipzy/\" target=\"_blank\" rel=\"noopener noreferrer\">Ipzy\u003c/a>.\u003c/p>\n\u003cp>Ipzy started using Scratch at age 11. Ipzy -- who goes by the gender neutral pronoun \"they\"* -- loved to draw and heard that Scratch might help them animate their art. Ipzy's first Scratch project was a simple animation where the eyes and ears of a drawing moved subtly. “You can almost see [Ipzy] here dipping [their] toe in the water of something new,” said Resnick during a presentation at the \u003ca href=\"https://conference.iste.org/2017/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education\u003c/a> conference.\u003c/p>\n\u003cp>Over time Ipzy started making more complicated projects in Scratch. They created the \u003ca href=\"https://scratch.mit.edu/projects/13772905/\" target=\"_blank\" rel=\"noopener noreferrer\">Lemonade Time game\u003c/a> in which players wander through a world gathering the ingredients to make lemonade. Ipzy started to become well-known in the Scratch online community as someone who made things other people liked, and people started asking if they could use Ipzy's artwork in their projects. That led Ipzy to rebrand as Ipzy Studios, but they freely allowed others access to their artwork, with permission to modify, as long as they were credited.\u003c/p>\n\u003cp>“[Ipzy] was becoming a good citizen,” Resnick said. “In addition to sharing [their] artwork [they were] also beginning to share the things [they were] learning about programming.” Ipzy, like so many other kids passionate about a topic, began making tutorials about how they did things like \u003ca href=\"https://scratch.mit.edu/projects/168691186/\" target=\"_blank\" rel=\"noopener noreferrer\">make a scrolling background\u003c/a>. They shared their code and commented on it to point out tricky things. And, Ipzy started to get comments and feedback, which they actively responded to, sometimes even \u003ca href=\"https://scratch.mit.edu/projects/114874755/\" target=\"_blank\" rel=\"noopener noreferrer\">changing a game \u003c/a>or project by popular demand.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe allowtransparency=\"true\" width=\"640\" height=\"360\" src=\"//scratch.mit.edu/projects/embed/13772905/?autostart=false\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Resnick loves the story of Ipzy because their evolution within the Scratch community illustrates the four key ingredients his team thinks are integral to a great experience: \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/01/projects-passion-peers-and-play-seymour-paperts-vision-for-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">projects, passion, peers and play\u003c/a>. Ipzy wasn’t using Scratch because someone told them coding would be an important skill for their future; they were using it to express creativity in new ways.\u003c/p>\n\u003cp>“We created Scratch to give people new ways to think about things,” Resnick said. For him the project is at the center of that goal. “A project is a way to put your idea into action. As kids work on projects, they learn core ideas in a meaningful context.”\u003c/p>\n\u003cp>The project reflects kids’ passions, but also what they are learning. One kid made a Scratch project to accompany his reading of \u003cem>Charlotte’s Web\u003c/em>. In his animation, the pig gets smaller as it moves away. That shows his learning about perspective, as well as math, because in order to make the code do that he would have had to multiply by a fraction. Resnick loves that projects allow kids to integrate their knowledge across disciplines in natural ways.\u003c/p>\n\u003cp>As coding programs for kids have proliferated, Resnick believes even more firmly in the project as the foundational unit because it \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/15/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories/\" target=\"_blank\" rel=\"noopener noreferrer\">springs from kids’ creativity\u003c/a> and is not constrained by the program. He worries about coding software that emphasizes the syntax of the code rather than the creativity of the project. He acknowledges that many of these puzzle-based games are fun and kids like them, but he wishes kids had more freedom of expression within them.\u003c/p>\n\u003cp>“I really question whether kids doing this are going to be creative with the technology and learn to really express themselves,” Resnick said.\u003c/p>\n\u003cp>He believes strongly in the power of passion to drive learning and cites \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">motivation\u003c/a> research showing that when external rewards like badges are introduced they may give an initial boost of excitement, but long-term motivation diminishes.\u003c/p>\n\u003cp>That’s why collaborative, peer-to-peer learning is so important to the Scratch developers. In many ways \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/10/7-questions-principals-should-ask-when-hiring-future-ready-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">creating for and alongside other people helps provide the internal motivation\u003c/a> that an external reward cannot stimulate. Resnick likes to point out that Ipzy started coding out of a love for drawing and a desire to add animation to those creations, but stayed because of the Scratch community.\u003c/p>\n\u003cp>“We launched the programming language and the online community at the exact same time,” Resnick said. “To us they are inextricably linked. Being part of a community is part of that creative learning process.”\u003c/p>\n\u003cp>People tend to expect collaborative learning environments in the physical world, but have a harder time creating them in the digital world. Ipzy’s Lemonade Time game is a good example of how powerful an online community can be. Lemonade Time was viewed over 15,000 times by other users, so Ipzy had an audience, which was motivating. Several thousand people indicated they loved the game, and perhaps even more flattering, dozens of people made variations on Ipzy's project.\u003c/p>\n\u003cp>There were comments, suggestions, and questions about why Ipzy had made certain choices. Ipzy engaged with these comments and made changes based upon them, illustrating how something becomes better when people think about it together.\u003c/p>\n\u003cp>The Scratch team puts a lot of effort into moderating the community to maintain the type of positive, safe environment where kids like Ipzy can play -- not just to have fun, but to take risks, test boundaries and try new things. The blocks themselves are easy to set aside and pick up later, so there’s no negative consequence to trying something new. That playful spirit is cultivated and carefully nurtured.\u003c/p>\n\u003cp>\u003cstrong>SCRATCH 3.0\u003c/strong>\u003c/p>\n\u003cp>Using this history of projects built on passions, in community and with a playful spirit, the Scratch team is gearing up to release a new version of Scratch. They’re integrating feedback from educators and users by making teacher accounts, learning resources, in-person communities and several new features to the actual program.\u003c/p>\n\u003cp>The new version of Scratch is being designed to work on mobile devices, so it will be lighter and more flexible. The developers are redesigning the blocks to be more finger-friendly and to look more horizontal, akin to the Scratch Jr. blocks, which can be used for the lighter, smaller projects likely to be created on a mobile device.\u003c/p>\n\u003cp>The team is also working on a way to integrate the physical world with Scratch using what they’re currently calling a “Scratch Pad,” but whose name could change. Its design is intentionally minimal, just a small round object with a knob, a button, a slot and sensors inside.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A little demo of what's to come with \u003ca href=\"https://twitter.com/hashtag/Scratch3?src=hash\">#Scratch3\u003c/a>.0 - mobile, and easier interaction with physical creations \u003ca href=\"https://twitter.com/hashtag/ISTE17?src=hash\">#ISTE17\u003c/a> \u003ca href=\"https://t.co/0gFF0n7xYL\">pic.twitter.com/0gFF0n7xYL\u003c/a>\u003c/p>\n\u003cp>— Katrina Schwartz (@Kschwart) \u003ca href=\"https://twitter.com/Kschwart/status/885612725916753925\">July 13, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“We want to make it easy for people to build around it,” Resnick said. The team is currently thinking the slot would allow cardboard to be the universal connector, and kids could build from there. The simplicity of the hardware means it can become part of anything, a controller for a game, an accelerometer, anything a kid might want to program.\u003c/p>\n\u003cp>“We see Scratch as a type of building,” Resnick said. “Kids are building programs with Scratch, so we really want to give them the experience of building in the physical world and in the computational world.”\u003c/p>\n\u003cp>The developers are testing these new features out on a separate \u003ca href=\"http://scratchx.org/\" target=\"_blank\" rel=\"noopener noreferrer\">ScratchX site\u003c/a>, where they’ve posted open-source code for the various extensions that could work with other types of physical devices like Lego WeDo, Arduinos or even text-to-speech. The idea is to make it easier for kids to write programs in Scratch that control or manipulate things they have built in the physical world.\u003c/p>\n\u003cp>“We also want to make it really easy for other people to add their own extensions,” Resnick said. “We don’t want to be the bottleneck.” Other developers have already posted some of those extensions to the ScratchX site. Resnick hopes to have an alpha version of Scratch 3.0 running by early 2018 so a wider community can begin playing with it on the ScratchX site. Then later in the year they’ll integrate the 3.0 version with the existing Scratch website and community. The developers hope, but aren’t promising, that everything will be ready for the start of school in 2018.\u003c/p>\n\u003cfigure id=\"attachment_48689\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48689\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Scratch developers demonstrated how kids could use many kinds of materials to build physical objects around the \"Scratch Pad,\" which could then be programmed with Scratch. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We put the tool out there, but we continue to be amazed and delighted by ways teachers and kids and parents are making use of it in ways that we would never have imagined,” Resnick said. “We hope the new version will continue to lead to more creativity.”\u003c/p>\n\u003cp>\u003cstrong>TEACHER ACCOUNTS\u003c/strong>\u003c/p>\n\u003cp>Scratch started as a tool for kids, not as an ed-tech tool built for classrooms, so managing Scratch projects has been challenging for some teachers trying to use Scratch in the classroom. Now, teachers can create a \u003ca href=\"https://scratch.mit.edu/educators/#teacher-accounts\" target=\"_blank\" rel=\"noopener noreferrer\">teacher account\u003c/a>, signified by a purple bar at the top, and then can create classes. From within the class, the teacher can send a sign-up link so students can sign up for the class and create an account within the class. This process does not require separate email sign-ons for each student, a process Scratch developers heard from teachers was very challenging. The class accounts ask for less information and are more managed by teachers. Students cannot link their existing personal Scratch account to the class, but they can keep it separate for their own use.\u003c/p>\n\u003cp>Within class accounts, teachers can manually change student passwords, assign work, send updates and moderate student behavior. If a student does something against the policies of the Scratch community, moderators at MIT will send an email to the teacher. Teachers can also create studios, like assignments, and all students in the class will automatically be followers of the studio, receive updates and be able to add to it.\u003c/p>\n\u003cp>It’s important to know that if a teacher closes a class, all the accounts associated with it will close, too. And there’s not an easy internal way to transfer projects from a student’s class account to his personal one. However, he could download the project and re-upload it to his personal Scratch account in order to preserve the work after the school year is over.\u003c/p>\n\u003cp>“When we were doing our initial exploration, some teachers really wanted a walled garden,” said Kasia Chmielinski, the product lead for Scratch at the MIT Media Lab. They wanted their students to use Scratch without being part of the wider Scratch community. “Our philosophy at Scratch is that the community is a really important part of the learning,” Chmielinski said. “They come for the coding and stay for the community.” That’s why the developers decided not to offer a walled garden option. The closest thing to that functionality would be working in offline mode, which will still be available. Teachers can \u003ca href=\"Teacher-accounts@scratch.mit.edu\" target=\"_blank\" rel=\"noopener noreferrer\">email\u003c/a> the Scratch team to convert their personal accounts to teacher accounts.\u003c/p>\n\u003cp>Scratch developers at MIT are also trying to build up the supportive materials they offer to teachers who want to get started using Scratch in the classroom. They’ve built \u003ca href=\"https://scratch.mit.edu/tips\" target=\"_blank\" rel=\"noopener noreferrer\">Learning Resource Cards\u003c/a> that are downloadable and modifiable so teachers can change them to suit their needs. They’ve also invested in a coordinator to support \u003ca href=\"https://day.scratch.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">in-person meetups\u003c/a> of people who use and love Scratch. While the online community is robust, they see value in supporting people to meet, play and program face-to-face as well.\u003c/p>\n\u003cp>The changes to Scratch 3.0 indicate the developers value input from the educator community, and see teachers as a core user group of their product. They don’t want to lose their core philosophy around projects, passion, peers, and play in the process, but rather spread those ideals to schools and classrooms that use Scratch.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*This post has been updated to reflect Ipzy's gender pronoun. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_981","mindshift_862","mindshift_20784","mindshift_1040","mindshift_21114","mindshift_713","mindshift_500"],"featImg":"mindshift_48687","label":"mindshift"},"mindshift_48664":{"type":"posts","id":"mindshift_48664","meta":{"index":"posts_1591205157","site":"mindshift","id":"48664","score":null,"sort":[1499776387000]},"guestAuthors":[],"slug":"why-its-imperative-educators-resist-the-lure-of-the-single-story","title":"Why It's Imperative Educators Resist The Lure Of The Single Story","publishDate":1499776387,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The education world is full of assumptions, many of which aren't helpful to improving the quality of teaching and learning that happens in schools. The narratives from outside the industry can be harmful, but perhaps less obvious are the single stories of students and teachers told within the industry. That was a central message of \u003ca href=\"https://twitter.com/msmagiera?lang=en\" target=\"_blank\" rel=\"noopener noreferrer\">Jennie Magiera's \u003c/a> keynote at the \u003ca href=\"https://conference.iste.org/2017/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE) conference\u003c/a>. Magiera was inspired to talk about untold stories by Chimamanda Ngozi Adichie's TED talk, \"\u003ca href=\"https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story\" rel=\"noopener\" target=\"_blank\">The Danger of A Single Story\u003c/a>.\"*\u003c/p>\n\u003cp>It's easy to repeat stereotypes about why there aren't enough girls or minorities in science, technology, engineering, and math fields. It can be tempting to point fingers at colleagues who resist change. And, it's all too common to assume a life story about students coming from specific backgrounds. But Magiera says one important role of a teacher is to fight against those single stories because while they are sometimes true, those narratives rarely provide the whole picture.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What I truly believe is technology should enhance our connection to each other.'\u003ccite>Jennie Magiera, Chief Innovation Officer Des Plaines Public Schools\u003c/cite>\u003c/aside>\n\u003cp>“As educators it’s our role to amplify the untold story of limitless potential,\" Magiera said. As the chief innovation officer for Des Plaines Public Schools, Magiera has a lot of experience with colleagues who are resistant to trying new approaches, especially if they involve technology. That used to frustrate her, in part because she had seen her own teaching change for the better when she began to question her assumptions about how to teach. But rather than allowing her frustration about \"resistant colleagues\" to dominate her life, Magiera discovered that these same people were actually \"friendly dragons.\" More often than not, when she stepped back and listened to the problems they were having and helped them to problem solve, they became allies.\u003c/p>\n\u003cp>“As you’re thinking about the people who are at home, remember there might be friendly dragons right around the corner,\" Magiera said. And often the people who are most resistant to change have good reasons for being skeptical. Their experiences as educators have made them \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/29/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\" rel=\"noopener noreferrer\">distrustful of big new initiatives\u003c/a> and they are fiercely protective of their students, committed to doing what they believe is best. Listening and dialoguing with those who appear resistant can actually be the best way to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/09/steps-to-help-schools-transform-to-competency-based-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">thoroughly vet an idea\u003c/a>, think through all the angles, and consider how to support implementation. And it's important for the pioneers to share the good and bad parts of the journey so that trying out new approaches feels less scary for those who fear failure.\u003c/p>\n\u003cp>“What I truly believe is technology should enhance our connection to each other,\" Magiera said. That could mean teachers forming professional learning communities and sharing insights and struggles, but it could also mean letting students tell their own stories. Chicago is often portrayed as a dangerous city, making the news only for the number of shootings each year. A Chicago colleague, \u003ca href=\"https://twitter.com/teachmsrose?lang=en\" target=\"_blank\" rel=\"noopener noreferrer\">Linsey Rose\u003c/a>, used technology to help her students share their version of Chicago. In the process, they reached a much bigger audience with a powerful lesson about what kids hear and feel when the same single story is repeated over and over.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Watch Jennie Magiera's TEDx talk to see the video those Chicago students made, and to hear more about the ups and downs of \u003ca href=\"https://us.corwin.com/en-us/nam/courageous-edventures/book247884\" target=\"_blank\" rel=\"noopener noreferrer\">Magiera's journey\u003c/a> to bring more creativity, play and innovation into her inner city Chicago classroom.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/olOVzE0ujJ8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*This story has been updated to reflect that Jennie Magiera drew inspiration for her talk on untold stories from Chimamanda Ngozi Adichie. We regret the error.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Most people's lives are nuanced and complex, resisting a single narrative. When educators can amplify the stories of \"limitless potential\" they can help break down damaging stereotypes about teachers, communities and students.\r\n","status":"publish","parent":0,"modified":1508802026,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/olOVzE0ujJ8"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":620},"headData":{"title":"Why It's Imperative Educators Resist The Lure Of The Single Story | KQED","description":"Most people's lives are nuanced and complex, resisting a single narrative. When educators can amplify the stories of "limitless potential" they can help break down damaging stereotypes about teachers, communities and students.\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why It's Imperative Educators Resist The Lure Of The Single Story","datePublished":"2017-07-11T12:33:07.000Z","dateModified":"2017-10-23T23:40:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48664 https://ww2.kqed.org/mindshift/?p=48664","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/11/why-its-imperative-educators-resist-the-lure-of-the-single-story/","disqusTitle":"Why It's Imperative Educators Resist The Lure Of The Single Story","path":"/mindshift/48664/why-its-imperative-educators-resist-the-lure-of-the-single-story","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The education world is full of assumptions, many of which aren't helpful to improving the quality of teaching and learning that happens in schools. The narratives from outside the industry can be harmful, but perhaps less obvious are the single stories of students and teachers told within the industry. That was a central message of \u003ca href=\"https://twitter.com/msmagiera?lang=en\" target=\"_blank\" rel=\"noopener noreferrer\">Jennie Magiera's \u003c/a> keynote at the \u003ca href=\"https://conference.iste.org/2017/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE) conference\u003c/a>. Magiera was inspired to talk about untold stories by Chimamanda Ngozi Adichie's TED talk, \"\u003ca href=\"https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story\" rel=\"noopener\" target=\"_blank\">The Danger of A Single Story\u003c/a>.\"*\u003c/p>\n\u003cp>It's easy to repeat stereotypes about why there aren't enough girls or minorities in science, technology, engineering, and math fields. It can be tempting to point fingers at colleagues who resist change. And, it's all too common to assume a life story about students coming from specific backgrounds. But Magiera says one important role of a teacher is to fight against those single stories because while they are sometimes true, those narratives rarely provide the whole picture.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What I truly believe is technology should enhance our connection to each other.'\u003ccite>Jennie Magiera, Chief Innovation Officer Des Plaines Public Schools\u003c/cite>\u003c/aside>\n\u003cp>“As educators it’s our role to amplify the untold story of limitless potential,\" Magiera said. As the chief innovation officer for Des Plaines Public Schools, Magiera has a lot of experience with colleagues who are resistant to trying new approaches, especially if they involve technology. That used to frustrate her, in part because she had seen her own teaching change for the better when she began to question her assumptions about how to teach. But rather than allowing her frustration about \"resistant colleagues\" to dominate her life, Magiera discovered that these same people were actually \"friendly dragons.\" More often than not, when she stepped back and listened to the problems they were having and helped them to problem solve, they became allies.\u003c/p>\n\u003cp>“As you’re thinking about the people who are at home, remember there might be friendly dragons right around the corner,\" Magiera said. And often the people who are most resistant to change have good reasons for being skeptical. Their experiences as educators have made them \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/29/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\" rel=\"noopener noreferrer\">distrustful of big new initiatives\u003c/a> and they are fiercely protective of their students, committed to doing what they believe is best. Listening and dialoguing with those who appear resistant can actually be the best way to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/09/steps-to-help-schools-transform-to-competency-based-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">thoroughly vet an idea\u003c/a>, think through all the angles, and consider how to support implementation. And it's important for the pioneers to share the good and bad parts of the journey so that trying out new approaches feels less scary for those who fear failure.\u003c/p>\n\u003cp>“What I truly believe is technology should enhance our connection to each other,\" Magiera said. That could mean teachers forming professional learning communities and sharing insights and struggles, but it could also mean letting students tell their own stories. Chicago is often portrayed as a dangerous city, making the news only for the number of shootings each year. A Chicago colleague, \u003ca href=\"https://twitter.com/teachmsrose?lang=en\" target=\"_blank\" rel=\"noopener noreferrer\">Linsey Rose\u003c/a>, used technology to help her students share their version of Chicago. In the process, they reached a much bigger audience with a powerful lesson about what kids hear and feel when the same single story is repeated over and over.\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>Watch Jennie Magiera's TEDx talk to see the video those Chicago students made, and to hear more about the ups and downs of \u003ca href=\"https://us.corwin.com/en-us/nam/courageous-edventures/book247884\" target=\"_blank\" rel=\"noopener noreferrer\">Magiera's journey\u003c/a> to bring more creativity, play and innovation into her inner city Chicago classroom.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/olOVzE0ujJ8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*This story has been updated to reflect that Jennie Magiera drew inspiration for her talk on untold stories from Chimamanda Ngozi Adichie. We regret the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48664/why-its-imperative-educators-resist-the-lure-of-the-single-story","authors":["234"],"categories":["mindshift_194"],"tags":["mindshift_862","mindshift_20784","mindshift_1040","mindshift_21114"],"featImg":"mindshift_48666","label":"mindshift"},"mindshift_48627":{"type":"posts","id":"mindshift_48627","meta":{"index":"posts_1591205157","site":"mindshift","id":"48627","score":null,"sort":[1499670222000]},"guestAuthors":[],"slug":"7-questions-principals-should-ask-when-hiring-future-ready-teachers","title":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers","publishDate":1499670222,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Every year thousands of educators gather for the \u003ca href=\"https://conference.iste.org/2018/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE) conference\u003c/a> eager to learn about the newest features in favorite apps and to glean ideas from one another about how to effectively teach in new ways. The conference seems to grow every year and there is palpable excitement from educators who finally get to commune with their “tribe” -- techy teachers from around the globe.\u003c/p>\n\u003cp>But many of the products currently being marketed to educators are firmly rooted in the current moment of education. For the most part, they focus on how to help educators do what they already do more efficiently. Or they offer flashy digital tools meant to engage learners presumed to have short attention spans, and entice teachers with the analytics under the hood. But too often the conversations around what educators can do with technology in their classrooms focus on the current moment in a system that almost no one thinks is perfect.\u003c/p>\n\u003cp>“I’m fascinated by trying to look forward rather than looking at what schools look like now,” said \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">Alan November\u003c/a> during a presentation at the conference. November has long been invested in education, first as a teacher and now has a consultant and speaker. He suggests that to fundamentally change, education leaders need to define a new role for learners and then hire teachers who can help nurture those qualities. With that in mind, November proposes seven questions that he thinks should become standard in the interviewing and hiring process.\u003cbr>\n\u003cstrong>\u003cbr>\nQuestion #1: How do you teach students to become problem designers?\u003c/strong>\u003c/p>\n\u003cp>“After 40 years of technology, we are still spoon-feeding students problems to solve,” November said. He finds this ridiculous in an era when hiring managers and business leaders routinely say they are looking for employees who \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\" rel=\"noopener noreferrer\">can define the problems \u003c/a>the company faces and set about attacking them. But students don’t often get to practice defining the problems they will solve. And without exposure to this type of thinking they become dependent, knowing the teacher will do the hard work of devising problems for them.\u003c/p>\n\u003cp>November worked with a teacher, \u003ca href=\"https://twitter.com/mrsjcaviness\" target=\"_blank\" rel=\"noopener noreferrer\">Jessica Caviness\u003c/a>, who resisted the idea that students were capable of designing interesting problems for a long time. Finally she decided to give them a picture -- in this case a cup at a baseball game -- and asked students to come up with a problem for it that wasn’t the most obvious one.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Can u write the warm up question for tomorrow that goes with this cup? Involve volume somehow. \u003ca href=\"http://t.co/DYCXTpwK\">pic.twitter.com/DYCXTpwK\u003c/a>\u003c/p>\n\u003cp>— Jessica Caviness (@mrsjcaviness) \u003ca href=\"https://twitter.com/mrsjcaviness/status/190237541964853248\">April 12, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The first student-generated problem she received was wonderfully complex:\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/mrsjcaviness\">@mrsjcaviness\u003c/a> Is this a good warm up Q?!? 😀 \u003ca href=\"http://t.co/LhdzZhZb\">pic.twitter.com/LhdzZhZb\u003c/a>\u003c/p>\n\u003cp>— ⚡ K-T Fink ⚡ (@We_Shout) \u003ca href=\"https://twitter.com/We_Shout/status/259281800940122112\">October 19, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>To figure out that answer, students needed to know much more than geometry. They needed to figure out the buoyancy of ice, the displacement of water, several things about volume in order to figure out how much is left, and some physics.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This was a spur-of-the-moment challenge, something Caviness devised while at a Rangers game, but students who followed her on Twitter immediately responded. And because students responded directly to Caviness’ original tweet, the whole class could see one another’s creations. And they were motivated to think more creatively about their own submissions because of what they saw. “And you see this cascading, of students inspiring students, and problems getting harder,” November said.\u003c/p>\n\u003cp>Letting students design their own problems can be tremendously motivating and fun for students, but it requires teachers who aren’t afraid to say they don’t know the answers. “I worry sometimes that this loss of control, this fear of a problem they can’t solve, is holding back some teachers,” November said. But when teachers don’t claim to have all the knowledge, it forces students to find answers, discover new pieces of \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\" rel=\"noopener noreferrer\">information they will need\u003c/a>, and to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">effectively use the internet\u003c/a> as a powerful learning tool. The resources to extend their learning this way are at their fingertips.\u003c/p>\n\u003cp>“I am convinced in the age of the web, we need teachers who can teach students to be designers of problems,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #2: How do you manage your own professional growth?\u003c/strong>\u003c/p>\n\u003cp>It has become trendy to call teachers “lead learners,” but how do individual teachers ensure that they are continually learning both content and about their craft? Lack of professional development around technology integration or other new initiatives is a common gripe, but if the adults in schools want students to be lifelong learners they have to model taking that initiative for the children they teach.\u003c/p>\n\u003cp>“I worry a lot of teachers don’t manage their own professional growth,” November said. “They’re told go to this workshop. I’m very worried about that, even though it’s my primary business.”\u003c/p>\n\u003cp>There is a growing network of educators who are self-motivated to grow professionally, often spurred by technology. Increasingly, teachers are earning \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">micro-credentials\u003c/a>, participating in Twitter chats, finding other educators to learn from in \u003ca href=\"https://ww2.kqed.org/mindshift/2011/05/19/5-personal-learning-networks-plns-for-educators/\" target=\"_blank\" rel=\"noopener noreferrer\">personalized learning networks\u003c/a>, attending \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/06/how-playing-with-math-helps-teachers-better-empathize-with-students/\" target=\"_blank\" rel=\"noopener noreferrer\">math circles\u003c/a> and generally widening their network of influencers.\u003c/p>\n\u003cp>Teachers who take that approach to their own careers will not only continue to improve their teaching, but they will inspire students as well.\u003c/p>\n\u003cp>\u003cstrong>Question #3: What are your expectations for student to self-assess their work and publish it for a wider audience?\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://visible-learning.org/glossary/\" target=\"_blank\" rel=\"noopener noreferrer\">John Hattie’s work\u003c/a> indicates that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">self-assessment\u003c/a> can have a significant impact on the quality of learning. It’s also a skill that pops up throughout life. And yet, in traditional school most assessment falls to the teacher and most student work is written for only the teacher to see.\u003c/p>\n\u003cp>November recommends a tool called \u003ca href=\"http://prism.scholarslab.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Prism\u003c/a> for students to self-assess, and for teachers to get a read on how students are doing. The teacher can paste any text into Prism and make a legend for highlights. For example, red might be the most difficult parts of the article, blue could be the key ideas, and yellow could be difficult vocabulary. Students can then go into the same article and highlight the reading using the code the teacher set out. This allows students to reflect on what they’re reading and what they understand, but it also gives the teacher a quick snapshot of concepts that need to be unpacked further.\u003c/p>\n\u003cp>Students can also see aggregated and anonymous data on what their peers highlighted, which can help break through the self-conscious refusal to ask questions. When kids know that others in the class also struggled, they are more likely to ask questions to clarify their own understanding.\u003c/p>\n\u003cp>Self-assessment with Prism could also be even more obvious. When student submit an essay, they could paste it into Prism and highlight the best parts of their writing or where they struggled. Teachers can not only see how students are thinking about their own work, but also give more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">targeted feedback\u003c/a> that may mean more because of what the student has already invested.\u003c/p>\n\u003cp>In addition to helping students self-assess within a closed classroom setting, when students publish their work for a wider audience they receive feedback that feels more authentic and immediate because of its impact. The concept of a wider audience for student work is one that is growing popular among some educators, but how often is that audience global?\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Ss share Geometric Gardens and portfolios in the park for exhibition \u003ca href=\"https://twitter.com/hightechhigh\">@hightechhigh\u003c/a> ! \u003ca href=\"https://twitter.com/hashtag/PBL?src=hash\">#PBL\u003c/a> + \u003ca href=\"https://twitter.com/hashtag/Math?src=hash\">#Math\u003c/a> = beautiful work! \u003ca href=\"https://twitter.com/hashtag/hthmath?src=hash\">#hthmath\u003c/a> \u003ca href=\"https://twitter.com/hashtag/maic?src=hash\">#maic\u003c/a> \u003ca href=\"https://t.co/ON28NATAiv\">pic.twitter.com/ON28NATAiv\u003c/a>\u003c/p>\n\u003cp>— Sarah Strong (@sstrong57) \u003ca href=\"https://twitter.com/sstrong57/status/873167381169713152\">June 9, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Your ability to get feedback from around the world is an important skill that adds to the assessment of your work for your personal growth,” November said. He loves the example of \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/05/world-of-warcraft-finds-its-way-into-class/\" target=\"_blank\" rel=\"noopener noreferrer\">fan fiction\u003c/a>. Kids obsessed with characters from their favorite books write thousands of words in fan fiction and publish to online communities. In a presentation at a middle school, November was demonstrating to students how the sites work, praising the particular work of one writer who had clearly progressed over time, incorporating feedback from the comments on her writing to improve. Unbeknown to him, that girl was in the group and her friends soon let him know it.\u003c/p>\n\u003cp>After his talk was over, the girl’s teacher came up and scolded November for praising the girl. The teacher said she never did her work, never seemed to be fully present, and didn’t deserve praise in front of the other students. When November asked the student why she didn’t do her work, she gave him a revealing answer. She said every day she woke up and had to decide whether to publish for the world or for her teacher. The world was a lot more motivating.\u003c/p>\n\u003cp>\u003cstrong>Question #4: What does your global network look like?\u003c/strong>\u003c/p>\n\u003cp>Technology has made the world smaller and it is no longer impossible to learn alongside children on the other side of the world. That is a tremendous opportunity for \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/10/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy/\" target=\"_blank\" rel=\"noopener noreferrer\">cultural exchange\u003c/a>, new friendships and exciting collaborations. But kids aren’t necessarily going to find those global connections on their own.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\">Kathy Cassidy\u003c/a>, a first-grade teacher in Moose Jaw, Saskatchewan, is one of November’s favorite examples of how a globally connected teacher can open up the world to her students, no matter how young. Cassidy has a \u003ca href=\"https://twitter.com/mscassidysclass\" target=\"_blank\" rel=\"noopener noreferrer\">class Twitter account\u003c/a> where students post their work, discuss their learning, and pose questions they want to pursue. They also follow other first-grade classrooms around the world.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We got comments today from Kenya Eng land and Malaysia. They are far away. By Lemmy\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/724671264690819072\">April 25, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The kids see amazing ideas from all over the world every week,” November said. Cassidy’s students often want to try those projects for themselves, but Cassidy always tells them she doesn’t know how to do it. That never stops them. They just say, “We don’t need you.”\u003c/p>\n\u003cp>For example, these globally connected first-graders set up a Skype conversation with students in Vietnam to ask how they made cameras out of junk. After getting some tips and completing their own versions, they tweeted pictures to their Vietnamese peers, along with thank-you notes. They also regularly tweet to authors and share how books inspire them.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"und\">.\u003ca href=\"https://twitter.com/EliseGravel\">@EliseGravel\u003c/a> \u003ca href=\"https://t.co/GGRMf4BhM5\">pic.twitter.com/GGRMf4BhM5\u003c/a>\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/685547031167827968\">January 8, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I only want teachers who have global networks and know how to use them to inspire students to go beyond what they themselves as teachers may be able to do,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #5: How do you give students an opportunity to contribute purposeful work to others?\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of motivation research pointing to the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">power of purpose to drive learning\u003c/a>. Humans evolved in communities and the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/28/four-meaningful-ways-students-can-contribute/\" target=\"_blank\" rel=\"noopener noreferrer\">desire to make a difference\u003c/a> is a powerful motivator for many people. Unfortunately, academic culture often doesn’t seem to have a lot of purpose to students. The far-off goal of college doesn’t always seem real to many students, even if it has been hammered into them.\u003c/p>\n\u003cp>“We want to know we had value,” November said. “ At the end of the day, we want to know we made a difference.” Luckily, kids can learn a lot from being helpful with the guidance of a creative teacher.\u003c/p>\n\u003cp>Kindergartners in Loudoun County, Virginia, were studying orangutans, so their teacher set up a conference call with the zookeeper in Waco, Texas, where many orangutans live. The zookeeper told the kids that orangutans often acted naughty when they didn’t have anything to do, so over the next few months the kids designed puzzles and games for the orangutans to play. They shipped their games and then set up another video conference to watch the orangutans playing with what they had designed.\u003c/p>\n\u003cp>“There’s lots to do that I don’t think we’ve tapped, starting with very young children and going all the way through to make a difference,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #6: How do you teach students to learn what you don’t know?\u003c/strong>\u003c/p>\n\u003cp>Teachers spend a lot of time delivering content they already know to students for whom that information may be new. Far less often do teachers model how they themselves learn new things, in effect modeling how to learn.\u003c/p>\n\u003cp>This could be the perfect topic for a professional development workshop. That facilitator could give teachers a problem about which they know nothing, and ask them to figure it out. The adults would practice documenting the steps of their learning process so they can show students later. These are things teachers do every day out of curiosity or when planning lessons, but the steps aren’t always transparent to students. How do teachers search online effectively? How do they organize their information? How do they keep track of their sources? What questions do they ask themselves along the way to make sure their sources are valid or to push the research further?\u003c/p>\n\u003cp>\u003ca href=\"http://cs.harvard.edu/malan/bio/\" target=\"_blank\" rel=\"noopener noreferrer\">David Malan\u003c/a>, a Harvard computer science professor, told November that the biggest mistake he has made as a teacher was putting too much of his own work on \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">his website for CS50\u003c/a>, one of the college's most popular classes. He realized that linking only to his own class materials, notes and papers encouraged students to be dependent on him and didn’t reveal enough about how he learned and who inspires him. He wanted students to know about the powerful resources from around the world that have influenced his work, so he started linking to those instead.\u003c/p>\n\u003cp>“He was showing them how he learned, that these were resources that were helpful to him,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #7: How do you teach students to manage their own learning?\u003c/strong>\u003c/p>\n\u003cp>This is a crucial question to develop learner independence. Often students have experience managing their own learning in informal settings. When they play Minecraft (or any other video game), kids don’t wait for an adult to scaffold the learning -- they watch videos, talk to friends, and play around in the world until they \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/22/how-kids-are-learning-to-code-while-playing-minecraft/\" target=\"_blank\" rel=\"noopener noreferrer\">figure it out\u003c/a>. But that same sense of ownership doesn’t often play out in academic spaces, a missed opportunity for deep learning.\u003c/p>\n\u003cp>November has observed kids of all ages managing their own learning when they create \u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/03/the-benefits-of-students-teaching-students-through-online-video/\" target=\"_blank\" rel=\"noopener noreferrer\">video tutorials\u003c/a> for their friends. Even when given a choice between a worksheet that would take 10 minutes to complete, and a tutorial video, kids will often choose hours of work to produce three good tutorial minutes. They do this because they feel their peers need them and the work has value. Students know the teacher already has the answers to the worksheet.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/globalearner\">@globalearner\u003c/a> shares a student of \u003ca href=\"https://twitter.com/mathtrain\">@mathtrain\u003c/a> once told him, \"The world needs me\" to make tutorial videos. How powerful. \u003ca href=\"https://twitter.com/hashtag/edtech?src=hash\">#edtech\u003c/a>\u003c/p>\n\u003cp>— John Massie (@UplandEdTech) \u003ca href=\"https://twitter.com/UplandEdTech/status/778651078883676160\">September 21, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Even more intriguing, students themselves say despite what seems like an altruistic act, making video tutorials benefits the maker the most. One little girl said, “I never really learned anything until I designed tutorials. It’s taught me a whole new way of learning.”\u003c/p>\n\u003cp>At the crux of all these hiring questions is a push to give students more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">messy problems\u003c/a>. Too often students are asked to complete work that thousands of students have done before them, rather than adding, \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/08/remixing-melville-moby-dick-meets-the-digital-generation/\" target=\"_blank\" rel=\"noopener noreferrer\">remixing or extending knowledge\u003c/a> that already exists. For example, rather than asking students to make a PowerPoint presentation on Romeo and Juliet, what if they were asked to find five different existing presentations from five different countries representing different cultural interpretations of the play. They could then pick 10 slides from those decks to build their own argument around a theme like irony. To November, that is a worthwhile messy problem.\u003c/p>\n\u003cp>Many education discussions focus on how to best cover the curriculum. Challenges like time, space and system constraints are usually cited as impediments to getting through the required content in engaging and interesting ways. But, looked at differently, covering a set bucket of content could be seen as a straightforward proposition, although it doesn’t guarantee that students emerge on the other side as curious, connected, critical thinkers.\u003c/p>\n\u003cp>“What we need today, because there’s so much knowledge available to us all, what we need are teachers who are so inspiring that students go beyond the curriculum to seek out their own knowledge, to add value to the curriculum the teacher taught them,” November said. That’s the approach Harvard professor David Malan takes. When asked how he knows he’s a good teacher, he responded the only evidence that would convince him is if students bring outside learning to bear on what he has taught.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That’s a rigorous standard by which to measure effective teaching and requires a mindset switch about what education is for and how it will remain relevant to students growing up in a world that is more connected and less stable than ever before.\u003c/p>\n\n","blocks":[],"excerpt":"Education consultant and speaker Alan November says if we want to move education forward, school leaders must start hiring teachers who are globally connected, embrace messy problems and aren't afraid to make their own learning transparent to students.","status":"publish","parent":0,"modified":1499670222,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":55,"wordCount":2922},"headData":{"title":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers | KQED","description":"Education consultant and speaker Alan November says if we want to move education forward, school leaders must start hiring teachers who are globally connected, embrace messy problems and aren't afraid to make their own learning transparent to students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers","datePublished":"2017-07-10T07:03:42.000Z","dateModified":"2017-07-10T07:03:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48627 https://ww2.kqed.org/mindshift/?p=48627","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/10/7-questions-principals-should-ask-when-hiring-future-ready-teachers/","disqusTitle":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers","path":"/mindshift/48627/7-questions-principals-should-ask-when-hiring-future-ready-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every year thousands of educators gather for the \u003ca href=\"https://conference.iste.org/2018/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE) conference\u003c/a> eager to learn about the newest features in favorite apps and to glean ideas from one another about how to effectively teach in new ways. The conference seems to grow every year and there is palpable excitement from educators who finally get to commune with their “tribe” -- techy teachers from around the globe.\u003c/p>\n\u003cp>But many of the products currently being marketed to educators are firmly rooted in the current moment of education. For the most part, they focus on how to help educators do what they already do more efficiently. Or they offer flashy digital tools meant to engage learners presumed to have short attention spans, and entice teachers with the analytics under the hood. But too often the conversations around what educators can do with technology in their classrooms focus on the current moment in a system that almost no one thinks is perfect.\u003c/p>\n\u003cp>“I’m fascinated by trying to look forward rather than looking at what schools look like now,” said \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">Alan November\u003c/a> during a presentation at the conference. November has long been invested in education, first as a teacher and now has a consultant and speaker. He suggests that to fundamentally change, education leaders need to define a new role for learners and then hire teachers who can help nurture those qualities. With that in mind, November proposes seven questions that he thinks should become standard in the interviewing and hiring process.\u003cbr>\n\u003cstrong>\u003cbr>\nQuestion #1: How do you teach students to become problem designers?\u003c/strong>\u003c/p>\n\u003cp>“After 40 years of technology, we are still spoon-feeding students problems to solve,” November said. He finds this ridiculous in an era when hiring managers and business leaders routinely say they are looking for employees who \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\" rel=\"noopener noreferrer\">can define the problems \u003c/a>the company faces and set about attacking them. But students don’t often get to practice defining the problems they will solve. And without exposure to this type of thinking they become dependent, knowing the teacher will do the hard work of devising problems for them.\u003c/p>\n\u003cp>November worked with a teacher, \u003ca href=\"https://twitter.com/mrsjcaviness\" target=\"_blank\" rel=\"noopener noreferrer\">Jessica Caviness\u003c/a>, who resisted the idea that students were capable of designing interesting problems for a long time. Finally she decided to give them a picture -- in this case a cup at a baseball game -- and asked students to come up with a problem for it that wasn’t the most obvious one.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Can u write the warm up question for tomorrow that goes with this cup? Involve volume somehow. \u003ca href=\"http://t.co/DYCXTpwK\">pic.twitter.com/DYCXTpwK\u003c/a>\u003c/p>\n\u003cp>— Jessica Caviness (@mrsjcaviness) \u003ca href=\"https://twitter.com/mrsjcaviness/status/190237541964853248\">April 12, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The first student-generated problem she received was wonderfully complex:\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/mrsjcaviness\">@mrsjcaviness\u003c/a> Is this a good warm up Q?!? 😀 \u003ca href=\"http://t.co/LhdzZhZb\">pic.twitter.com/LhdzZhZb\u003c/a>\u003c/p>\n\u003cp>— ⚡ K-T Fink ⚡ (@We_Shout) \u003ca href=\"https://twitter.com/We_Shout/status/259281800940122112\">October 19, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>To figure out that answer, students needed to know much more than geometry. They needed to figure out the buoyancy of ice, the displacement of water, several things about volume in order to figure out how much is left, and some physics.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This was a spur-of-the-moment challenge, something Caviness devised while at a Rangers game, but students who followed her on Twitter immediately responded. And because students responded directly to Caviness’ original tweet, the whole class could see one another’s creations. And they were motivated to think more creatively about their own submissions because of what they saw. “And you see this cascading, of students inspiring students, and problems getting harder,” November said.\u003c/p>\n\u003cp>Letting students design their own problems can be tremendously motivating and fun for students, but it requires teachers who aren’t afraid to say they don’t know the answers. “I worry sometimes that this loss of control, this fear of a problem they can’t solve, is holding back some teachers,” November said. But when teachers don’t claim to have all the knowledge, it forces students to find answers, discover new pieces of \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\" rel=\"noopener noreferrer\">information they will need\u003c/a>, and to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">effectively use the internet\u003c/a> as a powerful learning tool. The resources to extend their learning this way are at their fingertips.\u003c/p>\n\u003cp>“I am convinced in the age of the web, we need teachers who can teach students to be designers of problems,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #2: How do you manage your own professional growth?\u003c/strong>\u003c/p>\n\u003cp>It has become trendy to call teachers “lead learners,” but how do individual teachers ensure that they are continually learning both content and about their craft? Lack of professional development around technology integration or other new initiatives is a common gripe, but if the adults in schools want students to be lifelong learners they have to model taking that initiative for the children they teach.\u003c/p>\n\u003cp>“I worry a lot of teachers don’t manage their own professional growth,” November said. “They’re told go to this workshop. I’m very worried about that, even though it’s my primary business.”\u003c/p>\n\u003cp>There is a growing network of educators who are self-motivated to grow professionally, often spurred by technology. Increasingly, teachers are earning \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">micro-credentials\u003c/a>, participating in Twitter chats, finding other educators to learn from in \u003ca href=\"https://ww2.kqed.org/mindshift/2011/05/19/5-personal-learning-networks-plns-for-educators/\" target=\"_blank\" rel=\"noopener noreferrer\">personalized learning networks\u003c/a>, attending \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/06/how-playing-with-math-helps-teachers-better-empathize-with-students/\" target=\"_blank\" rel=\"noopener noreferrer\">math circles\u003c/a> and generally widening their network of influencers.\u003c/p>\n\u003cp>Teachers who take that approach to their own careers will not only continue to improve their teaching, but they will inspire students as well.\u003c/p>\n\u003cp>\u003cstrong>Question #3: What are your expectations for student to self-assess their work and publish it for a wider audience?\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://visible-learning.org/glossary/\" target=\"_blank\" rel=\"noopener noreferrer\">John Hattie’s work\u003c/a> indicates that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">self-assessment\u003c/a> can have a significant impact on the quality of learning. It’s also a skill that pops up throughout life. And yet, in traditional school most assessment falls to the teacher and most student work is written for only the teacher to see.\u003c/p>\n\u003cp>November recommends a tool called \u003ca href=\"http://prism.scholarslab.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Prism\u003c/a> for students to self-assess, and for teachers to get a read on how students are doing. The teacher can paste any text into Prism and make a legend for highlights. For example, red might be the most difficult parts of the article, blue could be the key ideas, and yellow could be difficult vocabulary. Students can then go into the same article and highlight the reading using the code the teacher set out. This allows students to reflect on what they’re reading and what they understand, but it also gives the teacher a quick snapshot of concepts that need to be unpacked further.\u003c/p>\n\u003cp>Students can also see aggregated and anonymous data on what their peers highlighted, which can help break through the self-conscious refusal to ask questions. When kids know that others in the class also struggled, they are more likely to ask questions to clarify their own understanding.\u003c/p>\n\u003cp>Self-assessment with Prism could also be even more obvious. When student submit an essay, they could paste it into Prism and highlight the best parts of their writing or where they struggled. Teachers can not only see how students are thinking about their own work, but also give more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">targeted feedback\u003c/a> that may mean more because of what the student has already invested.\u003c/p>\n\u003cp>In addition to helping students self-assess within a closed classroom setting, when students publish their work for a wider audience they receive feedback that feels more authentic and immediate because of its impact. The concept of a wider audience for student work is one that is growing popular among some educators, but how often is that audience global?\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Ss share Geometric Gardens and portfolios in the park for exhibition \u003ca href=\"https://twitter.com/hightechhigh\">@hightechhigh\u003c/a> ! \u003ca href=\"https://twitter.com/hashtag/PBL?src=hash\">#PBL\u003c/a> + \u003ca href=\"https://twitter.com/hashtag/Math?src=hash\">#Math\u003c/a> = beautiful work! \u003ca href=\"https://twitter.com/hashtag/hthmath?src=hash\">#hthmath\u003c/a> \u003ca href=\"https://twitter.com/hashtag/maic?src=hash\">#maic\u003c/a> \u003ca href=\"https://t.co/ON28NATAiv\">pic.twitter.com/ON28NATAiv\u003c/a>\u003c/p>\n\u003cp>— Sarah Strong (@sstrong57) \u003ca href=\"https://twitter.com/sstrong57/status/873167381169713152\">June 9, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Your ability to get feedback from around the world is an important skill that adds to the assessment of your work for your personal growth,” November said. He loves the example of \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/05/world-of-warcraft-finds-its-way-into-class/\" target=\"_blank\" rel=\"noopener noreferrer\">fan fiction\u003c/a>. Kids obsessed with characters from their favorite books write thousands of words in fan fiction and publish to online communities. In a presentation at a middle school, November was demonstrating to students how the sites work, praising the particular work of one writer who had clearly progressed over time, incorporating feedback from the comments on her writing to improve. Unbeknown to him, that girl was in the group and her friends soon let him know it.\u003c/p>\n\u003cp>After his talk was over, the girl’s teacher came up and scolded November for praising the girl. The teacher said she never did her work, never seemed to be fully present, and didn’t deserve praise in front of the other students. When November asked the student why she didn’t do her work, she gave him a revealing answer. She said every day she woke up and had to decide whether to publish for the world or for her teacher. The world was a lot more motivating.\u003c/p>\n\u003cp>\u003cstrong>Question #4: What does your global network look like?\u003c/strong>\u003c/p>\n\u003cp>Technology has made the world smaller and it is no longer impossible to learn alongside children on the other side of the world. That is a tremendous opportunity for \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/10/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy/\" target=\"_blank\" rel=\"noopener noreferrer\">cultural exchange\u003c/a>, new friendships and exciting collaborations. But kids aren’t necessarily going to find those global connections on their own.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\">Kathy Cassidy\u003c/a>, a first-grade teacher in Moose Jaw, Saskatchewan, is one of November’s favorite examples of how a globally connected teacher can open up the world to her students, no matter how young. Cassidy has a \u003ca href=\"https://twitter.com/mscassidysclass\" target=\"_blank\" rel=\"noopener noreferrer\">class Twitter account\u003c/a> where students post their work, discuss their learning, and pose questions they want to pursue. They also follow other first-grade classrooms around the world.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We got comments today from Kenya Eng land and Malaysia. They are far away. By Lemmy\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/724671264690819072\">April 25, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The kids see amazing ideas from all over the world every week,” November said. Cassidy’s students often want to try those projects for themselves, but Cassidy always tells them she doesn’t know how to do it. That never stops them. They just say, “We don’t need you.”\u003c/p>\n\u003cp>For example, these globally connected first-graders set up a Skype conversation with students in Vietnam to ask how they made cameras out of junk. After getting some tips and completing their own versions, they tweeted pictures to their Vietnamese peers, along with thank-you notes. They also regularly tweet to authors and share how books inspire them.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"und\">.\u003ca href=\"https://twitter.com/EliseGravel\">@EliseGravel\u003c/a> \u003ca href=\"https://t.co/GGRMf4BhM5\">pic.twitter.com/GGRMf4BhM5\u003c/a>\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/685547031167827968\">January 8, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I only want teachers who have global networks and know how to use them to inspire students to go beyond what they themselves as teachers may be able to do,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #5: How do you give students an opportunity to contribute purposeful work to others?\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of motivation research pointing to the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">power of purpose to drive learning\u003c/a>. Humans evolved in communities and the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/28/four-meaningful-ways-students-can-contribute/\" target=\"_blank\" rel=\"noopener noreferrer\">desire to make a difference\u003c/a> is a powerful motivator for many people. Unfortunately, academic culture often doesn’t seem to have a lot of purpose to students. The far-off goal of college doesn’t always seem real to many students, even if it has been hammered into them.\u003c/p>\n\u003cp>“We want to know we had value,” November said. “ At the end of the day, we want to know we made a difference.” Luckily, kids can learn a lot from being helpful with the guidance of a creative teacher.\u003c/p>\n\u003cp>Kindergartners in Loudoun County, Virginia, were studying orangutans, so their teacher set up a conference call with the zookeeper in Waco, Texas, where many orangutans live. The zookeeper told the kids that orangutans often acted naughty when they didn’t have anything to do, so over the next few months the kids designed puzzles and games for the orangutans to play. They shipped their games and then set up another video conference to watch the orangutans playing with what they had designed.\u003c/p>\n\u003cp>“There’s lots to do that I don’t think we’ve tapped, starting with very young children and going all the way through to make a difference,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #6: How do you teach students to learn what you don’t know?\u003c/strong>\u003c/p>\n\u003cp>Teachers spend a lot of time delivering content they already know to students for whom that information may be new. Far less often do teachers model how they themselves learn new things, in effect modeling how to learn.\u003c/p>\n\u003cp>This could be the perfect topic for a professional development workshop. That facilitator could give teachers a problem about which they know nothing, and ask them to figure it out. The adults would practice documenting the steps of their learning process so they can show students later. These are things teachers do every day out of curiosity or when planning lessons, but the steps aren’t always transparent to students. How do teachers search online effectively? How do they organize their information? How do they keep track of their sources? What questions do they ask themselves along the way to make sure their sources are valid or to push the research further?\u003c/p>\n\u003cp>\u003ca href=\"http://cs.harvard.edu/malan/bio/\" target=\"_blank\" rel=\"noopener noreferrer\">David Malan\u003c/a>, a Harvard computer science professor, told November that the biggest mistake he has made as a teacher was putting too much of his own work on \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">his website for CS50\u003c/a>, one of the college's most popular classes. He realized that linking only to his own class materials, notes and papers encouraged students to be dependent on him and didn’t reveal enough about how he learned and who inspires him. He wanted students to know about the powerful resources from around the world that have influenced his work, so he started linking to those instead.\u003c/p>\n\u003cp>“He was showing them how he learned, that these were resources that were helpful to him,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #7: How do you teach students to manage their own learning?\u003c/strong>\u003c/p>\n\u003cp>This is a crucial question to develop learner independence. Often students have experience managing their own learning in informal settings. When they play Minecraft (or any other video game), kids don’t wait for an adult to scaffold the learning -- they watch videos, talk to friends, and play around in the world until they \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/22/how-kids-are-learning-to-code-while-playing-minecraft/\" target=\"_blank\" rel=\"noopener noreferrer\">figure it out\u003c/a>. But that same sense of ownership doesn’t often play out in academic spaces, a missed opportunity for deep learning.\u003c/p>\n\u003cp>November has observed kids of all ages managing their own learning when they create \u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/03/the-benefits-of-students-teaching-students-through-online-video/\" target=\"_blank\" rel=\"noopener noreferrer\">video tutorials\u003c/a> for their friends. Even when given a choice between a worksheet that would take 10 minutes to complete, and a tutorial video, kids will often choose hours of work to produce three good tutorial minutes. They do this because they feel their peers need them and the work has value. Students know the teacher already has the answers to the worksheet.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/globalearner\">@globalearner\u003c/a> shares a student of \u003ca href=\"https://twitter.com/mathtrain\">@mathtrain\u003c/a> once told him, \"The world needs me\" to make tutorial videos. How powerful. \u003ca href=\"https://twitter.com/hashtag/edtech?src=hash\">#edtech\u003c/a>\u003c/p>\n\u003cp>— John Massie (@UplandEdTech) \u003ca href=\"https://twitter.com/UplandEdTech/status/778651078883676160\">September 21, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Even more intriguing, students themselves say despite what seems like an altruistic act, making video tutorials benefits the maker the most. One little girl said, “I never really learned anything until I designed tutorials. It’s taught me a whole new way of learning.”\u003c/p>\n\u003cp>At the crux of all these hiring questions is a push to give students more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">messy problems\u003c/a>. Too often students are asked to complete work that thousands of students have done before them, rather than adding, \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/08/remixing-melville-moby-dick-meets-the-digital-generation/\" target=\"_blank\" rel=\"noopener noreferrer\">remixing or extending knowledge\u003c/a> that already exists. For example, rather than asking students to make a PowerPoint presentation on Romeo and Juliet, what if they were asked to find five different existing presentations from five different countries representing different cultural interpretations of the play. They could then pick 10 slides from those decks to build their own argument around a theme like irony. To November, that is a worthwhile messy problem.\u003c/p>\n\u003cp>Many education discussions focus on how to best cover the curriculum. Challenges like time, space and system constraints are usually cited as impediments to getting through the required content in engaging and interesting ways. But, looked at differently, covering a set bucket of content could be seen as a straightforward proposition, although it doesn’t guarantee that students emerge on the other side as curious, connected, critical thinkers.\u003c/p>\n\u003cp>“What we need today, because there’s so much knowledge available to us all, what we need are teachers who are so inspiring that students go beyond the curriculum to seek out their own knowledge, to add value to the curriculum the teacher taught them,” November said. That’s the approach Harvard professor David Malan takes. When asked how he knows he’s a good teacher, he responded the only evidence that would convince him is if students bring outside learning to bear on what he has taught.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That’s a rigorous standard by which to measure effective teaching and requires a mindset switch about what education is for and how it will remain relevant to students growing up in a world that is more connected and less stable than ever before.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48627/7-questions-principals-should-ask-when-hiring-future-ready-teachers","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20707","mindshift_20678","mindshift_20784","mindshift_1040","mindshift_85","mindshift_21114","mindshift_608","mindshift_646"],"featImg":"mindshift_48662","label":"mindshift"}},"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? 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You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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