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Follow her on Twitter: @HKorbey","avatar":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Holly Korbey | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/hollykorbey"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_61848":{"type":"posts","id":"mindshift_61848","meta":{"index":"posts_1591205157","site":"mindshift","id":"61848","score":null,"sort":[1687168815000]},"guestAuthors":[],"slug":"whats-the-best-way-to-teach-it-depends-on-the-subject","title":"What's the best way to teach? It depends on the subject","publishDate":1687168815,"format":"standard","headTitle":"What’s the best way to teach? It depends on the subject | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">What is the best way to teach? Some educators like to deliver clear explanations to students. Others favor discussions or group work. Project-based learning is trendy. But a June 2023 study from England could override all these debates: the most effective use of class time may depend on the subject.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers found that students who spent more time in class solving practice problems on their own and taking quizzes and tests tended to have higher scores in math. It was just the opposite in English class. Teachers who allocated more class time to discussions and group work ended up with higher scorers in that subject. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There does seem to be a difference between language and math in the best use of time in class,” said Eric Taylor, an economist who studies education at the Harvard Graduate School of Education and one of the study’s authors. “I think that is contradictory to what some people would expect and believe.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Indeed, the way that the 250 secondary school teachers in this study taught didn’t differ that much between math and English. For example, math teachers were almost as likely to devote most or all of the hour of class time to group discussions as English teachers were: 35 percent compared to 41 percent. Lectures were one of the least common uses of time in both subjects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, “\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723000523\">\u003cspan style=\"font-weight: 400\">Teacher’s use of class time and student achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” published in the Economics of Education Review, gives us a rare glimpse inside classrooms thanks to a \u003c/span>\u003ca href=\"https://www.journals.uchicago.edu/doi/full/10.1086/712997\">\u003cspan style=\"font-weight: 400\">sister experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in teacher ratings that provided the data for this study. Teachers observed their colleagues and filled out surveys on how frequently teachers were doing various instructional activities.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>How secondary school teachers in low-income secondary schools in England allocate class time\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_61850\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61850\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-1.png\" alt=\"\" width=\"780\" height=\"678\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-1-160x139.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-1-768x668.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">In this study of 32 English secondary schools, math teachers didn’t allocate class time in a radically different way than English teachers. \u003ccite>(Source: Appendix of Teacher’s use of class time and student achievement, Economics of Education Review, June 2023)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers studied 32 high-poverty English secondary schools and looked at how the allocation of classroom time in years 10 and 11 related to the test scores of 7,000 students. Throughout the United Kingdom, including England where this study took place, 11th year students take General Certificate of Secondary Education [GCSE] exams, which are akin to high school exit exams. (Years 10 and 11 are equivalent to 9th and 10th grades in the United States.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers didn’t prove that teachers’ choices on how to spend class time \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">caused\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> GCSE scores to go up. But they were able to control for teacher quality, and they noticed that even among teachers who had the same ratings, those who opted to allocate more time to individual practice work had higher student math scores. Similarly, among English teachers with the same quality ratings, those who opted to allocate more time to discussions and group work had higher student English scores. “Better” teachers who received higher ratings from their peers had a slight tendency to allocate time more effectively (that is, more practice work in math and more discussion time in English), but there were plenty of teachers who had gotten strong ratings from peers who didn’t spend class time this way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers did not theorize about why individual practice work is more important in math than in English. I’ve noticed that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors\">\u003cspan style=\"font-weight: 400\">doing a lot of practice problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during school hours is a big part of the algebra tutoring programs that have produced strong results for teens. Advocates of project-based learning once tried to develop a curriculum to teach math, but \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-four-new-studies-bolster-the-case-for-project-based-learning/\">\u003cspan style=\"font-weight: 400\">backed off\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when they struggled to come up with good projects for teaching abstract math concepts and skills. But they had success with English, science and social studies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the study took place in England, Taylor sees lessons here for U.S. educators on how to spend their class time. “I suspect that if we repeated this whole setup in high schools in New York or elsewhere in the United States that we would see similar results,” said Taylor. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this country many teachers are encouraged to incorporate “math talks” as a way to develop mathematical reasoning and help students see multiple strategies for solving a problem. Progressive math educators might also favor group over individual work. Yet this study found stronger math achievement for students whose teachers devoted less class time to math discussions or group work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critics might complain that test scores shouldn’t be the ultimate goal of mathematics education. Some teachers care more about developing a love of math or inspiring students to pursue math-heavy fields. We cannot tell from this study if teachers who conduct more math discussions produce other long-term benefits for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also unclear from this study exactly what math teachers are doing during the long stretches of independent work time. Some may be milling about offering hints and one-to-one help. Others might be kicking back at their desks, catching up on email or drinking a cup of tea while students complete their homework in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even teachers who devote most of their class time to independent practice work may begin class with five or 10 minutes of lecturing. It’s not as if students are magically teaching themselves math, muddling through on their own, Taylor said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not the only thing that’s going on in these classes,” said Taylor. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I suspect that we’re going to have more information on how good teachers spend their precious minutes of class time in the near future, thanks to improvements in artificial intelligence and learning analytics. I can imagine algorithms more accurately analyzing how class time is spent from audio and video recordings, eliminating the need for human observers to code hours of instructional time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Even if we don’t know exactly the recipe to give to teachers today, I think this study does say, ‘Well, hold on a minute, maybe we should be thinking differently about what’s right if we’re teaching math or language’,” said Taylor. These results, he added, should encourage educators to think more about what works best for each subject. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-best-way-to-teach-might-depend-on-the-subject/\">\u003ci>\u003cspan style=\"font-weight: 400\">math teaching methods\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in \u003c/span>\u003c/i>\u003ci> education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>Proof Points\u003c/i>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>Hechinger newsletters\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"A U.K. study found that students do better in math classes that devote more time to individual practice while in English class, more discussion yields results.","status":"publish","parent":0,"modified":1686954744,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1133},"headData":{"title":"What's the best way to teach? It depends on the subject | KQED","description":"Students do better in math classes with more individual practice while in English class, more discussion yields results, a new study found.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Students do better in math classes with more individual practice while in English class, more discussion yields results, a new study found."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61848/whats-the-best-way-to-teach-it-depends-on-the-subject","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">What is the best way to teach? Some educators like to deliver clear explanations to students. Others favor discussions or group work. Project-based learning is trendy. But a June 2023 study from England could override all these debates: the most effective use of class time may depend on the subject.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers found that students who spent more time in class solving practice problems on their own and taking quizzes and tests tended to have higher scores in math. It was just the opposite in English class. Teachers who allocated more class time to discussions and group work ended up with higher scorers in that subject. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There does seem to be a difference between language and math in the best use of time in class,” said Eric Taylor, an economist who studies education at the Harvard Graduate School of Education and one of the study’s authors. “I think that is contradictory to what some people would expect and believe.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Indeed, the way that the 250 secondary school teachers in this study taught didn’t differ that much between math and English. For example, math teachers were almost as likely to devote most or all of the hour of class time to group discussions as English teachers were: 35 percent compared to 41 percent. Lectures were one of the least common uses of time in both subjects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, “\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723000523\">\u003cspan style=\"font-weight: 400\">Teacher’s use of class time and student achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” published in the Economics of Education Review, gives us a rare glimpse inside classrooms thanks to a \u003c/span>\u003ca href=\"https://www.journals.uchicago.edu/doi/full/10.1086/712997\">\u003cspan style=\"font-weight: 400\">sister experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in teacher ratings that provided the data for this study. Teachers observed their colleagues and filled out surveys on how frequently teachers were doing various instructional activities.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>How secondary school teachers in low-income secondary schools in England allocate class time\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_61850\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61850\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-1.png\" alt=\"\" width=\"780\" height=\"678\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-1-160x139.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-1-768x668.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">In this study of 32 English secondary schools, math teachers didn’t allocate class time in a radically different way than English teachers. \u003ccite>(Source: Appendix of Teacher’s use of class time and student achievement, Economics of Education Review, June 2023)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers studied 32 high-poverty English secondary schools and looked at how the allocation of classroom time in years 10 and 11 related to the test scores of 7,000 students. Throughout the United Kingdom, including England where this study took place, 11th year students take General Certificate of Secondary Education [GCSE] exams, which are akin to high school exit exams. (Years 10 and 11 are equivalent to 9th and 10th grades in the United States.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers didn’t prove that teachers’ choices on how to spend class time \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">caused\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> GCSE scores to go up. But they were able to control for teacher quality, and they noticed that even among teachers who had the same ratings, those who opted to allocate more time to individual practice work had higher student math scores. Similarly, among English teachers with the same quality ratings, those who opted to allocate more time to discussions and group work had higher student English scores. “Better” teachers who received higher ratings from their peers had a slight tendency to allocate time more effectively (that is, more practice work in math and more discussion time in English), but there were plenty of teachers who had gotten strong ratings from peers who didn’t spend class time this way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers did not theorize about why individual practice work is more important in math than in English. I’ve noticed that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors\">\u003cspan style=\"font-weight: 400\">doing a lot of practice problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during school hours is a big part of the algebra tutoring programs that have produced strong results for teens. Advocates of project-based learning once tried to develop a curriculum to teach math, but \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-four-new-studies-bolster-the-case-for-project-based-learning/\">\u003cspan style=\"font-weight: 400\">backed off\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when they struggled to come up with good projects for teaching abstract math concepts and skills. But they had success with English, science and social studies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the study took place in England, Taylor sees lessons here for U.S. educators on how to spend their class time. “I suspect that if we repeated this whole setup in high schools in New York or elsewhere in the United States that we would see similar results,” said Taylor. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this country many teachers are encouraged to incorporate “math talks” as a way to develop mathematical reasoning and help students see multiple strategies for solving a problem. Progressive math educators might also favor group over individual work. Yet this study found stronger math achievement for students whose teachers devoted less class time to math discussions or group work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critics might complain that test scores shouldn’t be the ultimate goal of mathematics education. Some teachers care more about developing a love of math or inspiring students to pursue math-heavy fields. We cannot tell from this study if teachers who conduct more math discussions produce other long-term benefits for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also unclear from this study exactly what math teachers are doing during the long stretches of independent work time. Some may be milling about offering hints and one-to-one help. Others might be kicking back at their desks, catching up on email or drinking a cup of tea while students complete their homework in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even teachers who devote most of their class time to independent practice work may begin class with five or 10 minutes of lecturing. It’s not as if students are magically teaching themselves math, muddling through on their own, Taylor said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not the only thing that’s going on in these classes,” said Taylor. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I suspect that we’re going to have more information on how good teachers spend their precious minutes of class time in the near future, thanks to improvements in artificial intelligence and learning analytics. I can imagine algorithms more accurately analyzing how class time is spent from audio and video recordings, eliminating the need for human observers to code hours of instructional time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Even if we don’t know exactly the recipe to give to teachers today, I think this study does say, ‘Well, hold on a minute, maybe we should be thinking differently about what’s right if we’re teaching math or language’,” said Taylor. These results, he added, should encourage educators to think more about what works best for each subject. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-best-way-to-teach-might-depend-on-the-subject/\">\u003ci>\u003cspan style=\"font-weight: 400\">math teaching methods\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in \u003c/span>\u003c/i>\u003ci> education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>Proof Points\u003c/i>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>Hechinger newsletters\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61848/whats-the-best-way-to-teach-it-depends-on-the-subject","authors":["byline_mindshift_61848"],"categories":["mindshift_21504","mindshift_193"],"tags":["mindshift_21437","mindshift_20646","mindshift_120","mindshift_392"],"featImg":"mindshift_61854","label":"mindshift"},"mindshift_61361":{"type":"posts","id":"mindshift_61361","meta":{"index":"posts_1591205157","site":"mindshift","id":"61361","score":null,"sort":[1681092052000]},"guestAuthors":[],"slug":"using-poetry-to-sharpen-students-claims-for-argument-writing","title":"Using poetry to sharpen students' claims for argument writing","publishDate":1681092052,"format":"standard","headTitle":"Using poetry to sharpen students’ claims for argument writing | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from “Poetry Pauses: Teaching With Poems to Elevate Student Writing in All Genres” by Brett Vogelsinger. Copyright © 2023 by Corwin Press, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes I hear teachers and students talk about poetry as if the only purpose for writing a poem is to bare your soul, to go deep and dark; this illuminates another reason why poetry can be such an uncomfortable genre for teachers and students to approach in class. “I just feel funny asking kids to write poems because some of them feel awkward sharing that much of themselves with the world,” a teacher told me once.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61365\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-800x1143.jpg\" alt=\"\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-800x1143.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1020x1457.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-768x1097.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1075x1536.jpg 1075w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1434x2048.jpg 1434w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1920x2743.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-scaled.jpg 1792w\" sizes=\"(max-width: 250px) 100vw, 250px\">This view, however, inappropriately confines what poetry can do. … Argument embedded in poems is nothing new. Consider the work of 19th-century Black poet Frances Ellen Watkins Harper and her poem “Songs for the People”:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">SONGS FOR THE PEOPLE\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">by Frances Ellen Watkins Harper\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me make the songs for the people, Songs for the old and young;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Songs to stir like a battle-cry Wherever they are sung.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not for the clashing of sabres, For carnage nor for strife;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But songs to thrill the hearts of men With more abundant life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me make the songs for the weary, Amid life’s fever and fret,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Till hearts shall relax their tension, And careworn brows forget.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me sing for little children, Before their footsteps stray,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sweet anthems of love and duty, To float o’er life’s highway.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I would sing for the poor and aged, When shadows dim their sight;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of the bright and restful mansions, Where there shall be no night.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our world, so worn and weary, Needs music, pure and strong,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To hush the jangle and discords Of sorrow, pain, and wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music to soothe all its sorrow, Till war and crime shall cease;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And the hearts of men grown tender Girdle the world with peace.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“Songs for the People” by Frances Ellen Watkins Harper. Originally appeared in Poems, George S. Ferguson Company, 1896. Public domain.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading this as our poem of the day, I might ask students one or several questions to get them thinking about argument:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is she arguing here?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What need does she identify?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What stand does she take?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">That second-to-last stanza sums it up nicely: “Our world, so worn and weary,/ Needs music, pure and strong.” If I do not get a response to my initial questions, I might ask students to identify which stanza contains the main “point” of the poem.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I share that this poet was an abolitionist and a temperance and women’s suffrage activist, yet here she pauses to argue that the world needs music. This is a poem of hope, a poem that argues it is important to confront present suffering while also envisioning better things beyond it. It calls for making the music that will help usher in that brighter future. We can certainly read the word music figuratively here too: creating harmony, making noise, stirring the heart to action. This is a resonant argument even today.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While argument writing in its other forms — editorial, essay, comic, photojournalism or speech — must be grounded in fact and reason and 18th-century Enlightenment logos, the very best arguments, whatever form they take, also help us to feel deeply alongside the writer, to unsettle our complacency or open space for empathy. Poetry lets us bring a little bit of extra pathos, the more 19th-century notion of the “wild west wind” that Percy Shelley famously conjures. He begs of that wind, “Drive my dead thoughts over the universe/ Like wither’d leaves to quicken a new birth!” Argument, whether published as a poem or embedded as a bit of verse in the writer’s process for another genre, has kinetic energy. It drives away dead thoughts and clears a place for new ones.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Poetry Pause: Sharpening a Claim\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite classroom anecdote about the power of poetic claims begins with a bit of poetry from 13th-century Persian poet Rumi.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I needed a super short Poem of the Day to share so we could move along with a lengthier lesson, and I chose this little snippet of verse:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Raise your words\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">not your voice.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">It’s rain that grows flowers,\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">not thunder.\u003c/span>\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Public domain.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My student, whom I will call Mike to preserve his privacy, angled his tall torso back in his chair and abruptly said, “Wow! I love that one!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mike was not a student known to do this. He was a caring friend to his peers with a reputation for being polite. He was also known for a casual attitude toward academic work and often viewed deadlines, even entire assignments, as optional. So his sudden engagement caught my interest even more when he said, “Can I write it down to keep?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Sure, Mike!” I said and carried on with our planned brief discussion about what the poet means and how the metaphor enhances that meaning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A week later came the real shock. The door flew open, shaking our modular classroom a little bit, and Mike entered, just before the bell as the rest of the class was settling in. “I have to tell you something!” he announced, loud enough for everyone to hear. “I used a poem yesterday!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s great . . .” I said, half distracted with attendance-taking. “Have a seat and you can tell us about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He began, “So my mom and dad were getting mad at each other about something last night, and they were starting to argue, you know getting louder and angrier. And that poem we did a few days ago popped in my head, about the rain and the thunder.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suddenly I felt my eyes widen just a little bit as I began to fast-forward. Uh oh! Where is this story going? Did he quote this poem to his parents mid-argument??? Because my first thought here is that this is a good way to get both parents to turn on a kid, right? I mean, who wants to hear Rumi when you’re fighting with your spouse?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So I said to them,” he continued, “Mom, Dad: ‘Raise your words not your voice. It’s rain that grows flowers, not thunder.’ And it worked. They stopped and we all sort of talked about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I paused, tentative. “About the poem?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Yeah! And how it means you get farther talking about things calmly like rain instead of loudly like thunder.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I should stop here to say that I still think the more common outcome of quoting poetry to an angry parent would be far less positive, so this story will stick with me for my entire career. A succinct argument in verse written centuries ago had instantaneous relevance in a household dispute, and a 14-year-old knew it could. It presented an argument that stopped the other kind of argument, the more painful kind, in its tracks. Wow. Just, wow.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, not all argument writing negotiates family peace. Some is meant to stir us up, to motivate readers, to poke at our conscience and provoke action. Willie Perdomo (2020) refers to the “lyrical machete” a poem can wield (p. 1). There is a sharpness to a good argument, an edge, a ferocity, a danger. And like a machete, it can open a new path through our viny, wild, confusing world. We want students to feel this as they craft argument pieces, but too often they end up recycling opinions they have already heard in words others have used to make the same point. They may shy away from taking a stand, sometimes because they lack a thorough understanding of a topic, sometimes because they lack a real passion for it, and sometimes because they want to avoid being divisive.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A simple poem like Rumi’s verse can provide a mentor for sharpening a claim into a few words and a single figurative image. Look at how the poem moves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Line 1: Do this (Raise your words)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Line 2: Not this (not your voice).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lines 3–4: Here’s a metaphor to make that point visual (It’s rain that grows flowers,/ not thunder).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This format could be used to write about any topic. Instead of just using this particular poem when I need something quick, I now use it to help us sharpen our claims.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So think about that format,” I tell my students. “Let’s see how this pattern could work for your topic. Tell someone what to do and what not to do. Maybe it’s replacing an old \u003c/span>\u003cspan style=\"font-weight: 400\">habit with a better one, like this poem. Maybe it’s choosing the tougher-but-better path instead of the easy-but-problematic one.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I continue, “Then comes the trickier part. Can you make this visual with a metaphor? See how it’s that last twist that makes Rumi’s poem so memorable and enduring? If you disagree with his point at first, the imagery in that metaphor makes it clear . . . yeah, gentleness can coax good results, whereas loud thunder doesn’t really make anything grow or make anything better. It just thunders, making lots of noise. Try to imagine a quick, simple scenario that fits your topic and does the same.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students have had a few minutes to give this a try, ask them to share in a group of four so that they hear three other variations on this model written around three other topics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Of course, this is not going to work directly as a claim for your essay,” I continue. “But there are some bits we can use here. The poem is short but potent and it gets its point across without muddying it up with lots of words. In fact, it states the main point in just a few words. Let’s see if we can do that with our claims.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After students draft a claim to develop, we address the other part of the poem. “The second half is really just a metaphor. But metaphors work just as well in essays as they do in poems. Look at your metaphor. Would you see this as something you could use in the beginning of your essay to pique a reader’s appetite for your ideas? Or does it develop a point so well that it belongs in the heart of the essay to make some key evidence stand out? Or is this metaphor so close to your main point that it really needs to be in the last line or two, that final, memorable image to lock the point in your reader’s mind? Jot the idea for where this might go in your writer’s notebook. And remember, it’s OK to change your mind later.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Writing a claim does not have to be intimidating, and it is not too early to consider what imagery or figurative language might complement that claim right from the outset of an argument writing project. Students may leave this activity with the sense that they have uncovered something clear and beautiful, which can give them energy for the work ahead: developing support for their claim.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-61364\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-800x1025.jpg\" alt=\"\" width=\"250\" height=\"320\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-800x1025.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1020x1306.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-160x205.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-768x984.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1199x1536.jpg 1199w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1599x2048.jpg 1599w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22.jpg 1874w\" sizes=\"(max-width: 250px) 100vw, 250px\">Brett Vogelsinger has been teaching English for 20 years and currently teaches ninth-grade students at Holicong Middle School in Bucks County, PA. He is a regular contributor at the Moving Writers blog (www.movingwriters.org) and has written about teaching and learning for Edutopia, NCTE Verse, and The New York Times Learning Network. When not teaching, grading or writing about such things, you will likely find him spending time with his family, his garden or his Jenga tower of books he plans to read. You can find him on Twitter \u003ca href=\"https://twitter.com/theVogelman\" target=\"_blank\" rel=\"noopener\">@theVogelman\u003c/a> or at his website, \u003c/span>\u003c/i>\u003ca href=\"http://www.brettvogelsinger.com\">\u003ci>\u003cspan style=\"font-weight: 400\">www.brettvogelsinger.com\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"While argument writing in its other forms must be grounded in logos, the very best arguments also help us to feel deeply. Poetry can help students sharpen their ideas and bring in a little bit of extra pathos.","status":"publish","parent":0,"modified":1681089365,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":57,"wordCount":2044},"headData":{"title":"Using poetry to sharpen students' claims for argument writing | KQED","description":"Sometimes we talk about poetry as if the only purpose for writing a poem is to bare your soul, but this view inappropriately confines what poetry can do.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from “Poetry Pauses: Teaching With Poems to Elevate Student Writing in All Genres” by Brett Vogelsinger. Copyright © 2023 by Corwin Press, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes I hear teachers and students talk about poetry as if the only purpose for writing a poem is to bare your soul, to go deep and dark; this illuminates another reason why poetry can be such an uncomfortable genre for teachers and students to approach in class. “I just feel funny asking kids to write poems because some of them feel awkward sharing that much of themselves with the world,” a teacher told me once.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61365\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-800x1143.jpg\" alt=\"\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-800x1143.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1020x1457.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-768x1097.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1075x1536.jpg 1075w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1434x2048.jpg 1434w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-1920x2743.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/poetry-pauses-scaled.jpg 1792w\" sizes=\"(max-width: 250px) 100vw, 250px\">This view, however, inappropriately confines what poetry can do. … Argument embedded in poems is nothing new. Consider the work of 19th-century Black poet Frances Ellen Watkins Harper and her poem “Songs for the People”:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">SONGS FOR THE PEOPLE\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">by Frances Ellen Watkins Harper\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me make the songs for the people, Songs for the old and young;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Songs to stir like a battle-cry Wherever they are sung.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not for the clashing of sabres, For carnage nor for strife;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But songs to thrill the hearts of men With more abundant life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me make the songs for the weary, Amid life’s fever and fret,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Till hearts shall relax their tension, And careworn brows forget.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me sing for little children, Before their footsteps stray,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sweet anthems of love and duty, To float o’er life’s highway.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I would sing for the poor and aged, When shadows dim their sight;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of the bright and restful mansions, Where there shall be no night.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our world, so worn and weary, Needs music, pure and strong,\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To hush the jangle and discords Of sorrow, pain, and wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music to soothe all its sorrow, Till war and crime shall cease;\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And the hearts of men grown tender Girdle the world with peace.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“Songs for the People” by Frances Ellen Watkins Harper. Originally appeared in Poems, George S. Ferguson Company, 1896. Public domain.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading this as our poem of the day, I might ask students one or several questions to get them thinking about argument:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is she arguing here?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What need does she identify?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What stand does she take?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">That second-to-last stanza sums it up nicely: “Our world, so worn and weary,/ Needs music, pure and strong.” If I do not get a response to my initial questions, I might ask students to identify which stanza contains the main “point” of the poem.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I share that this poet was an abolitionist and a temperance and women’s suffrage activist, yet here she pauses to argue that the world needs music. This is a poem of hope, a poem that argues it is important to confront present suffering while also envisioning better things beyond it. It calls for making the music that will help usher in that brighter future. We can certainly read the word music figuratively here too: creating harmony, making noise, stirring the heart to action. This is a resonant argument even today.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While argument writing in its other forms — editorial, essay, comic, photojournalism or speech — must be grounded in fact and reason and 18th-century Enlightenment logos, the very best arguments, whatever form they take, also help us to feel deeply alongside the writer, to unsettle our complacency or open space for empathy. Poetry lets us bring a little bit of extra pathos, the more 19th-century notion of the “wild west wind” that Percy Shelley famously conjures. He begs of that wind, “Drive my dead thoughts over the universe/ Like wither’d leaves to quicken a new birth!” Argument, whether published as a poem or embedded as a bit of verse in the writer’s process for another genre, has kinetic energy. It drives away dead thoughts and clears a place for new ones.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Poetry Pause: Sharpening a Claim\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite classroom anecdote about the power of poetic claims begins with a bit of poetry from 13th-century Persian poet Rumi.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I needed a super short Poem of the Day to share so we could move along with a lengthier lesson, and I chose this little snippet of verse:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Raise your words\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">not your voice.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">It’s rain that grows flowers,\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">not thunder.\u003c/span>\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Public domain.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My student, whom I will call Mike to preserve his privacy, angled his tall torso back in his chair and abruptly said, “Wow! I love that one!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mike was not a student known to do this. He was a caring friend to his peers with a reputation for being polite. He was also known for a casual attitude toward academic work and often viewed deadlines, even entire assignments, as optional. So his sudden engagement caught my interest even more when he said, “Can I write it down to keep?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Sure, Mike!” I said and carried on with our planned brief discussion about what the poet means and how the metaphor enhances that meaning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A week later came the real shock. The door flew open, shaking our modular classroom a little bit, and Mike entered, just before the bell as the rest of the class was settling in. “I have to tell you something!” he announced, loud enough for everyone to hear. “I used a poem yesterday!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s great . . .” I said, half distracted with attendance-taking. “Have a seat and you can tell us about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He began, “So my mom and dad were getting mad at each other about something last night, and they were starting to argue, you know getting louder and angrier. And that poem we did a few days ago popped in my head, about the rain and the thunder.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suddenly I felt my eyes widen just a little bit as I began to fast-forward. Uh oh! Where is this story going? Did he quote this poem to his parents mid-argument??? Because my first thought here is that this is a good way to get both parents to turn on a kid, right? I mean, who wants to hear Rumi when you’re fighting with your spouse?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So I said to them,” he continued, “Mom, Dad: ‘Raise your words not your voice. It’s rain that grows flowers, not thunder.’ And it worked. They stopped and we all sort of talked about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I paused, tentative. “About the poem?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Yeah! And how it means you get farther talking about things calmly like rain instead of loudly like thunder.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I should stop here to say that I still think the more common outcome of quoting poetry to an angry parent would be far less positive, so this story will stick with me for my entire career. A succinct argument in verse written centuries ago had instantaneous relevance in a household dispute, and a 14-year-old knew it could. It presented an argument that stopped the other kind of argument, the more painful kind, in its tracks. Wow. Just, wow.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, not all argument writing negotiates family peace. Some is meant to stir us up, to motivate readers, to poke at our conscience and provoke action. Willie Perdomo (2020) refers to the “lyrical machete” a poem can wield (p. 1). There is a sharpness to a good argument, an edge, a ferocity, a danger. And like a machete, it can open a new path through our viny, wild, confusing world. We want students to feel this as they craft argument pieces, but too often they end up recycling opinions they have already heard in words others have used to make the same point. They may shy away from taking a stand, sometimes because they lack a thorough understanding of a topic, sometimes because they lack a real passion for it, and sometimes because they want to avoid being divisive.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A simple poem like Rumi’s verse can provide a mentor for sharpening a claim into a few words and a single figurative image. Look at how the poem moves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Line 1: Do this (Raise your words)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Line 2: Not this (not your voice).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lines 3–4: Here’s a metaphor to make that point visual (It’s rain that grows flowers,/ not thunder).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This format could be used to write about any topic. Instead of just using this particular poem when I need something quick, I now use it to help us sharpen our claims.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So think about that format,” I tell my students. “Let’s see how this pattern could work for your topic. Tell someone what to do and what not to do. Maybe it’s replacing an old \u003c/span>\u003cspan style=\"font-weight: 400\">habit with a better one, like this poem. Maybe it’s choosing the tougher-but-better path instead of the easy-but-problematic one.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I continue, “Then comes the trickier part. Can you make this visual with a metaphor? See how it’s that last twist that makes Rumi’s poem so memorable and enduring? If you disagree with his point at first, the imagery in that metaphor makes it clear . . . yeah, gentleness can coax good results, whereas loud thunder doesn’t really make anything grow or make anything better. It just thunders, making lots of noise. Try to imagine a quick, simple scenario that fits your topic and does the same.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students have had a few minutes to give this a try, ask them to share in a group of four so that they hear three other variations on this model written around three other topics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Of course, this is not going to work directly as a claim for your essay,” I continue. “But there are some bits we can use here. The poem is short but potent and it gets its point across without muddying it up with lots of words. In fact, it states the main point in just a few words. Let’s see if we can do that with our claims.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After students draft a claim to develop, we address the other part of the poem. “The second half is really just a metaphor. But metaphors work just as well in essays as they do in poems. Look at your metaphor. Would you see this as something you could use in the beginning of your essay to pique a reader’s appetite for your ideas? Or does it develop a point so well that it belongs in the heart of the essay to make some key evidence stand out? Or is this metaphor so close to your main point that it really needs to be in the last line or two, that final, memorable image to lock the point in your reader’s mind? Jot the idea for where this might go in your writer’s notebook. And remember, it’s OK to change your mind later.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Writing a claim does not have to be intimidating, and it is not too early to consider what imagery or figurative language might complement that claim right from the outset of an argument writing project. Students may leave this activity with the sense that they have uncovered something clear and beautiful, which can give them energy for the work ahead: developing support for their claim.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-61364\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-800x1025.jpg\" alt=\"\" width=\"250\" height=\"320\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-800x1025.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1020x1306.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-160x205.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-768x984.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1199x1536.jpg 1199w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22-1599x2048.jpg 1599w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Vogelsinger-Brett_cmyk_08_22.jpg 1874w\" sizes=\"(max-width: 250px) 100vw, 250px\">Brett Vogelsinger has been teaching English for 20 years and currently teaches ninth-grade students at Holicong Middle School in Bucks County, PA. He is a regular contributor at the Moving Writers blog (www.movingwriters.org) and has written about teaching and learning for Edutopia, NCTE Verse, and The New York Times Learning Network. When not teaching, grading or writing about such things, you will likely find him spending time with his family, his garden or his Jenga tower of books he plans to read. You can find him on Twitter \u003ca href=\"https://twitter.com/theVogelman\" target=\"_blank\" rel=\"noopener\">@theVogelman\u003c/a> or at his website, \u003c/span>\u003c/i>\u003ca href=\"http://www.brettvogelsinger.com\">\u003ci>\u003cspan style=\"font-weight: 400\">www.brettvogelsinger.com\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_21584","mindshift_20646","mindshift_120","mindshift_21583","mindshift_21016"],"featImg":"mindshift_61382","label":"mindshift"},"mindshift_29756":{"type":"posts","id":"mindshift_29756","meta":{"index":"posts_1591205157","site":"mindshift","id":"29756","score":null,"sort":[1373637643000]},"guestAuthors":[],"slug":"how-to-get-kids-hooked-on-nonfiction-books-this-summer","title":"How to Get Kids Hooked on Nonfiction Books This Summer","publishDate":1373637643,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_29950\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29950\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/157716329.jpg\" alt=\"157716329\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/157716329.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/157716329-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/157716329-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The long hot days of summer are the perfect time for kids to hone their knowledge of the wizard world, King Arthur’s court or the magical land of Narnia. And while many \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/ready-set-read-summer-fiction-ideas-for-kids-of-all-ages/\">summer reading lists\u003c/a> are sent home with the hope that students will bone up on fiction during the dog days, reading nonfiction can be just as beneficial -- and just as exciting -- as a great novel. And though some kids might balk at choosing to read a “science” book for summer fun, children’s author Vicki Cobb says that’s only because they haven’t been exposed to the right books.\u003c/p>\n\u003cp dir=\"ltr\">In an effort to put more high-quality nonfiction into students’ hands, Cobb has created the \u003ca href=\"http://inkthinktank.com/\">iNK Think Tank\u003c/a>, an organization of award-winning children’s authors who write Common Core-aligned nonfiction books for kids of all ages. (During the school year, iNK will even bring the authors to classrooms, via videoconference, to discuss their books directly with students.) For summer science reading, Cobb wants students to know about true stories that contain both captivating stories \u003cem>and\u003c/em> science themes.\u003c/p>\n\u003cp dir=\"ltr\">“There are many science books that are narratives and biographies that are fascinating,” Cobb said. “Tanya Stone’s \u003cem>Almost Astronauts\u003c/em> tells the story of the first women who trained along with the men for the Mercury program, but never got to fly. And Deborah Heiligman’s \u003cem>Charles and Emma\u003c/em> tells the love story between Charles Darwin and his wife Emma, who was deeply religious. Darwin dragged his feet in publishing \u003cem>Origin of the Species\u003c/em> because he had to write it so that it wouldn’t offend his wife’s religious beliefs.”\u003c/p>\n\u003cp>Cobb notes that great nonfiction writers employ the same literary devices as fiction writers, with a definitive advantage: every word is true. “There is no invented dialogue or sugar-coating by anthropomorphizing subject matter. But literary devices, including poetry, foreshadowing, irony, and metaphor, are all present.”\u003c/p>\n\u003cp>Yet iNK Think Tank’s efforts to increase children’s nonfiction diets are in sharp contrast to what kids are consuming: according to a\u003ca href=\"http://kff.org/other/event/generation-m2-media-in-the-lives-of/\"> 2010 study\u003c/a> by the Kaiser Family Foundation, children spend about four minutes a day reading nonfiction, and Publisher’s Weekly reported that, last year, kids bought \u003ca href=\"http://www.publishersweekly.com/pw/by-topic/industry-news/financial-reporting/article/53112-industry-sales-pegged-at-27-2-billion.html\">four times more fiction than nonfiction\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Cobb says kids don’t read as much nonfiction because teachers and parents don’t know where to find the good stuff - a large reason why she started iNK. And, after getting good books to parents and teachers, Cobb says it’s important to realize that some science books need to be read differently than plopping down with a novel. For example, in one middle-school book about sound, \u003ca href=\"http://educationupdate.com/vickicobb/2012/12/reading-to-think-like-a-scientist.html\">“Bangs and Twangs,” \u003c/a>Cobb encourages readers to stop periodically and try out certain concepts, from making noise with their bodies to producing sound with household objects. “Science is not about passive reading,” she writes. “It’s all about active involvement. In other words, following this book models the behavior of scientists.”\u003c/p>\n\u003cdiv class=\"lcp_catlist aside half left cats-by-2\">\n\u003ch2 class=\"feat-title\">More Summer Learning Ideas\u003c/h2>\n\u003cp>[catlist categorypage=\"yes\" numberposts=\"5\" thumbnail=\"yes\" excludeposts=\"this\" class=\"\" title_tag=\"h3\" title_class=\"post-title\" thumbnail_class=\"thumbnail\"]\u003c/p>\n\u003c/div>\n\u003cp>Consuming true stories might also be beneficial to kids’ academic growth. Reading nonfiction builds students’ background knowledge, which is essential to reading comprehension, according to CitizenshipFirst Executive Director (and former Core Knowledge Communications Director) Robert Pondiscio. So much nonfiction is included in the Common Core State Standards, he said, in part because “building knowledge \u003cem>is\u003c/em> building literacy.” Comprehension requires that the reader know something about what she’s reading.\u003c/p>\n\u003cp>“Speakers and readers assume a shared body of vocabulary and background knowledge. When there are gaps in knowledge and vocabulary, comprehension breaks down,” Pondiscio said. “In short, lots of nonfiction means lots of background knowledge. And that enhances kids' abilities to make correct inferences and contextualize accurately when they read.”\u003c/p>\n\u003cp>Both Pondiscio and Cobb mention that one benefit of reading nonfiction is that it helps kids look outward, not inward, and science-based nonfiction is a great way to learn about the world. Pondiscio said kids might perceive nonfiction as not quite as exciting as fiction because humans are “hardwired for narrative,” but that the history of civilization and progress, from history to science and technology, is a true story but also a grand narrative, “and we should teach it that way.”\u003c/p>\n\u003cp>So what should young scientists read this summer? Cobb has included a list of iNK Think Tank’s \u003ca href=\"http://inkthinktank.com/ink-thinkers\">favorite science books\u003c/a> below (including her own) -- science biographies and narratives, plus some books full of experiments. Cobb suggests finding books that connect experiments with what kids already know about life and nature - otherwise they might incur what she calls “the ‘so what?’ factor.” Good science activity books ask questions, Cobb said, and give procedures for open-ended discovery, “so that the thinking child can continue the quest afterwards.”\u003c/p>\n\u003cp>\u003cstrong>Grades K-3\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Rah, Rah, Radishes!\u003c/em> by April Sayre\u003c/p>\n\u003cp>\u003cem>I Get Wet,\u003c/em> by Vicki Cobb\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The Beetle Book\u003c/em>, by Steve Jenkins\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>If You Hopped Like a Frog,\u003c/em> by David M. Schwartz\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>From Caterpillar to Butterfly,\u003c/em> by Deborah Heiligman\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Will It Blow? Become a Volcano Detective at Mount St. Helens\u003c/em>, by Elizabeth Rusch\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>All in Just One Cookie\u003c/em>, by Susan Goodman\u003c/p>\n\u003cp> \u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Grades 4-8\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Lizards,\u003c/em> by Sneed B. Collard III\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The Frog Scientist\u003c/em>, by Pamela Turner\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Bug Shots: The Good, the Bad and the Bugly,\u003c/em> by Alexandr Siy’s\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>A Life in the Wild: George Shaller’s Struggle to Save the Last Great Beasts\u003c/em>, by Pamela Turner\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Genius: A Photobiography of Albert Einstein\u003c/em>, by Marfé Ferguson Delano\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>A Whale Biologist at Work\u003c/em>, by Sneed Collard\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Charles and Emma: The Darwins’ Leap of Faith\u003c/em>, by Deborah Heiligman\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>For the Birds: The Life of Roger Tory Peterson\u003c/em>, by Peggy Thomas\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>How Ben Franklin Stole the Lightning\u003c/em>, by Rosalyn Schanzer,\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Marie Curie: a Photographic Story of a Life\u003c/em>, by Vicki Cobb.\u003c/p>\n\u003cp dir=\"ltr\">Some books combine Science with Social Studies:\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Almost Astronauts: 13 Women who Dared to Dream\u003c/em>, by Tanya Lee Stone\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The Buffalo and the Indians,\u003c/em> by Dorothy Hinshaw Patent\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>What Darwin Saw: The Journey That Changed the World\u003c/em>, by Rosalyn Schanzer\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Everglades Forever: Restoring American’s Great Wetland\u003c/em>, by Trish Marx,\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Monteverde: Science and Scientists in a Costa Rican Cloud Forest\u003c/em>, by Dorothy Hinshaw Patent.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Grades 9-12:\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Good examples of books suitable for high school readers as well as middle school students:\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Biodiversity\u003c/em>, by Dorothy Hinshaw Patent\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Cars on Mars: Roving the Red Planet\u003c/em>, by Alexandra Siy\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The Head Bone’s Connected to the Neck Bone: The Weird, Wacky and Wonderful X-ray\u003c/em>, by Carla McClafferty\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Bomb: The Race to Build—and Steal—the World’s Most Dangerous Weapon\u003c/em>, by Steve Sheinkin.\u003c/p>\n\n","blocks":[],"excerpt":"The long hot days of summer are the perfect time for kids to hone their knowledge of the wizard world, King Arthur’s court or the magical land of Narnia. And while many summer reading lists are sent home with the hope that students will bone up on fiction during the dog days, reading nonfiction can be just as beneficial -- and just as exciting -- as a great novel. ","status":"publish","parent":0,"modified":1403136950,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1169},"headData":{"title":"How to Get Kids Hooked on Nonfiction Books This Summer | KQED","description":"The long hot days of summer are the perfect time for kids to hone their knowledge of the wizard world, King Arthur’s court or the magical land of Narnia. And while many summer reading lists are sent home with the hope that students will bone up on fiction during the dog days, reading nonfiction can be just as beneficial -- and just as exciting -- as a great novel. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"29756 http://blogs.kqed.org/mindshift/?p=29756","disqusUrl":"https://ww2.kqed.org/mindshift/2013/07/12/how-to-get-kids-hooked-on-nonfiction-books-this-summer/","disqusTitle":"How to Get Kids Hooked on Nonfiction Books This Summer","path":"/mindshift/29756/how-to-get-kids-hooked-on-nonfiction-books-this-summer","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29950\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29950\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/157716329.jpg\" alt=\"157716329\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/157716329.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/157716329-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/157716329-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The long hot days of summer are the perfect time for kids to hone their knowledge of the wizard world, King Arthur’s court or the magical land of Narnia. And while many \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/ready-set-read-summer-fiction-ideas-for-kids-of-all-ages/\">summer reading lists\u003c/a> are sent home with the hope that students will bone up on fiction during the dog days, reading nonfiction can be just as beneficial -- and just as exciting -- as a great novel. And though some kids might balk at choosing to read a “science” book for summer fun, children’s author Vicki Cobb says that’s only because they haven’t been exposed to the right books.\u003c/p>\n\u003cp dir=\"ltr\">In an effort to put more high-quality nonfiction into students’ hands, Cobb has created the \u003ca href=\"http://inkthinktank.com/\">iNK Think Tank\u003c/a>, an organization of award-winning children’s authors who write Common Core-aligned nonfiction books for kids of all ages. (During the school year, iNK will even bring the authors to classrooms, via videoconference, to discuss their books directly with students.) For summer science reading, Cobb wants students to know about true stories that contain both captivating stories \u003cem>and\u003c/em> science themes.\u003c/p>\n\u003cp dir=\"ltr\">“There are many science books that are narratives and biographies that are fascinating,” Cobb said. “Tanya Stone’s \u003cem>Almost Astronauts\u003c/em> tells the story of the first women who trained along with the men for the Mercury program, but never got to fly. And Deborah Heiligman’s \u003cem>Charles and Emma\u003c/em> tells the love story between Charles Darwin and his wife Emma, who was deeply religious. Darwin dragged his feet in publishing \u003cem>Origin of the Species\u003c/em> because he had to write it so that it wouldn’t offend his wife’s religious beliefs.”\u003c/p>\n\u003cp>Cobb notes that great nonfiction writers employ the same literary devices as fiction writers, with a definitive advantage: every word is true. “There is no invented dialogue or sugar-coating by anthropomorphizing subject matter. But literary devices, including poetry, foreshadowing, irony, and metaphor, are all present.”\u003c/p>\n\u003cp>Yet iNK Think Tank’s efforts to increase children’s nonfiction diets are in sharp contrast to what kids are consuming: according to a\u003ca href=\"http://kff.org/other/event/generation-m2-media-in-the-lives-of/\"> 2010 study\u003c/a> by the Kaiser Family Foundation, children spend about four minutes a day reading nonfiction, and Publisher’s Weekly reported that, last year, kids bought \u003ca href=\"http://www.publishersweekly.com/pw/by-topic/industry-news/financial-reporting/article/53112-industry-sales-pegged-at-27-2-billion.html\">four times more fiction than nonfiction\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Cobb says kids don’t read as much nonfiction because teachers and parents don’t know where to find the good stuff - a large reason why she started iNK. And, after getting good books to parents and teachers, Cobb says it’s important to realize that some science books need to be read differently than plopping down with a novel. For example, in one middle-school book about sound, \u003ca href=\"http://educationupdate.com/vickicobb/2012/12/reading-to-think-like-a-scientist.html\">“Bangs and Twangs,” \u003c/a>Cobb encourages readers to stop periodically and try out certain concepts, from making noise with their bodies to producing sound with household objects. “Science is not about passive reading,” she writes. “It’s all about active involvement. In other words, following this book models the behavior of scientists.”\u003c/p>\n\u003cdiv class=\"lcp_catlist aside half left cats-by-2\">\n\u003ch2 class=\"feat-title\">More Summer Learning Ideas\u003c/h2>\n\u003cp>[catlist categorypage=\"yes\" numberposts=\"5\" thumbnail=\"yes\" excludeposts=\"this\" class=\"\" title_tag=\"h3\" title_class=\"post-title\" thumbnail_class=\"thumbnail\"]\u003c/p>\n\u003c/div>\n\u003cp>Consuming true stories might also be beneficial to kids’ academic growth. Reading nonfiction builds students’ background knowledge, which is essential to reading comprehension, according to CitizenshipFirst Executive Director (and former Core Knowledge Communications Director) Robert Pondiscio. So much nonfiction is included in the Common Core State Standards, he said, in part because “building knowledge \u003cem>is\u003c/em> building literacy.” Comprehension requires that the reader know something about what she’s reading.\u003c/p>\n\u003cp>“Speakers and readers assume a shared body of vocabulary and background knowledge. When there are gaps in knowledge and vocabulary, comprehension breaks down,” Pondiscio said. “In short, lots of nonfiction means lots of background knowledge. And that enhances kids' abilities to make correct inferences and contextualize accurately when they read.”\u003c/p>\n\u003cp>Both Pondiscio and Cobb mention that one benefit of reading nonfiction is that it helps kids look outward, not inward, and science-based nonfiction is a great way to learn about the world. Pondiscio said kids might perceive nonfiction as not quite as exciting as fiction because humans are “hardwired for narrative,” but that the history of civilization and progress, from history to science and technology, is a true story but also a grand narrative, “and we should teach it that way.”\u003c/p>\n\u003cp>So what should young scientists read this summer? Cobb has included a list of iNK Think Tank’s \u003ca href=\"http://inkthinktank.com/ink-thinkers\">favorite science books\u003c/a> below (including her own) -- science biographies and narratives, plus some books full of experiments. Cobb suggests finding books that connect experiments with what kids already know about life and nature - otherwise they might incur what she calls “the ‘so what?’ factor.” Good science activity books ask questions, Cobb said, and give procedures for open-ended discovery, “so that the thinking child can continue the quest afterwards.”\u003c/p>\n\u003cp>\u003cstrong>Grades K-3\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Rah, Rah, Radishes!\u003c/em> by April Sayre\u003c/p>\n\u003cp>\u003cem>I Get Wet,\u003c/em> by Vicki Cobb\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The Beetle Book\u003c/em>, by Steve Jenkins\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>If You Hopped Like a Frog,\u003c/em> by David M. Schwartz\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>From Caterpillar to Butterfly,\u003c/em> by Deborah Heiligman\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Will It Blow? Become a Volcano Detective at Mount St. Helens\u003c/em>, by Elizabeth Rusch\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>All in Just One Cookie\u003c/em>, by Susan Goodman\u003c/p>\n\u003cp> \u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Grades 4-8\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Lizards,\u003c/em> by Sneed B. Collard III\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The Frog Scientist\u003c/em>, by Pamela Turner\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Bug Shots: The Good, the Bad and the Bugly,\u003c/em> by Alexandr Siy’s\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>A Life in the Wild: George Shaller’s Struggle to Save the Last Great Beasts\u003c/em>, by Pamela Turner\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Genius: A Photobiography of Albert Einstein\u003c/em>, by Marfé Ferguson Delano\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>A Whale Biologist at Work\u003c/em>, by Sneed Collard\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Charles and Emma: The Darwins’ Leap of Faith\u003c/em>, by Deborah Heiligman\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>For the Birds: The Life of Roger Tory Peterson\u003c/em>, by Peggy Thomas\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>How Ben Franklin Stole the Lightning\u003c/em>, by Rosalyn Schanzer,\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Marie Curie: a Photographic Story of a Life\u003c/em>, by Vicki Cobb.\u003c/p>\n\u003cp dir=\"ltr\">Some books combine Science with Social Studies:\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Almost Astronauts: 13 Women who Dared to Dream\u003c/em>, by Tanya Lee Stone\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The Buffalo and the Indians,\u003c/em> by Dorothy Hinshaw Patent\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>What Darwin Saw: The Journey That Changed the World\u003c/em>, by Rosalyn Schanzer\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Everglades Forever: Restoring American’s Great Wetland\u003c/em>, by Trish Marx,\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Monteverde: Science and Scientists in a Costa Rican Cloud Forest\u003c/em>, by Dorothy Hinshaw Patent.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Grades 9-12:\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Good examples of books suitable for high school readers as well as middle school students:\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Biodiversity\u003c/em>, by Dorothy Hinshaw Patent\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Cars on Mars: Roving the Red Planet\u003c/em>, by Alexandra Siy\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The Head Bone’s Connected to the Neck Bone: The Weird, Wacky and Wonderful X-ray\u003c/em>, by Carla McClafferty\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 dir=\"ltr\">\u003cem>Bomb: The Race to Build—and Steal—the World’s Most Dangerous Weapon\u003c/em>, by Steve Sheinkin.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29756/how-to-get-kids-hooked-on-nonfiction-books-this-summer","authors":["4445"],"categories":["mindshift_20697","mindshift_20515"],"tags":["mindshift_1040","mindshift_120","mindshift_550","mindshift_514"],"label":"mindshift"},"mindshift_27542":{"type":"posts","id":"mindshift_27542","meta":{"index":"posts_1591205157","site":"mindshift","id":"27542","score":null,"sort":[1362672057000]},"guestAuthors":[],"slug":"student-mentors-how-6th-and-12th-graders-learn-from-each-other","title":"Student Mentors: How 6th and 12th Graders Learn From Each Other","publishDate":1362672057,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_27568\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://www.digitalyouthnetwork.org/4-afterschool/pages/6-afterschool-programs\">\u003cimg class=\"size-full wp-image-27568\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/large_dyn1.jpg\" alt=\"large_dyn1\" width=\"600\" height=\"202\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-400x135.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-320x108.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When Tracy Edwards posted on Facebook last October that she was searching for a part-time writing instructor for a middle school program, Kip Glazer jumped immediately at the chance.\u003c/p>\n\u003cp>But Glazer wasn’t applying for herself. Instead, she envisioned her 100 senior high school English students, who were about to become virtual writing mentors to 200 6th-graders halfway across the nation.\u003c/p>\n\u003cp>“I require them to do peer-to-peer editing, but I wasn’t quite getting the results that I wanted” when seniors helped other seniors, said Glazer, who found Edwards through a Facebook group created for online graduate students of educational technology at \u003ca href=\"http://gsep.pepperdine.edu/education/\">Pepperdine University\u003c/a>. Both women are students in the program.\u003c/p>\n\u003cp>“When [Edwards] said ‘6th grade,’ I felt like this could really work,” Glazer said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cstrong>It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers.\u003c/strong>'\"\u003c/aside>\n\u003cp>So far, her students at \u003ca href=\"http://independence.kernhigh.org/\">Independence High School\u003c/a> in Bakersfield, Calif., have appeared invested. Since late November, each student has mentored five 6th-graders enrolled in the \u003ca href=\"http://www.digitalyouthnetwork.org/\">Digital Youth Network\u003c/a>’s social network-based writing curriculum digital at three separate Chicago charter middle schools. That ratio allows every 6th grader to receive advice from multiple mentors.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Glazer’s two sections of AP English Literature and Composition and two sections of California's college-prep-focused \u003ca href=\"http://www.calstate.edu/eap/englishcourse/overview.shtml\">Expository Reading and Writing Course\u003c/a> spend one class period weekly in a\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>computer lab responding to a range of assignments the 6th graders post on the cloud-based \u003ca href=\"http://remixlearning.com/platform/\">iRemix platform\u003c/a>. The platform allows for varying levels of privacy, including blog posts and forum discussions that can be viewed by every teacher and student, and more private notebooks that are only accessible to the 6th grade writer, his or her 12th grade mentors, and teachers.\u003c/p>\n\u003cp>Glazer’s students then switch from mentor to student in a separate Edmodo online classroom community and discuss their successes and failures as mentors. A sample of their thoughts:\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>Breanna S.:\u003c/strong> It's tough for me to explain their error. I know how to fix their sentences, but I actually had to google why it should be changed. It adds more of a challenge and it helps me remember grammar rules. To be honest, I am worried that I will give them wrong information, but I always try to double check.\u003cbr>\n\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Mavee P.: \u003c/strong>I found this particularly difficult to provide constructive feedback[,] instead of strict criticism[,] while remaining encouraging. In addition, the balance between too formal and laid back was a constant problem in my comments.\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Lisa H.:\u003c/strong> I am used to just blatantly pointing out errors because I know my peers won't be offended and can handle constructive criticism. Now I have to put more thought and creativity into the feedback so I won't hurt the kids' feelings. Some of these kids talk about personal things like the death of their family members or worrying about gangs and getting shot, and I wish I knew how to address these topics while still pointing out their errors.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>That mutual feeling of concern is ultimately a good thing, said Glazer, who added that it has translated into a heightened awareness of their own writing strengths and weaknesses.\u003c/p>\n\u003cp>Edwards, meanwhile, said that despite their mentors' concerns about upsetting the 6th graders, their advice has been received better than it might have been from more traditional sources.\u003c/p>\n\u003cp>“It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers', etcetera,” Edwards said.\u003c/p>\n\u003cp>As the students shift into the role of mentor, teachers' roles also change.\u003c/p>\n\u003cp>The 6th-grade teachers involved, Edwards said, are still ultimately responsible grading students' finished product, and also respond to student work on the iRemix platform. But the quality of the feedback from 12th graders, in general, has been good enough that Edwards said teachers' most important role might be to help their own students push past their initial shyness or hesitance to work with a stranger on the other side of the country.\u003c/p>\n\u003cp>“Their role initially was to build that community,” she said.\u003c/p>\n\u003cp>Glazer said she focuses on regularly modeling and discussing the meaning and practice of responsible mentoring.\u003c/p>\n\u003cp>“Students will say, 'What do I do when I see five sentences and every sentence has some kind of error?'” she said. “Now I step back and say, 'What do you think I should do? If you were me and I was your student, what would you like me to tell you?'”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Glazer also admits there are some necessary conditions to implement a successful virtual mentor-student relationship:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Distance:\u003c/strong> Glazer said the vast geographical divide between the two sets of students is a benefit and perhaps a necessity. For one thing, it's easier to enforce a strict ban of any extraneous social contact between mentors and students outside of academic work. And it spurs students' curiosity to learn more about each other during academic activities.\u003c/li>\n\u003cli>\u003cstrong>School culture:\u003c/strong> Service and community are familiar themes at Independence High School, helping to make Glazer's project more attractive to students, she said. “They naturally understand helping and the benefit of it, and I don't have to sell it too much,” Glazer said. “But I can see how that would be difficult” in schools without that culture, she added.\u003c/li>\n\u003cli>\u003cstrong>Time:\u003c/strong> Glazer said the project is a better fit with seniors because of their freedom from state standardized testing. And she says students in her two sections that are studying California's state-constructed Expository Reading and Writing Curriculum have been more invested than her two sections of Advanced Placement students. “They have more emotional allowance right now,” Glazer said. “They have decided that either they are going to go to state schools or community colleges, so they have a little more time and they're much more invested in picking up that skill.”\u003c/li>\n\u003cli>\u003cstrong>Technology access:\u003c/strong> Because Independence High School was built within the last decade, Glazer said technology is accessible enough that securing the computer lab weekly hasn't been an obstacle. And the school's allowance for the use of mobile devices has helped the mentors' ability to respond to the Chicago students' posts in a timely manner. That said, Glazer also enjoys the focus a computer lab provides, as opposed to working on the virtual mentoring project in their normal classroom using a laptop cart.\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1362769569,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1113},"headData":{"title":"Student Mentors: How 6th and 12th Graders Learn From Each Other | KQED","description":"When Tracy Edwards posted on Facebook last October that she was searching for a part-time writing instructor for a middle school program, Kip Glazer jumped immediately at the chance. But Glazer wasn’t applying for herself. Instead, she envisioned her 100 senior high school English students, who were about to become virtual writing mentors to 200","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"27542 http://blogs.kqed.org/mindshift/?p=27542","disqusUrl":"https://ww2.kqed.org/mindshift/2013/03/07/student-mentors-how-6th-and-12th-graders-learn-from-each-other/","disqusTitle":"Student Mentors: How 6th and 12th Graders Learn From Each Other","path":"/mindshift/27542/student-mentors-how-6th-and-12th-graders-learn-from-each-other","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27568\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://www.digitalyouthnetwork.org/4-afterschool/pages/6-afterschool-programs\">\u003cimg class=\"size-full wp-image-27568\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/large_dyn1.jpg\" alt=\"large_dyn1\" width=\"600\" height=\"202\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-400x135.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-320x108.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When Tracy Edwards posted on Facebook last October that she was searching for a part-time writing instructor for a middle school program, Kip Glazer jumped immediately at the chance.\u003c/p>\n\u003cp>But Glazer wasn’t applying for herself. Instead, she envisioned her 100 senior high school English students, who were about to become virtual writing mentors to 200 6th-graders halfway across the nation.\u003c/p>\n\u003cp>“I require them to do peer-to-peer editing, but I wasn’t quite getting the results that I wanted” when seniors helped other seniors, said Glazer, who found Edwards through a Facebook group created for online graduate students of educational technology at \u003ca href=\"http://gsep.pepperdine.edu/education/\">Pepperdine University\u003c/a>. Both women are students in the program.\u003c/p>\n\u003cp>“When [Edwards] said ‘6th grade,’ I felt like this could really work,” Glazer said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cstrong>It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers.\u003c/strong>'\"\u003c/aside>\n\u003cp>So far, her students at \u003ca href=\"http://independence.kernhigh.org/\">Independence High School\u003c/a> in Bakersfield, Calif., have appeared invested. Since late November, each student has mentored five 6th-graders enrolled in the \u003ca href=\"http://www.digitalyouthnetwork.org/\">Digital Youth Network\u003c/a>’s social network-based writing curriculum digital at three separate Chicago charter middle schools. That ratio allows every 6th grader to receive advice from multiple mentors.\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>Glazer’s two sections of AP English Literature and Composition and two sections of California's college-prep-focused \u003ca href=\"http://www.calstate.edu/eap/englishcourse/overview.shtml\">Expository Reading and Writing Course\u003c/a> spend one class period weekly in a\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>computer lab responding to a range of assignments the 6th graders post on the cloud-based \u003ca href=\"http://remixlearning.com/platform/\">iRemix platform\u003c/a>. The platform allows for varying levels of privacy, including blog posts and forum discussions that can be viewed by every teacher and student, and more private notebooks that are only accessible to the 6th grade writer, his or her 12th grade mentors, and teachers.\u003c/p>\n\u003cp>Glazer’s students then switch from mentor to student in a separate Edmodo online classroom community and discuss their successes and failures as mentors. A sample of their thoughts:\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>Breanna S.:\u003c/strong> It's tough for me to explain their error. I know how to fix their sentences, but I actually had to google why it should be changed. It adds more of a challenge and it helps me remember grammar rules. To be honest, I am worried that I will give them wrong information, but I always try to double check.\u003cbr>\n\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Mavee P.: \u003c/strong>I found this particularly difficult to provide constructive feedback[,] instead of strict criticism[,] while remaining encouraging. In addition, the balance between too formal and laid back was a constant problem in my comments.\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Lisa H.:\u003c/strong> I am used to just blatantly pointing out errors because I know my peers won't be offended and can handle constructive criticism. Now I have to put more thought and creativity into the feedback so I won't hurt the kids' feelings. Some of these kids talk about personal things like the death of their family members or worrying about gangs and getting shot, and I wish I knew how to address these topics while still pointing out their errors.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>That mutual feeling of concern is ultimately a good thing, said Glazer, who added that it has translated into a heightened awareness of their own writing strengths and weaknesses.\u003c/p>\n\u003cp>Edwards, meanwhile, said that despite their mentors' concerns about upsetting the 6th graders, their advice has been received better than it might have been from more traditional sources.\u003c/p>\n\u003cp>“It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers', etcetera,” Edwards said.\u003c/p>\n\u003cp>As the students shift into the role of mentor, teachers' roles also change.\u003c/p>\n\u003cp>The 6th-grade teachers involved, Edwards said, are still ultimately responsible grading students' finished product, and also respond to student work on the iRemix platform. But the quality of the feedback from 12th graders, in general, has been good enough that Edwards said teachers' most important role might be to help their own students push past their initial shyness or hesitance to work with a stranger on the other side of the country.\u003c/p>\n\u003cp>“Their role initially was to build that community,” she said.\u003c/p>\n\u003cp>Glazer said she focuses on regularly modeling and discussing the meaning and practice of responsible mentoring.\u003c/p>\n\u003cp>“Students will say, 'What do I do when I see five sentences and every sentence has some kind of error?'” she said. “Now I step back and say, 'What do you think I should do? If you were me and I was your student, what would you like me to tell you?'”\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>Glazer also admits there are some necessary conditions to implement a successful virtual mentor-student relationship:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Distance:\u003c/strong> Glazer said the vast geographical divide between the two sets of students is a benefit and perhaps a necessity. For one thing, it's easier to enforce a strict ban of any extraneous social contact between mentors and students outside of academic work. And it spurs students' curiosity to learn more about each other during academic activities.\u003c/li>\n\u003cli>\u003cstrong>School culture:\u003c/strong> Service and community are familiar themes at Independence High School, helping to make Glazer's project more attractive to students, she said. “They naturally understand helping and the benefit of it, and I don't have to sell it too much,” Glazer said. “But I can see how that would be difficult” in schools without that culture, she added.\u003c/li>\n\u003cli>\u003cstrong>Time:\u003c/strong> Glazer said the project is a better fit with seniors because of their freedom from state standardized testing. And she says students in her two sections that are studying California's state-constructed Expository Reading and Writing Curriculum have been more invested than her two sections of Advanced Placement students. “They have more emotional allowance right now,” Glazer said. “They have decided that either they are going to go to state schools or community colleges, so they have a little more time and they're much more invested in picking up that skill.”\u003c/li>\n\u003cli>\u003cstrong>Technology access:\u003c/strong> Because Independence High School was built within the last decade, Glazer said technology is accessible enough that securing the computer lab weekly hasn't been an obstacle. And the school's allowance for the use of mobile devices has helped the mentors' ability to respond to the Chicago students' posts in a timely manner. That said, Glazer also enjoys the focus a computer lab provides, as opposed to working on the virtual mentoring project in their normal classroom using a laptop cart.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/27542/student-mentors-how-6th-and-12th-graders-learn-from-each-other","authors":["4411"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_1008","mindshift_120"],"featImg":"mindshift_27568","label":"mindshift"},"mindshift_26103":{"type":"posts","id":"mindshift_26103","meta":{"index":"posts_1591205157","site":"mindshift","id":"26103","score":null,"sort":[1357244175000]},"guestAuthors":[],"slug":"what-online-tools-work-for-language-arts","title":"What Online Tools Work for Teaching Language Arts?","publishDate":1357244175,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/blended-learning.jpg\" alt=\"blended-learning\" width=\"640\" height=\"360\" class=\"size-full wp-image-30709\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\n\u003cp class=\"dropcap-serif\">When it comes to language arts, the jury's still out on the quality and effectiveness of the available software. Some schools are investing and experimenting with different products, with mixed results, while others are working with free available web 2.0 tools. Here are two case studies examining each approach.\u003c/p>\n\u003ch4>\u003cstrong>THE SOFTWARE APPROACH\u003c/strong>\u003c/h4>\n\u003cp>\u003ca href=\"http://www.firstlineschools.org/our-approach.html\">Firstline Schools\u003c/a>, a public charter school company in New Orleans operating five schools, has aggressively pursued blended learning with hopes to help students who have fallen behind -- especially after the devastating effects on schooling after Hurricane Katrina.\u003c/p>\n\u003cp>“We can’t imagine going back to a traditional model,” said Chris Liang-Vergara, director of instructional technology for personalized learning at Firstline. “It seems crazy with the amount of differentiation we need.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Firstline uses \u003ca href=\"http://www.achieve3000.com/\">Achieve3000\u003c/a> in some schools, a program that allows students to read a nonfiction\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The biggest issue I still see is that people are still trying to break it down when\u003cbr>\nit needs to be combined.”\u003c/p>\n\u003c/aside>\n\u003cp>article everyday and answer questions related to it. But the program is dry, according to Liang-Vergara, and it can seem random and disconnected to the rest of what students are doing in class. He says he’s seen it used well, but usually by experienced teachers who are empowered to use it for the best kind of differentiation. If the teacher takes the time to search the Achieve300 database for nonfiction articles that are relevant to other class work, discusses them, and wraps them into the curriculum that works best. And the software does provide differentiation, increasing the difficulty of vocabulary and sentence structure as a reader progresses.\u003c/p>\n\u003cp>“When you show it to any experienced teacher, they get very excited because they think about how much time they'll save and how much information can be at their fingertips,” said Liang-\u003c!--more-->Vergara. It’s easier for the teacher to see what the student has learned and whether their reading comprehension skills are improving, while saving her grading time.\u003c/p>\n\u003cp>Overall, Liang-Vergara hasn’t seen the success in language arts blended learning that he’d hoped for and Firstline schools have scaled back the amount of time they use digital tools in English class. Liang-Vergara admitted that some schools have stopped using Achieve3000 partly because kids were quickly bored by it.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED: \u003c/strong>\u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">To Make Blended Learning Work, Teacher Try Different Tactics\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>“The biggest issue I still see is that people are still trying to break it down when\u003cbr>\nit needs to be combined,” Liang-Vergara said. Learning to read and write requires many complimentary skills working in unison and offering a program that addresses just one skill doesn’t work as well to promote literacy as whole. Vocabulary in a text contributes to understanding meaning, literary structures give it depth, and non-fiction works about the subject matter help deepen understanding. These things can’t be parsed and require frequent back and forth with the teacher.\u003c/p>\n\u003cp>Still, Liang-Vergara says some software has proven more successful – like \u003ca href=\"http://www.vocabjourney.com/\">Vocab Journey\u003c/a>, which puts words in context and uses pictures and gamification to make learning new words fun. Even putting a small portion of assessment online saves teachers time, a big factor in English classes where teachers have to grade writing. “English teachers spend so much time on assessment that it causes them not to assign much work because they know they’ll have to correct all of it,” said Liang-Vergara. Removing some of that burden with programs like Achieve3000 or Vocab Journey allows them more time for one-on-one instruction.\u003c/p>\n\u003cp>Liang-Vergara says software developers he's spoken to at conferences aren't as interested in working on innovations in language arts software as they are in math. He believes the whole market has a lot of growing to do.\u003c/p>\n\u003ch4>\u003cstrong>THE WEB 2.0 APPROACH\u003c/strong>\u003c/h4>\n\u003cp>For Catlin Tucker, a high school teacher in Winsor, Calif., her school has not focused on blended learning the way Firstline has, partly because the cost of software and infrastructure has been a barrier. Even if she had the choice, though, she would not use what she refers to as \"canned content.\" Instead, she started integrating technology naturally into her classroom on an experimental basis using free web tools.\u003c/p>\n\u003cp>Tucker started off by trying to improve her students’ communication skills both online and in-person by using the free online platform \u003ca href=\"http://www.collaborizeclassroom.com/>\">Collaborize Classroom\u003c/a>, which offers more tools than an average discussion board. The online discussion, debate, and collaboration replaced homework, with assignments like posting a response to the discussion topic and responding to three peers. “It was interesting to see students who don’t engage verbally with their peers be super engaged in the online space,” Tucker said. Once those students found an online voice, she said they participated more in class discussions too.\u003c/p>\n\u003cp>She also realized that just because students have been exposed to technology at young ages and use it often doesn’t mean they know how to have an appropriate online discussion, a skill Tucker knows they need.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“This is so much more creative, inventive and exciting. As a teacher I am so much more energized.”\u003c/p>\n\u003c/aside>\n\u003cp>With the success of Collaborize Classroom, Tucker began to slowly integrate her classroom time with online spaces, making the transitions fluid with a clear focus on the learning goal, not the technology. She might start a discussion in class, extend it online, require collaboration through Google docs, deepen an understanding of the topic through a \u003ca href=\"http://ed.ted.com/\">TED-Ed\u003c/a> video, then pull it back into the classroom with extension activities.\u003c/p>\n\u003cp>For example, her vocabulary lessons -- one of the few areas where she still found herself lecturing, and a necessary part of any English class -- have been transformed. She now starts out by having students look at words in context and predict what they mean. Then they go home and watch Tucker’s video lecture. When they come back to class, they use mobile devices to find synonyms and antonyms, then go home and incorporate them into poems or stories. They share their work online, the class votes and the winner gets to read aloud in class. Suddenly vocabulary, a traditionally dull aspect of English class has some spice and students find a personal connection to the words they're using.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED:\u003c/span>\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-teachers-mix-online-math-with-classroom-instruction/\">How Teachers Mix Online Math With Classroom Instruction\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Tucker doesn’t teach in a wealthy school district where every student has access to a smartphone and a home computer. But if there’s one phone for every three to four students, the activity can still work. And, she doesn’t allow home computer access to become an excuse not to participate – instead she connects her students to free online resources in town.\u003c/p>\n\u003cp>This blended teaching style has completely changed Tucker’s classroom. “So much of my creative energy was being drained by managing the paper load,” Tucker said. “Now I read their online discussions, I see how they're engaging in that space, but I’m not the only one giving feedback; they're getting it from their peers too.” And while teaching this way doesn’t make her job easier, she's more engaged too. “This is so much more creative, inventive and exciting,” she said. “As a teacher I am so much more energized.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And she’s assigning more work than ever before. “Everything that happens online requires that they're reading and writing as well as thinking critically, so all these different skills are being developed,” said Tucker. For her, blended learning is a good way to get away from collecting and disseminating information, instead helping students discover it on their own.\u003c/p>\n\n","blocks":[],"excerpt":"Growing excitement around technology’s potential to transform the classroom has the education community chattering about laptops, tablets and smartphones. ","status":"publish","parent":0,"modified":1377109506,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1322},"headData":{"title":"What Online Tools Work for Teaching Language Arts? | KQED","description":"Growing excitement around technology’s potential to transform the classroom has the education community chattering about laptops, tablets and smartphones. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"26103 http://blogs.kqed.org/mindshift/?p=26103","disqusUrl":"https://ww2.kqed.org/mindshift/2013/01/03/what-online-tools-work-for-language-arts/","disqusTitle":"What Online Tools Work for Teaching Language Arts?","path":"/mindshift/26103/what-online-tools-work-for-language-arts","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/blended-learning.jpg\" alt=\"blended-learning\" width=\"640\" height=\"360\" class=\"size-full wp-image-30709\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\n\u003cp class=\"dropcap-serif\">When it comes to language arts, the jury's still out on the quality and effectiveness of the available software. Some schools are investing and experimenting with different products, with mixed results, while others are working with free available web 2.0 tools. Here are two case studies examining each approach.\u003c/p>\n\u003ch4>\u003cstrong>THE SOFTWARE APPROACH\u003c/strong>\u003c/h4>\n\u003cp>\u003ca href=\"http://www.firstlineschools.org/our-approach.html\">Firstline Schools\u003c/a>, a public charter school company in New Orleans operating five schools, has aggressively pursued blended learning with hopes to help students who have fallen behind -- especially after the devastating effects on schooling after Hurricane Katrina.\u003c/p>\n\u003cp>“We can’t imagine going back to a traditional model,” said Chris Liang-Vergara, director of instructional technology for personalized learning at Firstline. “It seems crazy with the amount of differentiation we need.”\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>Firstline uses \u003ca href=\"http://www.achieve3000.com/\">Achieve3000\u003c/a> in some schools, a program that allows students to read a nonfiction\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The biggest issue I still see is that people are still trying to break it down when\u003cbr>\nit needs to be combined.”\u003c/p>\n\u003c/aside>\n\u003cp>article everyday and answer questions related to it. But the program is dry, according to Liang-Vergara, and it can seem random and disconnected to the rest of what students are doing in class. He says he’s seen it used well, but usually by experienced teachers who are empowered to use it for the best kind of differentiation. If the teacher takes the time to search the Achieve300 database for nonfiction articles that are relevant to other class work, discusses them, and wraps them into the curriculum that works best. And the software does provide differentiation, increasing the difficulty of vocabulary and sentence structure as a reader progresses.\u003c/p>\n\u003cp>“When you show it to any experienced teacher, they get very excited because they think about how much time they'll save and how much information can be at their fingertips,” said Liang-\u003c!--more-->Vergara. It’s easier for the teacher to see what the student has learned and whether their reading comprehension skills are improving, while saving her grading time.\u003c/p>\n\u003cp>Overall, Liang-Vergara hasn’t seen the success in language arts blended learning that he’d hoped for and Firstline schools have scaled back the amount of time they use digital tools in English class. Liang-Vergara admitted that some schools have stopped using Achieve3000 partly because kids were quickly bored by it.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED: \u003c/strong>\u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">To Make Blended Learning Work, Teacher Try Different Tactics\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>“The biggest issue I still see is that people are still trying to break it down when\u003cbr>\nit needs to be combined,” Liang-Vergara said. Learning to read and write requires many complimentary skills working in unison and offering a program that addresses just one skill doesn’t work as well to promote literacy as whole. Vocabulary in a text contributes to understanding meaning, literary structures give it depth, and non-fiction works about the subject matter help deepen understanding. These things can’t be parsed and require frequent back and forth with the teacher.\u003c/p>\n\u003cp>Still, Liang-Vergara says some software has proven more successful – like \u003ca href=\"http://www.vocabjourney.com/\">Vocab Journey\u003c/a>, which puts words in context and uses pictures and gamification to make learning new words fun. Even putting a small portion of assessment online saves teachers time, a big factor in English classes where teachers have to grade writing. “English teachers spend so much time on assessment that it causes them not to assign much work because they know they’ll have to correct all of it,” said Liang-Vergara. Removing some of that burden with programs like Achieve3000 or Vocab Journey allows them more time for one-on-one instruction.\u003c/p>\n\u003cp>Liang-Vergara says software developers he's spoken to at conferences aren't as interested in working on innovations in language arts software as they are in math. He believes the whole market has a lot of growing to do.\u003c/p>\n\u003ch4>\u003cstrong>THE WEB 2.0 APPROACH\u003c/strong>\u003c/h4>\n\u003cp>For Catlin Tucker, a high school teacher in Winsor, Calif., her school has not focused on blended learning the way Firstline has, partly because the cost of software and infrastructure has been a barrier. Even if she had the choice, though, she would not use what she refers to as \"canned content.\" Instead, she started integrating technology naturally into her classroom on an experimental basis using free web tools.\u003c/p>\n\u003cp>Tucker started off by trying to improve her students’ communication skills both online and in-person by using the free online platform \u003ca href=\"http://www.collaborizeclassroom.com/>\">Collaborize Classroom\u003c/a>, which offers more tools than an average discussion board. The online discussion, debate, and collaboration replaced homework, with assignments like posting a response to the discussion topic and responding to three peers. “It was interesting to see students who don’t engage verbally with their peers be super engaged in the online space,” Tucker said. Once those students found an online voice, she said they participated more in class discussions too.\u003c/p>\n\u003cp>She also realized that just because students have been exposed to technology at young ages and use it often doesn’t mean they know how to have an appropriate online discussion, a skill Tucker knows they need.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“This is so much more creative, inventive and exciting. As a teacher I am so much more energized.”\u003c/p>\n\u003c/aside>\n\u003cp>With the success of Collaborize Classroom, Tucker began to slowly integrate her classroom time with online spaces, making the transitions fluid with a clear focus on the learning goal, not the technology. She might start a discussion in class, extend it online, require collaboration through Google docs, deepen an understanding of the topic through a \u003ca href=\"http://ed.ted.com/\">TED-Ed\u003c/a> video, then pull it back into the classroom with extension activities.\u003c/p>\n\u003cp>For example, her vocabulary lessons -- one of the few areas where she still found herself lecturing, and a necessary part of any English class -- have been transformed. She now starts out by having students look at words in context and predict what they mean. Then they go home and watch Tucker’s video lecture. When they come back to class, they use mobile devices to find synonyms and antonyms, then go home and incorporate them into poems or stories. They share their work online, the class votes and the winner gets to read aloud in class. Suddenly vocabulary, a traditionally dull aspect of English class has some spice and students find a personal connection to the words they're using.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED:\u003c/span>\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-teachers-mix-online-math-with-classroom-instruction/\">How Teachers Mix Online Math With Classroom Instruction\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Tucker doesn’t teach in a wealthy school district where every student has access to a smartphone and a home computer. But if there’s one phone for every three to four students, the activity can still work. And, she doesn’t allow home computer access to become an excuse not to participate – instead she connects her students to free online resources in town.\u003c/p>\n\u003cp>This blended teaching style has completely changed Tucker’s classroom. “So much of my creative energy was being drained by managing the paper load,” Tucker said. “Now I read their online discussions, I see how they're engaging in that space, but I’m not the only one giving feedback; they're getting it from their peers too.” And while teaching this way doesn’t make her job easier, she's more engaged too. “This is so much more creative, inventive and exciting,” she said. “As a teacher I am so much more energized.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And she’s assigning more work than ever before. “Everything that happens online requires that they're reading and writing as well as thinking critically, so all these different skills are being developed,” said Tucker. For her, blended learning is a good way to get away from collecting and disseminating information, instead helping students discover it on their own.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/26103/what-online-tools-work-for-language-arts","authors":["234"],"categories":["mindshift_20546"],"tags":["mindshift_399","mindshift_822","mindshift_120","mindshift_444","mindshift_963"],"featImg":"mindshift_26199","label":"mindshift"},"mindshift_24851":{"type":"posts","id":"mindshift_24851","meta":{"index":"posts_1591205157","site":"mindshift","id":"24851","score":null,"sort":[1353437185000]},"guestAuthors":[],"slug":"four-fun-videos-that-explain-complex-language-arts-ideas","title":"Four Fun Videos That Explain Complex Language Arts Ideas","publishDate":1353437185,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>http://www.youtube.com/watch?v=A0edKgL9EgM&list=UUsooa4yRKGN_zEE8iknghZA&index=26&feature=plcp\u003c/p>\n\u003cp>For educators looking for new ways to introduce ideas to students, videos can be a great way to spark interest.\u003c/p>\n\u003cdiv>\u003ca href=\"http://catlintucker.com/\">Catlin Tucker\u003c/a>, an English teacher in Windsor, Calif, curated her top video picks for an English classroom, which help explain complex ideas in different ways.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>This TED-Ed video, \u003ca href=\"http://www.youtube.com/watch?v=A0edKgL9EgM&list=UUsooa4yRKGN_zEE8iknghZA&index=26&feature=plcp\">The Art of the Metaphor\u003c/a>, narrated by Jane Hirshfield explains the difficult concept of metaphors, and figurative language in general. These intangible concepts are easier to understand through the art in this video.\u003c/li>\n\u003cli>Produced by Keven Brookhouser, the \u003ca title=\"blocked::http://www.youtube.com/playlist?list=PLGRQac668LQNnRJ7srM9YVnTxlXLGCFas\" href=\"http://www.youtube.com/playlist?list=PLGRQac668LQNnRJ7srM9YVnTxlXLGCFas\" target=\"_blank\">Writing Felonies\u003c/a> series of videos help explain basic English concepts (such as \u003ca title=\"blocked::http://www.youtube.com/watch?v=nd1zuYfjqnI&list=PLGRQac668LQNnRJ7srM9YVnTxlXLGCFas&index=1&feature=plpp_video\" href=\"http://www.youtube.com/watch?v=nd1zuYfjqnI&list=PLGRQac668LQNnRJ7srM9YVnTxlXLGCFas&index=1&feature=plpp_video\" target=\"_blank\">Passive Voice\u003c/a>,\u003ca href=\"http://www.youtube.com/watch?v=sq6JkXk4kDg&list=PLGRQac668LQNnRJ7srM9YVnTxlXLGCFas&index=2&feature=plpp_video\" target=\"_blank\"> Its and It's\u003c/a>, and \u003ca href=\"http://www.youtube.com/watch?v=hfsarIbdOH0&list=PLGRQac668LQNnRJ7srM9YVnTxlXLGCFas&index=6&feature=plpp_video\" target=\"_blank\">Pronoun Disagreements\u003c/a>).\u003c/li>\n\u003cli>Flocabulary features a rap video called \u003ca title=\"blocked::http://www.youtube.com/watch?v=c6I24S72Jps\" href=\"http://www.youtube.com/watch?v=c6I24S72Jps\">Five Elements (of a short story)\u003c/a> that breaks down the ideas of plot, character, conflict, theme and setting. Catchy tune!\u003c/li>\n\u003cli>\u003ca title=\"blocked::http://www.youtube.com/watch?v=f1b5kCvVBo8&feature=edu&list=PLC8AECA342F8DE840\" href=\"http://www.youtube.com/watch?v=f1b5kCvVBo8&feature=edu&list=PLC8AECA342F8DE840\">Onomatopoeia\u003c/a> is cute, simple and set to music with some great visuals.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1363976704,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":165},"headData":{"title":"Four Fun Videos That Explain Complex Language Arts Ideas | KQED","description":"http://www.youtube.com/watch?v=A0edKgL9EgM&list=UUsooa4yRKGN_zEE8iknghZA&index=26&feature=plcp For educators looking for new ways to introduce ideas to students, videos can be a great way to spark interest. Catlin Tucker, an English teacher in Windsor, Calif, curated her top video picks for an English classroom, which help explain complex ideas in different ways. This TED-Ed video, The Art of the Metaphor, narrated by","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"24851 http://blogs.kqed.org/mindshift/?p=24851","disqusUrl":"https://ww2.kqed.org/mindshift/2012/11/20/four-fun-videos-that-explain-complex-language-arts-ideas/","disqusTitle":"Four Fun Videos That Explain Complex Language Arts Ideas","path":"/mindshift/24851/four-fun-videos-that-explain-complex-language-arts-ideas","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/A0edKgL9EgM'\n title='//www.youtube.com/embed/A0edKgL9EgM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>For educators looking for new ways to introduce ideas to students, videos can be a great way to spark interest.\u003c/p>\n\u003cdiv>\u003ca href=\"http://catlintucker.com/\">Catlin Tucker\u003c/a>, an English teacher in Windsor, Calif, curated her top video picks for an English classroom, which help explain complex ideas in different ways.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>This TED-Ed video, \u003ca href=\"http://www.youtube.com/watch?v=A0edKgL9EgM&list=UUsooa4yRKGN_zEE8iknghZA&index=26&feature=plcp\">The Art of the Metaphor\u003c/a>, narrated by Jane Hirshfield explains the difficult concept of metaphors, and figurative language in general. These intangible concepts are easier to understand through the art in this video.\u003c/li>\n\u003cli>Produced by Keven Brookhouser, the \u003ca title=\"blocked::http://www.youtube.com/playlist?list=PLGRQac668LQNnRJ7srM9YVnTxlXLGCFas\" href=\"http://www.youtube.com/playlist?list=PLGRQac668LQNnRJ7srM9YVnTxlXLGCFas\" target=\"_blank\">Writing Felonies\u003c/a> series of videos help explain basic English concepts (such as \u003ca title=\"blocked::http://www.youtube.com/watch?v=nd1zuYfjqnI&list=PLGRQac668LQNnRJ7srM9YVnTxlXLGCFas&index=1&feature=plpp_video\" href=\"http://www.youtube.com/watch?v=nd1zuYfjqnI&list=PLGRQac668LQNnRJ7srM9YVnTxlXLGCFas&index=1&feature=plpp_video\" target=\"_blank\">Passive Voice\u003c/a>,\u003ca href=\"http://www.youtube.com/watch?v=sq6JkXk4kDg&list=PLGRQac668LQNnRJ7srM9YVnTxlXLGCFas&index=2&feature=plpp_video\" target=\"_blank\"> Its and It's\u003c/a>, and \u003ca href=\"http://www.youtube.com/watch?v=hfsarIbdOH0&list=PLGRQac668LQNnRJ7srM9YVnTxlXLGCFas&index=6&feature=plpp_video\" target=\"_blank\">Pronoun Disagreements\u003c/a>).\u003c/li>\n\u003cli>Flocabulary features a rap video called \u003ca title=\"blocked::http://www.youtube.com/watch?v=c6I24S72Jps\" href=\"http://www.youtube.com/watch?v=c6I24S72Jps\">Five Elements (of a short story)\u003c/a> that breaks down the ideas of plot, character, conflict, theme and setting. Catchy tune!\u003c/li>\n\u003cli>\u003ca title=\"blocked::http://www.youtube.com/watch?v=f1b5kCvVBo8&feature=edu&list=PLC8AECA342F8DE840\" href=\"http://www.youtube.com/watch?v=f1b5kCvVBo8&feature=edu&list=PLC8AECA342F8DE840\">Onomatopoeia\u003c/a> is cute, simple and set to music with some great visuals.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24851/four-fun-videos-that-explain-complex-language-arts-ideas","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_120","mindshift_875","mindshift_969","mindshift_56"],"featImg":"mindshift_24859","label":"mindshift"},"mindshift_2849":{"type":"posts","id":"mindshift_2849","meta":{"index":"posts_1591205157","site":"mindshift","id":"2849","score":null,"sort":[1287426648000]},"guestAuthors":[],"slug":"telling-tales-together-4-great-collaborative-writing-tools","title":"Telling Tales Together: 4 Great Collaborative Writing Tools","publishDate":1287426648,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003ca rel=\"attachment wp-att-3000\" href=\"http://ww2.kqed.org/mindshift/2010/10/telling-tales-together-4-great-collaborative-writing-tools/mixedink2-2/\">\u003cimg class=\"alignright size-medium wp-image-3000\" title=\"MixedInk2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/MixedInk2-300x203.png\" alt=\"\" width=\"300\" height=\"203\">\u003c/a>By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>Storytelling is taking on all kinds of new forms in the Web 2.0 era. Now, thanks to a range of new software, students can not only flex their writing wings, but do it together, by creating group-led e-books, fictional stories, blogs, op-eds, and petitions, and, in some cases, see their edits and additions. Collaboratively producing a finished product that's full of the trappings of its process can be pretty exciting.\u003c/p>\n\u003cp>To that end, here are a handful of examples of collaborative writing tools with classroom applications. Of course, these can be used outside the classroom, too.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://www.mixedink.com/main.php\" target=\"_blank\">MixedInk\u003c/a>: MixedInk, a free online interface that allows users to work collaboratively on anything from fiction to mission statements, recently launched a slew of education-related features. At \u003ca href=\"http://www.mixedink.com/educator\">MixedInk.com/educator\u003c/a>, the software is beefed up with classroom-specific tools, such as authorship tracking, realtime suggestions (students can comment on one another's work as it appears), and peer evaluation.\u003c/p>\n\u003cp>\u003ca href=\"http://www.protagonize.com/\" target=\"_blank\">Protagonize\u003c/a>: Users can write an entire book collaboratively on this site -- either by starting their own or adding to an existing story's draft. Signing up is free, and comments are easy, so students can offer constructive feedback to their classmates' work as well as \"rate\" the site's existing content. There are also plenty of opportunities to network with other writers and gather resources, tips, and constructive criticism.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.glypho.com/\" target=\"_blank\">Glypho\u003c/a>: This is a landing site for group writing of fictional stories with a very simple structure: One user uploads his or her story idea, another writes the first chapter or installment, others write different versions of that chapter or installment, and then users review and vote on their favorites. From there, the story moves on. It's a great way for students to collaborate not only with their classmates, but with peers across the globe.\u003c/p>\n\u003cp>\u003ca href=\"www.novlet.com\" target=\"_blank\">Novlet\u003c/a>: This one focuses on what it calls \"non-linear\" story writing, and is similar in structure to Glypho: different users submit different versions or installments of a piece of writing and then vote on the most compelling. Novlet's installments are called \"passages,\" usually just a few paragraphs long, and can be written in any language, which makes it a fun resource for a foreign language class.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca rel=\"nofollow\" href=\"http://www.protagonize.com/\" target=\"_blank\">\u003cbr>\n\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1287426649,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":380},"headData":{"title":"Telling Tales Together: 4 Great Collaborative Writing Tools | KQED","description":"By Sara Bernard Storytelling is taking on all kinds of new forms in the Web 2.0 era. Now, thanks to a range of new software, students can not only flex their writing wings, but do it together, by creating group-led e-books, fictional stories, blogs, op-eds, and petitions, and, in some cases, see their edits and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"2849 http://blogs.kqed.org/mindshift/?p=2849","disqusUrl":"https://ww2.kqed.org/mindshift/2010/10/18/telling-tales-together-4-great-collaborative-writing-tools/","disqusTitle":"Telling Tales Together: 4 Great Collaborative Writing Tools","path":"/mindshift/2849/telling-tales-together-4-great-collaborative-writing-tools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003ca rel=\"attachment wp-att-3000\" href=\"http://ww2.kqed.org/mindshift/2010/10/telling-tales-together-4-great-collaborative-writing-tools/mixedink2-2/\">\u003cimg class=\"alignright size-medium wp-image-3000\" title=\"MixedInk2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/MixedInk2-300x203.png\" alt=\"\" width=\"300\" height=\"203\">\u003c/a>By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>Storytelling is taking on all kinds of new forms in the Web 2.0 era. Now, thanks to a range of new software, students can not only flex their writing wings, but do it together, by creating group-led e-books, fictional stories, blogs, op-eds, and petitions, and, in some cases, see their edits and additions. Collaboratively producing a finished product that's full of the trappings of its process can be pretty exciting.\u003c/p>\n\u003cp>To that end, here are a handful of examples of collaborative writing tools with classroom applications. Of course, these can be used outside the classroom, too.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://www.mixedink.com/main.php\" target=\"_blank\">MixedInk\u003c/a>: MixedInk, a free online interface that allows users to work collaboratively on anything from fiction to mission statements, recently launched a slew of education-related features. At \u003ca href=\"http://www.mixedink.com/educator\">MixedInk.com/educator\u003c/a>, the software is beefed up with classroom-specific tools, such as authorship tracking, realtime suggestions (students can comment on one another's work as it appears), and peer evaluation.\u003c/p>\n\u003cp>\u003ca href=\"http://www.protagonize.com/\" target=\"_blank\">Protagonize\u003c/a>: Users can write an entire book collaboratively on this site -- either by starting their own or adding to an existing story's draft. Signing up is free, and comments are easy, so students can offer constructive feedback to their classmates' work as well as \"rate\" the site's existing content. There are also plenty of opportunities to network with other writers and gather resources, tips, and constructive criticism.\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>\u003ca href=\"http://www.glypho.com/\" target=\"_blank\">Glypho\u003c/a>: This is a landing site for group writing of fictional stories with a very simple structure: One user uploads his or her story idea, another writes the first chapter or installment, others write different versions of that chapter or installment, and then users review and vote on their favorites. From there, the story moves on. It's a great way for students to collaborate not only with their classmates, but with peers across the globe.\u003c/p>\n\u003cp>\u003ca href=\"www.novlet.com\" target=\"_blank\">Novlet\u003c/a>: This one focuses on what it calls \"non-linear\" story writing, and is similar in structure to Glypho: different users submit different versions or installments of a piece of writing and then vote on the most compelling. Novlet's installments are called \"passages,\" usually just a few paragraphs long, and can be written in any language, which makes it a fun resource for a foreign language class.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca rel=\"nofollow\" href=\"http://www.protagonize.com/\" target=\"_blank\">\u003cbr>\n\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/2849/telling-tales-together-4-great-collaborative-writing-tools","authors":["4351"],"categories":["mindshift_20828"],"tags":["mindshift_121","mindshift_120","mindshift_65"],"featImg":"mindshift_3000","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/10/ATC_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. 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And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. 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Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://ww2.kqed.org/app/uploads/2021/10/ME_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/01/OOW_Tile_Final.png","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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