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But we open up a world of new possibilities when we encourage students to think \u003cem>outside\u003c/em> the brain: that is, to use external resources to enhance their mental processes.\u003c/p>\n\u003cp>Such outside-the-head resources include the sensations and movements of students’ bodies; the physical spaces in which students learn and play; and the social interactions students engage in with others. My new book, \"\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">The Extended Mind: The Power of Thinking Outside the Brain\u003c/a>\u003cem>,\"\u003c/em> offers an array of practical strategies for engaging these mental “extensions”; here, is a selection especially for teachers and parents.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Gesture\u003c/strong>\u003c/h2>\n\u003cp>Gesture isn’t mere hand-waving; it’s an essential part of a cognitive loop in which our hand motions influence our thoughts and vice versa. Becoming more aware of gesture, and using it more intentionally, can help teachers and students think more cogently, speak more fluently, and understand others more deeply.\u003c/p>\n\u003cp>\u003cstrong>Explicitly encourage gesture:\u003c/strong> When you see a student struggling to generate an explanation or solve a problem, offer a simple suggestion: “Could you try \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5182093/\">moving your hands\u003c/a> as you say that?”\u003c/p>\n\u003cp>\u003cstrong>Listen to gesture:\u003c/strong> Pay \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/0010027786900533\">close attention\u003c/a> to the hand motions of learners, especially at moments when what their hands are “saying” is different from the message conveyed by their words. This mismatched state indicates they are ready to learn and receptive to instruction.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Supply “visual artifacts”:\u003c/strong> Students are more likely to gesture (and in so doing acquire a deeper understanding) when there are \u003ca href=\"https://journals.sagepub.com/doi/10.3102/00346543071003365\">relevant objects\u003c/a> nearby to gesture \u003cem>at\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Put students on the spot:\u003c/strong> Improvising a description or an explanation is hard mental work, so students \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1871187115300134\">automatically offload\u003c/a> some of it onto their hands. The increased rate of gesture prompted by the act of improvisation can help them develop a deeper understanding of the material they’re talking about.\u003c/p>\n\u003cp>\u003cstrong>For every word, a gesture:\u003c/strong> Pair each new vocabulary word to be learned with a gesture in order to reinforce memory. When students \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2014.01467/full\">add a hand motion\u003c/a> to the actions of reading or speaking aloud a word, they’re sinking another “hook” into the material that will allow them to reel it in later.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Natural Spaces\u003c/strong>\u003c/h2>\n\u003cp>Over eons of evolution, our perceptual faculties were “tuned” to the kind of sensory information present in nature. While spending time in built interiors and urban settings drains students’ attentional resources, spending time outside refills the tank, restoring their ability to focus.\u003c/p>\n\u003cp>\u003cstrong>Think in terms of “environmental self-regulation”:\u003c/strong> Instead of asking students to get a grip on their thoughts and feelings from the inside, use exposure to the \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494489800386\">outside world\u003c/a>—especially nature—to help them restore their equilibrium and refresh their attention.\u003c/p>\n\u003cp>\u003cstrong>Have students practice “soft gazing”:\u003c/strong> When in nature, encourage students to relinquish the sharp-edged focus that is required by schoolwork. This involves allowing their gaze to become \u003ca href=\"https://edrl.berkeley.edu/wp-content/uploads/2019/06/Morgan.Abrahamson.2018JOCI.workshop-report.pdf?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=adefa6f6e5-EMAIL_CAMPAIGN_6-7-2021&utm_medium=email&utm_term=0_9c734401c1-adefa6f6e5-311867093\">relaxed and diffuse\u003c/a>, drawn here and there by whatever attracts it.\u003c/p>\n\u003cp>\u003cstrong>Direct students to seek out “micro-restorative opportunities”:\u003c/strong> Research shows that looking at a scene of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494415000328\">natural greenery\u003c/a>—even through a window—for as little as 40 seconds offers mental benefits, including improved concentration.\u003c/p>\n\u003cp>\u003cstrong>Bring nature inside:\u003c/strong> Natural light, potted plants, and even images and motifs borrowed from nature help students enter a state of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494410001027\">relaxed alertness\u003c/a>. During a break in learning, try showing students a nature video.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with the Space of Ideas\u003c/strong>\u003c/h2>\n\u003cp>We all tend to do too much “in our heads.” Students can think more effectively and more efficiently when they find ways to offload their mental contents onto physical space—whether it be the space of a whiteboard, a physical model, or a bunch of Post-It Notes. They can then interact with their ideas as if they were physical objects or a 3-D landscape, applying the spatial and navigational capacities that come so naturally to human beings.\u003c/p>\n\u003cp>\u003cstrong>Have students create a “concept map”:\u003c/strong> The brain treats abstract ideas like a landscape through which it must navigate. A \u003ca href=\"https://ctl.byu.edu/tip/concept-mapping\">concept map\u003c/a> makes this mental terrain visible, allowing us to recognize patterns and make new connections.\u003c/p>\n\u003cp>\u003cstrong>Direct students to write it down:\u003c/strong> Our culture values “doing things in your head,” but research shows that writing down our thoughts carries benefits for memory, problem-solving, and creativity. Ask students to keep a \u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674057579\">field notebook\u003c/a>, for example, in which they regularly record and review their observations.\u003c/p>\n\u003cp>\u003cstrong>Instruct students to sketch it out:\u003c/strong> \u003ca href=\"https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-016-0031-6\">Drawing the concept\u003c/a> they’re thinking about has benefits for students above and beyond writing about it in words. It doesn’t matter if students say they “can’t draw”—simply attempting to capture a concept in visual terms will deepen their understanding and reinforce your memory.\u003c/p>\n\u003cp>\u003cstrong>Make it physical:\u003c/strong> The human brain evolved to manipulate physical objects, not to contemplate abstract ideas. Whenever possible, have students create a concrete model or representation of the concept they’re thinking about, and then encourage them to use their whole bodies to \u003ca href=\"https://dl.acm.org/doi/10.1145/2442106.2442109\">interact with it\u003c/a>—moving around it so that they see it from different perspectives, manipulating its elements and trying out new combinations.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Interoception \u003c/strong>\u003c/h2>\n\u003cp>“Interoception” is the capacity to sense our internal signals. Students who learn how to tune into these inner cues can use them to make better decisions, to muster more mental resilience, and to exhibit greater emotional intelligence.\u003c/p>\n\u003cp>\u003cstrong>Lead students through a body scan:\u003c/strong> The \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/28955213/\">body scan\u003c/a> is meditative exercise in which non-judgmental attention is directed to each part of the body in turn. Practicing this exercise regularly will improve students’ ability to perceive interoceptive sensations.\u003c/p>\n\u003cp>\u003cstrong>Suggest that students label their internal sensations:\u003c/strong> \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/21534661/\">Affect labeling\u003c/a> is an activity in which each interoceptive sensation is noted and named as it is experienced. Research shows that engaging in affective labeling immediately reduces anxiety and distress.\u003c/p>\n\u003cp>\u003cstrong>Encourage students to engage in “cognitive reappraisal”:\u003c/strong> \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20161454/\">Cognitive reappraisal\u003c/a> is an exercise in which the basic building blocks of interoceptive sensations are re-appraised as representing a \u003cem>positive\u003c/em> emotion—for example, excitement instead of nervousness. Engaging in cognitive appraisal reduces negative affect and improves performance.\u003c/p>\n\u003cp>\u003cstrong>Ask students to fill in a body map:\u003c/strong> A \u003ca href=\"https://www.pnas.org/content/111/2/646\">body map\u003c/a> is an outline of the human body on which users note what they’re feeling and where in the body the feeling makes itself known. Completing a body map can help students become more aware of their internal signals and where in the body they are arising.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Movement\u003c/strong>\u003c/h2>\n\u003cp>Humans didn’t evolve to think while sitting still. Moving the body in specific ways while engaging in mental work can help students to think more effectively, more efficiently, and more creatively.\u003c/p>\n\u003cp>\u003cstrong>Allow students to play with fidget objects:\u003c/strong> Playing with \u003ca href=\"https://dl.acm.org/doi/10.1145/2971485.2971557\">fidget objects\u003c/a> can help students sharpen their focus, improve their mood, and boost their creativity. Different kinds of objects may generate usefully different mental states.\u003c/p>\n\u003cp>\u003cstrong>Have students sweat before they sit:\u003c/strong> Trying asking students to take a periodic “\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/16376711/\">movement break\u003c/a>\u003cu>.\u003c/u>” Engaging in brisk physical activity just before sitting down to think will boost students’ mental acuity.\u003c/p>\n\u003cp>\u003cstrong>Direct students to act out the abstract:\u003c/strong> In order to commit knowledge more firmly to memory, ask students to \u003ca href=\"https://psycnet.apa.org/record/2000-00111-009\">act it out\u003c/a> with whole-body movements. Research on the “enactment effect” shows that we remember what we \u003cem>do\u003c/em> much better than what we read or hear.\u003c/p>\n\u003cp>\u003cstrong>Teach to students’ bodies:\u003c/strong> When learning about abstract concepts (say, “vector” or “torque” in physics), provide students with a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0956797615569355\">physical experience\u003c/a> of the concept that can be drawn upon when thinking about it later. The brain apprehends the abstract much more readily when it is “grounded” in bodily experience.\u003c/p>\n\u003cp>\u003cstrong>Instruct students to move as if \u003cem>they\u003c/em> are \u003cem>it\u003c/em>:\u003c/strong> In order to understand an entity from the inside, or to make discoveries about that entity, students benefit from \u003ca href=\"https://ccl.northwestern.edu/2012/youre-it.pdf\">embodying it\u003c/a>—moving as if they themselves are the thing they are learning and thinking about.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Built Spaces\u003c/strong>\u003c/h2>\n\u003cp>We spend more than 90 percent of our time indoors, yet many of the spaces we occupy are not well-designed for extending the mind. We can take intentional steps to rearrange learning spaces so that they support intelligent thought.\u003c/p>\n\u003cp>\u003cstrong>Use space to implement “sensory reduction”:\u003c/strong> Allow students to work on challenging tasks in a quiet room free of distractions. Imposing such \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09658211.2017.1282519?journalCode=pmem20\">sensory reduction\u003c/a> generates a state of “stimuli hunger”, in which weakly-activated internal knowledge (barely-remembered facts, elusive imaginative notions) becomes more readily accessible. (Students can achieve a similar effect by briefly closing their eyes.)\u003c/p>\n\u003cp>\u003cstrong>Give students a space of their own:\u003c/strong> Thinking and learning in a space over which students feel \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20191407/\">ownership and control\u003c/a> gives them a feeling of empowerment, which in turn enhances their performance.\u003c/p>\n\u003cp>\u003cstrong>Offer students some privacy:\u003c/strong> Feeling “on display” all the time consumes mental bandwidth that could otherwise be applied to thinking. When students are able to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0001839212453028\">shield themselves\u003c/a> from the gaze of others, their cognitive load is reduced and they feel more free to experiment.\u003c/p>\n\u003cp>\u003cstrong>Fill learning spaces with “evocative objects”:\u003c/strong> Visual reminders of students’ \u003ca href=\"https://psycnet.apa.org/record/2016-18500-005\">academic identity\u003c/a>—who they are, and what they’re doing in that space—can put them in an optimal frame of mind for thinking. Objects representing their deepest values and ideals may be especially effective when hidden from others and visible only to the students themselves.\u003c/p>\n\u003cp>\u003cstrong>Appoint learning spaces with cues of belonging:\u003c/strong> Inspect your learning space for cues that signal exclusion; these should be removed and replaced with cues that \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/19968418/\">signal belonging\u003c/a>. Students think and work best in a space in which they feel that they are welcomed and included.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Experts\u003c/strong>\u003c/h2>\n\u003cp>Our system of education is based on experts teaching novices—but we experts often fail to convey all that we know, because our knowledge is so well-practiced as to become “automatized.” Research is revealing more effective ways of transferring expertise from one mind to another.\u003c/p>\n\u003cp>\u003cstrong>Let students know that imitation is acceptable:\u003c/strong> Our culture values innovation and originality, but often the most \u003ca href=\"https://hbr.org/2010/04/defend-your-research-imitation-is-more-valuable-than-innovation\">efficient and effective\u003c/a> approach to solving a problem is to copy what someone else has already done.\u003c/p>\n\u003cp>\u003cstrong>Encourage close observation:\u003c/strong> Children in other cultures commonly learn by observing and imitating their elders. Research has found that American children are not so adept at this practice—but that these capacities can be \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/19413421/\">deliberately cultivated\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Exhibit model work:\u003c/strong> We expect students to produce excellent work without first showing them what excellence looks like. Displaying \u003ca href=\"https://www.edutopia.org/blog/deeper-learning-student-work-ron-berger\">model examples\u003c/a> need not threaten students’ self-esteem or quash their creativity; it can inspire them to do their own best work.\u003c/p>\n\u003cp>\u003cstrong>Break it down:\u003c/strong> Experts tend to organize their knowledge into “chunks”—agglomerated masses of information that can seem impenetrable to novices. We can help learners begin to acquire mastery by \u003ca href=\"https://opinionator.blogs.nytimes.com/2011/04/18/a-better-way-to-teach-math/\">breaking down\u003c/a> our knowledge into smaller steps, and then smaller steps still—even “micro-steps.”\u003c/p>\n\u003cp>\u003cstrong>Employ the “caricature advantage”:\u003c/strong> For experts like us, the most important aspects of a given scenario “pop out” at first glance. For novices, that same scenario is an undifferentiated mass of information. We can help by deliberately \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/0010028587900168\">exaggerating and distorting\u003c/a>—caricaturing—the aspects of a scenario that we want novices to notice.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Peers\u003c/strong>\u003c/h2>\n\u003cp>Our notion of how to engage in challenging academic work usually involves sitting alone and thinking hard—but in fact, students think best when they think \u003cem>socially\u003c/em>. Social activities they engage in with peers, like storytelling, debating, and teaching, activate cognitive processes that remain dormant when students think by themselves.\u003c/p>\n\u003cp>\u003cstrong>Take advantage of the “protégé effect”:\u003c/strong> The act of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X13000209\">teaching someone else\u003c/a> leads the \u003cem>teacher\u003c/em> to learn—even more than the student. As highly social creatures, we’re more motivated by the goal of conveying information to others than by the goal of simply studying for its own sake. Even struggling learners can benefit, by teaching younger students or by teaching their family members.\u003c/p>\n\u003cp>\u003cstrong>Ask students to create an instructional video:\u003c/strong> Teaching-for-learning can produce benefits for the teacher even when there are no “students” present. \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0959475219301161\">Recording a video\u003c/a> generates feelings of “social presence”—the feeling that others are watching—leading many of the same factors involved in face-to-face teaching to kick in.\u003c/p>\n\u003cp>\u003cstrong>Promote students’ sense of “productive agency”:\u003c/strong> Create opportunities for student-teachers to enjoy the \u003ca href=\"https://psycnet.apa.org/record/2013-27120-003\">fruits of their labors\u003c/a>: it’s motivating for people to see their pupils exhibiting and applying the knowledge they have been taught.\u003c/p>\n\u003cp>\u003cstrong>Set up a “cascading mentorship”:\u003c/strong> A senior group can teach a more junior group, who can in turn instruct a still-less-experienced group, thereby \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/23887013/\">multiplying the benefits\u003c/a> of teaching-to-learn.\u003c/p>\n\u003cp>\u003cstrong>Find the underlying dispute:\u003c/strong> Much of what we learn in educational settings is boring and forgettable because it’s been drained of all conflict, presented as settled wisdom. But almost every topic can be reinvigorated by casting it in terms of a “\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00091380009602706\">constructive controversy\u003c/a>.”\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Groups\u003c/strong>\u003c/h2>\n\u003cp>The days of the lone genius are over; in our era, the sheer abundance of information and the increasing specialization of knowledge mean that we and our students have to trade our habits of individual thinking for new practices that activate the powerful “group mind.”\u003c/p>\n\u003cp>\u003cstrong>Have students move in sync:\u003c/strong> Engaging in \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1751-9004.2012.00450.x\">coordinated physical movement\u003c/a> leads people to like others more, identify with them more closely, and cooperate with them more effectively. This can even take the form of a shared stroll: Research shows that when people walk together, they automatically and unconsciously match up their bodily movements.\u003c/p>\n\u003cp>\u003cstrong>Engage in group rituals:\u003c/strong> \u003ca href=\"https://static1.squarespace.com/static/53485734e4b0fffc0dcc64c2/t/54735002e4b087a17999499e/1416843266236/legare-wen-ISSBD-2014.pdf?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=adefa6f6e5-EMAIL_CAMPAIGN_6-7-2021&utm_medium=email&utm_term=0_9c734401c1-adefa6f6e5-311867093\">Ritual activities\u003c/a> in which people do the same thing at the same time—even if it’s simply sharing a meal together—promote a sense of belonging and mutual trust.\u003c/p>\n\u003cp>\u003cstrong>Create “shared artifacts”:\u003c/strong> Group work is facilitated by the production of \u003ca href=\"https://www.ics.uci.edu/~corps/phaseii/OlsonOlson-DistanceMatters-HCIJ.pdf\">such artifacts\u003c/a>, which should be \u003cem>large\u003c/em>, \u003cem>complex\u003c/em>, \u003cem>persistent\u003c/em>, and \u003cem>revisable\u003c/em>. Bonus: when such artifacts are available, people tend to gesture at them—enhancing their own understanding and that of their team members.\u003c/p>\n\u003cp>\u003cstrong>Implement the “jigsaw classroom”:\u003c/strong> This \u003ca href=\"https://journals.sagepub.com/doi/10.1177/014616727900500405\">instructional technique\u003c/a>, invented in the midst of the desegregation battles of the early 1970s, has been shown to increase cooperation and teamwork even as it boosts learning.\u003c/p>\n\u003cp>\u003cstrong>Generate a sense of “shared fate”:\u003c/strong> A sense of \u003ca href=\"https://hbr.org/2015/06/get-rid-of-unhealthy-competition-on-your-team\">group motivation\u003c/a> arises when the fates of each individual are bound up with one another—when they rise or fall together. Adjust the incentives and rewards offered to group members such that the outcome, good or bad, is experienced the same way by all.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Annie Murphy Paul is a science writer and author of \"\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">The Extended Mind: The Power of Thinking Outside the Brain\u003c/a>,\" and \"\u003ca href=\"https://www.amazon.com/Origins-Months-Before-Birth-Shape/dp/074329663X\">Origins: How the Nine Months Before Birth Shape the Rest of Our Lives.\u003c/a>\"\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"So much of thinking is expected to happen sitting at a desk with just our brains, but we can learn a lot more by using our bodies, depending on our peers and seeking environments conducive to learning. ","status":"publish","parent":0,"modified":1628148704,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":56,"wordCount":2561},"headData":{"title":"42 Ways to Boost Learning by Applying Our Bodies, Surroundings and Relationships - MindShift","description":"So much of thinking is expected to happen sitting at a desk with just our brains, but we can learn a lot more by using our bodies, depending on our peers and seeking environments conducive to learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"42 Ways to Boost Learning by Applying Our Bodies, Surroundings and Relationships","datePublished":"2021-08-05T07:31:43.000Z","dateModified":"2021-08-05T07:31:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58053 https://ww2.kqed.org/mindshift/?p=58053","disqusUrl":"https://ww2.kqed.org/mindshift/2021/08/05/42-ways-to-boost-learning-by-applying-our-bodies-surroundings-and-relationships/","disqusTitle":"42 Ways to Boost Learning by Applying Our Bodies, Surroundings and Relationships","path":"/mindshift/58053/42-ways-to-boost-learning-by-applying-our-bodies-surroundings-and-relationships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Our education system is dominated by a \u003cem>neurocentric\u003c/em> model of thinking: we assume that students’ mental activity is contained inside their heads. But we open up a world of new possibilities when we encourage students to think \u003cem>outside\u003c/em> the brain: that is, to use external resources to enhance their mental processes.\u003c/p>\n\u003cp>Such outside-the-head resources include the sensations and movements of students’ bodies; the physical spaces in which students learn and play; and the social interactions students engage in with others. My new book, \"\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">The Extended Mind: The Power of Thinking Outside the Brain\u003c/a>\u003cem>,\"\u003c/em> offers an array of practical strategies for engaging these mental “extensions”; here, is a selection especially for teachers and parents.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Gesture\u003c/strong>\u003c/h2>\n\u003cp>Gesture isn’t mere hand-waving; it’s an essential part of a cognitive loop in which our hand motions influence our thoughts and vice versa. Becoming more aware of gesture, and using it more intentionally, can help teachers and students think more cogently, speak more fluently, and understand others more deeply.\u003c/p>\n\u003cp>\u003cstrong>Explicitly encourage gesture:\u003c/strong> When you see a student struggling to generate an explanation or solve a problem, offer a simple suggestion: “Could you try \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5182093/\">moving your hands\u003c/a> as you say that?”\u003c/p>\n\u003cp>\u003cstrong>Listen to gesture:\u003c/strong> Pay \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/0010027786900533\">close attention\u003c/a> to the hand motions of learners, especially at moments when what their hands are “saying” is different from the message conveyed by their words. This mismatched state indicates they are ready to learn and receptive to instruction.\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>\u003cstrong>Supply “visual artifacts”:\u003c/strong> Students are more likely to gesture (and in so doing acquire a deeper understanding) when there are \u003ca href=\"https://journals.sagepub.com/doi/10.3102/00346543071003365\">relevant objects\u003c/a> nearby to gesture \u003cem>at\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Put students on the spot:\u003c/strong> Improvising a description or an explanation is hard mental work, so students \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1871187115300134\">automatically offload\u003c/a> some of it onto their hands. The increased rate of gesture prompted by the act of improvisation can help them develop a deeper understanding of the material they’re talking about.\u003c/p>\n\u003cp>\u003cstrong>For every word, a gesture:\u003c/strong> Pair each new vocabulary word to be learned with a gesture in order to reinforce memory. When students \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2014.01467/full\">add a hand motion\u003c/a> to the actions of reading or speaking aloud a word, they’re sinking another “hook” into the material that will allow them to reel it in later.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Natural Spaces\u003c/strong>\u003c/h2>\n\u003cp>Over eons of evolution, our perceptual faculties were “tuned” to the kind of sensory information present in nature. While spending time in built interiors and urban settings drains students’ attentional resources, spending time outside refills the tank, restoring their ability to focus.\u003c/p>\n\u003cp>\u003cstrong>Think in terms of “environmental self-regulation”:\u003c/strong> Instead of asking students to get a grip on their thoughts and feelings from the inside, use exposure to the \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494489800386\">outside world\u003c/a>—especially nature—to help them restore their equilibrium and refresh their attention.\u003c/p>\n\u003cp>\u003cstrong>Have students practice “soft gazing”:\u003c/strong> When in nature, encourage students to relinquish the sharp-edged focus that is required by schoolwork. This involves allowing their gaze to become \u003ca href=\"https://edrl.berkeley.edu/wp-content/uploads/2019/06/Morgan.Abrahamson.2018JOCI.workshop-report.pdf?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=adefa6f6e5-EMAIL_CAMPAIGN_6-7-2021&utm_medium=email&utm_term=0_9c734401c1-adefa6f6e5-311867093\">relaxed and diffuse\u003c/a>, drawn here and there by whatever attracts it.\u003c/p>\n\u003cp>\u003cstrong>Direct students to seek out “micro-restorative opportunities”:\u003c/strong> Research shows that looking at a scene of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494415000328\">natural greenery\u003c/a>—even through a window—for as little as 40 seconds offers mental benefits, including improved concentration.\u003c/p>\n\u003cp>\u003cstrong>Bring nature inside:\u003c/strong> Natural light, potted plants, and even images and motifs borrowed from nature help students enter a state of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494410001027\">relaxed alertness\u003c/a>. During a break in learning, try showing students a nature video.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with the Space of Ideas\u003c/strong>\u003c/h2>\n\u003cp>We all tend to do too much “in our heads.” Students can think more effectively and more efficiently when they find ways to offload their mental contents onto physical space—whether it be the space of a whiteboard, a physical model, or a bunch of Post-It Notes. They can then interact with their ideas as if they were physical objects or a 3-D landscape, applying the spatial and navigational capacities that come so naturally to human beings.\u003c/p>\n\u003cp>\u003cstrong>Have students create a “concept map”:\u003c/strong> The brain treats abstract ideas like a landscape through which it must navigate. A \u003ca href=\"https://ctl.byu.edu/tip/concept-mapping\">concept map\u003c/a> makes this mental terrain visible, allowing us to recognize patterns and make new connections.\u003c/p>\n\u003cp>\u003cstrong>Direct students to write it down:\u003c/strong> Our culture values “doing things in your head,” but research shows that writing down our thoughts carries benefits for memory, problem-solving, and creativity. Ask students to keep a \u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674057579\">field notebook\u003c/a>, for example, in which they regularly record and review their observations.\u003c/p>\n\u003cp>\u003cstrong>Instruct students to sketch it out:\u003c/strong> \u003ca href=\"https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-016-0031-6\">Drawing the concept\u003c/a> they’re thinking about has benefits for students above and beyond writing about it in words. It doesn’t matter if students say they “can’t draw”—simply attempting to capture a concept in visual terms will deepen their understanding and reinforce your memory.\u003c/p>\n\u003cp>\u003cstrong>Make it physical:\u003c/strong> The human brain evolved to manipulate physical objects, not to contemplate abstract ideas. Whenever possible, have students create a concrete model or representation of the concept they’re thinking about, and then encourage them to use their whole bodies to \u003ca href=\"https://dl.acm.org/doi/10.1145/2442106.2442109\">interact with it\u003c/a>—moving around it so that they see it from different perspectives, manipulating its elements and trying out new combinations.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Interoception \u003c/strong>\u003c/h2>\n\u003cp>“Interoception” is the capacity to sense our internal signals. Students who learn how to tune into these inner cues can use them to make better decisions, to muster more mental resilience, and to exhibit greater emotional intelligence.\u003c/p>\n\u003cp>\u003cstrong>Lead students through a body scan:\u003c/strong> The \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/28955213/\">body scan\u003c/a> is meditative exercise in which non-judgmental attention is directed to each part of the body in turn. Practicing this exercise regularly will improve students’ ability to perceive interoceptive sensations.\u003c/p>\n\u003cp>\u003cstrong>Suggest that students label their internal sensations:\u003c/strong> \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/21534661/\">Affect labeling\u003c/a> is an activity in which each interoceptive sensation is noted and named as it is experienced. Research shows that engaging in affective labeling immediately reduces anxiety and distress.\u003c/p>\n\u003cp>\u003cstrong>Encourage students to engage in “cognitive reappraisal”:\u003c/strong> \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20161454/\">Cognitive reappraisal\u003c/a> is an exercise in which the basic building blocks of interoceptive sensations are re-appraised as representing a \u003cem>positive\u003c/em> emotion—for example, excitement instead of nervousness. Engaging in cognitive appraisal reduces negative affect and improves performance.\u003c/p>\n\u003cp>\u003cstrong>Ask students to fill in a body map:\u003c/strong> A \u003ca href=\"https://www.pnas.org/content/111/2/646\">body map\u003c/a> is an outline of the human body on which users note what they’re feeling and where in the body the feeling makes itself known. Completing a body map can help students become more aware of their internal signals and where in the body they are arising.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Movement\u003c/strong>\u003c/h2>\n\u003cp>Humans didn’t evolve to think while sitting still. Moving the body in specific ways while engaging in mental work can help students to think more effectively, more efficiently, and more creatively.\u003c/p>\n\u003cp>\u003cstrong>Allow students to play with fidget objects:\u003c/strong> Playing with \u003ca href=\"https://dl.acm.org/doi/10.1145/2971485.2971557\">fidget objects\u003c/a> can help students sharpen their focus, improve their mood, and boost their creativity. Different kinds of objects may generate usefully different mental states.\u003c/p>\n\u003cp>\u003cstrong>Have students sweat before they sit:\u003c/strong> Trying asking students to take a periodic “\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/16376711/\">movement break\u003c/a>\u003cu>.\u003c/u>” Engaging in brisk physical activity just before sitting down to think will boost students’ mental acuity.\u003c/p>\n\u003cp>\u003cstrong>Direct students to act out the abstract:\u003c/strong> In order to commit knowledge more firmly to memory, ask students to \u003ca href=\"https://psycnet.apa.org/record/2000-00111-009\">act it out\u003c/a> with whole-body movements. Research on the “enactment effect” shows that we remember what we \u003cem>do\u003c/em> much better than what we read or hear.\u003c/p>\n\u003cp>\u003cstrong>Teach to students’ bodies:\u003c/strong> When learning about abstract concepts (say, “vector” or “torque” in physics), provide students with a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0956797615569355\">physical experience\u003c/a> of the concept that can be drawn upon when thinking about it later. The brain apprehends the abstract much more readily when it is “grounded” in bodily experience.\u003c/p>\n\u003cp>\u003cstrong>Instruct students to move as if \u003cem>they\u003c/em> are \u003cem>it\u003c/em>:\u003c/strong> In order to understand an entity from the inside, or to make discoveries about that entity, students benefit from \u003ca href=\"https://ccl.northwestern.edu/2012/youre-it.pdf\">embodying it\u003c/a>—moving as if they themselves are the thing they are learning and thinking about.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Built Spaces\u003c/strong>\u003c/h2>\n\u003cp>We spend more than 90 percent of our time indoors, yet many of the spaces we occupy are not well-designed for extending the mind. We can take intentional steps to rearrange learning spaces so that they support intelligent thought.\u003c/p>\n\u003cp>\u003cstrong>Use space to implement “sensory reduction”:\u003c/strong> Allow students to work on challenging tasks in a quiet room free of distractions. Imposing such \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09658211.2017.1282519?journalCode=pmem20\">sensory reduction\u003c/a> generates a state of “stimuli hunger”, in which weakly-activated internal knowledge (barely-remembered facts, elusive imaginative notions) becomes more readily accessible. (Students can achieve a similar effect by briefly closing their eyes.)\u003c/p>\n\u003cp>\u003cstrong>Give students a space of their own:\u003c/strong> Thinking and learning in a space over which students feel \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20191407/\">ownership and control\u003c/a> gives them a feeling of empowerment, which in turn enhances their performance.\u003c/p>\n\u003cp>\u003cstrong>Offer students some privacy:\u003c/strong> Feeling “on display” all the time consumes mental bandwidth that could otherwise be applied to thinking. When students are able to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0001839212453028\">shield themselves\u003c/a> from the gaze of others, their cognitive load is reduced and they feel more free to experiment.\u003c/p>\n\u003cp>\u003cstrong>Fill learning spaces with “evocative objects”:\u003c/strong> Visual reminders of students’ \u003ca href=\"https://psycnet.apa.org/record/2016-18500-005\">academic identity\u003c/a>—who they are, and what they’re doing in that space—can put them in an optimal frame of mind for thinking. Objects representing their deepest values and ideals may be especially effective when hidden from others and visible only to the students themselves.\u003c/p>\n\u003cp>\u003cstrong>Appoint learning spaces with cues of belonging:\u003c/strong> Inspect your learning space for cues that signal exclusion; these should be removed and replaced with cues that \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/19968418/\">signal belonging\u003c/a>. Students think and work best in a space in which they feel that they are welcomed and included.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Experts\u003c/strong>\u003c/h2>\n\u003cp>Our system of education is based on experts teaching novices—but we experts often fail to convey all that we know, because our knowledge is so well-practiced as to become “automatized.” Research is revealing more effective ways of transferring expertise from one mind to another.\u003c/p>\n\u003cp>\u003cstrong>Let students know that imitation is acceptable:\u003c/strong> Our culture values innovation and originality, but often the most \u003ca href=\"https://hbr.org/2010/04/defend-your-research-imitation-is-more-valuable-than-innovation\">efficient and effective\u003c/a> approach to solving a problem is to copy what someone else has already done.\u003c/p>\n\u003cp>\u003cstrong>Encourage close observation:\u003c/strong> Children in other cultures commonly learn by observing and imitating their elders. Research has found that American children are not so adept at this practice—but that these capacities can be \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/19413421/\">deliberately cultivated\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Exhibit model work:\u003c/strong> We expect students to produce excellent work without first showing them what excellence looks like. Displaying \u003ca href=\"https://www.edutopia.org/blog/deeper-learning-student-work-ron-berger\">model examples\u003c/a> need not threaten students’ self-esteem or quash their creativity; it can inspire them to do their own best work.\u003c/p>\n\u003cp>\u003cstrong>Break it down:\u003c/strong> Experts tend to organize their knowledge into “chunks”—agglomerated masses of information that can seem impenetrable to novices. We can help learners begin to acquire mastery by \u003ca href=\"https://opinionator.blogs.nytimes.com/2011/04/18/a-better-way-to-teach-math/\">breaking down\u003c/a> our knowledge into smaller steps, and then smaller steps still—even “micro-steps.”\u003c/p>\n\u003cp>\u003cstrong>Employ the “caricature advantage”:\u003c/strong> For experts like us, the most important aspects of a given scenario “pop out” at first glance. For novices, that same scenario is an undifferentiated mass of information. We can help by deliberately \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/0010028587900168\">exaggerating and distorting\u003c/a>—caricaturing—the aspects of a scenario that we want novices to notice.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Peers\u003c/strong>\u003c/h2>\n\u003cp>Our notion of how to engage in challenging academic work usually involves sitting alone and thinking hard—but in fact, students think best when they think \u003cem>socially\u003c/em>. Social activities they engage in with peers, like storytelling, debating, and teaching, activate cognitive processes that remain dormant when students think by themselves.\u003c/p>\n\u003cp>\u003cstrong>Take advantage of the “protégé effect”:\u003c/strong> The act of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X13000209\">teaching someone else\u003c/a> leads the \u003cem>teacher\u003c/em> to learn—even more than the student. As highly social creatures, we’re more motivated by the goal of conveying information to others than by the goal of simply studying for its own sake. Even struggling learners can benefit, by teaching younger students or by teaching their family members.\u003c/p>\n\u003cp>\u003cstrong>Ask students to create an instructional video:\u003c/strong> Teaching-for-learning can produce benefits for the teacher even when there are no “students” present. \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0959475219301161\">Recording a video\u003c/a> generates feelings of “social presence”—the feeling that others are watching—leading many of the same factors involved in face-to-face teaching to kick in.\u003c/p>\n\u003cp>\u003cstrong>Promote students’ sense of “productive agency”:\u003c/strong> Create opportunities for student-teachers to enjoy the \u003ca href=\"https://psycnet.apa.org/record/2013-27120-003\">fruits of their labors\u003c/a>: it’s motivating for people to see their pupils exhibiting and applying the knowledge they have been taught.\u003c/p>\n\u003cp>\u003cstrong>Set up a “cascading mentorship”:\u003c/strong> A senior group can teach a more junior group, who can in turn instruct a still-less-experienced group, thereby \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/23887013/\">multiplying the benefits\u003c/a> of teaching-to-learn.\u003c/p>\n\u003cp>\u003cstrong>Find the underlying dispute:\u003c/strong> Much of what we learn in educational settings is boring and forgettable because it’s been drained of all conflict, presented as settled wisdom. But almost every topic can be reinvigorated by casting it in terms of a “\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00091380009602706\">constructive controversy\u003c/a>.”\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Groups\u003c/strong>\u003c/h2>\n\u003cp>The days of the lone genius are over; in our era, the sheer abundance of information and the increasing specialization of knowledge mean that we and our students have to trade our habits of individual thinking for new practices that activate the powerful “group mind.”\u003c/p>\n\u003cp>\u003cstrong>Have students move in sync:\u003c/strong> Engaging in \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1751-9004.2012.00450.x\">coordinated physical movement\u003c/a> leads people to like others more, identify with them more closely, and cooperate with them more effectively. This can even take the form of a shared stroll: Research shows that when people walk together, they automatically and unconsciously match up their bodily movements.\u003c/p>\n\u003cp>\u003cstrong>Engage in group rituals:\u003c/strong> \u003ca href=\"https://static1.squarespace.com/static/53485734e4b0fffc0dcc64c2/t/54735002e4b087a17999499e/1416843266236/legare-wen-ISSBD-2014.pdf?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=adefa6f6e5-EMAIL_CAMPAIGN_6-7-2021&utm_medium=email&utm_term=0_9c734401c1-adefa6f6e5-311867093\">Ritual activities\u003c/a> in which people do the same thing at the same time—even if it’s simply sharing a meal together—promote a sense of belonging and mutual trust.\u003c/p>\n\u003cp>\u003cstrong>Create “shared artifacts”:\u003c/strong> Group work is facilitated by the production of \u003ca href=\"https://www.ics.uci.edu/~corps/phaseii/OlsonOlson-DistanceMatters-HCIJ.pdf\">such artifacts\u003c/a>, which should be \u003cem>large\u003c/em>, \u003cem>complex\u003c/em>, \u003cem>persistent\u003c/em>, and \u003cem>revisable\u003c/em>. Bonus: when such artifacts are available, people tend to gesture at them—enhancing their own understanding and that of their team members.\u003c/p>\n\u003cp>\u003cstrong>Implement the “jigsaw classroom”:\u003c/strong> This \u003ca href=\"https://journals.sagepub.com/doi/10.1177/014616727900500405\">instructional technique\u003c/a>, invented in the midst of the desegregation battles of the early 1970s, has been shown to increase cooperation and teamwork even as it boosts learning.\u003c/p>\n\u003cp>\u003cstrong>Generate a sense of “shared fate”:\u003c/strong> A sense of \u003ca href=\"https://hbr.org/2015/06/get-rid-of-unhealthy-competition-on-your-team\">group motivation\u003c/a> arises when the fates of each individual are bound up with one another—when they rise or fall together. Adjust the incentives and rewards offered to group members such that the outcome, good or bad, is experienced the same way by all.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Annie Murphy Paul is a science writer and author of \"\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">The Extended Mind: The Power of Thinking Outside the Brain\u003c/a>,\" and \"\u003ca href=\"https://www.amazon.com/Origins-Months-Before-Birth-Shape/dp/074329663X\">Origins: How the Nine Months Before Birth Shape the Rest of Our Lives.\u003c/a>\"\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58053/42-ways-to-boost-learning-by-applying-our-bodies-surroundings-and-relationships","authors":["4355"],"categories":["mindshift_193"],"tags":["mindshift_21078","mindshift_21148","mindshift_20711","mindshift_20520","mindshift_21444","mindshift_20865","mindshift_20783"],"featImg":"mindshift_58255","label":"mindshift"},"mindshift_53275":{"type":"posts","id":"mindshift_53275","meta":{"index":"posts_1591205157","site":"mindshift","id":"53275","score":null,"sort":[1552723715000]},"guestAuthors":[],"slug":"building-teens-into-strong-readers-by-letting-them-teach","title":"Building Teens Into Strong Readers — By Letting Them Teach","publishDate":1552723715,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Two afternoons a week, Mikala Tardy walks six blocks from Eastern High School to Payne Elementary School, not far from Capitol Hill in Washington, D.C.\u003c/p>\n\u003cp>She signs in at the front desk just after 3:30 p.m. and makes her way to a classroom, where she'll be tutoring second- and third-graders who are full of energy after the school day.\u003c/p>\n\u003cp>Today, Mikala and three students work through an exercise about communities and the building blocks that create them. They learn how to spell \u003cem>people \u003c/em>and \u003cem>playground \u003c/em>— two essential components of any community, they decide.\u003c/p>\n\u003cp>Mikala, a senior at Eastern High, began this work back in the ninth grade.\u003c/p>\n\u003cp>It's run by Reach, a Washington, D.C., nonprofit, that trains high school students like her to be reading tutors for elementary school students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It's a tutoring program that works in two directions,\" says former social worker Mark Hecker, who founded \u003ca href=\"https://www.reachincorporated.org/\">Reach \u003c/a>in 2009. He says it's serving a vital need in the city: \u003ca href=\"http://results.osse.dc.gov/state/DC\">Two-thirds of students\u003c/a> in D.C. public schools can't read and write at grade level when they start high school. Reach helps these older students become better readers — by giving them the tools to teach younger kids.\u003c/p>\n\u003cp>Tutoring and mentorship programs \u003ca href=\"http://smhp.psych.ucla.edu/pdfdocs/mentoring.pdf\">that pair up\u003c/a> younger and older students are common. But most rely on high-achieving students. Reach turns the idea on its head: Hecker says most of the teenage tutors start the program reading between a fourth and sixth grade level.\u003c/p>\n\u003cp>The tutors receive training in literacy instruction because for them, Reach isn't just an after-school program — it's a job. They get paid for the time they spend reading and writing with kids.\u003c/p>\n\u003cp>\"We work to position them as community assets and role models,\" Hecker explains. That's not how teenagers — especially teens of color — are usually treated, he says.\u003c/p>\n\u003cp>Struggling teenagers, he notes, are often given work written for younger students. But they can tell when they're reading something that was meant for young kids.\u003c/p>\n\u003cp>\"Kids don't like to feel stupid,\" Hecker says. With Reach, teens are given the \u003cem>responsibility \u003c/em>of helping a younger student. That's a big deal for them.\u003c/p>\n\u003cp>\"We trust teens to be responsible for things that they care about. And often, that makes education real in a way that the classroom doesn't always,\" Hecker says. But that trust, he adds, must go both ways: \"You can't get kids to be vulnerable enough to work on really hard things — like reading — if they don't trust you.\"\u003c/p>\n\u003cp>Reach, he says, is all about establishing consistent relationships — and being a steady force in the lives of students. That's crucial in a city where \u003ca href=\"https://ocrdata.ed.gov/Page?t=d&eid=31590&syk=8&pid=2278\">three-quarters of students\u003c/a> receive free or reduced-price lunches. Many face poverty and the traumas that come with it.\u003c/p>\n\u003cp>In addition to after-school tutoring, Reach provides summer opportunities and preparation for college and future careers. Hundreds of students in the city are involved.\u003c/p>\n\u003cp>Hecker and the Reach staff have made a commitment to stick with teens through their high school years — even as some face transfers, family troubles, homelessness and anything else that might come up.\u003c/p>\n\u003cp>\"They're not going to be perfect,\" Hecker says, \"because they're navigating many, many things in their personal lives.\"\u003c/p>\n\u003cp>Through the program, students also write \u003ca href=\"https://www.shoutmousepress.org/cart1/?tag=Reach+Incorporated\">their own books. \u003c/a> In 2015,\u003ca href=\"https://www.nationalbook.org/tag/reach-incorporated/\"> Reach won\u003c/a> a major Innovations in Reading Prize from the National Book Foundation.\u003c/p>\n\u003cp>Hecker says he plans to grow the nonprofit over the next few years, to serve more students and partner with more schools and sites in D.C. And, one day, Reach may expand to more places around the country.\u003c/p>\n\u003cp>Mikala Tardy says she likes reading a lot more than she did when she started almost four years ago. And when she's working with kids, she feels like a teacher. She's on track to graduate and plans to head to college in the fall.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Mikala hasn't decided on her plans after college, but she does know one thing: She wants to work with kids.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Building+Teens+Into+Strong+Readers+%E2%80%94+By+Letting+Them+Teach+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Two-thirds of students in Washington, D.C., can't read and write at grade level when they start high school. One program helps teens improve — by giving them the tools to teach younger kids.","status":"publish","parent":0,"modified":1552896779,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":707},"headData":{"title":"Building Teens Into Strong Readers — By Letting Them Teach | KQED","description":"Two-thirds of students in Washington, D.C., can't read and write at grade level when they start high school. One program helps teens improve — by giving them the tools to teach younger kids.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Building Teens Into Strong Readers — By Letting Them Teach","datePublished":"2019-03-16T08:08:35.000Z","dateModified":"2019-03-18T08:12:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53275 https://ww2.kqed.org/mindshift/?p=53275","disqusUrl":"https://ww2.kqed.org/mindshift/2019/03/16/building-teens-into-strong-readers-by-letting-them-teach/","disqusTitle":"Building Teens Into Strong Readers — By Letting Them Teach","nprImageCredit":"LA Johnson","nprByline":"Clare Lombardo","nprImageAgency":"NPR","nprStoryId":"700345380","nprApiLink":"http://api.npr.org/query?id=700345380&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/03/15/700345380/building-teens-into-strong-readers-by-letting-them-teach?ft=nprml&f=700345380","nprRetrievedStory":"1","nprPubDate":"Fri, 15 Mar 2019 07:00:00 -0400","nprStoryDate":"Fri, 15 Mar 2019 07:00:23 -0400","nprLastModifiedDate":"Fri, 15 Mar 2019 07:00:23 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2019/03/20190313_atc_reach_inc.mp3?orgId=1&topicId=1013&aggIds=130593764&d=195&story=700345380&ft=nprml&f=700345380","nprAudioM3u":"http://api.npr.org/m3u/1703580531-dd3b5a.m3u?orgId=1&topicId=1013&aggIds=130593764&d=195&story=700345380&ft=nprml&f=700345380","audioTrackLength":195,"path":"/mindshift/53275/building-teens-into-strong-readers-by-letting-them-teach","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2019/03/20190313_atc_reach_inc.mp3?orgId=1&topicId=1013&aggIds=130593764&d=195&story=700345380&ft=nprml&f=700345380","parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Two afternoons a week, Mikala Tardy walks six blocks from Eastern High School to Payne Elementary School, not far from Capitol Hill in Washington, D.C.\u003c/p>\n\u003cp>She signs in at the front desk just after 3:30 p.m. and makes her way to a classroom, where she'll be tutoring second- and third-graders who are full of energy after the school day.\u003c/p>\n\u003cp>Today, Mikala and three students work through an exercise about communities and the building blocks that create them. They learn how to spell \u003cem>people \u003c/em>and \u003cem>playground \u003c/em>— two essential components of any community, they decide.\u003c/p>\n\u003cp>Mikala, a senior at Eastern High, began this work back in the ninth grade.\u003c/p>\n\u003cp>It's run by Reach, a Washington, D.C., nonprofit, that trains high school students like her to be reading tutors for elementary school students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It's a tutoring program that works in two directions,\" says former social worker Mark Hecker, who founded \u003ca href=\"https://www.reachincorporated.org/\">Reach \u003c/a>in 2009. He says it's serving a vital need in the city: \u003ca href=\"http://results.osse.dc.gov/state/DC\">Two-thirds of students\u003c/a> in D.C. public schools can't read and write at grade level when they start high school. Reach helps these older students become better readers — by giving them the tools to teach younger kids.\u003c/p>\n\u003cp>Tutoring and mentorship programs \u003ca href=\"http://smhp.psych.ucla.edu/pdfdocs/mentoring.pdf\">that pair up\u003c/a> younger and older students are common. But most rely on high-achieving students. Reach turns the idea on its head: Hecker says most of the teenage tutors start the program reading between a fourth and sixth grade level.\u003c/p>\n\u003cp>The tutors receive training in literacy instruction because for them, Reach isn't just an after-school program — it's a job. They get paid for the time they spend reading and writing with kids.\u003c/p>\n\u003cp>\"We work to position them as community assets and role models,\" Hecker explains. That's not how teenagers — especially teens of color — are usually treated, he says.\u003c/p>\n\u003cp>Struggling teenagers, he notes, are often given work written for younger students. But they can tell when they're reading something that was meant for young kids.\u003c/p>\n\u003cp>\"Kids don't like to feel stupid,\" Hecker says. With Reach, teens are given the \u003cem>responsibility \u003c/em>of helping a younger student. That's a big deal for them.\u003c/p>\n\u003cp>\"We trust teens to be responsible for things that they care about. And often, that makes education real in a way that the classroom doesn't always,\" Hecker says. But that trust, he adds, must go both ways: \"You can't get kids to be vulnerable enough to work on really hard things — like reading — if they don't trust you.\"\u003c/p>\n\u003cp>Reach, he says, is all about establishing consistent relationships — and being a steady force in the lives of students. That's crucial in a city where \u003ca href=\"https://ocrdata.ed.gov/Page?t=d&eid=31590&syk=8&pid=2278\">three-quarters of students\u003c/a> receive free or reduced-price lunches. Many face poverty and the traumas that come with it.\u003c/p>\n\u003cp>In addition to after-school tutoring, Reach provides summer opportunities and preparation for college and future careers. Hundreds of students in the city are involved.\u003c/p>\n\u003cp>Hecker and the Reach staff have made a commitment to stick with teens through their high school years — even as some face transfers, family troubles, homelessness and anything else that might come up.\u003c/p>\n\u003cp>\"They're not going to be perfect,\" Hecker says, \"because they're navigating many, many things in their personal lives.\"\u003c/p>\n\u003cp>Through the program, students also write \u003ca href=\"https://www.shoutmousepress.org/cart1/?tag=Reach+Incorporated\">their own books. \u003c/a> In 2015,\u003ca href=\"https://www.nationalbook.org/tag/reach-incorporated/\"> Reach won\u003c/a> a major Innovations in Reading Prize from the National Book Foundation.\u003c/p>\n\u003cp>Hecker says he plans to grow the nonprofit over the next few years, to serve more students and partner with more schools and sites in D.C. And, one day, Reach may expand to more places around the country.\u003c/p>\n\u003cp>Mikala Tardy says she likes reading a lot more than she did when she started almost four years ago. And when she's working with kids, she feels like a teacher. She's on track to graduate and plans to head to college in the fall.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Mikala hasn't decided on her plans after college, but she does know one thing: She wants to work with kids.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Building+Teens+Into+Strong+Readers+%E2%80%94+By+Letting+Them+Teach+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53275/building-teens-into-strong-readers-by-letting-them-teach","authors":["byline_mindshift_53275"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20783","mindshift_21128","mindshift_21254"],"featImg":"mindshift_53276","label":"mindshift"},"mindshift_49243":{"type":"posts","id":"mindshift_49243","meta":{"index":"posts_1591205157","site":"mindshift","id":"49243","score":null,"sort":[1508133359000]},"guestAuthors":[],"slug":"developing-students-ability-to-give-and-take-effective-feedback","title":"Developing Students' Ability to Give and Take Effective Feedback","publishDate":1508133359,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Emerie Lukas was hired to develop and teach a STEM Foundations course to middle school students at the \u003ca href=\"http://www.daytonstemschool.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Dayton Regional STEM School\u003c/a>, she was starting from scratch. The stated goal of the course was to prepare students for more rigorous work in science, technology, engineering and math (STEM) classes in high school, but Lukas knew that meant far more than academic preparation. She needed to teach her students how to give and take effective feedback, how to solve conflicts, how to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/13/why-executive-function-is-a-vital-stepping-stone-for-kids-ability-to-learn/\" target=\"_blank\" rel=\"noopener noreferrer\">organize themselves\u003c/a>, and how to present, discuss and communicate their ideas. She knew without these qualities students wouldn’t be prepared for a rigorous STEM environment.\u003c/p>\n\u003cp>To get at some of these non-academic skills, Lukas thought she might be able to use \u003ca href=\"http://www.debonothinkingsystems.com/tools/6hats.htm\" target=\"_blank\" rel=\"noopener noreferrer\">strategies from “Six Thinking Hats”\u003c/a> by \u003ca href=\"http://www.debonothinkingsystems.com/about/Edward.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Edward de Bono\u003c/a>. “His idea with 'Six Thinking Hats' is that you can train people to approach a problem in a methodical, organized way,” Lukas said. De Bono used his strategy to coach employees at Fortune 500 companies, but Lukas thought she could adapt the strategies to her middle schoolers and in the process help them learn to give and take effective peer feedback.\u003c/p>\n\u003caside class=\"pullquote alignright\">'So even though it was bumpy, and it wasn't always easy, the quality of work improved enough so it seemed like we needed to get better at doing this.'\u003ccite>Elisabeth Simon, high school art teacher\u003c/cite>\u003c/aside>\n\u003cp>The hats and the colors that go along with them can seem a little confusing, but their purpose is to help students think concretely about the kind of feedback they are giving. “Yellow hat” feedback is positive. “Black hat” feedback helps point out specific parts of the work that aren’t meeting the stated goal. This is not the time for suggestions on how to fix it, however, since there may be more than one solution. The “green hat” is when students can suggest ideas for fixing some of the issues raised during black hat feedback. These three hats are used most frequently, and some teachers Lukas has trained use only these ones.\u003c/p>\n\u003cp>The “red hat” is what Lukas calls “a breath of fresh air”; it’s an opportunity for students to share subjective impressions that aren’t necessarily related to the goal. Perhaps it’s something they really like or a general impression they have about the work. The “blue hat” is to step back and look at the big picture. When kids are getting used to critique, the teacher often wears this hat to connect something in the critique to a bigger theme or put it in context. But when kids become skilled in critique they might also “put on the blue hat” for a moment to explain what skill they’re trying to develop, the trajectory of their learning, and where they want peers to focus critique.\u003c/p>\n\u003cp>The white hat almost never comes up, and can be a bit hard to understand, but it’s meant for objective observations. “Its purpose in my classroom was to point out things that you’re not sure if the presenter intended to do them, but you’re noticing and you have no judgment about,” Lukas said. For example, if kids are designing websites and the homepage background is blue, but another page is green, a white hat comment might point that out so the presenter is aware, but it isn’t something that necessarily needs to be changed to improve the work.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Training \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">kids to give effective critique\u003c/a> is one of those teaching strategies that takes some time on the front end, but can save a lot of time once students get good at it. It’s common for students to give unhelpful, general or unkind feedback that doesn’t do much to advance a peer’s goals for the work, but Lukas found when she carefully trained students on some conversational “commandments” and attitudes around peer critique, 12-year-olds could give feedback as well as any adult. Even better, when kids got feedback from peers, she found they internalized it more.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=RyRvQGAfOWo&feature=youtu.be\u003c/p>\n\u003cp>But incorporating peer critique into the classroom does take time, which is most effectively spent on bigger, meatier projects that students are invested in improving. Lukas advises teachers she works with to use the adapted Six Hat feedback strategy only on assignments that require students to do several drafts, so they have time to incorporate the feedback they received.\u003c/p>\n\u003cp>“You can’t just front-load all of it,” Lukas cautioned. She knows it can seem complex at first, but she tells teachers not to teach the six hats as a rigid structure that students have to remember, but rather to introduce new elements as they naturally arise in class. “I don’t think [students] absorb it or see the value of it until they value critique,” Lukas said. “As they buy in more and more to the process, they care more and more about doing it well.”\u003c/p>\n\u003cp>The success of peer critique depends on a lot on some basic ground rules to ensure both the presenter and the person giving feedback are on the same page and getting something out of the experience.\u003c/p>\n\u003cp>\u003cstrong>GROUND RULES\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Pick work that matters\u003c/strong>. Getting peer feedback on worksheets that students aren’t invested in improving is probably not a good use of time. But when teachers buy into using peer feedback as a way to improve the craftsmanship and depth of more complicated projects, they may be surprised at how insightful students can be.\u003c/li>\n\u003cli>\u003cstrong>Be kind.\u003c/strong> Lukas emphasizes that both words and body language matter here, and sometimes the teacher has to help kids fake it until they make it. When students aren’t used to the process, she presents it to them as though she’s offering them a code to effective adult communication. At first, following the rules starts out as a performance, but over time kids internalize it and it becomes part of them. She teaches students to nod as a peer presents, to validate what a peer said with specifics before disagreeing, to make eye contact. The word “should,” is forbidden. Instead phrases like “Did you consider?” “Maybe try” and “What if” can go a long way to promoting kindness, and help prevent the person receiving feedback from getting defensive.\u003c/li>\n\u003cli>\u003cstrong>Be helpful.\u003c/strong> This ground rule requires that the teacher, or students themselves when they are more adept at the process, choose a discrete goal for feedback. Lukas often chooses a skill that “not one everyone has mastered, but also not one that everyone sucks at.” When she trains teachers on the Six Hat strategy she notices that often teachers pick too many goals, focusing on all the elements of their rubric, instead of honing in on the skill they really want students to improve with the specific project being critiqued. Setting a concrete goal helps keep the conversation productive and leads toward next steps for the presenter.\u003c/li>\n\u003cli>\u003cstrong>Be specific\u003c/strong>. When kids don’t know how to give good feedback they may say something like, “Good Job,” which doesn’t help improve the work. The “copy and paste” test is one way to help students understand what it means to be specific. If the feedback could be copied and pasted onto someone else’s project, it’s not specific enough. Good feedback points to concrete evidence in the piece of work.\u003c/li>\n\u003cli>\u003cstrong>Keep it moving\u003c/strong>. The goal is to give objective feedback that doesn’t make the presenter feel defensive. Curbing redundant comments is one big way to keep the process moving. Providing a way for students to validate a former comment on paper or with some sign or quick sound are good ways to do this. “There should be a way in a well-designed activity to validate and reinforce things that are redundant,” Lukas said. It’s helpful for the presenter to know if many people agree on a point, but it can be done quickly.\u003c/li>\n\u003cli>\u003cstrong>Hold everyone accountable\u003c/strong>. This ground rule is meant to ensure that feedback-givers are being kind, helpful and specific, as well as to help the presenter think about how to use the feedback. It could be a reflection on the three pieces of feedback a student plans to incorporate in the next draft, or a conversation with the teacher about next steps. Or it could be a shareout to the class, thanking them for the feedback, reiterating what they heard and committing to actionable next steps. This helps all the kids see that the exercise wasn’t a waste of time. It’s also important to have accountability for those critiquing. Lukas explains critique to the kids as sacred process, something that requires maturity. She tells them that if they aren’t talking they should be writing their feedback, since there’s only a limited number of time for oral feedback. “Everything subliminally or not is about reinforcing the cultural value of what we are doing,” Lukas said.\u003c/li>\n\u003c/ol>\n\u003cp>And, while calling kids out in front of other kids is a controversial teaching move, in this process Lukas believes it’s important to openly address when a student is being snide or mean. She’ll just say something like, “I’m not convinced that’s the level of kindness you would expect in your critique.” She says since one of the goals of this process is interpersonal skill development, the only way to deal with mean feedback is to talk about it openly and in the context of validating the process.\u003c/p>\n\u003cp>\u003cstrong>PUTTING IT INTO PRACTICE\u003c/strong>\u003c/p>\n\u003cp>All these rules and hats can seem a little overwhelming, but teachers who’ve made peer feedback a centerpiece of their classrooms say they take what they want and leave the rest. Lukas helped all the teachers at Dayton Regional STEM School integrate the practice into their content areas and has since moved on to \u003ca href=\"http://emerielukas.com/pd\" target=\"_blank\" rel=\"noopener noreferrer\">consult with other districts too\u003c/a>. The approach is being used in elementary, middle and high schools with good effect.\u003c/p>\n\u003cp>“When we first started it was really bumpy,” said Elisabeth Simon, a visual arts teacher at Yellow Springs High School. Simon began using the Six Hats for peer feedback when her school moved to project-based learning and there was a greater emphasis on deep projects that necessitated craftsmanship, revision, and thus critique. But kids weren’t used to the process and thought the formal structure was silly. Students often took feedback personally and didn’t incorporate it into their work. It felt like a waste of time to Simon. “It’s easy to give up as a teacher,” she said.\u003c/p>\n\u003cp>But as she was incorporating peer critique into her classroom, Simon was also experiencing the process herself in staff meetings. Every other week the faculty at her school engage in a “tuning” process, where a few teachers present a project they plan to use in class and get feedback from the group. “Experiencing it is powerful and it helped us believe that if we stick with it, and believe in it, we find it powerful and our students will as well,” Simon said.\u003c/p>\n\u003cp>She eases new students into the process by starting with a fairly low-stakes assignment. She might do a gallery walk, and have students post “warm and cool” (yellow and black hat) feedback on Post-Its next to the work. “Their heart and soul wasn’t in it in the first place, so it doesn’t feel as scary,” Simon said. Then she gradually adds complexity, until students are expert givers of feedback.\u003c/p>\n\u003cp>“Usually what I have to do is help the people giving the feedback to frame the feedback well so that it’s objective, it’s helpful, so it’s around the student's goals,” Simon said. She grades the feedback itself at first, until students know how to do it well. She says it also helps that the whole district is incorporating project-based learning, so incoming freshmen are already better at giving and receiving feedback than previous classes she’s had.\u003c/p>\n\u003cp>“We saw their work improve, too,” she said. “So even though it was bumpy, and it wasn’t always easy, the quality of work improved enough so it seemed like we needed to get better at doing this and they need to get more effective at it.”\u003c/p>\n\u003cfigure id=\"attachment_49265\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://esimo6.wixsite.com/simonart/ap-portfolios\">\u003cimg class=\"size-large wp-image-49265\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/student-art-portfolios-1020x470.png\" alt=\"AP Studio Art portfolios exhibited on Simon's class website.\" width=\"640\" height=\"295\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-1020x470.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-800x369.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-768x354.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-960x443.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-240x111.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-375x173.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-520x240.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios.png 1056w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">AP Studio Art portfolios exhibited on Simon's class website.\u003c/figcaption>\u003c/figure>\n\u003cp>It might seem obvious that critique should be part of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/01/how-arts-education-teaches-kids-to-learn-from-failure/\" target=\"_blank\" rel=\"noopener noreferrer\">art class\u003c/a>, but before Simon adopted this strategy she didn’t ask students to give feedback on each other’s work because “I didn’t have a good set of tools to depersonalize it. I didn't have a good set of tools to give feedback that was meaningful. So the feedback was very superficial.” Instead, she’d often ask students to assess their own work. Meanwhile, her assessment focused on the quality of the final product. Now she’s much more focused on the process: “Are they growing? Is the work improving? Are they making the changes that they recognized they need to make after a critique?”\u003c/p>\n\u003cp>The focus on growth has had the added benefit of infusing more equality into her classroom. Now, a very skilled artist can receive helpful feedback on a personal goal from a less technically proficient student, and grow from that process. Similarly, the less skilled student can grow in his goals, which may be different.\u003c/p>\n\u003cp>“In my experience, it’s invaluable. It’s the best thing to improve their work,” Simon said of the critique process. She remembers vividly when her AP studio art students set themselves the goal of producing a professional quality \u003ca href=\"https://esimo6.wixsite.com/flippingstereotypes\" target=\"_blank\" rel=\"noopener noreferrer\">book of art\u003c/a>. They had been through several rounds of peer critique and felt they were close to done when they had a critique from an outside expert that was harsh. The expert said if students wanted the work to be at a professional level it wasn’t enough to tinker around the edges -- they needed to start over.\u003c/p>\n\u003cp>[gallery type=\"rectangular\" size=\"large\" link=\"file\" ids=\"49256,49257,49262,49261\"]\u003c/p>\n\u003cp>“They got deflated,” Simon said. “They got a little prickly, but then a few days later when they came back to class and I put it in their hands, what they decided to do was follow all the suggestions that person had given.” It took time to get over the disappointment, but the students were invested enough in the goal that eventually they took the feedback. “They didn’t think they had it in them, until someone else said it,” Simon said.\u003c/p>\n\u003cp>\u003cstrong>ELEMENTARY STUDENTS AREN'T TOO YOUNG\u003c/strong>\u003c/p>\n\u003cp>“They love it. You have to teach them to love it, but they love it,” said fourth-grade teacher Allie Beers. When she learned about Lukas’ adaption of the Six Hats she thought it was a bit complicated for her students, so she just uses the yellow and black hats, but calls them warm and cool feedback. When she’s teaching students how to give feedback she emphasizes being kind, helpful and specific, hitting home the message by praising the feedback students give, not the work they do.\u003c/p>\n\u003cp>She teaches students who are receiving feedback to say “OK, thanks,” to all feedback, even if they don’t like something someone said or are feeling defensive. Ultimately, the way the work will change is up to its creator, and the feedback is only meant to help each person get to their best work. With that framework as a guiding star, Beers has found her students work harder and with more intention when they know their peers will be giving them feedback.\u003c/p>\n\u003cp>Beers says in the short time she’s been intentionally using peer feedback her biggest challenges have been helping students to take the feedback well -- some are better at this than others -- and getting them to implement what they heard. She’s tried modeling the implementation of feedback with the whole class before setting them off to try on their own, but she thinks she can get to even better quality work with a few tweaks.\u003c/p>\n\u003cp>“Part of the problem I had last year was I didn't say, ‘Hey, someone is going to look at your work again so you need to make sure you’re applying it,’ ” Beers said. She thinks if she plans for an extra revision and work cycle she’ll see better results.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Asking students to critique each other’s work can be an effective way to build their \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/10/the-role-of-metacognition-in-learning-and-achievement/\" target=\"_blank\" rel=\"noopener noreferrer\">metacognition\u003c/a> about the qualities of good work and whether or not those qualities are on display. All these teachers reflected that the act of giving feedback to a peer helps students to think about their own work more critically. And teachers can see how well students understand the criteria based on the type of feedback they give. But students don’t necessarily come to school equipped with the skills to engage in this process in a mature and helpful way -- they have to be trained.\u003c/p>\n\n","blocks":[],"excerpt":"Schools are using a modified version of the Six Thinking Hats technique to teach students how to give effective feedback to one another. ","status":"publish","parent":0,"modified":1508133359,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":true,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":2985},"headData":{"title":"Developing Students' Ability to Give and Take Effective Feedback | KQED","description":"Schools are using a modified version of the Six Thinking Hats technique to teach students how to give effective feedback to one another. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Developing Students' Ability to Give and Take Effective Feedback","datePublished":"2017-10-16T05:55:59.000Z","dateModified":"2017-10-16T05:55:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49243 https://ww2.kqed.org/mindshift/?p=49243","disqusUrl":"https://ww2.kqed.org/mindshift/2017/10/15/developing-students-ability-to-give-and-take-effective-feedback/","disqusTitle":"Developing Students' Ability to Give and Take Effective Feedback","path":"/mindshift/49243/developing-students-ability-to-give-and-take-effective-feedback","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Emerie Lukas was hired to develop and teach a STEM Foundations course to middle school students at the \u003ca href=\"http://www.daytonstemschool.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Dayton Regional STEM School\u003c/a>, she was starting from scratch. The stated goal of the course was to prepare students for more rigorous work in science, technology, engineering and math (STEM) classes in high school, but Lukas knew that meant far more than academic preparation. She needed to teach her students how to give and take effective feedback, how to solve conflicts, how to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/13/why-executive-function-is-a-vital-stepping-stone-for-kids-ability-to-learn/\" target=\"_blank\" rel=\"noopener noreferrer\">organize themselves\u003c/a>, and how to present, discuss and communicate their ideas. She knew without these qualities students wouldn’t be prepared for a rigorous STEM environment.\u003c/p>\n\u003cp>To get at some of these non-academic skills, Lukas thought she might be able to use \u003ca href=\"http://www.debonothinkingsystems.com/tools/6hats.htm\" target=\"_blank\" rel=\"noopener noreferrer\">strategies from “Six Thinking Hats”\u003c/a> by \u003ca href=\"http://www.debonothinkingsystems.com/about/Edward.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Edward de Bono\u003c/a>. “His idea with 'Six Thinking Hats' is that you can train people to approach a problem in a methodical, organized way,” Lukas said. De Bono used his strategy to coach employees at Fortune 500 companies, but Lukas thought she could adapt the strategies to her middle schoolers and in the process help them learn to give and take effective peer feedback.\u003c/p>\n\u003caside class=\"pullquote alignright\">'So even though it was bumpy, and it wasn't always easy, the quality of work improved enough so it seemed like we needed to get better at doing this.'\u003ccite>Elisabeth Simon, high school art teacher\u003c/cite>\u003c/aside>\n\u003cp>The hats and the colors that go along with them can seem a little confusing, but their purpose is to help students think concretely about the kind of feedback they are giving. “Yellow hat” feedback is positive. “Black hat” feedback helps point out specific parts of the work that aren’t meeting the stated goal. This is not the time for suggestions on how to fix it, however, since there may be more than one solution. The “green hat” is when students can suggest ideas for fixing some of the issues raised during black hat feedback. These three hats are used most frequently, and some teachers Lukas has trained use only these ones.\u003c/p>\n\u003cp>The “red hat” is what Lukas calls “a breath of fresh air”; it’s an opportunity for students to share subjective impressions that aren’t necessarily related to the goal. Perhaps it’s something they really like or a general impression they have about the work. The “blue hat” is to step back and look at the big picture. When kids are getting used to critique, the teacher often wears this hat to connect something in the critique to a bigger theme or put it in context. But when kids become skilled in critique they might also “put on the blue hat” for a moment to explain what skill they’re trying to develop, the trajectory of their learning, and where they want peers to focus critique.\u003c/p>\n\u003cp>The white hat almost never comes up, and can be a bit hard to understand, but it’s meant for objective observations. “Its purpose in my classroom was to point out things that you’re not sure if the presenter intended to do them, but you’re noticing and you have no judgment about,” Lukas said. For example, if kids are designing websites and the homepage background is blue, but another page is green, a white hat comment might point that out so the presenter is aware, but it isn’t something that necessarily needs to be changed to improve the work.\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>Training \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">kids to give effective critique\u003c/a> is one of those teaching strategies that takes some time on the front end, but can save a lot of time once students get good at it. It’s common for students to give unhelpful, general or unkind feedback that doesn’t do much to advance a peer’s goals for the work, but Lukas found when she carefully trained students on some conversational “commandments” and attitudes around peer critique, 12-year-olds could give feedback as well as any adult. Even better, when kids got feedback from peers, she found they internalized it more.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/RyRvQGAfOWo'\n title='//www.youtube.com/embed/RyRvQGAfOWo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>But incorporating peer critique into the classroom does take time, which is most effectively spent on bigger, meatier projects that students are invested in improving. Lukas advises teachers she works with to use the adapted Six Hat feedback strategy only on assignments that require students to do several drafts, so they have time to incorporate the feedback they received.\u003c/p>\n\u003cp>“You can’t just front-load all of it,” Lukas cautioned. She knows it can seem complex at first, but she tells teachers not to teach the six hats as a rigid structure that students have to remember, but rather to introduce new elements as they naturally arise in class. “I don’t think [students] absorb it or see the value of it until they value critique,” Lukas said. “As they buy in more and more to the process, they care more and more about doing it well.”\u003c/p>\n\u003cp>The success of peer critique depends on a lot on some basic ground rules to ensure both the presenter and the person giving feedback are on the same page and getting something out of the experience.\u003c/p>\n\u003cp>\u003cstrong>GROUND RULES\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Pick work that matters\u003c/strong>. Getting peer feedback on worksheets that students aren’t invested in improving is probably not a good use of time. But when teachers buy into using peer feedback as a way to improve the craftsmanship and depth of more complicated projects, they may be surprised at how insightful students can be.\u003c/li>\n\u003cli>\u003cstrong>Be kind.\u003c/strong> Lukas emphasizes that both words and body language matter here, and sometimes the teacher has to help kids fake it until they make it. When students aren’t used to the process, she presents it to them as though she’s offering them a code to effective adult communication. At first, following the rules starts out as a performance, but over time kids internalize it and it becomes part of them. She teaches students to nod as a peer presents, to validate what a peer said with specifics before disagreeing, to make eye contact. The word “should,” is forbidden. Instead phrases like “Did you consider?” “Maybe try” and “What if” can go a long way to promoting kindness, and help prevent the person receiving feedback from getting defensive.\u003c/li>\n\u003cli>\u003cstrong>Be helpful.\u003c/strong> This ground rule requires that the teacher, or students themselves when they are more adept at the process, choose a discrete goal for feedback. Lukas often chooses a skill that “not one everyone has mastered, but also not one that everyone sucks at.” When she trains teachers on the Six Hat strategy she notices that often teachers pick too many goals, focusing on all the elements of their rubric, instead of honing in on the skill they really want students to improve with the specific project being critiqued. Setting a concrete goal helps keep the conversation productive and leads toward next steps for the presenter.\u003c/li>\n\u003cli>\u003cstrong>Be specific\u003c/strong>. When kids don’t know how to give good feedback they may say something like, “Good Job,” which doesn’t help improve the work. The “copy and paste” test is one way to help students understand what it means to be specific. If the feedback could be copied and pasted onto someone else’s project, it’s not specific enough. Good feedback points to concrete evidence in the piece of work.\u003c/li>\n\u003cli>\u003cstrong>Keep it moving\u003c/strong>. The goal is to give objective feedback that doesn’t make the presenter feel defensive. Curbing redundant comments is one big way to keep the process moving. Providing a way for students to validate a former comment on paper or with some sign or quick sound are good ways to do this. “There should be a way in a well-designed activity to validate and reinforce things that are redundant,” Lukas said. It’s helpful for the presenter to know if many people agree on a point, but it can be done quickly.\u003c/li>\n\u003cli>\u003cstrong>Hold everyone accountable\u003c/strong>. This ground rule is meant to ensure that feedback-givers are being kind, helpful and specific, as well as to help the presenter think about how to use the feedback. It could be a reflection on the three pieces of feedback a student plans to incorporate in the next draft, or a conversation with the teacher about next steps. Or it could be a shareout to the class, thanking them for the feedback, reiterating what they heard and committing to actionable next steps. This helps all the kids see that the exercise wasn’t a waste of time. It’s also important to have accountability for those critiquing. Lukas explains critique to the kids as sacred process, something that requires maturity. She tells them that if they aren’t talking they should be writing their feedback, since there’s only a limited number of time for oral feedback. “Everything subliminally or not is about reinforcing the cultural value of what we are doing,” Lukas said.\u003c/li>\n\u003c/ol>\n\u003cp>And, while calling kids out in front of other kids is a controversial teaching move, in this process Lukas believes it’s important to openly address when a student is being snide or mean. She’ll just say something like, “I’m not convinced that’s the level of kindness you would expect in your critique.” She says since one of the goals of this process is interpersonal skill development, the only way to deal with mean feedback is to talk about it openly and in the context of validating the process.\u003c/p>\n\u003cp>\u003cstrong>PUTTING IT INTO PRACTICE\u003c/strong>\u003c/p>\n\u003cp>All these rules and hats can seem a little overwhelming, but teachers who’ve made peer feedback a centerpiece of their classrooms say they take what they want and leave the rest. Lukas helped all the teachers at Dayton Regional STEM School integrate the practice into their content areas and has since moved on to \u003ca href=\"http://emerielukas.com/pd\" target=\"_blank\" rel=\"noopener noreferrer\">consult with other districts too\u003c/a>. The approach is being used in elementary, middle and high schools with good effect.\u003c/p>\n\u003cp>“When we first started it was really bumpy,” said Elisabeth Simon, a visual arts teacher at Yellow Springs High School. Simon began using the Six Hats for peer feedback when her school moved to project-based learning and there was a greater emphasis on deep projects that necessitated craftsmanship, revision, and thus critique. But kids weren’t used to the process and thought the formal structure was silly. Students often took feedback personally and didn’t incorporate it into their work. It felt like a waste of time to Simon. “It’s easy to give up as a teacher,” she said.\u003c/p>\n\u003cp>But as she was incorporating peer critique into her classroom, Simon was also experiencing the process herself in staff meetings. Every other week the faculty at her school engage in a “tuning” process, where a few teachers present a project they plan to use in class and get feedback from the group. “Experiencing it is powerful and it helped us believe that if we stick with it, and believe in it, we find it powerful and our students will as well,” Simon said.\u003c/p>\n\u003cp>She eases new students into the process by starting with a fairly low-stakes assignment. She might do a gallery walk, and have students post “warm and cool” (yellow and black hat) feedback on Post-Its next to the work. “Their heart and soul wasn’t in it in the first place, so it doesn’t feel as scary,” Simon said. Then she gradually adds complexity, until students are expert givers of feedback.\u003c/p>\n\u003cp>“Usually what I have to do is help the people giving the feedback to frame the feedback well so that it’s objective, it’s helpful, so it’s around the student's goals,” Simon said. She grades the feedback itself at first, until students know how to do it well. She says it also helps that the whole district is incorporating project-based learning, so incoming freshmen are already better at giving and receiving feedback than previous classes she’s had.\u003c/p>\n\u003cp>“We saw their work improve, too,” she said. “So even though it was bumpy, and it wasn’t always easy, the quality of work improved enough so it seemed like we needed to get better at doing this and they need to get more effective at it.”\u003c/p>\n\u003cfigure id=\"attachment_49265\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://esimo6.wixsite.com/simonart/ap-portfolios\">\u003cimg class=\"size-large wp-image-49265\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/student-art-portfolios-1020x470.png\" alt=\"AP Studio Art portfolios exhibited on Simon's class website.\" width=\"640\" height=\"295\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-1020x470.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-800x369.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-768x354.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-960x443.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-240x111.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-375x173.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-520x240.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios.png 1056w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">AP Studio Art portfolios exhibited on Simon's class website.\u003c/figcaption>\u003c/figure>\n\u003cp>It might seem obvious that critique should be part of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/01/how-arts-education-teaches-kids-to-learn-from-failure/\" target=\"_blank\" rel=\"noopener noreferrer\">art class\u003c/a>, but before Simon adopted this strategy she didn’t ask students to give feedback on each other’s work because “I didn’t have a good set of tools to depersonalize it. I didn't have a good set of tools to give feedback that was meaningful. So the feedback was very superficial.” Instead, she’d often ask students to assess their own work. Meanwhile, her assessment focused on the quality of the final product. Now she’s much more focused on the process: “Are they growing? Is the work improving? Are they making the changes that they recognized they need to make after a critique?”\u003c/p>\n\u003cp>The focus on growth has had the added benefit of infusing more equality into her classroom. Now, a very skilled artist can receive helpful feedback on a personal goal from a less technically proficient student, and grow from that process. Similarly, the less skilled student can grow in his goals, which may be different.\u003c/p>\n\u003cp>“In my experience, it’s invaluable. It’s the best thing to improve their work,” Simon said of the critique process. She remembers vividly when her AP studio art students set themselves the goal of producing a professional quality \u003ca href=\"https://esimo6.wixsite.com/flippingstereotypes\" target=\"_blank\" rel=\"noopener noreferrer\">book of art\u003c/a>. They had been through several rounds of peer critique and felt they were close to done when they had a critique from an outside expert that was harsh. The expert said if students wanted the work to be at a professional level it wasn’t enough to tinker around the edges -- they needed to start over.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"gallery","attributes":{"named":{"type":"rectangular","size":"large","link":"file","ids":"49256,49257,49262,49261","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“They got deflated,” Simon said. “They got a little prickly, but then a few days later when they came back to class and I put it in their hands, what they decided to do was follow all the suggestions that person had given.” It took time to get over the disappointment, but the students were invested enough in the goal that eventually they took the feedback. “They didn’t think they had it in them, until someone else said it,” Simon said.\u003c/p>\n\u003cp>\u003cstrong>ELEMENTARY STUDENTS AREN'T TOO YOUNG\u003c/strong>\u003c/p>\n\u003cp>“They love it. You have to teach them to love it, but they love it,” said fourth-grade teacher Allie Beers. When she learned about Lukas’ adaption of the Six Hats she thought it was a bit complicated for her students, so she just uses the yellow and black hats, but calls them warm and cool feedback. When she’s teaching students how to give feedback she emphasizes being kind, helpful and specific, hitting home the message by praising the feedback students give, not the work they do.\u003c/p>\n\u003cp>She teaches students who are receiving feedback to say “OK, thanks,” to all feedback, even if they don’t like something someone said or are feeling defensive. Ultimately, the way the work will change is up to its creator, and the feedback is only meant to help each person get to their best work. With that framework as a guiding star, Beers has found her students work harder and with more intention when they know their peers will be giving them feedback.\u003c/p>\n\u003cp>Beers says in the short time she’s been intentionally using peer feedback her biggest challenges have been helping students to take the feedback well -- some are better at this than others -- and getting them to implement what they heard. She’s tried modeling the implementation of feedback with the whole class before setting them off to try on their own, but she thinks she can get to even better quality work with a few tweaks.\u003c/p>\n\u003cp>“Part of the problem I had last year was I didn't say, ‘Hey, someone is going to look at your work again so you need to make sure you’re applying it,’ ” Beers said. She thinks if she plans for an extra revision and work cycle she’ll see better results.\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>Asking students to critique each other’s work can be an effective way to build their \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/10/the-role-of-metacognition-in-learning-and-achievement/\" target=\"_blank\" rel=\"noopener noreferrer\">metacognition\u003c/a> about the qualities of good work and whether or not those qualities are on display. All these teachers reflected that the act of giving feedback to a peer helps students to think about their own work more critically. And teachers can see how well students understand the criteria based on the type of feedback they give. But students don’t necessarily come to school equipped with the skills to engage in this process in a mature and helpful way -- they have to be trained.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49243/developing-students-ability-to-give-and-take-effective-feedback","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_21074","mindshift_1040","mindshift_20867","mindshift_20783"],"featImg":"mindshift_49267","label":"mindshift"},"mindshift_44784":{"type":"posts","id":"mindshift_44784","meta":{"index":"posts_1591205157","site":"mindshift","id":"44784","score":null,"sort":[1461571182000]},"guestAuthors":[],"slug":"online-learning-why-libraries-could-be-the-key-to-moocs-success","title":"Online Learning: Why Libraries Could Be the Key to MOOCs' Success","publishDate":1461571182,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">For all the promises of online courses disrupting education, completion rates are notoriously low. Some studies found that about\u003c/span>\u003ca href=\"http://hechingerreport.org/harvard-mit-despite-low-completion-rates-moocs-work/\"> \u003cspan style=\"font-weight: 400\">five percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of those enrolled in massive open online courses (known as MOOCs) completed the course. And those who took the courses tended to be more \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.pbs.org/newshour/rundown/taking-moocs-teachers-says-mit-harvard-study/\">educated already\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">– 70 percent of survey respondents had bachelors degrees and 39 percent identified as teachers or former teachers. Online courses can be a helpful tool for self-sufficient, highly motivated learners with reliable computers and internet at home, but others may need a little more support. For those who haven’t found success using free online courses, Learning Circles might be an answer.\u003c/span>\u003cspan style=\"line-height: 1.5\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles add a social element to what is otherwise a solitary learning experience by bringing people together in person to take an online course together over six to eight weeks, with the help of a facilitator. Librarians at Chicago Public Library (CPL) partnered with the nonprofit \u003ca href=\"https://www.p2pu.org/en/\">Peer 2 Peer University\u003c/a> (P2PU) to make online education more accessible through this program. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Libraries are a perfect setting for Learning Circles for several reasons: they already serve the local community; they are equipped with meeting spaces; many have computer stations, and most importantly, librarians know how to help people find answers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Most people take online classes in solitude and that’s when you put on the headphones,” said James Teng, a CPL librarian at who facilitated a course on public speaking. “Sometimes you feel alone. Learning Circles bring people together to work together and develop teamwork.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the CPL-P2PU partnership, librarians were not required to be content experts – that was the domain of the resources within the online course – but they were primed to be facilitators by promoting discussion and helping learners less familiar with research tools. Librarians said it felt similar to hosting a book club, but unlike preparing for a book discussion, they had less knowledge in advance. In many cases, the librarians learned alongside students as they completed the course.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In the HTML/CSS class that we gave last fall, we definitely had some very strong (peer) teachers because they were people who were just coming to the course to brush up on the skills they already have,” said CPL librarian Kristen Edson, who facilitated courses at the Harold Washington Library Center. “They really did become teachers. And it was very awesome to sit there and see someone do that, to identify that they could be a leader and help others.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles aren’t for everyone; some people prefer a more traditional lecture or feel more comfortable having a content expert who has all the answers. But Learning Circles give participants a community, which does a lot to help with motivation. Librarians said it was important to set expectations at the outset, so they developed a Learning Circles contract.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You come up with this contract: no cell phones, you’ll pay attention, be respectful of your fellow learners,” said Edson “so it gives them a sense of accountability in that first week. How serious they take it, it depends, but I feel like setting some ground rules in the first week is helpful.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44786\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/WhitneyYoung2.jpg\" alt=\"WhitneyYoung2\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">P2PU developed a \u003c/span>\u003ca href=\"https://www.p2pu.org/en/facilitate/\">\u003cspan style=\"font-weight: 400\">Learning Circles Facilitator Handbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- with the input of CPL librarians -- which gives facilitators the tools they need to run a program. Facilitators found that four-to-nine people is a good number for a group. If more people show up for a class, they can be broken up into multiple circles. In order to run a group, librarians set up the space for group learning and make laptops available when needed. The library chooses which free online classes it will support based on local needs, like GED completion, registered nursing exam preparation, academic writing and public speaking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Public libraries are often referred to as the people’s university,” said Mark Anderson, \u003c/span>\u003cspan style=\"font-weight: 400\">director of Learning and Economic Advancement\u003c/span>\u003cspan style=\"font-weight: 400\"> of CPL, at the SXSWEDU conference. Library patrons traditionally come in, find resources, and are left on their own to learn the material. But with the P2PU partnership, funded by a \u003ca href=\"http://www.knightfoundation.org/press-room/press-release/knight-news-challenge-libraries-awards-3-million-i/\">Knight Foundation\u003c/a> News Challenge on Libraries grant, Anderson said librarians were able to take a more active role in facilitating learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea of working and creating these Learning Circles really helped us move closer to that ideal of being the people’s university to help people progress, with some facilitation on our part,” Anderson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles are not limited to libraries, but are designed for use somewhere people can come together and take a course online. The model could also be used to fill in gaps in educational offerings both in school and the professional world, according to P2PU learning lead, Grif Peterson. \u003c/span>\"You can see the Learning Circles that are popping up \u003ca href=\"https://learningcircles.p2pu.org/en/\">around the world\u003c/a>,\" he said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pilot program has had a broad range of learners, from teenagers to adult professionals, looking to change their careers or improve their skills. \u003c/span>\u003cspan style=\"font-weight: 400\">One such student was Lupe Philips, a 53-year-old tourism professional. She was between jobs and looking to upgrade her skills. She’s an avid library user, and when she found out about the Learning Circles, she signed up for HTML/CSS, public speaking and novel writing. She said it was a welcoming change to engage with learners and enormously helpful that the courses were free.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was an avenue for me to upgrade my skills,” said Philips. “I may not be a master, but at least I have some concept of working HTML.”\u003c/span>\u003c/p>\n\u003cp>Learning Circles introduced her to MOOCs for the first time, and she appreciated the feedback from her peers and facilitators in a small group setting.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They did provide some critical feedback that I thought was necessary and I don’t think you would get that if you were taking an online course by yourself and not having to be accountable in a week’s time,” said Philips.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44787\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/GNP_4112.jpg\" alt=\"GNP_4112\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting people to the Learning Circles required some marketing outreach. Librarians attended local events and posted offerings on CPL's website. Much of their marketing efforts were low-tech: fliers in and around libraries, coffee shops and community centers. Libraries, in general, have some work to do in spreading the word about the services they offer; a recent \u003ca href=\"http://www.pewinternet.org/2016/04/07/libraries-and-learning\">Pew Research Center survey\u003c/a> found that many people don’t know about education resources offered by libraries. Of people surveyed by Pew, half didn’t know if their local libraries offered online programs for GED completion or mastery of new skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">CPL's outreach efforts helped a new population of learners take advantage of MOOCs -- 90 percent of those who attended a Learning Circle heard about it through the library and 65 percent of those had never taken an online course before, said Peterson. Retention rates were around 45 – 55 percent, according to Peterson. He also noted that students were more compelled to take online courses on their own after the guided experience and continued to do work outside of the learning circles.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles also helped librarians interact with patrons in new ways. They found themselves forming friendships and building community through repeated interactions. “It was just really enjoyable,” said Edson. “By the end of [the course], you know their names, at least if they’ve come enough times, so you can see them at the library and say ‘hi’ and have a more personal conversation with them than before, just sitting at a reference desk.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In order to help learners make the most of MOOCs, librarians at Chicago Public Library partnered with Peer 2 Peer University to make online learning social in person. ","status":"publish","parent":0,"modified":1461571182,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1302},"headData":{"title":"Online Learning: Why Libraries Could Be the Key to MOOCs' Success | KQED","description":"In order to help learners make the most of MOOCs, librarians at Chicago Public Library partnered with Peer 2 Peer University to make online learning social in person. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Online Learning: Why Libraries Could Be the Key to MOOCs' Success","datePublished":"2016-04-25T07:59:42.000Z","dateModified":"2016-04-25T07:59:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44784 http://ww2.kqed.org/mindshift/?p=44784","disqusUrl":"https://ww2.kqed.org/mindshift/2016/04/25/online-learning-why-libraries-could-be-the-key-to-moocs-success/","disqusTitle":"Online Learning: Why Libraries Could Be the Key to MOOCs' Success","path":"/mindshift/44784/online-learning-why-libraries-could-be-the-key-to-moocs-success","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For all the promises of online courses disrupting education, completion rates are notoriously low. Some studies found that about\u003c/span>\u003ca href=\"http://hechingerreport.org/harvard-mit-despite-low-completion-rates-moocs-work/\"> \u003cspan style=\"font-weight: 400\">five percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of those enrolled in massive open online courses (known as MOOCs) completed the course. And those who took the courses tended to be more \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.pbs.org/newshour/rundown/taking-moocs-teachers-says-mit-harvard-study/\">educated already\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">– 70 percent of survey respondents had bachelors degrees and 39 percent identified as teachers or former teachers. Online courses can be a helpful tool for self-sufficient, highly motivated learners with reliable computers and internet at home, but others may need a little more support. For those who haven’t found success using free online courses, Learning Circles might be an answer.\u003c/span>\u003cspan style=\"line-height: 1.5\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles add a social element to what is otherwise a solitary learning experience by bringing people together in person to take an online course together over six to eight weeks, with the help of a facilitator. Librarians at Chicago Public Library (CPL) partnered with the nonprofit \u003ca href=\"https://www.p2pu.org/en/\">Peer 2 Peer University\u003c/a> (P2PU) to make online education more accessible through this program. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Libraries are a perfect setting for Learning Circles for several reasons: they already serve the local community; they are equipped with meeting spaces; many have computer stations, and most importantly, librarians know how to help people find answers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Most people take online classes in solitude and that’s when you put on the headphones,” said James Teng, a CPL librarian at who facilitated a course on public speaking. “Sometimes you feel alone. Learning Circles bring people together to work together and develop teamwork.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the CPL-P2PU partnership, librarians were not required to be content experts – that was the domain of the resources within the online course – but they were primed to be facilitators by promoting discussion and helping learners less familiar with research tools. Librarians said it felt similar to hosting a book club, but unlike preparing for a book discussion, they had less knowledge in advance. In many cases, the librarians learned alongside students as they completed the course.\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\">“In the HTML/CSS class that we gave last fall, we definitely had some very strong (peer) teachers because they were people who were just coming to the course to brush up on the skills they already have,” said CPL librarian Kristen Edson, who facilitated courses at the Harold Washington Library Center. “They really did become teachers. And it was very awesome to sit there and see someone do that, to identify that they could be a leader and help others.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles aren’t for everyone; some people prefer a more traditional lecture or feel more comfortable having a content expert who has all the answers. But Learning Circles give participants a community, which does a lot to help with motivation. Librarians said it was important to set expectations at the outset, so they developed a Learning Circles contract.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You come up with this contract: no cell phones, you’ll pay attention, be respectful of your fellow learners,” said Edson “so it gives them a sense of accountability in that first week. How serious they take it, it depends, but I feel like setting some ground rules in the first week is helpful.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44786\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/WhitneyYoung2.jpg\" alt=\"WhitneyYoung2\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">P2PU developed a \u003c/span>\u003ca href=\"https://www.p2pu.org/en/facilitate/\">\u003cspan style=\"font-weight: 400\">Learning Circles Facilitator Handbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- with the input of CPL librarians -- which gives facilitators the tools they need to run a program. Facilitators found that four-to-nine people is a good number for a group. If more people show up for a class, they can be broken up into multiple circles. In order to run a group, librarians set up the space for group learning and make laptops available when needed. The library chooses which free online classes it will support based on local needs, like GED completion, registered nursing exam preparation, academic writing and public speaking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Public libraries are often referred to as the people’s university,” said Mark Anderson, \u003c/span>\u003cspan style=\"font-weight: 400\">director of Learning and Economic Advancement\u003c/span>\u003cspan style=\"font-weight: 400\"> of CPL, at the SXSWEDU conference. Library patrons traditionally come in, find resources, and are left on their own to learn the material. But with the P2PU partnership, funded by a \u003ca href=\"http://www.knightfoundation.org/press-room/press-release/knight-news-challenge-libraries-awards-3-million-i/\">Knight Foundation\u003c/a> News Challenge on Libraries grant, Anderson said librarians were able to take a more active role in facilitating learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea of working and creating these Learning Circles really helped us move closer to that ideal of being the people’s university to help people progress, with some facilitation on our part,” Anderson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles are not limited to libraries, but are designed for use somewhere people can come together and take a course online. The model could also be used to fill in gaps in educational offerings both in school and the professional world, according to P2PU learning lead, Grif Peterson. \u003c/span>\"You can see the Learning Circles that are popping up \u003ca href=\"https://learningcircles.p2pu.org/en/\">around the world\u003c/a>,\" he said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pilot program has had a broad range of learners, from teenagers to adult professionals, looking to change their careers or improve their skills. \u003c/span>\u003cspan style=\"font-weight: 400\">One such student was Lupe Philips, a 53-year-old tourism professional. She was between jobs and looking to upgrade her skills. She’s an avid library user, and when she found out about the Learning Circles, she signed up for HTML/CSS, public speaking and novel writing. She said it was a welcoming change to engage with learners and enormously helpful that the courses were free.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was an avenue for me to upgrade my skills,” said Philips. “I may not be a master, but at least I have some concept of working HTML.”\u003c/span>\u003c/p>\n\u003cp>Learning Circles introduced her to MOOCs for the first time, and she appreciated the feedback from her peers and facilitators in a small group setting.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They did provide some critical feedback that I thought was necessary and I don’t think you would get that if you were taking an online course by yourself and not having to be accountable in a week’s time,” said Philips.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44787\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/GNP_4112.jpg\" alt=\"GNP_4112\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting people to the Learning Circles required some marketing outreach. Librarians attended local events and posted offerings on CPL's website. Much of their marketing efforts were low-tech: fliers in and around libraries, coffee shops and community centers. Libraries, in general, have some work to do in spreading the word about the services they offer; a recent \u003ca href=\"http://www.pewinternet.org/2016/04/07/libraries-and-learning\">Pew Research Center survey\u003c/a> found that many people don’t know about education resources offered by libraries. Of people surveyed by Pew, half didn’t know if their local libraries offered online programs for GED completion or mastery of new skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">CPL's outreach efforts helped a new population of learners take advantage of MOOCs -- 90 percent of those who attended a Learning Circle heard about it through the library and 65 percent of those had never taken an online course before, said Peterson. Retention rates were around 45 – 55 percent, according to Peterson. He also noted that students were more compelled to take online courses on their own after the guided experience and continued to do work outside of the learning circles.\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>\u003cspan style=\"font-weight: 400\">Learning Circles also helped librarians interact with patrons in new ways. They found themselves forming friendships and building community through repeated interactions. “It was just really enjoyable,” said Edson. “By the end of [the course], you know their names, at least if they’ve come enough times, so you can see them at the library and say ‘hi’ and have a more personal conversation with them than before, just sitting at a reference desk.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44784/online-learning-why-libraries-could-be-the-key-to-moocs-success","authors":["4596"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_37","mindshift_20784","mindshift_1040","mindshift_895","mindshift_20608","mindshift_384","mindshift_122","mindshift_20783"],"featImg":"mindshift_44785","label":"mindshift"},"mindshift_41914":{"type":"posts","id":"mindshift_41914","meta":{"index":"posts_1591205157","site":"mindshift","id":"41914","score":null,"sort":[1441868027000]},"guestAuthors":[],"slug":"video-demos-how-minorities-in-tech-can-inspire-students-to-follow","title":"Videos Starring Minorities Aim to Attract New Faces to Tech","publishDate":1441868027,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Marcus Robinson comes off as an earnest, competent guy in his explainer videos. He looks like he has a good sense of humor -- he might even be a bit of a joker with his friends -- but he can also clearly get immersed in a project when he’s passionate about it. Robinson is one of several CodeNow student alumni involved in making \u003ca href=\"https://www.youtube.com/channel/UCxwhlGyOIOZnu_TVe5f2MJQ/feed\" target=\"_blank\">introductory coding videos\u003c/a> to help encourage underrepresented groups, like students of color and girls, to give coding a try.\u003c/p>\n\u003cp>“Coding is problem-solving,” Robinson explained. “To work on finding where the errors are and how to fix them is what I love. Even if I’m frustrated with it, I’ll always get back on my feet and make sure that at the end of the day I find the solution.”\u003c/p>\n\u003cp>This approach to coding has become something of a personal mantra for Robinson in all areas of his life, but he doesn’t think he would have had the confidence to make coding videos or see the world the way he does if he hadn’t been exposed to coding in high school through a \u003ca href=\"http://codenow.org/\" target=\"_blank\">CodeNow\u003c/a> workshop.\u003c/p>\n\u003caside class=\"pullquote alignright\">'My confidence had been really low, and this was a whole new world for me.'\u003ccite>Marcus Robinson\u003c/cite>\u003c/aside>\n\u003cp>“Finding my talent allowed me to delve deeper into what goes on in this world, like how computers are built, or how my gaming console is built, or that people are trying to embed chips into people,” Robinson said.\u003c/p>\n\u003cp>Learning to code gave him a lens to explore other things in the world and it has made him more curious. Before participating in CodeNow, Robinson said he didn’t really like learning new things and didn’t have a lot of confidence in himself or his ability to learn. Now he’s at Syracuse University studying software engineering.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/v3ZnlDnodcg?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“My confidence had been really low, and this was a whole new world for me,” Robinson said.\u003c/p>\n\u003cp>He was intimidated when he first attended the workshop in New York, but soon found he liked coding and was even willing to do more research on his own to hone his skills. Now he wants other kids who look like him and who’ve had a tough time finding motivation in school to learn coding, too. That’s why he agreed to help make the CodeHow videos, even though being on camera made him shy at first.\u003c/p>\n\u003cp>“Every time I go to a training session, or when I’m on camera, I want to make sure that you understand that this is something that is seen as hard. But everything is hard until you learn it and get to practice it,” said Elizabeth Boahen, another student-trainer and current high school senior from New York City.\u003c/p>\n\u003cp>Like Robinson, she found being on camera intimidating at first, but she says it’s important for her peers to see \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/20/how-to-grab-and-keep-girls-interest-in-computer-coding/\" target=\"_blank\">someone like her\u003c/a>, an African-American woman, teaching coding. It’s not a common sight, but she’s clear that when she’s on camera demonstrating a coding concept, making little mistakes, fixing them, moving on, she’s modeling what learning should look like.\u003c/p>\n\u003cp>\u003cstrong>The Videos\u003c/strong>\u003c/p>\n\u003cp>CodeNow, a nonprofit coding education organization founded in 2011, recently launched a YouTube channel of explainer videos starring students like Robinson and Boahen. CodeNow hosts coding workshops in partnership with trainers from tech companies, but so far they have reached youth only in and around big cities like New York and San Francisco. The \"\u003ca href=\"http://codenow.org/blog/2015/08/codehow-learn-to-code-videos-for-students-created-by-codenow-alumni/\" target=\"_blank\">CodeHow\u003c/a>\" videos are meant to extend the reach of the organization’s coding curriculum beyond big cities on the coasts.\u003c/p>\n\u003cp>“We can’t be everywhere, but we want to provide as much value to the learn-to-code community as possible,” said CodeNow founder Ryan Seashore.\u003c/p>\n\u003cp>The videos are short, usually under four minutes, and introduce basic concepts like GitHub and how to access it, variables, conditionals and looping. Seashore said the idea for the videos came from the alumni network because students weren’t finding tutorials online with which they connected. He hopes the format makes the topic feel approachable to curious kids looking to get started, but who don’t necessarily have computer science classes in school or afterschool opportunities to learn.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XK0xkgqrkuk?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The videos themselves are a little stiff; the students were given scripts written by CodeNow staff and told to interject their personalities where it made sense. The students make comparisons to their favorite video games, concerts and common young-adult situations.\u003c/p>\n\u003cp>“We workshopped how you would explain [the concepts], what are different analogies and have them put their stamp on it,” Seashore said of the videomaking process.\u003c/p>\n\u003cp>Boahen said it made her feel more relaxed to know she was encouraged to put herself into the videos and helped her see that she can make a positive impact on her peers.\u003c/p>\n\u003cp>\u003cstrong>CodeNow Workshops\u003c/strong>\u003c/p>\n\u003cp>The workshops that Robinson and Boahen attended are much more intense than these explainer videos. Students apply and are accepted based on demonstrated curiosity and interest in coding. They don’t have to be top-shelf students, but Seashore said, “There’s a certain level of investment that students need to have.”\u003c/p>\n\u003cp>The program is focused on communities that aren't well represented in programming, like African-Americans, Latinos and women. They actually attract almost as many girls as they do boys.\u003c/p>\n\u003cp>\"It’s just as important for the boys to be comfortable working with girls as it is for girls to be comfortable working with boys,\" Seashore said.\u003c/p>\n\u003cp>Eighty percent of the students who participate qualify for free and reduced-price lunch at their schools.\u003c/p>\n\u003cp>\u003ca href=\"http://codenow.org/get-involved/\" target=\"_blank\">Volunteers from companies\u003c/a> like Adobe and Bloomberg are the trainers, using a curriculum that CodeNow developed. Many big companies have corporate responsibility programs that encourage volunteering, and this program makes good use of employee skills.\u003c/p>\n\u003cp>It’s important for companies to be part of the solution to the lack of diversity in tech fields, Seashore said. Major tech companies, such as Twitter, Facebook and Google, count African-Americans as roughly \u003ca href=\"http://www.theguardian.com/technology/2015/jul/01/twitter-staff-african-american-diversity\">two percent of the workforce\u003c/a>, despite constituting more than 13 percent of the U.S. population.\u003c/p>\n\u003cp>Students attend for a full weekend, acquainting themselves with the programming language Ruby and progressing to build a high-low game and then on to more advanced topics. The curriculum doesn’t use any block languages, and CodeNow prides itself on the fact that from day one students are programming in real languages.\u003c/p>\n\u003cp>There’s a two-week break when students get homework and practice their skills on \u003ca href=\"https://www.codecademy.com\" target=\"_blank\">Codecademy\u003c/a> before returning for another intensive weekend. By the end, they’ve learned some encryption skills, met real professionals working in the field and have the building blocks to continue learning on their own.\u003c/p>\n\u003cp>“When I finished it, I could see it as something I could actually see myself doing,” Boahen said.\u003c/p>\n\u003cp>She attended the workshop as a freshman in high school and then started a coding club at her school. More than that, she’s learned not to freak out if she doesn’t understand something. “Even outside of the programming world, all the time I think about problems,” Boahen said.\u003c/p>\n\u003cp>In a class about the proliferation of nuclear weapons, she was having trouble understanding why some people object to nuclear power. So she broke the problem down into different parts and thought about how she’d solve a power shortage and what obstacles might get in her way.\u003c/p>\n\u003cp>“I basically broke down history into code,” Boahen said.\u003c/p>\n\u003cp>Because many of the CodeNow participants are minors, the organization doesn’t allow the corporate volunteers to stay in touch with participants, but it does encourage an active alumni network. The organization just piloted summer internships in computer science for several of its alumni and hopes to expand that program.\u003c/p>\n\u003cp>More than that, Seashore says 40 percent of the program’s alumni have gone on to study in a computer science-related field.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“These kids are absolutely brilliant,\" Seashore said. \"They just didn’t have the opportunity.\"\u003c/p>\n\n","blocks":[],"excerpt":"Students teach their peers the basics of computer programming through short how-to videos sponsored by the non-profit CodeNow.","status":"publish","parent":0,"modified":1442011129,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/v3ZnlDnodcg","https://www.youtube.com/embed/XK0xkgqrkuk"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1395},"headData":{"title":"Videos Starring Minorities Aim to Attract New Faces to Tech | KQED","description":"Students teach their peers the basics of computer programming through short how-to videos sponsored by the non-profit CodeNow.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Videos Starring Minorities Aim to Attract New Faces to Tech","datePublished":"2015-09-10T06:53:47.000Z","dateModified":"2015-09-11T22:38:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41914 http://ww2.kqed.org/mindshift/?p=41914","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/09/video-demos-how-minorities-in-tech-can-inspire-students-to-follow/","disqusTitle":"Videos Starring Minorities Aim to Attract New Faces to Tech","path":"/mindshift/41914/video-demos-how-minorities-in-tech-can-inspire-students-to-follow","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Marcus Robinson comes off as an earnest, competent guy in his explainer videos. He looks like he has a good sense of humor -- he might even be a bit of a joker with his friends -- but he can also clearly get immersed in a project when he’s passionate about it. Robinson is one of several CodeNow student alumni involved in making \u003ca href=\"https://www.youtube.com/channel/UCxwhlGyOIOZnu_TVe5f2MJQ/feed\" target=\"_blank\">introductory coding videos\u003c/a> to help encourage underrepresented groups, like students of color and girls, to give coding a try.\u003c/p>\n\u003cp>“Coding is problem-solving,” Robinson explained. “To work on finding where the errors are and how to fix them is what I love. Even if I’m frustrated with it, I’ll always get back on my feet and make sure that at the end of the day I find the solution.”\u003c/p>\n\u003cp>This approach to coding has become something of a personal mantra for Robinson in all areas of his life, but he doesn’t think he would have had the confidence to make coding videos or see the world the way he does if he hadn’t been exposed to coding in high school through a \u003ca href=\"http://codenow.org/\" target=\"_blank\">CodeNow\u003c/a> workshop.\u003c/p>\n\u003caside class=\"pullquote alignright\">'My confidence had been really low, and this was a whole new world for me.'\u003ccite>Marcus Robinson\u003c/cite>\u003c/aside>\n\u003cp>“Finding my talent allowed me to delve deeper into what goes on in this world, like how computers are built, or how my gaming console is built, or that people are trying to embed chips into people,” Robinson said.\u003c/p>\n\u003cp>Learning to code gave him a lens to explore other things in the world and it has made him more curious. Before participating in CodeNow, Robinson said he didn’t really like learning new things and didn’t have a lot of confidence in himself or his ability to learn. Now he’s at Syracuse University studying software engineering.\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>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/v3ZnlDnodcg?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“My confidence had been really low, and this was a whole new world for me,” Robinson said.\u003c/p>\n\u003cp>He was intimidated when he first attended the workshop in New York, but soon found he liked coding and was even willing to do more research on his own to hone his skills. Now he wants other kids who look like him and who’ve had a tough time finding motivation in school to learn coding, too. That’s why he agreed to help make the CodeHow videos, even though being on camera made him shy at first.\u003c/p>\n\u003cp>“Every time I go to a training session, or when I’m on camera, I want to make sure that you understand that this is something that is seen as hard. But everything is hard until you learn it and get to practice it,” said Elizabeth Boahen, another student-trainer and current high school senior from New York City.\u003c/p>\n\u003cp>Like Robinson, she found being on camera intimidating at first, but she says it’s important for her peers to see \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/20/how-to-grab-and-keep-girls-interest-in-computer-coding/\" target=\"_blank\">someone like her\u003c/a>, an African-American woman, teaching coding. It’s not a common sight, but she’s clear that when she’s on camera demonstrating a coding concept, making little mistakes, fixing them, moving on, she’s modeling what learning should look like.\u003c/p>\n\u003cp>\u003cstrong>The Videos\u003c/strong>\u003c/p>\n\u003cp>CodeNow, a nonprofit coding education organization founded in 2011, recently launched a YouTube channel of explainer videos starring students like Robinson and Boahen. CodeNow hosts coding workshops in partnership with trainers from tech companies, but so far they have reached youth only in and around big cities like New York and San Francisco. The \"\u003ca href=\"http://codenow.org/blog/2015/08/codehow-learn-to-code-videos-for-students-created-by-codenow-alumni/\" target=\"_blank\">CodeHow\u003c/a>\" videos are meant to extend the reach of the organization’s coding curriculum beyond big cities on the coasts.\u003c/p>\n\u003cp>“We can’t be everywhere, but we want to provide as much value to the learn-to-code community as possible,” said CodeNow founder Ryan Seashore.\u003c/p>\n\u003cp>The videos are short, usually under four minutes, and introduce basic concepts like GitHub and how to access it, variables, conditionals and looping. Seashore said the idea for the videos came from the alumni network because students weren’t finding tutorials online with which they connected. He hopes the format makes the topic feel approachable to curious kids looking to get started, but who don’t necessarily have computer science classes in school or afterschool opportunities to learn.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XK0xkgqrkuk?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The videos themselves are a little stiff; the students were given scripts written by CodeNow staff and told to interject their personalities where it made sense. The students make comparisons to their favorite video games, concerts and common young-adult situations.\u003c/p>\n\u003cp>“We workshopped how you would explain [the concepts], what are different analogies and have them put their stamp on it,” Seashore said of the videomaking process.\u003c/p>\n\u003cp>Boahen said it made her feel more relaxed to know she was encouraged to put herself into the videos and helped her see that she can make a positive impact on her peers.\u003c/p>\n\u003cp>\u003cstrong>CodeNow Workshops\u003c/strong>\u003c/p>\n\u003cp>The workshops that Robinson and Boahen attended are much more intense than these explainer videos. Students apply and are accepted based on demonstrated curiosity and interest in coding. They don’t have to be top-shelf students, but Seashore said, “There’s a certain level of investment that students need to have.”\u003c/p>\n\u003cp>The program is focused on communities that aren't well represented in programming, like African-Americans, Latinos and women. They actually attract almost as many girls as they do boys.\u003c/p>\n\u003cp>\"It’s just as important for the boys to be comfortable working with girls as it is for girls to be comfortable working with boys,\" Seashore said.\u003c/p>\n\u003cp>Eighty percent of the students who participate qualify for free and reduced-price lunch at their schools.\u003c/p>\n\u003cp>\u003ca href=\"http://codenow.org/get-involved/\" target=\"_blank\">Volunteers from companies\u003c/a> like Adobe and Bloomberg are the trainers, using a curriculum that CodeNow developed. Many big companies have corporate responsibility programs that encourage volunteering, and this program makes good use of employee skills.\u003c/p>\n\u003cp>It’s important for companies to be part of the solution to the lack of diversity in tech fields, Seashore said. Major tech companies, such as Twitter, Facebook and Google, count African-Americans as roughly \u003ca href=\"http://www.theguardian.com/technology/2015/jul/01/twitter-staff-african-american-diversity\">two percent of the workforce\u003c/a>, despite constituting more than 13 percent of the U.S. population.\u003c/p>\n\u003cp>Students attend for a full weekend, acquainting themselves with the programming language Ruby and progressing to build a high-low game and then on to more advanced topics. The curriculum doesn’t use any block languages, and CodeNow prides itself on the fact that from day one students are programming in real languages.\u003c/p>\n\u003cp>There’s a two-week break when students get homework and practice their skills on \u003ca href=\"https://www.codecademy.com\" target=\"_blank\">Codecademy\u003c/a> before returning for another intensive weekend. By the end, they’ve learned some encryption skills, met real professionals working in the field and have the building blocks to continue learning on their own.\u003c/p>\n\u003cp>“When I finished it, I could see it as something I could actually see myself doing,” Boahen said.\u003c/p>\n\u003cp>She attended the workshop as a freshman in high school and then started a coding club at her school. More than that, she’s learned not to freak out if she doesn’t understand something. “Even outside of the programming world, all the time I think about problems,” Boahen said.\u003c/p>\n\u003cp>In a class about the proliferation of nuclear weapons, she was having trouble understanding why some people object to nuclear power. So she broke the problem down into different parts and thought about how she’d solve a power shortage and what obstacles might get in her way.\u003c/p>\n\u003cp>“I basically broke down history into code,” Boahen said.\u003c/p>\n\u003cp>Because many of the CodeNow participants are minors, the organization doesn’t allow the corporate volunteers to stay in touch with participants, but it does encourage an active alumni network. The organization just piloted summer internships in computer science for several of its alumni and hopes to expand that program.\u003c/p>\n\u003cp>More than that, Seashore says 40 percent of the program’s alumni have gone on to study in a computer science-related field.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These kids are absolutely brilliant,\" Seashore said. \"They just didn’t have the opportunity.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41914/video-demos-how-minorities-in-tech-can-inspire-students-to-follow","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_981","mindshift_557","mindshift_20784","mindshift_1040","mindshift_20783","mindshift_707"],"featImg":"mindshift_41932","label":"mindshift"},"mindshift_40833":{"type":"posts","id":"mindshift_40833","meta":{"index":"posts_1591205157","site":"mindshift","id":"40833","score":null,"sort":[1435877202000]},"guestAuthors":[],"slug":"can-peer-groups-help-students-achieve-their-goals","title":"Can Peer Accountability Groups Help Students Achieve Their Goals?","publishDate":1435877202,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Supporting students emotionally, as well as academically, takes up a large portion of teachers’ time and energy. But some educators are discovering that students can take on this role for one another as well. When students hold each other accountable, many can demonstrate reflection on their learning and take responsibility for shortcomings.\u003c/p>\n\u003cp>Stanford researchers recently \u003ca href=\"https://edpolicy.stanford.edu/sites/default/files/SCOPE-Student-Centered-Learning-Life.pdf\">highlighted one school\u003c/a> that applies a peer accountability program -- Life Academy of Health and Bioscience in Oakland. The school is known for its \u003ca href=\"https://edpolicy.stanford.edu/publications/pubs/1175\">low dropout rate and high number of graduates who persist\u003c/a> through college for at least four years. It's hard to pinpoint exactly what is motivating Life Academy students, almost all of whom come from low-income backgrounds, to outperform their peers, but the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/student-centered-learning/\">student-centered school\u003c/a> prides itself on health and science internships for every student and personalized academic mentoring and counseling.\u003c/p>\n\u003cp>At \u003ca href=\"http://lifeacademyhighschool.org/\">Life Academy\u003c/a>, students are in the same advisory group of peers throughout high school. Each group has about 20 students, ranging from ninth to 12th grade. Students play a big role in mentoring one another within these advisory groups. They reflect on how they have overcome challenges and field questions from peers about how they plan to improve.\u003c/p>\n\u003cp>Ultimately, the peers within each group decide whether an individual has done everything in his or her power to correct wrongs and to move forward with a clear plan of action. This community accountability ritual happens three times during middle and high school: once in eighth grade before going to high school, in 10th grade before going into 11th, and as seniors before they can graduate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I feel like that's something I'll have in my future. I'll be able to express myself to the people in my life and see if they can help.”\u003c/aside>\n\u003cp>Recent Life Academy graduate Eric Zepeda said that during his senior year, he spent most of his reflection time talking about how he was impacted when his cousin was shot and killed by police.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"My grades were affected because I didn’t want to do anything in school,” Zepeda said. “I would just be sitting down and spaced out. My teachers began to check in with me. They were trying to support and give me help.\" He knows he didn't do everything he could to take advantage of the help teachers were offering.\u003c/p>\n\u003cp>Zepeda exhibited the kind of deep reflection and willingness to take responsibility that make this ritual successful. The other students are asked to stand if they believe the graduating senior has fully reflected on his or her obstacles and has set goals to improve. If friends believe a student can do better, they won't stand for them.\u003c/p>\n\u003cp>A concern about processes like this is that students pass one another without much critical thought, hoping peers will do the same for them when the time comes. But Life Academy teachers say they haven't seen that. Students explain why they will or will not stand for a classmate. The students often push each other to do homework on time or learn better work habits. Together, they come up with solutions.\u003c/p>\n\u003cp>Educators at Life Academy say this process works because middle and high school students care deeply about what their peers think. Many are more motivated to live up to peers' expectations than to those of adults,.\u003c/p>\n\u003cp>\"The opinions that their peers have are much more influential,\" said former Life Academy principal Preston Thomas. \"I believe that in turning it over to a peer process, it really does support the students to hear it differently.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"2Nu5u9fMP3DaPUIeSUef2avb2C2ZKlxN\"]\u003c/p>\n\u003cp>When school leaders saw how well peer accountability worked for graduating seniors, they began to use the process at the beginning and middle of high school as well to help keep kids on track and shore up the community.\u003c/p>\n\u003cp>\"For our 10th-graders, I feel like they get a reality check that the school doesn't revolve around them, that they're a part of what's revolving,\" said chemistry and health sciences teacher Amanda Issa. \"If they've been hurting our community with the kind of drama that kids can have in high school, it's a chance to make them aware of it. When it's their own classmates saying, 'You hurt me because you're a distraction in class,' it opens their eyes.\"\u003c/p>\n\u003cp>When students don't stand for each other, it hurts, said Jamie Ortega, who graduated this year. During her reflection time, an advisor and a fellow senior hesitated to stand because they felt she hadn't proved she had a plan for how to advocate for herself when she is on her own in college.\u003c/p>\n\u003cp>\"At the moment you feel really sad, especially when you're really attached to the person,\" Ortega said. \"But at the same time you want to make sure you can give it your all so they can stand for you, and when they do, you feel very proud of yourself.\"\u003c/p>\n\u003cp>Life Academy began focusing on student reflection in this way about 10 years ago, after a teacher observed it happening at another high school, \u003ca href=\"http://www.alternativesinaction.org/\">Bay Area School of Enterprise\u003c/a>, in Alameda at the time.\u003c/p>\n\u003cp>\"We were grappling with the question of how do you ensure that a student has really solid academic skills, but also create an environment where you're able to talk about character and work habits? We knew those were really important for success in life, but we didn't really have a way to hold students accountable,\" Thomas said.\u003c/p>\n\u003cp>Thomas said one circle of kids suggested that an eighth-grader should work on his reading, so he made a plan for five books to read over the summer and to stay after school in study hall next year because he realized he doesn't get his homework done at home.\u003c/p>\n\u003cp>Just this year, one of Amanda Issa's students didn't pass his reflection ritual at first because some of the people in the circle didn’t feel he had done everything he could to get the credits he needed to graduate.\u003c/p>\n\u003cp>\"This is a big strong guy and I've never ever seen him cry, and he was in tears because people were saying they were proud of his growth and they know he can graduate,\" Issa said. The trust and care of his peer community during the reflection process made a difference for this student.\u003c/p>\n\u003cp>\"I felt like he just lit up. He realized that time was running out and he had to get things together,\" Issa said. \"He managed to do quite a lot in the last few weeks of school to make up credits and get a job for the summer.\"\u003c/p>\n\u003cp>Creating a space for kids to be vulnerable is hard to do so trust is an essential element for a program like this to work. “Rarely do I ever see adults do it,” Thomas said. “I think kids have a greater capacity to do that than adults do.\" That space itself provides a valuable life lesson for students.\u003c/p>\n\u003cp>\"Everything is confidential,\" Zepeda said. \"It's kind of like a diary. You can express yourself and they’ll give you advice if they need to. I feel like that's something I'll have in my future. I'll be able to express myself to the people in my life and see if they can help.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Life Academy students are learning to ask for help and to think about themselves as learners and advocate for their needs. The school is betting that if students practice reflecting on their strengths and weaknesses as high school students, they’ll be much more able to solve similar challenges when they arise in college.\u003c/p>\n\n","blocks":[],"excerpt":"Some schools are finding that students can help one another reach their goals by, among other things, holding accountability rituals. ","status":"publish","parent":0,"modified":1435877384,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1324},"headData":{"title":"Can Peer Accountability Groups Help Students Achieve Their Goals? | KQED","description":"Some schools are finding that students can help one another reach their goals by, among other things, holding accountability rituals. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Peer Accountability Groups Help Students Achieve Their Goals?","datePublished":"2015-07-02T22:46:42.000Z","dateModified":"2015-07-02T22:49:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40833 http://ww2.kqed.org/mindshift/?p=40833","disqusUrl":"https://ww2.kqed.org/mindshift/2015/07/02/can-peer-groups-help-students-achieve-their-goals/","disqusTitle":"Can Peer Accountability Groups Help Students Achieve Their Goals?","path":"/mindshift/40833/can-peer-groups-help-students-achieve-their-goals","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Supporting students emotionally, as well as academically, takes up a large portion of teachers’ time and energy. But some educators are discovering that students can take on this role for one another as well. When students hold each other accountable, many can demonstrate reflection on their learning and take responsibility for shortcomings.\u003c/p>\n\u003cp>Stanford researchers recently \u003ca href=\"https://edpolicy.stanford.edu/sites/default/files/SCOPE-Student-Centered-Learning-Life.pdf\">highlighted one school\u003c/a> that applies a peer accountability program -- Life Academy of Health and Bioscience in Oakland. The school is known for its \u003ca href=\"https://edpolicy.stanford.edu/publications/pubs/1175\">low dropout rate and high number of graduates who persist\u003c/a> through college for at least four years. It's hard to pinpoint exactly what is motivating Life Academy students, almost all of whom come from low-income backgrounds, to outperform their peers, but the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/student-centered-learning/\">student-centered school\u003c/a> prides itself on health and science internships for every student and personalized academic mentoring and counseling.\u003c/p>\n\u003cp>At \u003ca href=\"http://lifeacademyhighschool.org/\">Life Academy\u003c/a>, students are in the same advisory group of peers throughout high school. Each group has about 20 students, ranging from ninth to 12th grade. Students play a big role in mentoring one another within these advisory groups. They reflect on how they have overcome challenges and field questions from peers about how they plan to improve.\u003c/p>\n\u003cp>Ultimately, the peers within each group decide whether an individual has done everything in his or her power to correct wrongs and to move forward with a clear plan of action. This community accountability ritual happens three times during middle and high school: once in eighth grade before going to high school, in 10th grade before going into 11th, and as seniors before they can graduate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I feel like that's something I'll have in my future. I'll be able to express myself to the people in my life and see if they can help.”\u003c/aside>\n\u003cp>Recent Life Academy graduate Eric Zepeda said that during his senior year, he spent most of his reflection time talking about how he was impacted when his cousin was shot and killed by police.\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>\"My grades were affected because I didn’t want to do anything in school,” Zepeda said. “I would just be sitting down and spaced out. My teachers began to check in with me. They were trying to support and give me help.\" He knows he didn't do everything he could to take advantage of the help teachers were offering.\u003c/p>\n\u003cp>Zepeda exhibited the kind of deep reflection and willingness to take responsibility that make this ritual successful. The other students are asked to stand if they believe the graduating senior has fully reflected on his or her obstacles and has set goals to improve. If friends believe a student can do better, they won't stand for them.\u003c/p>\n\u003cp>A concern about processes like this is that students pass one another without much critical thought, hoping peers will do the same for them when the time comes. But Life Academy teachers say they haven't seen that. Students explain why they will or will not stand for a classmate. The students often push each other to do homework on time or learn better work habits. Together, they come up with solutions.\u003c/p>\n\u003cp>Educators at Life Academy say this process works because middle and high school students care deeply about what their peers think. Many are more motivated to live up to peers' expectations than to those of adults,.\u003c/p>\n\u003cp>\"The opinions that their peers have are much more influential,\" said former Life Academy principal Preston Thomas. \"I believe that in turning it over to a peer process, it really does support the students to hear it differently.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>When school leaders saw how well peer accountability worked for graduating seniors, they began to use the process at the beginning and middle of high school as well to help keep kids on track and shore up the community.\u003c/p>\n\u003cp>\"For our 10th-graders, I feel like they get a reality check that the school doesn't revolve around them, that they're a part of what's revolving,\" said chemistry and health sciences teacher Amanda Issa. \"If they've been hurting our community with the kind of drama that kids can have in high school, it's a chance to make them aware of it. When it's their own classmates saying, 'You hurt me because you're a distraction in class,' it opens their eyes.\"\u003c/p>\n\u003cp>When students don't stand for each other, it hurts, said Jamie Ortega, who graduated this year. During her reflection time, an advisor and a fellow senior hesitated to stand because they felt she hadn't proved she had a plan for how to advocate for herself when she is on her own in college.\u003c/p>\n\u003cp>\"At the moment you feel really sad, especially when you're really attached to the person,\" Ortega said. \"But at the same time you want to make sure you can give it your all so they can stand for you, and when they do, you feel very proud of yourself.\"\u003c/p>\n\u003cp>Life Academy began focusing on student reflection in this way about 10 years ago, after a teacher observed it happening at another high school, \u003ca href=\"http://www.alternativesinaction.org/\">Bay Area School of Enterprise\u003c/a>, in Alameda at the time.\u003c/p>\n\u003cp>\"We were grappling with the question of how do you ensure that a student has really solid academic skills, but also create an environment where you're able to talk about character and work habits? We knew those were really important for success in life, but we didn't really have a way to hold students accountable,\" Thomas said.\u003c/p>\n\u003cp>Thomas said one circle of kids suggested that an eighth-grader should work on his reading, so he made a plan for five books to read over the summer and to stay after school in study hall next year because he realized he doesn't get his homework done at home.\u003c/p>\n\u003cp>Just this year, one of Amanda Issa's students didn't pass his reflection ritual at first because some of the people in the circle didn’t feel he had done everything he could to get the credits he needed to graduate.\u003c/p>\n\u003cp>\"This is a big strong guy and I've never ever seen him cry, and he was in tears because people were saying they were proud of his growth and they know he can graduate,\" Issa said. The trust and care of his peer community during the reflection process made a difference for this student.\u003c/p>\n\u003cp>\"I felt like he just lit up. He realized that time was running out and he had to get things together,\" Issa said. \"He managed to do quite a lot in the last few weeks of school to make up credits and get a job for the summer.\"\u003c/p>\n\u003cp>Creating a space for kids to be vulnerable is hard to do so trust is an essential element for a program like this to work. “Rarely do I ever see adults do it,” Thomas said. “I think kids have a greater capacity to do that than adults do.\" That space itself provides a valuable life lesson for students.\u003c/p>\n\u003cp>\"Everything is confidential,\" Zepeda said. \"It's kind of like a diary. You can express yourself and they’ll give you advice if they need to. I feel like that's something I'll have in my future. I'll be able to express myself to the people in my life and see if they can help.\"\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>Life Academy students are learning to ask for help and to think about themselves as learners and advocate for their needs. The school is betting that if students practice reflecting on their strengths and weaknesses as high school students, they’ll be much more able to solve similar challenges when they arise in college.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40833/can-peer-groups-help-students-achieve-their-goals","authors":["3225"],"categories":["mindshift_192","mindshift_20827"],"tags":["mindshift_20784","mindshift_1040","mindshift_20761","mindshift_20783","mindshift_20873","mindshift_20557","mindshift_20852"],"featImg":"mindshift_41027","label":"mindshift"},"mindshift_38307":{"type":"posts","id":"mindshift_38307","meta":{"index":"posts_1591205157","site":"mindshift","id":"38307","score":null,"sort":[1415023198000]},"guestAuthors":[],"slug":"the-benefits-of-students-teaching-students-through-online-video","title":"The Benefits of Students Teaching Students Through Online Video","publishDate":1415023198,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36834\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085.jpg\" alt=\"Erin Scott\" width=\"640\" height=\"360\" class=\"size-full wp-image-36834\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Erin Scott\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\nVideos have already become an important part of modern education, whether through well-known education platforms like Khan Academy or content created by teachers for their students' use. Video tutorials can help students with questions on homework or test preparation. However, students are finding the value in creating tutorial videos themselves for other students. \u003c/p>\n\u003cp>During her sophomore year, Shilpa Yarlagadda was falling behind in her high school courses and began looking up video tutorials online to help catch up. But she soon realized she learned difficult material better from her friends than from any of the content she could find online. She was struggling with AP Chemistry that year, but when a concept finally clicked, she would make a video about it to help her friends taking lower level chemistry classes.\u003c/p>\n\u003cp>\"What really makes a video tutorial powerful is capturing the essence of the student’s voice from someone who initially didn't understand the material,\" Yarlagadda \u003ca href=\"http://novemberlearning.com/blog/2014/02/17/students-teaching-students-club-academia-interview-shilpa-yarlagadda/\" target=\"_blank\">told Alan November in a podcast last year\u003c/a>. Shilpa co-founded, with Roya Huang, \u003ca href=\"http://clubacademia.org/\" target=\"_blank\">Club Academia\u003c/a>, a site hosting tutorial videos created by high school students and vetted for accuracy by teachers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Eric Marcos has found that demonstrating learning in this way is a better fit for learners who might not have done well in a traditional setting.\u003c/aside>\n\u003cp>\"When students explain it and they have a way to make it extremely relevant to your life and show you how this actually relates to you specifically, that can make the material really exciting,” Yarlagadda said. Huang has become famous in some education circles for a video she made explaining the physics concept of position by telling a story about a girl who wanted to sit close to a boy in the movie theater, but not too close in case her interest was too obvious. \u003c/p>\n\u003cp>“It's about making the material exciting for someone else,” Yarlagadda said. “When you’re able to do that for someone else really properly, it’s so rewarding.” The most important element to make a video exciting and relevant is the student presenter’s passion for the subject. When a student loves the ideas she’s teaching, it’s infectious and often helps her come up with creative ways to relate the material to the lives of peers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[youtube //www.youtube-nocookie.com/embed/Ar1akEU0nYA]\u003c/p>\n\u003cp>The best student teachers are the ones who've struggled to understand and have a fresh memory of that \"aha moment\" when they got it, according to Yarlagadda. Those students can often walk another student through the process in a more visceral way.\u003c/p>\n\u003cp>\"We're not looking for the brightest kid in the class,\" she said. \"We're looking for the most passionate kids. Someone who had difficulty learning, but was really persistent in the learning process and was eventually able to understand it.”\u003c/p>\n\u003cp>Students’ ability to make powerful resources for one another often surprises adults, Yarlagadda said, but it’s also emblematic of a bigger problem in education. “I really believe that the best people to solve problems are the people who face them,” she said. “In the field of education, those people are students, and I think it’s unfortunate that we’re often left out of the conversation.”\u003c/p>\n\u003cp>Yarlagadda graduated from Gunn High School in Palo Alto, California, last year and is taking a gap year to explore opportunities to expand Club Academia. She says students at Gunn are good at explaining materials within their particular context, but that it might not fit another school somewhere else in the country. She wants Club Academia to grow into an international chapter-based organization, where kids make videos for other kids experiencing life in the same way. She’s already got some takers in Australia and Columbia - she’s just working out some kinks in the website code to make it open source. She wants people to be able to upload and approve videos for their local chapter.\u003c/p>\n\u003cp>\u003cstrong>NOT JUST FOR HIGH SCHOOL KIDS\u003c/strong>\u003c/p>\n\u003cp>A California middle school teacher found out first hand just how hard students are willing to work when they get to pick the topic, show creative license and publish it online. Eric Marcos has been publishing student-created tutorials on his site \u003ca href=\"http://mathtrain.tv/\" target=\"_blank\">Mathtrain\u003c/a> since 2007, some of which have garnered thousands of views. The project started informally, just kids messing around after school. That independence and creative license is part of what makes the videos powerful, Marcos said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"BOzG070PSeXQwJ9qD8ETkw4HgFKMvOio\"]\u003c/p>\n\u003cp>“The kids are definitely aware now that people are watching from all over the world, but they don’t get too psyched out about that,” Marcos said. “They still won’t let the video go if it’s not the best it can be.” A colleague of Marcos saw how much kids liked making tutorials and assigned videos for extra credit. One girl came in and made a video using the tablets in Marcos’ class. She was getting ready to turn it in when Marcos told her he’d put the video up on Mathtrain. She immediately ran back in and said he couldn’t post it until she'd fixed some little things.\u003c/p>\n\u003cp>“When it was for homework, she was happy to just get it done,” Marcos said. But she wasn’t content to let something go up on the website, where everyone could see it, if it wasn’t her best work.\u003c/p>\n\u003cp>A student making a video has to know the material well and offer it up with a narrative structure, a “math story.” Marcos has found that demonstrating learning in this way is a better fit for learners who might not have done well in a traditional setting. Marcos was asked to tutor a student who was failing algebra. She asked to make a video and it soon became apparent she knew way more than anyone thought she did about math. \u003c/p>\n\u003cp>“You would never think that person was not doing well in math class because she knows what she’s doing,” Marcos said. The student’s success with video making gave her confidence and soon her performance improved on more traditional tasks as well.\u003c/p>\n\u003cp>Student-made videos may be more important than ever now, as teachers, parents and students alike adjust to new Common Core State Standards. The standards emphasize situational math, solving problems collaboratively and talking through the underlying concepts of each answer. Many parents find the new approach bewildering because it doesn’t look like the “plug and chug” formulaic math they were taught. Marcos sees a glaring need for quality online resources to support the whole community in this transition.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=3IyYoJteGGU\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We have people who are dying for information and are looking for resources, whether it’s kids or families,” Marcos said. “I’m going to encourage the students to make videos that follow along with the Common Core themes.” He’s interested to see how the new instructional style that goes along with new curriculum will translate into the students videos. Will they use more stories to relay math concepts? He suspects they might, but he’s not going to tell them what to do because that would destroy what makes Mathtrain unique -- students creating math content because they think it's fun.\u003c/p>\n\n","blocks":[],"excerpt":"The best student video tutorial creators are sometimes made the kids who've struggled the most to understand.","status":"publish","parent":0,"modified":1456260453,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1266},"headData":{"title":"The Benefits of Students Teaching Students Through Online Video | KQED","description":"The best student video tutorial creators are sometimes made the kids who've struggled the most to understand.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Benefits of Students Teaching Students Through Online Video","datePublished":"2014-11-03T13:59:58.000Z","dateModified":"2016-02-23T20:47:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38307 http://blogs.kqed.org/mindshift/?p=38307","disqusUrl":"https://ww2.kqed.org/mindshift/2014/11/03/the-benefits-of-students-teaching-students-through-online-video/","disqusTitle":"The Benefits of Students Teaching Students Through Online Video","path":"/mindshift/38307/the-benefits-of-students-teaching-students-through-online-video","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36834\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085.jpg\" alt=\"Erin Scott\" width=\"640\" height=\"360\" class=\"size-full wp-image-36834\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Erin Scott\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\nVideos have already become an important part of modern education, whether through well-known education platforms like Khan Academy or content created by teachers for their students' use. Video tutorials can help students with questions on homework or test preparation. However, students are finding the value in creating tutorial videos themselves for other students. \u003c/p>\n\u003cp>During her sophomore year, Shilpa Yarlagadda was falling behind in her high school courses and began looking up video tutorials online to help catch up. But she soon realized she learned difficult material better from her friends than from any of the content she could find online. She was struggling with AP Chemistry that year, but when a concept finally clicked, she would make a video about it to help her friends taking lower level chemistry classes.\u003c/p>\n\u003cp>\"What really makes a video tutorial powerful is capturing the essence of the student’s voice from someone who initially didn't understand the material,\" Yarlagadda \u003ca href=\"http://novemberlearning.com/blog/2014/02/17/students-teaching-students-club-academia-interview-shilpa-yarlagadda/\" target=\"_blank\">told Alan November in a podcast last year\u003c/a>. Shilpa co-founded, with Roya Huang, \u003ca href=\"http://clubacademia.org/\" target=\"_blank\">Club Academia\u003c/a>, a site hosting tutorial videos created by high school students and vetted for accuracy by teachers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Eric Marcos has found that demonstrating learning in this way is a better fit for learners who might not have done well in a traditional setting.\u003c/aside>\n\u003cp>\"When students explain it and they have a way to make it extremely relevant to your life and show you how this actually relates to you specifically, that can make the material really exciting,” Yarlagadda said. Huang has become famous in some education circles for a video she made explaining the physics concept of position by telling a story about a girl who wanted to sit close to a boy in the movie theater, but not too close in case her interest was too obvious. \u003c/p>\n\u003cp>“It's about making the material exciting for someone else,” Yarlagadda said. “When you’re able to do that for someone else really properly, it’s so rewarding.” The most important element to make a video exciting and relevant is the student presenter’s passion for the subject. When a student loves the ideas she’s teaching, it’s infectious and often helps her come up with creative ways to relate the material to the lives of peers.\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>\u003c/p>\u003cp>null\u003c/p>\u003cp>\u003c/p>\n\u003cp>The best student teachers are the ones who've struggled to understand and have a fresh memory of that \"aha moment\" when they got it, according to Yarlagadda. Those students can often walk another student through the process in a more visceral way.\u003c/p>\n\u003cp>\"We're not looking for the brightest kid in the class,\" she said. \"We're looking for the most passionate kids. Someone who had difficulty learning, but was really persistent in the learning process and was eventually able to understand it.”\u003c/p>\n\u003cp>Students’ ability to make powerful resources for one another often surprises adults, Yarlagadda said, but it’s also emblematic of a bigger problem in education. “I really believe that the best people to solve problems are the people who face them,” she said. “In the field of education, those people are students, and I think it’s unfortunate that we’re often left out of the conversation.”\u003c/p>\n\u003cp>Yarlagadda graduated from Gunn High School in Palo Alto, California, last year and is taking a gap year to explore opportunities to expand Club Academia. She says students at Gunn are good at explaining materials within their particular context, but that it might not fit another school somewhere else in the country. She wants Club Academia to grow into an international chapter-based organization, where kids make videos for other kids experiencing life in the same way. She’s already got some takers in Australia and Columbia - she’s just working out some kinks in the website code to make it open source. She wants people to be able to upload and approve videos for their local chapter.\u003c/p>\n\u003cp>\u003cstrong>NOT JUST FOR HIGH SCHOOL KIDS\u003c/strong>\u003c/p>\n\u003cp>A California middle school teacher found out first hand just how hard students are willing to work when they get to pick the topic, show creative license and publish it online. Eric Marcos has been publishing student-created tutorials on his site \u003ca href=\"http://mathtrain.tv/\" target=\"_blank\">Mathtrain\u003c/a> since 2007, some of which have garnered thousands of views. The project started informally, just kids messing around after school. That independence and creative license is part of what makes the videos powerful, Marcos said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The kids are definitely aware now that people are watching from all over the world, but they don’t get too psyched out about that,” Marcos said. “They still won’t let the video go if it’s not the best it can be.” A colleague of Marcos saw how much kids liked making tutorials and assigned videos for extra credit. One girl came in and made a video using the tablets in Marcos’ class. She was getting ready to turn it in when Marcos told her he’d put the video up on Mathtrain. She immediately ran back in and said he couldn’t post it until she'd fixed some little things.\u003c/p>\n\u003cp>“When it was for homework, she was happy to just get it done,” Marcos said. But she wasn’t content to let something go up on the website, where everyone could see it, if it wasn’t her best work.\u003c/p>\n\u003cp>A student making a video has to know the material well and offer it up with a narrative structure, a “math story.” Marcos has found that demonstrating learning in this way is a better fit for learners who might not have done well in a traditional setting. Marcos was asked to tutor a student who was failing algebra. She asked to make a video and it soon became apparent she knew way more than anyone thought she did about math. \u003c/p>\n\u003cp>“You would never think that person was not doing well in math class because she knows what she’s doing,” Marcos said. The student’s success with video making gave her confidence and soon her performance improved on more traditional tasks as well.\u003c/p>\n\u003cp>Student-made videos may be more important than ever now, as teachers, parents and students alike adjust to new Common Core State Standards. The standards emphasize situational math, solving problems collaboratively and talking through the underlying concepts of each answer. Many parents find the new approach bewildering because it doesn’t look like the “plug and chug” formulaic math they were taught. Marcos sees a glaring need for quality online resources to support the whole community in this transition.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/3IyYoJteGGU'\n title='//www.youtube.com/embed/3IyYoJteGGU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\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>“We have people who are dying for information and are looking for resources, whether it’s kids or families,” Marcos said. “I’m going to encourage the students to make videos that follow along with the Common Core themes.” He’s interested to see how the new instructional style that goes along with new curriculum will translate into the students videos. Will they use more stories to relay math concepts? He suspects they might, but he’s not going to tell them what to do because that would destroy what makes Mathtrain unique -- students creating math content because they think it's fun.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38307/the-benefits-of-students-teaching-students-through-online-video","authors":["234"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_1040","mindshift_20783","mindshift_20779","mindshift_20571"],"featImg":"mindshift_36834","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. 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You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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