'Keep those diaries': Strategies for centering student voices and improving reflection habits
How Giving Students Feedback Through Video Instead of Text Can Foster Better Understanding
How to Build Self-Assessment Into Jampacked High School Classes
Don't Leave Learning Up to Chance: Framing and Reflection
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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"ngobir":{"type":"authors","id":"11721","meta":{"index":"authors_1591205172","id":"11721","found":true},"name":"Nimah Gobir","firstName":"Nimah","lastName":"Gobir","slug":"ngobir","email":"ngobir@kqed.org","display_author_email":false,"staff_mastheads":[],"title":"KQED Contributor","bio":null,"avatar":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["editor"]}],"headData":{"title":"Nimah Gobir | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/ngobir"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_60009":{"type":"posts","id":"mindshift_60009","meta":{"index":"posts_1591205157","site":"mindshift","id":"60009","score":null,"sort":[1667892215000]},"guestAuthors":[],"slug":"keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits","title":"'Keep those diaries': Strategies for centering student voices and improving reflection habits","publishDate":1667892215,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Seventeen-year-old Astrid Utting makes an effort to get to know her peers. When she walks down her school’s hallways, she waves at classmates and takes time for conversations before class starts. Utting revels in getting to know the people she is learning with.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those were all things that I took for granted before the pandemic,” says Utting, a senior in high school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason why she had such a reversal in person was because remote learning was lonely and isolating. In 2020, she wrote a personal essay about being one of the few students who turned on her camera during Zoom class when no one else but the \u003ca href=\"https://www.today.com/news/students-go-viral-surprising-teacher-gesture-zoom-t203627\">teacher\u003c/a> would. She wrote about how it felt to have her sister’s unmade bed and stuffies visible to classmates on Zoom. Eventually, one other student turned on their camera at the very end of the week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Utting’s essay is one of 245 finalists in The New York Times Learning Center’s student contest about teenage life during the pandemic that’s now published in a book, \u003ca href=\"https://wwnorton.com/books/9781324019442\">“Coming of Age in 2020: Teenagers on the Year that Changed Everything.”\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I never would have thought I would have been doing school from my room and that everyone would see my bedroom in the background,” says Utting, who started distance learning after her school shut down at the end of freshman year. “I wanted to [share] a very specific moment of what it was like logging on to Zoom and finding out that everyone else had their cameras off.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60010\" class=\"wp-caption aligncenter\" style=\"max-width: 1184px\">\u003cimg class=\"wp-image-60010 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt.jpg\" alt=\"ESSAY EXCERPT FROM ASTRID UTTING//But when everyone has their videos off, we can’t share a knowing smile when our eccentric substitute says something weird. When the teacher asks a question and the class remains silent, she can’t see that I’m listening, I just don’t know the correct answer. When class ends and I unmute to say goodbye, I wonder if my teacher even knows who’s talking to them. “On or Off?” by Astrid Utting, 15, San Francisco\" width=\"1184\" height=\"707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt.jpg 1184w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-800x478.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-1020x609.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-768x459.jpg 768w\" sizes=\"(max-width: 1184px) 100vw, 1184px\">\u003cfigcaption class=\"wp-caption-text\">An excerpt from Astrid Utting's personal essay “On or Off?” Reprinted from Coming of Age in 2020: Teenagers on the Year that Changed Everything edited by Katherine Schulten. Copyright © 2022 by The New York Times Company. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">With students back to in-person learning and mask mandates dropping, it is becoming more common to refer to the pandemic in past tense. Even with the lasting effects of coronavirus, the year 2020 can feel like a distant time with hard-to-reach memories of what it was like to navigate school and relationships.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Preserving memories is important because things that were new and significant eventually become normalized and it’s easier to forget about them altogether, according to Katherine Schulten, an editor at The New York Times Learning Network and former educator. Students' experiences, whether it’s during COVID or any other period of their life, can have historical significance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Museums all over the world were saying, ‘\u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/14/style/museums-coronavirus-protests-2020.html\">\u003cspan style=\"font-weight: 400\">Hold on to artifacts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,’” says Schulten. “Hold onto your screenshots. Hold on to what's on your camera roll. Keep those diaries.” The Learning Network’s student contest provides a useful roadmap for centering youth voices and teaching young people to document their lives. Teachers already use student essays as \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/8-tips-teaching-mentor-texts-christina-gil\">\u003cspan style=\"font-weight: 400\">mentor texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in addition to the Times'\u003c/span>\u003ca href=\"https://www.nytimes.com/2020/09/09/learning/documenting-your-life-in-extraordinary-times.html\">\u003cspan style=\"font-weight: 400\"> Learning Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/09/09/learning/documenting-your-life-in-extraordinary-times.html\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An added benefit of these assignments is that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56933/when-everything-is-a-bit-much-writing-in-a-journal-can-help\">\u003cspan style=\"font-weight: 400\">reflective practices like journaling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially about emotional experiences, \u003c/span>\u003cspan style=\"font-weight: 400\">can improve \u003c/span>\u003cspan style=\"font-weight: 400\">mental health.\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49569/how-making-art-helps-teens-better-understand-their-mental-health\">\u003cspan style=\"font-weight: 400\"> Assignments that focus on self-reflection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and documentation can be a way to interpret one's feelings at any point during the teenage years. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It could be everyday life, but just get it down on the page before it goes away. Youth is precious,” says Schulten.\u003c/span>\u003c/p>\n\u003ch2>Make space for student voice\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">About ten years ago, the Learning Network started inviting students to send in submissions to participate in contests. Winners earned a chance to be featured on the The New York Times website. Prior student contests have asked students to write about an important issue or a meaningful life experience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the 2020 contest, Schulten and others at the Learning Network wanted to support students in reflecting on their experiences during the first year of the pandemic with schools closing, Black Lives Matter protests and divisive elections.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make it easier for young people to tell their stories, the 2020 student contest had fewer restrictions than previous contests. They expanded the criteria to allow submissions in any format, not just writing. They received over 5,500 submissions, including comics, recipes, poems, drawings, Lego sculptures, essays and photos.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60043\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-60043 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1.jpg 1530w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">\"This snapshot represents everything that changed between my sophomore and junior year of high school. Coming of age during Covid- 19, I experienced the worry, the stress and the pride of having a parent working and risking his life on the front lines,\" writes Jessica Wang, 16, in her artist statement. Courtesy of The New York Times Learning Network.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While 2020 is renowned as a difficult and trauma-filled year, 18-year-old finalist Anushka Chakravarthi’s photo collage about cutting her bangs captures playfulness during the pandemic shutdown.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have all these pictures of me cutting my bangs, which is the quintessential quarantine experience. And I think it speaks to this sort of ridiculous or silly aspect of being a teenager and especially being a teenager in lockdown,” says Chakravarthi, who found out about the contest online. “I just decided to put these pictures together and make a funny little diagram.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She had been feeling stuck, sad and unproductive, so when she got the opportunity to make something that excited her she was relieved. “I was able to turn my experiences into something meaningful,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now a freshman at University of Texas, Dallas, Chakravarthi hasn’t yet settled on a major. She liked the way the student contest engaged her interests and creativity, so she is considering getting a teaching certification so she can create similarly generative assignments for her students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60044\" class=\"wp-caption alignnone\" style=\"max-width: 1079px\">\u003cimg class=\"wp-image-60044 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop.jpg\" alt=\"\" width=\"1079\" height=\"776\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop.jpg 1079w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-800x575.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-1020x734.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-160x115.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-768x552.jpg 768w\" sizes=\"(max-width: 1079px) 100vw, 1079px\">\u003cfigcaption class=\"wp-caption-text\">An image from Anushka Chakravarthi's \"The Five Stages of Grief: Quarantine Bangs Edition.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I love when in school I could work on a project that was still about the material that was being taught but incorporated some of my own abilities,” says Chakravarthi. “That's something that I would transfer over to the classroom. Students who otherwise may not feel connected to the material for whatever reason, or even just school in general, [I’d find] a way to hook them in through something that they're already interested in.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participating in the student contest was a class assignment for 19-year-old Edith Gollub, a finalist based in California. Her submission, a poem and a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=fNoIRjwBG9s\">\u003cspan style=\"font-weight: 400\">video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of her reciting the poem, expresses how surreal it felt to witness the events during the first year of the pandemic from her “berry blue desk.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/fNoIRjwBG9s?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was such a different experience as a teenager than as an adult. Your world is the people you see and the things you do outside your house when you're that age. I wanted people to see what it was like for all of that to just stop,” says Gollub, who was constantly journaling and drawing during lockdown. She felt it was necessary to document what was happening around her and how she was feeling at the time. “This was a really cool snapshot for me. I’m really glad I have that,” she says about her poem.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60015\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-60015\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-800x1200.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-800x1200.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-1020x1530.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-768x1152.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-1024x1536.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress.jpeg 1365w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">In Edith Gollub's poem “Seven Months at This Berry Blue Desk” she writes: \u003cbr>\"I sit in my emerald prom dress at my desk,\u003cbr>Laughing with friends over a call.\u003cbr>'At least we still have senior year,'\u003cbr>A reassurance that dies as the months pass by.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though pandemic-related disruptions during her junior year made it hard for her to get all the information she needed for college applications, Gollub is suddenly a sophomore majoring in chemistry at University of California, Merced. This year, she is sharing an apartment with friends and interning at a research lab. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It feels like life is moving very quickly,” says Gollub.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reflection and documentation improves learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schulten says that some teachers who want to do an assignment similar to Coming of Age in 2020 may add parameters so it’s easier to do with limited class time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, some teachers may have students look through the photos on their phone, pick out one image that they feel represents their year or week, and then write an artist statement about why they chose that particular image. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The artist statement is key,” advises Schulten. “No matter how you scale it up or down, don't get rid of that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amanda Kingsley Malo, a teacher based in Ontario, Canada, assigned a similar “Coming of Age” project to her 8th grade students in December 2020 so they could reflect before the new year. She has made it a practice to assign a reflection activity at the end of each calendar year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malo starts off the unit with a discussion about museums as well as physical and digital artifacts. Students respond to prompts like “Some images that will stay with me from this year are…” and “What people don’t understand about my life this year is …” with writing, recorded audio or drawings. Malo invites students to make a \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/identity-charts-1\">\u003cspan style=\"font-weight: 400\">starburst chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so they are more likely to think deeply about what stories they can tell from their unique perspective. Students also submit an artifact that encapsulates their year with an artist statement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's such an important thing for us to reflect on all the years that have gone by and or the year that has gone by and – particularly when you're that age – to kind of take stock of who you are and what your goals are,” says Malo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This activity is helpful to eighth graders who will be transitioning to high school next year. Malo uses the activity to help her students start to think about who they are, what they have been through and how their experiences can help them make “choices that feel big”. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students finished their projects, they had a virtual gallery walk with links to work from all of their peers. “We took an hour, just clicked on all those links and then got to know each other in a way that we had not had the opportunity to yet,” says Malo. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Katherine Schulten’s book “Coming of Age in 2020” provides a roadmap for teachers who want to help students document their stories and reflect on their experiences.","status":"publish","parent":0,"modified":1667925453,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1758},"headData":{"title":"'Keep those diaries': Strategies for centering student voices and improving reflection habits - MindShift","description":"Katherine Schulten’s book “Coming of Age in 2020” provides a roadmap for teachers who want to help students document their stories and reflect on their experiences.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"'Keep those diaries': Strategies for centering student voices and improving reflection habits","datePublished":"2022-11-08T07:23:35.000Z","dateModified":"2022-11-08T16:37:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"60009 https://ww2.kqed.org/mindshift/?p=60009","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/07/keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits/","disqusTitle":"'Keep those diaries': Strategies for centering student voices and improving reflection habits","excludeFromSiteSearch":"Include","path":"/mindshift/60009/keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Seventeen-year-old Astrid Utting makes an effort to get to know her peers. When she walks down her school’s hallways, she waves at classmates and takes time for conversations before class starts. Utting revels in getting to know the people she is learning with.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those were all things that I took for granted before the pandemic,” says Utting, a senior in high school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason why she had such a reversal in person was because remote learning was lonely and isolating. In 2020, she wrote a personal essay about being one of the few students who turned on her camera during Zoom class when no one else but the \u003ca href=\"https://www.today.com/news/students-go-viral-surprising-teacher-gesture-zoom-t203627\">teacher\u003c/a> would. She wrote about how it felt to have her sister’s unmade bed and stuffies visible to classmates on Zoom. Eventually, one other student turned on their camera at the very end of the week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Utting’s essay is one of 245 finalists in The New York Times Learning Center’s student contest about teenage life during the pandemic that’s now published in a book, \u003ca href=\"https://wwnorton.com/books/9781324019442\">“Coming of Age in 2020: Teenagers on the Year that Changed Everything.”\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I never would have thought I would have been doing school from my room and that everyone would see my bedroom in the background,” says Utting, who started distance learning after her school shut down at the end of freshman year. “I wanted to [share] a very specific moment of what it was like logging on to Zoom and finding out that everyone else had their cameras off.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60010\" class=\"wp-caption aligncenter\" style=\"max-width: 1184px\">\u003cimg class=\"wp-image-60010 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt.jpg\" alt=\"ESSAY EXCERPT FROM ASTRID UTTING//But when everyone has their videos off, we can’t share a knowing smile when our eccentric substitute says something weird. When the teacher asks a question and the class remains silent, she can’t see that I’m listening, I just don’t know the correct answer. When class ends and I unmute to say goodbye, I wonder if my teacher even knows who’s talking to them. “On or Off?” by Astrid Utting, 15, San Francisco\" width=\"1184\" height=\"707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt.jpg 1184w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-800x478.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-1020x609.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-768x459.jpg 768w\" sizes=\"(max-width: 1184px) 100vw, 1184px\">\u003cfigcaption class=\"wp-caption-text\">An excerpt from Astrid Utting's personal essay “On or Off?” Reprinted from Coming of Age in 2020: Teenagers on the Year that Changed Everything edited by Katherine Schulten. Copyright © 2022 by The New York Times Company. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">With students back to in-person learning and mask mandates dropping, it is becoming more common to refer to the pandemic in past tense. Even with the lasting effects of coronavirus, the year 2020 can feel like a distant time with hard-to-reach memories of what it was like to navigate school and relationships.\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\">Preserving memories is important because things that were new and significant eventually become normalized and it’s easier to forget about them altogether, according to Katherine Schulten, an editor at The New York Times Learning Network and former educator. Students' experiences, whether it’s during COVID or any other period of their life, can have historical significance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Museums all over the world were saying, ‘\u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/14/style/museums-coronavirus-protests-2020.html\">\u003cspan style=\"font-weight: 400\">Hold on to artifacts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,’” says Schulten. “Hold onto your screenshots. Hold on to what's on your camera roll. Keep those diaries.” The Learning Network’s student contest provides a useful roadmap for centering youth voices and teaching young people to document their lives. Teachers already use student essays as \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/8-tips-teaching-mentor-texts-christina-gil\">\u003cspan style=\"font-weight: 400\">mentor texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in addition to the Times'\u003c/span>\u003ca href=\"https://www.nytimes.com/2020/09/09/learning/documenting-your-life-in-extraordinary-times.html\">\u003cspan style=\"font-weight: 400\"> Learning Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/09/09/learning/documenting-your-life-in-extraordinary-times.html\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An added benefit of these assignments is that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56933/when-everything-is-a-bit-much-writing-in-a-journal-can-help\">\u003cspan style=\"font-weight: 400\">reflective practices like journaling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially about emotional experiences, \u003c/span>\u003cspan style=\"font-weight: 400\">can improve \u003c/span>\u003cspan style=\"font-weight: 400\">mental health.\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49569/how-making-art-helps-teens-better-understand-their-mental-health\">\u003cspan style=\"font-weight: 400\"> Assignments that focus on self-reflection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and documentation can be a way to interpret one's feelings at any point during the teenage years. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It could be everyday life, but just get it down on the page before it goes away. Youth is precious,” says Schulten.\u003c/span>\u003c/p>\n\u003ch2>Make space for student voice\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">About ten years ago, the Learning Network started inviting students to send in submissions to participate in contests. Winners earned a chance to be featured on the The New York Times website. Prior student contests have asked students to write about an important issue or a meaningful life experience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the 2020 contest, Schulten and others at the Learning Network wanted to support students in reflecting on their experiences during the first year of the pandemic with schools closing, Black Lives Matter protests and divisive elections.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make it easier for young people to tell their stories, the 2020 student contest had fewer restrictions than previous contests. They expanded the criteria to allow submissions in any format, not just writing. They received over 5,500 submissions, including comics, recipes, poems, drawings, Lego sculptures, essays and photos.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60043\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-60043 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1.jpg 1530w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">\"This snapshot represents everything that changed between my sophomore and junior year of high school. Coming of age during Covid- 19, I experienced the worry, the stress and the pride of having a parent working and risking his life on the front lines,\" writes Jessica Wang, 16, in her artist statement. Courtesy of The New York Times Learning Network.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While 2020 is renowned as a difficult and trauma-filled year, 18-year-old finalist Anushka Chakravarthi’s photo collage about cutting her bangs captures playfulness during the pandemic shutdown.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have all these pictures of me cutting my bangs, which is the quintessential quarantine experience. And I think it speaks to this sort of ridiculous or silly aspect of being a teenager and especially being a teenager in lockdown,” says Chakravarthi, who found out about the contest online. “I just decided to put these pictures together and make a funny little diagram.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She had been feeling stuck, sad and unproductive, so when she got the opportunity to make something that excited her she was relieved. “I was able to turn my experiences into something meaningful,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now a freshman at University of Texas, Dallas, Chakravarthi hasn’t yet settled on a major. She liked the way the student contest engaged her interests and creativity, so she is considering getting a teaching certification so she can create similarly generative assignments for her students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60044\" class=\"wp-caption alignnone\" style=\"max-width: 1079px\">\u003cimg class=\"wp-image-60044 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop.jpg\" alt=\"\" width=\"1079\" height=\"776\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop.jpg 1079w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-800x575.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-1020x734.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-160x115.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-768x552.jpg 768w\" sizes=\"(max-width: 1079px) 100vw, 1079px\">\u003cfigcaption class=\"wp-caption-text\">An image from Anushka Chakravarthi's \"The Five Stages of Grief: Quarantine Bangs Edition.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I love when in school I could work on a project that was still about the material that was being taught but incorporated some of my own abilities,” says Chakravarthi. “That's something that I would transfer over to the classroom. Students who otherwise may not feel connected to the material for whatever reason, or even just school in general, [I’d find] a way to hook them in through something that they're already interested in.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participating in the student contest was a class assignment for 19-year-old Edith Gollub, a finalist based in California. Her submission, a poem and a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=fNoIRjwBG9s\">\u003cspan style=\"font-weight: 400\">video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of her reciting the poem, expresses how surreal it felt to witness the events during the first year of the pandemic from her “berry blue desk.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/fNoIRjwBG9s?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was such a different experience as a teenager than as an adult. Your world is the people you see and the things you do outside your house when you're that age. I wanted people to see what it was like for all of that to just stop,” says Gollub, who was constantly journaling and drawing during lockdown. She felt it was necessary to document what was happening around her and how she was feeling at the time. “This was a really cool snapshot for me. I’m really glad I have that,” she says about her poem.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60015\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-60015\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-800x1200.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-800x1200.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-1020x1530.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-768x1152.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-1024x1536.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress.jpeg 1365w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">In Edith Gollub's poem “Seven Months at This Berry Blue Desk” she writes: \u003cbr>\"I sit in my emerald prom dress at my desk,\u003cbr>Laughing with friends over a call.\u003cbr>'At least we still have senior year,'\u003cbr>A reassurance that dies as the months pass by.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though pandemic-related disruptions during her junior year made it hard for her to get all the information she needed for college applications, Gollub is suddenly a sophomore majoring in chemistry at University of California, Merced. This year, she is sharing an apartment with friends and interning at a research lab. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It feels like life is moving very quickly,” says Gollub.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reflection and documentation improves learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schulten says that some teachers who want to do an assignment similar to Coming of Age in 2020 may add parameters so it’s easier to do with limited class time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, some teachers may have students look through the photos on their phone, pick out one image that they feel represents their year or week, and then write an artist statement about why they chose that particular image. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The artist statement is key,” advises Schulten. “No matter how you scale it up or down, don't get rid of that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amanda Kingsley Malo, a teacher based in Ontario, Canada, assigned a similar “Coming of Age” project to her 8th grade students in December 2020 so they could reflect before the new year. She has made it a practice to assign a reflection activity at the end of each calendar year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malo starts off the unit with a discussion about museums as well as physical and digital artifacts. Students respond to prompts like “Some images that will stay with me from this year are…” and “What people don’t understand about my life this year is …” with writing, recorded audio or drawings. Malo invites students to make a \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/identity-charts-1\">\u003cspan style=\"font-weight: 400\">starburst chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so they are more likely to think deeply about what stories they can tell from their unique perspective. Students also submit an artifact that encapsulates their year with an artist statement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's such an important thing for us to reflect on all the years that have gone by and or the year that has gone by and – particularly when you're that age – to kind of take stock of who you are and what your goals are,” says Malo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This activity is helpful to eighth graders who will be transitioning to high school next year. Malo uses the activity to help her students start to think about who they are, what they have been through and how their experiences can help them make “choices that feel big”. \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\">When students finished their projects, they had a virtual gallery walk with links to work from all of their peers. “We took an hour, just clicked on all those links and then got to know each other in a way that we had not had the opportunity to yet,” says Malo. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60009/keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21343","mindshift_21181","mindshift_20865","mindshift_21016","mindshift_21033","mindshift_851"],"featImg":"mindshift_60042","label":"mindshift"},"mindshift_51254":{"type":"posts","id":"mindshift_51254","meta":{"index":"posts_1591205157","site":"mindshift","id":"51254","score":null,"sort":[1527056555000]},"guestAuthors":[],"slug":"how-giving-students-feedback-through-video-instead-of-text-can-foster-better-understanding","title":"How Giving Students Feedback Through Video Instead of Text Can Foster Better Understanding","publishDate":1527056555,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/has-video-killed-the-red-grading-pen/\">\u003cem>video grading\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003c/em>\u003c/p>\n\u003cp>A decade ago, English teacher David Narter had a revelation. One of his students had asked for extra guidance on her writing. She and Narter, a teacher at the Leyden High Schools, outside Chicago, sat down to review an essay of hers that he’d marked up. Narter started by simply reading his comments aloud. To his surprise, that process made a big difference.\u003c/p>\n\u003cp>In an article for the \u003ca href=\"http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1073-jan2018/EJ1073essay.pdf\">\u003cem>English Journal\u003c/em>\u003c/a>, Narter recounts how the student found his feedback more encouraging when he expressed it orally. As his student explained to him, “When I see the writing all over the paper, it just sounds like you’re saying, ‘You’re a bad writer.’ But now I feel like I can actually write this.”\u003c/p>\n\u003cp>Feedback is a funny beast. We all need pointers on our performance, but giving and receiving feedback can be fraught with misunderstanding. Take red pens. Social psychologists and sociologists have found that, as opposed to blue ink, grading in crimson can lead to \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/ejsp.753\">more aggressive critique\u003c/a>. The recipients of these mark-ups, meanwhile, may see their teacher as \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0362331912000638\">less approachable\u003c/a>.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Fortunately, some simple, creative changes can help. Although Narter could not provide one-on-one counseling to every student, he has found a way to simulate such tête-à-têtes to reach a larger audience: by replacing written comments with personalized, five-minute video reviews of each assignment. The videos, he has found, allow him to provide useful, big-picture commentary. They also keep students feeling motivated rather than deflated — and the task takes Narter less time than writing out his notes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=e8svksXIU4A&t=6s\u003c/p>\n\u003cp>Narter is not alone. In the past few years, a handful of educators, working in different disciplines and various education levels, have made similar observations. Michael Phillips and Michael Henderson, education faculty at Monash University in Australia, have been experimenting with \u003ca href=\"https://ajet.org.au/index.php/AJET/article/view/1878\">video feedback for years\u003c/a>. They’ve created a \u003ca href=\"http://newmediaresearch.educ.monash.edu.au/lnm/technology-mediated-assessment-feedback/\">website with recommendations\u003c/a> for teachers who want to try it out themselves. To date, Phillips and Henderson have helped instructors use video feedback for classes from 20 to 700 students, across high schools and universities, in subjects as far ranging as philosophy and engineering.\u003c/p>\n\u003cp>Technology has limitations, of course. Teachers need to master their smart phone or computer’s basic recording techniques. Videos must be relatively brief (about five minutes or less) lest the files become unwieldy to share. But technological advances are making the task easier and easier. For example, screencasting apps, which create the video equivalent of a screengrab, now let teachers highlight specific passages in a student’s work as part of the film.\u003c/p>\n\u003cp>Overall, Phillips and Henderson, who previously taught in high schools, have been blown away by their pupils’ rave reviews. Students, without any solicitation, have been emailing them to praise the videos for their clarity and encouragement. “In our combined 25 years of experience,” Phillips says, “we never got responses like that.”\u003c/p>\n\u003cp>Cognitive scientists may be less surprised by the enthusiasm for video grading. Simply put, video carries more communication cues, such as tone of voice and facial expression, than a written message. Those clues make it easier for students to correctly interpret their teacher’s meaning.\u003c/p>\n\u003cp>Emotion, for example, is largely conveyed through nonverbal cues, as psychologist Albert Mehrabian (now an emeritus professor at the University of California, Los Angeles) revealed in \u003ca href=\"http://psycnet.apa.org/doiLanding?doi=10.1037/h0024532\">studies in the 1960s\u003c/a>. And Mehrabian believes the video format offers other advantages to both teacher and student. “Speaking and recording are bound to involve far greater freedom and less effort than composing a written comment,” he explained in an email to me.\u003c/p>\n\u003cp>Indeed, in the videos, teachers typically use a casual, conversational style, which students see as authentic and accessible. Phillips, for one, stresses that he never edits or performs any post-processing: “It’s not a Spielberg movie.”\u003c/p>\n\u003cp>Video may be rich with clues, but the written word is relatively sparse. As a result, we do a lot more mental work to interpret this latter form of communication. “We have this way of processing things in our brain where we actually attach information to a particular person, so we can imagine that person talking as we read their words,” says Monica Riordan, a cognitive scientist and assistant professor of psychology at Chatham University, in Pittsburgh.\u003c/p>\n\u003cp>The implication, then, is that the more we know about a speaker or writer, the better we’ll interpret his or her meaning. Riordan has studied text messages and email where, broadly, we struggle to communicate fully. In 2016, she found, for instance, that we tend to \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/hcre.12093\">overestimate how well we share our feelings via email\u003c/a> — even among friends. Happily, the study also hinted that this confidence was slightly more warranted when people have known each other longer. (It also found that people were more likely to accurately interpret negative emotions than positive ones.)\u003c/p>\n\u003cp>If a student doesn’t know his teacher well, Riordan points out, it may be easier for him to misinterpret her feedback. What’s more, without cues like tone of voice or facial expression, a reader’s mood can easily color his interpretations. If a student is feeling anxious and distressed, it’s probable he’ll take corrections critically. (Thus, it’s easy to imagine why Narter’s student was so reassured by his spoken commentary.)\u003c/p>\n\u003cp>Of course, we receive even more cues when we communicate in-person. Mahdi Roghanizad, an assistant professor of management and organizational studies at Canada’s Western University, has demonstrated that we’re more persuasive when we \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S002210311630292X\">make requests face-to-face\u003c/a> than via email. He has also found that people are better at gauging a stranger’s potential generosity when chatting in person, \u003ca href=\"https://scholarspace.manoa.hawaii.edu/bitstream/10125/41244/1/paper0095.pdf\">rather than \u003c/a>in a video-to-video format (a la Skype). This in-person advantage disappears, however, when people wear mirrored sunglasses, obstructing eye contact.\u003c/p>\n\u003cp>Evolutionary psychology, he says, offers a possible explanation: “Our brain has evolved to communicate face-to-face, the more we go away from that specific channel, the less efficient we are.”\u003c/p>\n\u003cp>That logic might also explain why online-only courses, including much-vaunted MOOCs, \u003ca href=\"http://hechingerreport.org/moocs-keep-getting-bigger-but-do-they-work/\">struggle to retain students\u003c/a>. But could video technology enhance these courses by adding more human elements?\u003c/p>\n\u003cp>Another Chatham professor, Meigan Robb of the nursing department, is trying to find out. Robb teaches an online course to experienced, degree-holding nursing professionals. Yet, just like Narter, she’s found that many pupils take away far more from a brief video than a densely edited manuscript. “I was pouring my heart and soul into [written feedback],” she recalls. But the students, she says, “didn’t do anything I asked them to do.”\u003c/p>\n\u003cp>To remedy that, she now \u003ca href=\"http://blogs.chatham.edu/techfellows/2017/03/15/dr-meigan-robb-nursing/\">combines written edits, audio files and narrated presentations\u003c/a> to comment on her students’ work, both at the level of individual assignments and their overall progress in the course. Although it’s time-consuming, Robb believes the approach makes the class more engaging.\u003c/p>\n\u003cp>Back at Monash, Phillips reports that students in classes with video feedback seem to take greater responsibility for their work. “It’s the only time ever that I’ve had a student apologize for failing,” he says of a recent class in which he used video. He suspects the rich, individualized feedback helped the student form a more personal connection to the course. That may be a small fail for the student but a big win for video.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/has-video-killed-the-red-grading-pen/\">\u003cem>video grading\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers are experimenting with video feedback as a replacement for traditional written mark-ups. There’s evidence that video grading does more to motivate students than written edits — and it can also save teachers time.","status":"publish","parent":0,"modified":1527056555,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1358},"headData":{"title":"How Giving Students Feedback Through Video Instead of Text Can Foster Better Understanding | KQED","description":"Teachers are experimenting with video feedback as a replacement for traditional written mark-ups. There’s evidence that video grading does more to motivate students than written edits — and it can also save teachers time.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Giving Students Feedback Through Video Instead of Text Can Foster Better Understanding","datePublished":"2018-05-23T06:22:35.000Z","dateModified":"2018-05-23T06:22:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51254 https://ww2.kqed.org/mindshift/?p=51254","disqusUrl":"https://ww2.kqed.org/mindshift/2018/05/22/how-giving-students-feedback-through-video-instead-of-text-can-foster-better-understanding/","disqusTitle":"How Giving Students Feedback Through Video Instead of Text Can Foster Better Understanding","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Daisy Yuhas, The Hechinger Report\u003c/a>","path":"/mindshift/51254/how-giving-students-feedback-through-video-instead-of-text-can-foster-better-understanding","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/has-video-killed-the-red-grading-pen/\">\u003cem>video grading\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003c/em>\u003c/p>\n\u003cp>A decade ago, English teacher David Narter had a revelation. One of his students had asked for extra guidance on her writing. She and Narter, a teacher at the Leyden High Schools, outside Chicago, sat down to review an essay of hers that he’d marked up. Narter started by simply reading his comments aloud. To his surprise, that process made a big difference.\u003c/p>\n\u003cp>In an article for the \u003ca href=\"http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1073-jan2018/EJ1073essay.pdf\">\u003cem>English Journal\u003c/em>\u003c/a>, Narter recounts how the student found his feedback more encouraging when he expressed it orally. As his student explained to him, “When I see the writing all over the paper, it just sounds like you’re saying, ‘You’re a bad writer.’ But now I feel like I can actually write this.”\u003c/p>\n\u003cp>Feedback is a funny beast. We all need pointers on our performance, but giving and receiving feedback can be fraught with misunderstanding. Take red pens. Social psychologists and sociologists have found that, as opposed to blue ink, grading in crimson can lead to \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/ejsp.753\">more aggressive critique\u003c/a>. The recipients of these mark-ups, meanwhile, may see their teacher as \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0362331912000638\">less approachable\u003c/a>.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Fortunately, some simple, creative changes can help. Although Narter could not provide one-on-one counseling to every student, he has found a way to simulate such tête-à-têtes to reach a larger audience: by replacing written comments with personalized, five-minute video reviews of each assignment. The videos, he has found, allow him to provide useful, big-picture commentary. They also keep students feeling motivated rather than deflated — and the task takes Narter less time than writing out his notes.\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>\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/e8svksXIU4A'\n title='//www.youtube.com/embed/e8svksXIU4A'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Narter is not alone. In the past few years, a handful of educators, working in different disciplines and various education levels, have made similar observations. Michael Phillips and Michael Henderson, education faculty at Monash University in Australia, have been experimenting with \u003ca href=\"https://ajet.org.au/index.php/AJET/article/view/1878\">video feedback for years\u003c/a>. They’ve created a \u003ca href=\"http://newmediaresearch.educ.monash.edu.au/lnm/technology-mediated-assessment-feedback/\">website with recommendations\u003c/a> for teachers who want to try it out themselves. To date, Phillips and Henderson have helped instructors use video feedback for classes from 20 to 700 students, across high schools and universities, in subjects as far ranging as philosophy and engineering.\u003c/p>\n\u003cp>Technology has limitations, of course. Teachers need to master their smart phone or computer’s basic recording techniques. Videos must be relatively brief (about five minutes or less) lest the files become unwieldy to share. But technological advances are making the task easier and easier. For example, screencasting apps, which create the video equivalent of a screengrab, now let teachers highlight specific passages in a student’s work as part of the film.\u003c/p>\n\u003cp>Overall, Phillips and Henderson, who previously taught in high schools, have been blown away by their pupils’ rave reviews. Students, without any solicitation, have been emailing them to praise the videos for their clarity and encouragement. “In our combined 25 years of experience,” Phillips says, “we never got responses like that.”\u003c/p>\n\u003cp>Cognitive scientists may be less surprised by the enthusiasm for video grading. Simply put, video carries more communication cues, such as tone of voice and facial expression, than a written message. Those clues make it easier for students to correctly interpret their teacher’s meaning.\u003c/p>\n\u003cp>Emotion, for example, is largely conveyed through nonverbal cues, as psychologist Albert Mehrabian (now an emeritus professor at the University of California, Los Angeles) revealed in \u003ca href=\"http://psycnet.apa.org/doiLanding?doi=10.1037/h0024532\">studies in the 1960s\u003c/a>. And Mehrabian believes the video format offers other advantages to both teacher and student. “Speaking and recording are bound to involve far greater freedom and less effort than composing a written comment,” he explained in an email to me.\u003c/p>\n\u003cp>Indeed, in the videos, teachers typically use a casual, conversational style, which students see as authentic and accessible. Phillips, for one, stresses that he never edits or performs any post-processing: “It’s not a Spielberg movie.”\u003c/p>\n\u003cp>Video may be rich with clues, but the written word is relatively sparse. As a result, we do a lot more mental work to interpret this latter form of communication. “We have this way of processing things in our brain where we actually attach information to a particular person, so we can imagine that person talking as we read their words,” says Monica Riordan, a cognitive scientist and assistant professor of psychology at Chatham University, in Pittsburgh.\u003c/p>\n\u003cp>The implication, then, is that the more we know about a speaker or writer, the better we’ll interpret his or her meaning. Riordan has studied text messages and email where, broadly, we struggle to communicate fully. In 2016, she found, for instance, that we tend to \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/hcre.12093\">overestimate how well we share our feelings via email\u003c/a> — even among friends. Happily, the study also hinted that this confidence was slightly more warranted when people have known each other longer. (It also found that people were more likely to accurately interpret negative emotions than positive ones.)\u003c/p>\n\u003cp>If a student doesn’t know his teacher well, Riordan points out, it may be easier for him to misinterpret her feedback. What’s more, without cues like tone of voice or facial expression, a reader’s mood can easily color his interpretations. If a student is feeling anxious and distressed, it’s probable he’ll take corrections critically. (Thus, it’s easy to imagine why Narter’s student was so reassured by his spoken commentary.)\u003c/p>\n\u003cp>Of course, we receive even more cues when we communicate in-person. Mahdi Roghanizad, an assistant professor of management and organizational studies at Canada’s Western University, has demonstrated that we’re more persuasive when we \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S002210311630292X\">make requests face-to-face\u003c/a> than via email. He has also found that people are better at gauging a stranger’s potential generosity when chatting in person, \u003ca href=\"https://scholarspace.manoa.hawaii.edu/bitstream/10125/41244/1/paper0095.pdf\">rather than \u003c/a>in a video-to-video format (a la Skype). This in-person advantage disappears, however, when people wear mirrored sunglasses, obstructing eye contact.\u003c/p>\n\u003cp>Evolutionary psychology, he says, offers a possible explanation: “Our brain has evolved to communicate face-to-face, the more we go away from that specific channel, the less efficient we are.”\u003c/p>\n\u003cp>That logic might also explain why online-only courses, including much-vaunted MOOCs, \u003ca href=\"http://hechingerreport.org/moocs-keep-getting-bigger-but-do-they-work/\">struggle to retain students\u003c/a>. But could video technology enhance these courses by adding more human elements?\u003c/p>\n\u003cp>Another Chatham professor, Meigan Robb of the nursing department, is trying to find out. Robb teaches an online course to experienced, degree-holding nursing professionals. Yet, just like Narter, she’s found that many pupils take away far more from a brief video than a densely edited manuscript. “I was pouring my heart and soul into [written feedback],” she recalls. But the students, she says, “didn’t do anything I asked them to do.”\u003c/p>\n\u003cp>To remedy that, she now \u003ca href=\"http://blogs.chatham.edu/techfellows/2017/03/15/dr-meigan-robb-nursing/\">combines written edits, audio files and narrated presentations\u003c/a> to comment on her students’ work, both at the level of individual assignments and their overall progress in the course. Although it’s time-consuming, Robb believes the approach makes the class more engaging.\u003c/p>\n\u003cp>Back at Monash, Phillips reports that students in classes with video feedback seem to take greater responsibility for their work. “It’s the only time ever that I’ve had a student apologize for failing,” he says of a recent class in which he used video. He suspects the rich, individualized feedback helped the student form a more personal connection to the course. That may be a small fail for the student but a big win for video.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/has-video-killed-the-red-grading-pen/\">\u003cem>video grading\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51254/how-giving-students-feedback-through-video-instead-of-text-can-foster-better-understanding","authors":["byline_mindshift_51254"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_108","mindshift_20699","mindshift_20646","mindshift_20784","mindshift_21074","mindshift_1040","mindshift_21033","mindshift_943","mindshift_21168","mindshift_21196"],"featImg":"mindshift_51262","label":"mindshift"},"mindshift_49222":{"type":"posts","id":"mindshift_49222","meta":{"index":"posts_1591205157","site":"mindshift","id":"49222","score":null,"sort":[1510062576000]},"guestAuthors":[],"slug":"how-to-build-self-assessment-into-jampacked-high-school-classes","title":"How to Build Self-Assessment Into Jampacked High School Classes","publishDate":1510062576,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Most high school teachers are familiar with students who obsess over every missed point on an assignment. It’s annoying; and many teachers wish students were more focused on the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/18/are-grades-diverting-focus-from-real-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">process of learning\u003c/a> and their own growth, instead of the final grade. But putting the process front and center can feel difficult in a results-oriented school. While most teachers can’t entirely \u003ca href=\"https://ww2.kqed.org/mindshift/2017/08/13/when-schools-forgo-grades-an-experiment-in-internal-motivation/\" target=\"_blank\" rel=\"noopener noreferrer\">move away from grades\u003c/a>, they can use simple strategies that require students to reflect on their progress, evaluate their work and set goals for improvement.\u003c/p>\n\u003cp>Helping students learn to evaluate their own work is a crucial skill that taps into their metacognitive abilities. Franklin High School teacher \u003ca href=\"https://blc17.sched.com/speaker/johnleighton?iframe=no&w=100%&sidebar=yes&bg=no\">John Leighton\u003c/a> has come to see self-assessment as a crucial skill for his history students, one that he intentionally cultivates with three simple strategies.\u003c/p>\n\u003cp>“If the kids know what they’re working towards, and they know where they stand on the route to get there, they are more likely to get there,” Leighton said at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities\u003c/a> conference held in Boston. He has found that the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/\" target=\"_blank\" rel=\"noopener noreferrer\">students who are reflective about their work\u003c/a> are generally his best students, so he tries to cultivate that reflex in all students.\u003cbr>\n\u003cstrong>\u003cbr>\nVIRTUAL STUDENT-LED PARENT CONFERENCES\u003c/strong>\u003c/p>\n\u003cp>Parents often make it into school only once or twice a year, if that, but communication about what’s going on in class doesn’t have to stop there. Leighton has his students email their parents monthly, including him on the emails as well. In each missive the student must give an update on how they are doing in the class, review the content and skills they are learning at that time, and set a goal for the next month. They also have to reflect on how well they met last month’s goal.\u003c/p>\n\u003cp>“I want parents to see the class through the kids eyes,” Leighton said. He urges students to use data in their emails home and to think of it as an opportunity to make an argument and support it with evidence. When kids set goals, he guides them by asking that the goals be specific, measurable, achievable, realistic and time-based. “I was very surprised at how detailed the kids were,” Leighton said.\u003c/p>\n\u003cfigure id=\"attachment_49238\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49238\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/student-emails-blur-1020x376.jpg\" alt=\"\" width=\"640\" height=\"236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-1020x376.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-160x59.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-800x295.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-768x283.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-1180x435.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-960x354.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-240x88.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-375x138.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-520x192.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur.jpg 1314w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Example of a student email home and the response from her father. \u003ccite>(Courtesy John Leighton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These monthly emails not only serve to keep parents apprised of what’s going on in the classroom, but also give parents a chance to write back, acknowledging their child’s hard work and thoughtfulness. Or, if a student isn’t doing well, these emails can open the door to difficult conversations. “It has filtered out a lot of those surprise emails by parents,” Leighton said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If a student’s parents don’t have email, Leighton just asks that the student write a note and get it signed by the parent to indicate they’ve read it. If parents don’t read English, the student often speaks both their home language as well as English, so he has them translate. He grades these “student-led conferences” by whether or not the student completed it; He doesn’t focus on the writing or grammar. “This is meant to encourage communication, not ding kids if they’re not good writers,” Leighton said.\u003c/p>\n\u003cp>He likes this quick self-assessment practice because it keeps students accountable for their work and forces them to reflect on their progress and goals every month.\u003c/p>\n\u003cp>\u003cstrong>WRITING FEEDBACK\u003c/strong>\u003c/p>\n\u003cp>History is a writing-intensive class, especially for Leighton’s AP U.S. History students, so students practice historical writing both in and out of class. Document-based questions (DBQs) are a big portion of the AP test, so Leighton often starts off by giving students the real AP rubric for DBQs and leading a discussion about what makes a good response. Then he gives them an anonymous essay to grade using the rubric, a tactic designed to dig into the writing in a safe way. “We were able to talk about the writing without anyone being offended,” Leighton said.\u003c/p>\n\u003cp>Pretty soon students pair-share practice DBQs they did for homework, and they soon realize there are big holes in their writing skills. “My kids really started looking at their writing differently,” Leighton said. As a class they make lists of the common errors; they peer-edit in teams; and they discuss writing all the time.\u003c/p>\n\u003cp>Leighton does most of this in Google Docs, which he likes because he can see the student’s entire process by looking at “Revision History.” He asks students to include their outline, rough draft and final draft in the same document so he can see how they are incorporating revisions into their writing. And he grades that process as a skill when he assesses their work. “As a teacher it’s a great look behind the curtain,” Leighton said.\u003c/p>\n\u003cp>The other tool Leighton has found invaluable for pushing self-assessment in writing is \u003ca href=\"https://kaizena.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Kaizena\u003c/a>. This product integrates with Google Classroom and allows for text feedback and recorded audio feedback. “It’s the same stuff I used to write in red ink that they never read,” Leighton said. “But they were listening to it at home.” He’s even had parents come in for parent-teacher conferences who recognized him by his voice because they’d heard their kids listening to his feedback.\u003c/p>\n\u003cp>Kaizena also allows teachers to make a “lesson” for a piece of feedback that they are giving all the time. It’s a shortcut that can make a difference to teacher grading 140 essays. The tool comes with premade rubrics, but Leighton doesn't use them as much because his school has common rubrics.\u003c/p>\n\u003cp>One of Leighton’s favorite ways to use Kaizena is after students turn in an essay in Google Classroom. He let’s them go back into what they submitted through Kaizena and make comments on what they would have done differently. Those comments show self-awareness, as kids look at the rubric and evaluate the work they just submitted. “I found this to be a pretty powerful tool for kids to self-advocate,” Leighton said.\u003c/p>\n\u003cfigure id=\"attachment_49239\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49239\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/Kaizena-example-1020x470.png\" alt=\"\" width=\"640\" height=\"295\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-1020x470.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-800x369.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-768x354.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-1180x544.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-960x442.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-240x111.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-375x173.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-520x240.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example.png 1315w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">This student assessed her own writing after turning it in. \u003ccite>(Courtesy John Leighton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>COLLABORATIVE READING\u003c/strong>\u003c/p>\n\u003cp>Many of the primary source texts Leighton uses are complex and he doesn’t always know how well students are understanding what they’ve read. That’s why he uses \u003ca href=\"https://perusall.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Perusall\u003c/a>, a product developed by Harvard professor \u003ca href=\"https://www.physics.harvard.edu/people/facpages/mazur\" target=\"_blank\" rel=\"noopener noreferrer\">Eric Mazur\u003c/a>, to encourage his students to read collaboratively. Rather than assigning textbook reading, Leighton will upload a PDF to Perusall and assign the students to small groups. He directs them to interact with the text at least five times in the form of questions, answering questions posed by peers, or by expanding on thinking.\u003c/p>\n\u003cp>“It lets me see their level of understanding long before class starts,” Leighton said. He loves when students help each other make sense of the text through comments and finds that he gets valuable insight into how they are reading. Forcing kids to reflect on one another’s questions and comments adds a deeper layer of analysis to what might otherwise be a dry reading.\u003c/p>\n\u003cp>“My lower-end kids said they didn’t feel so dumb anymore because ‘I wasn’t the only one who didn’t understand it,’ ” Leighton said. Perusall has a built-in function that evaluates all the questions, comments and interactions from students and gives them a grade on their comprehension. Leighton never uses that as his real grade, but students sometimes find the function motivating, since it adds a gamified aspect to reading.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As Leighton has slowly incorporated these strategies into his otherwise fairly traditional courses, he’s come to see the process of revision and reflection as central to learning. He has also come a long way on allowing students to retake tests to improve their scores. He makes it clear that students have to take the initiative if they want to retake an exam, and he requires them to go over the first test with him and discuss study strategies before they set up a retake date. And he reserves the right not to allow retakes if he feels students are abusing the system, but says out of his 140 students very few take advantage of the offer. The benefit is that kids know that if they put in the work, he’ll support them.\u003c/p>\n\n","blocks":[],"excerpt":"Three strategies to ensure students are thinking critically about their work and developing metacognitive skills that will serve them in the future.","status":"publish","parent":0,"modified":1510063014,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1474},"headData":{"title":"How to Build Self-Assessment Into Jampacked High School Classes | KQED","description":"Three strategies to ensure students are thinking critically about their work and developing metacognitive skills that will serve them in the future.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Build Self-Assessment Into Jampacked High School Classes","datePublished":"2017-11-07T13:49:36.000Z","dateModified":"2017-11-07T13:56:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49222 https://ww2.kqed.org/mindshift/?p=49222","disqusUrl":"https://ww2.kqed.org/mindshift/2017/11/07/how-to-build-self-assessment-into-jampacked-high-school-classes/","disqusTitle":"How to Build Self-Assessment Into Jampacked High School Classes","path":"/mindshift/49222/how-to-build-self-assessment-into-jampacked-high-school-classes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Most high school teachers are familiar with students who obsess over every missed point on an assignment. It’s annoying; and many teachers wish students were more focused on the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/18/are-grades-diverting-focus-from-real-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">process of learning\u003c/a> and their own growth, instead of the final grade. But putting the process front and center can feel difficult in a results-oriented school. While most teachers can’t entirely \u003ca href=\"https://ww2.kqed.org/mindshift/2017/08/13/when-schools-forgo-grades-an-experiment-in-internal-motivation/\" target=\"_blank\" rel=\"noopener noreferrer\">move away from grades\u003c/a>, they can use simple strategies that require students to reflect on their progress, evaluate their work and set goals for improvement.\u003c/p>\n\u003cp>Helping students learn to evaluate their own work is a crucial skill that taps into their metacognitive abilities. Franklin High School teacher \u003ca href=\"https://blc17.sched.com/speaker/johnleighton?iframe=no&w=100%&sidebar=yes&bg=no\">John Leighton\u003c/a> has come to see self-assessment as a crucial skill for his history students, one that he intentionally cultivates with three simple strategies.\u003c/p>\n\u003cp>“If the kids know what they’re working towards, and they know where they stand on the route to get there, they are more likely to get there,” Leighton said at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities\u003c/a> conference held in Boston. He has found that the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/\" target=\"_blank\" rel=\"noopener noreferrer\">students who are reflective about their work\u003c/a> are generally his best students, so he tries to cultivate that reflex in all students.\u003cbr>\n\u003cstrong>\u003cbr>\nVIRTUAL STUDENT-LED PARENT CONFERENCES\u003c/strong>\u003c/p>\n\u003cp>Parents often make it into school only once or twice a year, if that, but communication about what’s going on in class doesn’t have to stop there. Leighton has his students email their parents monthly, including him on the emails as well. In each missive the student must give an update on how they are doing in the class, review the content and skills they are learning at that time, and set a goal for the next month. They also have to reflect on how well they met last month’s goal.\u003c/p>\n\u003cp>“I want parents to see the class through the kids eyes,” Leighton said. He urges students to use data in their emails home and to think of it as an opportunity to make an argument and support it with evidence. When kids set goals, he guides them by asking that the goals be specific, measurable, achievable, realistic and time-based. “I was very surprised at how detailed the kids were,” Leighton said.\u003c/p>\n\u003cfigure id=\"attachment_49238\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49238\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/student-emails-blur-1020x376.jpg\" alt=\"\" width=\"640\" height=\"236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-1020x376.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-160x59.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-800x295.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-768x283.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-1180x435.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-960x354.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-240x88.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-375x138.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-520x192.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur.jpg 1314w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Example of a student email home and the response from her father. \u003ccite>(Courtesy John Leighton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These monthly emails not only serve to keep parents apprised of what’s going on in the classroom, but also give parents a chance to write back, acknowledging their child’s hard work and thoughtfulness. Or, if a student isn’t doing well, these emails can open the door to difficult conversations. “It has filtered out a lot of those surprise emails by parents,” Leighton said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If a student’s parents don’t have email, Leighton just asks that the student write a note and get it signed by the parent to indicate they’ve read it. If parents don’t read English, the student often speaks both their home language as well as English, so he has them translate. He grades these “student-led conferences” by whether or not the student completed it; He doesn’t focus on the writing or grammar. “This is meant to encourage communication, not ding kids if they’re not good writers,” Leighton said.\u003c/p>\n\u003cp>He likes this quick self-assessment practice because it keeps students accountable for their work and forces them to reflect on their progress and goals every month.\u003c/p>\n\u003cp>\u003cstrong>WRITING FEEDBACK\u003c/strong>\u003c/p>\n\u003cp>History is a writing-intensive class, especially for Leighton’s AP U.S. History students, so students practice historical writing both in and out of class. Document-based questions (DBQs) are a big portion of the AP test, so Leighton often starts off by giving students the real AP rubric for DBQs and leading a discussion about what makes a good response. Then he gives them an anonymous essay to grade using the rubric, a tactic designed to dig into the writing in a safe way. “We were able to talk about the writing without anyone being offended,” Leighton said.\u003c/p>\n\u003cp>Pretty soon students pair-share practice DBQs they did for homework, and they soon realize there are big holes in their writing skills. “My kids really started looking at their writing differently,” Leighton said. As a class they make lists of the common errors; they peer-edit in teams; and they discuss writing all the time.\u003c/p>\n\u003cp>Leighton does most of this in Google Docs, which he likes because he can see the student’s entire process by looking at “Revision History.” He asks students to include their outline, rough draft and final draft in the same document so he can see how they are incorporating revisions into their writing. And he grades that process as a skill when he assesses their work. “As a teacher it’s a great look behind the curtain,” Leighton said.\u003c/p>\n\u003cp>The other tool Leighton has found invaluable for pushing self-assessment in writing is \u003ca href=\"https://kaizena.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Kaizena\u003c/a>. This product integrates with Google Classroom and allows for text feedback and recorded audio feedback. “It’s the same stuff I used to write in red ink that they never read,” Leighton said. “But they were listening to it at home.” He’s even had parents come in for parent-teacher conferences who recognized him by his voice because they’d heard their kids listening to his feedback.\u003c/p>\n\u003cp>Kaizena also allows teachers to make a “lesson” for a piece of feedback that they are giving all the time. It’s a shortcut that can make a difference to teacher grading 140 essays. The tool comes with premade rubrics, but Leighton doesn't use them as much because his school has common rubrics.\u003c/p>\n\u003cp>One of Leighton’s favorite ways to use Kaizena is after students turn in an essay in Google Classroom. He let’s them go back into what they submitted through Kaizena and make comments on what they would have done differently. Those comments show self-awareness, as kids look at the rubric and evaluate the work they just submitted. “I found this to be a pretty powerful tool for kids to self-advocate,” Leighton said.\u003c/p>\n\u003cfigure id=\"attachment_49239\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49239\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/Kaizena-example-1020x470.png\" alt=\"\" width=\"640\" height=\"295\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-1020x470.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-800x369.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-768x354.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-1180x544.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-960x442.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-240x111.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-375x173.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-520x240.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example.png 1315w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">This student assessed her own writing after turning it in. \u003ccite>(Courtesy John Leighton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>COLLABORATIVE READING\u003c/strong>\u003c/p>\n\u003cp>Many of the primary source texts Leighton uses are complex and he doesn’t always know how well students are understanding what they’ve read. That’s why he uses \u003ca href=\"https://perusall.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Perusall\u003c/a>, a product developed by Harvard professor \u003ca href=\"https://www.physics.harvard.edu/people/facpages/mazur\" target=\"_blank\" rel=\"noopener noreferrer\">Eric Mazur\u003c/a>, to encourage his students to read collaboratively. Rather than assigning textbook reading, Leighton will upload a PDF to Perusall and assign the students to small groups. He directs them to interact with the text at least five times in the form of questions, answering questions posed by peers, or by expanding on thinking.\u003c/p>\n\u003cp>“It lets me see their level of understanding long before class starts,” Leighton said. He loves when students help each other make sense of the text through comments and finds that he gets valuable insight into how they are reading. Forcing kids to reflect on one another’s questions and comments adds a deeper layer of analysis to what might otherwise be a dry reading.\u003c/p>\n\u003cp>“My lower-end kids said they didn’t feel so dumb anymore because ‘I wasn’t the only one who didn’t understand it,’ ” Leighton said. Perusall has a built-in function that evaluates all the questions, comments and interactions from students and gives them a grade on their comprehension. Leighton never uses that as his real grade, but students sometimes find the function motivating, since it adds a gamified aspect to reading.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As Leighton has slowly incorporated these strategies into his otherwise fairly traditional courses, he’s come to see the process of revision and reflection as central to learning. He has also come a long way on allowing students to retake tests to improve their scores. He makes it clear that students have to take the initiative if they want to retake an exam, and he requires them to go over the first test with him and discuss study strategies before they set up a retake date. And he reserves the right not to allow retakes if he feels students are abusing the system, but says out of his 140 students very few take advantage of the offer. The benefit is that kids know that if they put in the work, he’ll support them.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49222/how-to-build-self-assessment-into-jampacked-high-school-classes","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_386","mindshift_1013","mindshift_20790","mindshift_550","mindshift_21033","mindshift_851"],"featImg":"mindshift_49641","label":"mindshift"},"mindshift_46316":{"type":"posts","id":"mindshift_46316","meta":{"index":"posts_1591205157","site":"mindshift","id":"46316","score":null,"sort":[1473853359000]},"guestAuthors":[],"slug":"dont-leave-learning-up-to-chance-framing-and-reflection","title":"Don't Leave Learning Up to Chance: Framing and Reflection","publishDate":1473853359,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://usergeneratededucation.wordpress.com/author/jackiegerstein/\" target=\"_blank\">Jackie Gerstein\u003c/a> is an experienced educator who has been working as a classroom teacher and pre-service teacher trainer for years. With a background in experiential learning, Gerstein is excited about current trends in education that have more people excited to try project-based learning, maker education and other approaches that let students get hands-on with their learning.\u003c/p>\n\u003cp>She hopes all the excitement turns into robust, meaningful change in how mainstream teachers educate. To do that, she says it’s crucial that teachers not only focus on the materials and tools of a maker activity, but also carefully \u003ca href=\"https://usergeneratededucation.wordpress.com/2016/03/16/framing-and-frontloading-maker-activities/\" target=\"_blank\">frame it\u003c/a> and \u003ca href=\"https://usergeneratededucation.wordpress.com/2015/10/05/reflecting-on-the-making-process/\" target=\"_blank\">reflect upon it\u003c/a> to make sure learning happens.\u003c/p>\n\u003cp>“If we don’t create a process of reflecting and framing them, then we are leaving learning up to chance,” Gerstein said on a panel about makerspaces hosted at the \u003ca href=\"https://conference.iste.org/2016/\" target=\"_blank\">International Society of Technology in Education (ISTE)\u003c/a> conference.\u003c/p>\n\u003cp>To frame lessons, Gerstein thinks carefully about her goals for the lesson and then makes sure the kids are thinking about those goals, too, by asking essential questions. If the goal is to meet certain standards, the class might have a brief discussion of the standards in question, framed in kid language. Or the teacher might ask, “How would an inventor or scientist approach this problem?”\u003c/p>\n\u003cfigure id=\"attachment_46320\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg class=\"wp-image-46320 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/frontloading-maker-activities1.jpg\" alt=\"Frontloading and framing are important parts of a maker activity.\" width=\"700\" height=\"700\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-150x150.jpg 150w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Frontloading and framing are important parts of a maker activity. \u003ccite>(Courtesy Jackie Gerstein/\u003ca href=\"https://usergeneratededucation.wordpress.com/author/jackiegerstein/\">User Generated Education\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think maker-ed has huge potential to build social emotional skills and I don’t think that’s being tapped enough,” Gerstein said. Problem-solving, managing emotions, organizing one's time and designing with empathy are often all part of the making experience, but if teachers want to make sure students recognize they are building those skills, they need to frame them explicitly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For example, Gerstein will raise the question of frustration, noting that some students were frustrated during the last experience and asking what they might do if they experience frustration again. Then, while the making is happening, if she notices a child getting frustrated, she can remind him of the ideas the class generated together before the activity.\u003c/p>\n\u003cp>“I like framing my activities with self-awareness,” Gerstein said. “You’re planting these things into our learners' heads prior to doing our making.” This seeding of ideas before students dive in is crucial, Gerstein said, because it is easy to assume that students understand the learning goals, when really they are just following directions.\u003c/p>\n\u003cp>“Just because students are complying doesn’t mean they are learning,” Gerstein said. “We teach too much compliance in schools. I think if 10 percent [of your students] like your lesson and 90 percent are sitting there tolerating because they’ve learned to tolerate, that’s a failure in my mind.”\u003c/p>\n\u003cp>In addition to coaching pre-service teachers, Gerstein often works with gifted elementary school children in Santa Fe. Since many of her students think a little differently, she emphasizes the social and emotional learning skills in each activity, often explicitly working to build empathy.\u003c/p>\n\u003cp>Reticent educators often worry that hands-on, integrated activities take too much time and create an unruly classroom, but Gerstein says often when teachers experience a maker-education lesson for themselves they see the potential for their students.\u003c/p>\n\u003cp>“When I did the maker-ed workshops, the teachers were so excited because they got to experience it and see how engaged their colleagues were,” Gerstein said. If teachers can get students that engaged in an activity, most behavior problems fade away, too.\u003c/p>\n\u003cp>Reflection after the activity is just as important as how it is framed and often gets overlooked or cut out when time runs short. Educator and consultant Silvia Tolisano \u003ca href=\"http://langwitches.org/blog/2016/08/30/amplify-reflection/\" target=\"_blank\">writes powerfully about reflection\u003c/a>, reminding educators that it’s a learned skill.\u003c/p>\n\u003cblockquote>\u003cp>Asking a teacher to simply “reflect” on a lesson taught or asking students to “reflect” on their learning, will often be met with blank stares. Being able to reflect is a skill to be learned, a habit to develop. Reflection requires metacognition (thinking about your thinking), articulation of that thinking and the ability to make connections (past, present, future, outliers, relevant information, etc.).\u003c/p>\u003c/blockquote>\n\u003cp>Many educators use reflection in their classrooms, sometimes in the form of exit tickets or quick-writes at the end of the class. But those methods can get stale for students. Gerstein likes to try to make the reflection portion of the lesson as fun as the making portion. One of her favorite ways is to embed questions about the day’s learning in a board game.\u003c/p>\n\u003cfigure id=\"attachment_46317\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46317 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/maker-game-best-1440x1018.jpg\" alt=\"A reflection board game designed to solidify learning after a maker activity.\" width=\"640\" height=\"452\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-1440x1018.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-400x283.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-800x566.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-768x543.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-1180x834.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-960x679.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A reflection board game designed to solidify learning after a maker activity. \u003ccite>(Courtesy Jackie Gerstein/\u003ca href=\"https://usergeneratededucation.wordpress.com/2015/10/05/reflecting-on-the-making-process/\">User Generated Education\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Instead of just asking questions like, ‘What was your major learning?’ or ‘How did you use the resources of your peers?’ I embedded them in the game,” Gerstein said. Student might hop two spaces forward if they can name a way they worked through a problem on their own, but slide back a few spaces if upon reflection they realize they didn’t ask friends for help before going to the teacher. Gerstein also likes to let kids get creative with reflections through video, podcasts or a blog post about their learning experiences.\u003c/p>\n\u003cp>“Coax them into uncomfortable ways to reflect and it might be ways they use in the future,” Gerstein said. She had a pre-service teacher who hated mind mapping before writing, but by the end of the semester she had learned to love the tool and used it before she wrote anything.\u003c/p>\n\u003cp>The main thing for teachers to remember is that just because they can see that students are learning doesn’t mean the students are making the same connection. And while sometimes that dynamic is good because students don’t feel like they are “in school” in the typical, boring way they are used to, it is important for students to make meaning on their own, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/10/the-role-of-metacognition-in-learning-and-achievement/\" target=\"_blank\">practice metacognition\u003c/a> and learn to self-evaluate.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re missing something when we gloss over what we just did in this powerful making and not being intentional about what you learned,” Gerstein said.\u003c/p>\n\n","blocks":[],"excerpt":"When educators take the time to explicitly frame the maker activities and build meaningful reflection in at the end, they're helping to ensure kids are reaching the desired learning goal.","status":"publish","parent":0,"modified":1473853359,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1062},"headData":{"title":"Don't Leave Learning Up to Chance: Framing and Reflection | KQED","description":"When educators take the time to explicitly frame the maker activities and build meaningful reflection in at the end, they're helping to ensure kids are reaching the desired learning goal.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Don't Leave Learning Up to Chance: Framing and Reflection","datePublished":"2016-09-14T11:42:39.000Z","dateModified":"2016-09-14T11:42:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46316 http://ww2.kqed.org/mindshift/?p=46316","disqusUrl":"https://ww2.kqed.org/mindshift/2016/09/14/dont-leave-learning-up-to-chance-framing-and-reflection/","disqusTitle":"Don't Leave Learning Up to Chance: Framing and Reflection","path":"/mindshift/46316/dont-leave-learning-up-to-chance-framing-and-reflection","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://usergeneratededucation.wordpress.com/author/jackiegerstein/\" target=\"_blank\">Jackie Gerstein\u003c/a> is an experienced educator who has been working as a classroom teacher and pre-service teacher trainer for years. With a background in experiential learning, Gerstein is excited about current trends in education that have more people excited to try project-based learning, maker education and other approaches that let students get hands-on with their learning.\u003c/p>\n\u003cp>She hopes all the excitement turns into robust, meaningful change in how mainstream teachers educate. To do that, she says it’s crucial that teachers not only focus on the materials and tools of a maker activity, but also carefully \u003ca href=\"https://usergeneratededucation.wordpress.com/2016/03/16/framing-and-frontloading-maker-activities/\" target=\"_blank\">frame it\u003c/a> and \u003ca href=\"https://usergeneratededucation.wordpress.com/2015/10/05/reflecting-on-the-making-process/\" target=\"_blank\">reflect upon it\u003c/a> to make sure learning happens.\u003c/p>\n\u003cp>“If we don’t create a process of reflecting and framing them, then we are leaving learning up to chance,” Gerstein said on a panel about makerspaces hosted at the \u003ca href=\"https://conference.iste.org/2016/\" target=\"_blank\">International Society of Technology in Education (ISTE)\u003c/a> conference.\u003c/p>\n\u003cp>To frame lessons, Gerstein thinks carefully about her goals for the lesson and then makes sure the kids are thinking about those goals, too, by asking essential questions. If the goal is to meet certain standards, the class might have a brief discussion of the standards in question, framed in kid language. Or the teacher might ask, “How would an inventor or scientist approach this problem?”\u003c/p>\n\u003cfigure id=\"attachment_46320\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg class=\"wp-image-46320 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/frontloading-maker-activities1.jpg\" alt=\"Frontloading and framing are important parts of a maker activity.\" width=\"700\" height=\"700\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-150x150.jpg 150w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Frontloading and framing are important parts of a maker activity. \u003ccite>(Courtesy Jackie Gerstein/\u003ca href=\"https://usergeneratededucation.wordpress.com/author/jackiegerstein/\">User Generated Education\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think maker-ed has huge potential to build social emotional skills and I don’t think that’s being tapped enough,” Gerstein said. Problem-solving, managing emotions, organizing one's time and designing with empathy are often all part of the making experience, but if teachers want to make sure students recognize they are building those skills, they need to frame them explicitly.\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>For example, Gerstein will raise the question of frustration, noting that some students were frustrated during the last experience and asking what they might do if they experience frustration again. Then, while the making is happening, if she notices a child getting frustrated, she can remind him of the ideas the class generated together before the activity.\u003c/p>\n\u003cp>“I like framing my activities with self-awareness,” Gerstein said. “You’re planting these things into our learners' heads prior to doing our making.” This seeding of ideas before students dive in is crucial, Gerstein said, because it is easy to assume that students understand the learning goals, when really they are just following directions.\u003c/p>\n\u003cp>“Just because students are complying doesn’t mean they are learning,” Gerstein said. “We teach too much compliance in schools. I think if 10 percent [of your students] like your lesson and 90 percent are sitting there tolerating because they’ve learned to tolerate, that’s a failure in my mind.”\u003c/p>\n\u003cp>In addition to coaching pre-service teachers, Gerstein often works with gifted elementary school children in Santa Fe. Since many of her students think a little differently, she emphasizes the social and emotional learning skills in each activity, often explicitly working to build empathy.\u003c/p>\n\u003cp>Reticent educators often worry that hands-on, integrated activities take too much time and create an unruly classroom, but Gerstein says often when teachers experience a maker-education lesson for themselves they see the potential for their students.\u003c/p>\n\u003cp>“When I did the maker-ed workshops, the teachers were so excited because they got to experience it and see how engaged their colleagues were,” Gerstein said. If teachers can get students that engaged in an activity, most behavior problems fade away, too.\u003c/p>\n\u003cp>Reflection after the activity is just as important as how it is framed and often gets overlooked or cut out when time runs short. Educator and consultant Silvia Tolisano \u003ca href=\"http://langwitches.org/blog/2016/08/30/amplify-reflection/\" target=\"_blank\">writes powerfully about reflection\u003c/a>, reminding educators that it’s a learned skill.\u003c/p>\n\u003cblockquote>\u003cp>Asking a teacher to simply “reflect” on a lesson taught or asking students to “reflect” on their learning, will often be met with blank stares. Being able to reflect is a skill to be learned, a habit to develop. Reflection requires metacognition (thinking about your thinking), articulation of that thinking and the ability to make connections (past, present, future, outliers, relevant information, etc.).\u003c/p>\u003c/blockquote>\n\u003cp>Many educators use reflection in their classrooms, sometimes in the form of exit tickets or quick-writes at the end of the class. But those methods can get stale for students. Gerstein likes to try to make the reflection portion of the lesson as fun as the making portion. One of her favorite ways is to embed questions about the day’s learning in a board game.\u003c/p>\n\u003cfigure id=\"attachment_46317\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46317 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/maker-game-best-1440x1018.jpg\" alt=\"A reflection board game designed to solidify learning after a maker activity.\" width=\"640\" height=\"452\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-1440x1018.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-400x283.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-800x566.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-768x543.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-1180x834.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-960x679.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A reflection board game designed to solidify learning after a maker activity. \u003ccite>(Courtesy Jackie Gerstein/\u003ca href=\"https://usergeneratededucation.wordpress.com/2015/10/05/reflecting-on-the-making-process/\">User Generated Education\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Instead of just asking questions like, ‘What was your major learning?’ or ‘How did you use the resources of your peers?’ I embedded them in the game,” Gerstein said. Student might hop two spaces forward if they can name a way they worked through a problem on their own, but slide back a few spaces if upon reflection they realize they didn’t ask friends for help before going to the teacher. Gerstein also likes to let kids get creative with reflections through video, podcasts or a blog post about their learning experiences.\u003c/p>\n\u003cp>“Coax them into uncomfortable ways to reflect and it might be ways they use in the future,” Gerstein said. She had a pre-service teacher who hated mind mapping before writing, but by the end of the semester she had learned to love the tool and used it before she wrote anything.\u003c/p>\n\u003cp>The main thing for teachers to remember is that just because they can see that students are learning doesn’t mean the students are making the same connection. And while sometimes that dynamic is good because students don’t feel like they are “in school” in the typical, boring way they are used to, it is important for students to make meaning on their own, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/10/the-role-of-metacognition-in-learning-and-achievement/\" target=\"_blank\">practice metacognition\u003c/a> and learn to self-evaluate.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re missing something when we gloss over what we just did in this powerful making and not being intentional about what you learned,” Gerstein said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46316/dont-leave-learning-up-to-chance-framing-and-reflection","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20797","mindshift_20945","mindshift_20790","mindshift_256","mindshift_21033","mindshift_943"],"featImg":"mindshift_46318","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. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! 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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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