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You can follow him on Twitter:\u003ca href=\"https://twitter.com/PaulDarvasi\"> @pauldarvasi\u003c/a>","avatar":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g","twitter":"pauldarvasi","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Paul Darvasi | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/pauldarvasi"}},"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_56309":{"type":"posts","id":"mindshift_56309","meta":{"index":"posts_1591205157","site":"mindshift","id":"56309","score":null,"sort":[1595227870000]},"guestAuthors":[],"slug":"how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans","title":"How Giving All Stakeholders a Voice Can Improve School Reopening Plans","publishDate":1595227870,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The new school year is around the corner, but many families and educators remain in the dark about what back-to-school will look like. Leaders have no playbook to contend with a developing pandemic that is as unprecedented as it is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">unpredictable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Matters are further complicated by federal pressure to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56233/top-pediatrician-says-states-shouldnt-force-schools-to-reopen-if-virus-is-surging\">\u003cspan style=\"font-weight: 400\">resume face-to-face classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and officials at all levels sending \u003c/span>\u003ca href=\"https://time.com/5866524/world-health-organization-mixed-messages-coronavirus/\">\u003cspan style=\"font-weight: 400\">conflicting messages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Satisfactory solutions remain elusive on these shifting grounds, but a \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003cspan style=\"font-weight: 400\">new report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> authored by Harvard and MIT researchers may offer a way forward.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Titled \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003ci>\u003cspan style=\"font-weight: 400\">Imagining September: Principles and Design Elements for Ambitious Schools During COVID-19\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the report outlines a participatory design framework to help communities equitably negotiate the challenges of schooling in the foreseeable future. It shares colorful storyboards of implementable ideas distilled from four structured brainstorming sessions carried out in May. A \u003c/span>\u003cspan style=\"font-weight: 400\">companion report,\u003c/span>\u003cem> \u003ca href=\"https://edarxiv.org/ufr4q\">Imagining September: Online Design Charrettes for Fall 2020 Planning with Students and Stakeholders\u003c/a>\u003c/em>,\u003cspan style=\"font-weight: 400\"> provides concise guidelines for districts, schools, teachers and students who want to run their own design charrettes \u003cem>together\u003c/em>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A charrette is a design sprint that puts people together to take on the design of a defined task that encompasses a variety of different people's views, but it also allows for something to be developed in a short period of time,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">Jal Mehta\u003c/a>, a professor at the Harvard Graduate School of Education and the report’s co-author. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collaborative planning invites parents, principals, district leaders and, importantly, teachers and students to co-construct models that become modular building blocks for the upcoming year.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see a lot of people sitting in district or state offices drawing up plans in their heads,” said \u003ca href=\"https://cmsw.mit.edu/profile/justin-reich/\">Justin Reich\u003c/a>, director of the MIT Teaching Systems Lab and the lead author of the report. “Part of what we're trying to say is, no, if you want to have really good plans, you need to get the people who are closest to the most vital experiences in classrooms involved in the design process, particularly students. Adults know all kinds of things about how schools operate, but there's only one generation of American kids who have gone to school during a pandemic.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The approach is grounded in a handful of core concepts, including the premise that complexity and uncertainty are best tackled with modular and adaptable systems. To achieve this, schools can make room for trial and error experimentation and foster a culture of design and innovation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You don’t know exactly what is going to work,” according to the report. “Nor is it clear that what works in one context will work in another. You want to let people closest to the ground innovate and then make sensible adaptations as they see what is working.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These localized efforts are developed under “tentpoles,” or core organizational values to ensure that all the moving parts are working in concert towards common goals. Culture, infrastructure and demographics differ from school to school, and this agile design system can generate solutions that are tailored to each institution’s unique needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Voice to Marie Kondo School Priorities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, Reich and Mehta, his former professor at Harvard, exchanged concerns about schooling and decided to do something about it. They formulated a hybrid charrette framework to digest the views of diverse stakeholders through a format that is both accessible and easily implemented.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, they hosted three charrettes in the spring where participants with a variety of roles and backgrounds were invited to collaboratively generate ideas for the new school year. In one preliminary task, they were asked to write short diary entries from the point of view of a student or a teacher one month into the next school year. These first person accounts leveraged storytelling as a means to explore and concretize possibility spaces. Some proposals that emerged included \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56278/how-teacher-looping-can-ease-the-learning-disruptions-caused-by-coronavirus\">\u003cspan style=\"font-weight: 400\">teacher looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/17/878205853/5-radical-schooling-ideas-for-an-uncertain-fall-and-beyond\">\u003cspan style=\"font-weight: 400\">microschooling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, trading student contact time for teacher collaboration time, and increasing attention to vulnerable students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A fourth charrette was modified to accomodate a group of fifteen Grade 8 students from Neema Avashia’s civics class at the John W. McCormack School in Boston.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/AvashiaNeema/status/1262808324237598720\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The voices of young people have not really been acknowledged in the policy conversation, and so we decided to run the design charrette with kids, and it was awesome,” said Avashia. “They were able to speak from their experience and not get bogged down by questions of budget or politics or logistics, but just express what's worked for then, what's been hard for them, and what could be done differently in September.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The session was documented by a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">sketchnote artist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while Avashia’s students reflected on their needs and what schools might do without in September. However the new year looks, schools will operate with significant constraints, so it is vital to reduce clutter and identify what is essential, a process the researchers playfully refer to as \u003c/span>\u003ca href=\"https://www.shankerinstitute.org/blog/marie-kondo-curriculum\">\u003cspan style=\"font-weight: 400\">”Marie Kondo-ing” priorities and curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich emphasizes that curricular efficiency does not mean concentrating on core standards but, as expressed by student voice, nourishing values like relationships and engagement through opportunities for art, recreation and social connections. For example, some students proposed eSports recreation leagues with blended teacher and student teams; others imagined hosting classes on Minecraft and Fortnite; some students proposed designating home as the place for curriculum, and school as the place for relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are all these great ideas to consider, but if people can only do one thing, it would be to run their own charrette,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Values Eat Logistics For Breakfast\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A pillar of the charrette protocol is to prioritize values over logistics. Early on, participants are asked to identify core values such as relationships, flexibility and an emphasis on social justice. Values are the broth of school culture and should define how schools are structured, rather than the reverse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a lot of discussion about how to space the students, which days students will go to school, how to transport students to school, and so forth,” states the report. “These are important discussions and we do not want to minimize the importance of keeping students safe. But if they are not grounded in values or principles about what we want for students and what produces good educational experiences, then they are not likely to work or achieve their best results.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building around core values puts the student at the centre of the experience, which can be particularly beneficial for kids who are underserved or struggling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you aren't leading with your values, you're leading with politics and you're leading with things that don't acknowledge what kids just went through,” said Avashia. “A lot of my kids have already experienced different kinds of trauma and now we have this collective trauma. We need them to have a strong relationship with an adult who can really help them re-engage with learning and with school. If we started with values, that's where it would lead us, but because we're starting with logistics we're going to end up creating learning environments where kids can't learn because they don’t feel safe.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>From Ownership to Equity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrette design protocols generate ideas from those who stand to be most impacted by decisions in regard to pandemic schooling, but their inclusive design also engenders a sense of ownership and buy-in from students and stakeholders. Otherwise, as the report warns, “people will resent what they perceive as constraints imposed from above, whereas they tend to \u003c/span>\u003ca href=\"https://www.margaretwheatley.com/articles/life.html\">\u003cspan style=\"font-weight: 400\">own what they create\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's more likely that if young people feel like they have voice and ownership and are part of the process of reopening and recreating schools, that they will be more likely to be excited to participate in them,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, the sense of ownership produced through participatory design can help engage underserved students. The report underscores that involving diverse learners in design and decision-making is fundamental for establishing genuine equity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We tend not to think about disadvantaged students as if they had agency and thoughts of their own,” said Mehta. “So the more that you design with such students, the more likely the solutions that you're going to devise are going to be the kinds of solutions that are going to work for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">One of the major themes that percolated from the spring sessions is the need for a liberatory approach to equity, which not only encourages academic success for students of color and underserved youth but, as the report recommends, it also involves a need to unpack “existing systems, structures, processes, pedagogies, and culture to see how they can be made more equitable.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We should be thinking how to create strong mechanisms to engage all kids in learning and really prioritize our most vulnerable kids and our most disengaged kids as the people who we need to listen to the most if we really want learning to work for everybody,” said Avashia. “Then my job – our job – is to figure out how to take those needs that kids are identifying and make them real.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"A guide developed by education researchers at MIT and Harvard is helping schools prioritize what's important for reopening schools by listening to those most affected by policies: teachers and students.","status":"publish","parent":0,"modified":1595227870,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1574},"headData":{"title":"How Giving All Stakeholders a Voice Can Improve School Reopening Plans - MindShift","description":"A guide developed by education researchers at MIT and Harvard is helping schools prioritize what's important for reopening schools by listening to those most affected by policies: teachers and students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Giving All Stakeholders a Voice Can Improve School Reopening Plans","datePublished":"2020-07-20T06:51:10.000Z","dateModified":"2020-07-20T06:51:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56309 https://ww2.kqed.org/mindshift/?p=56309","disqusUrl":"https://ww2.kqed.org/mindshift/2020/07/19/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans/","disqusTitle":"How Giving All Stakeholders a Voice Can Improve School Reopening Plans","path":"/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The new school year is around the corner, but many families and educators remain in the dark about what back-to-school will look like. Leaders have no playbook to contend with a developing pandemic that is as unprecedented as it is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">unpredictable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Matters are further complicated by federal pressure to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56233/top-pediatrician-says-states-shouldnt-force-schools-to-reopen-if-virus-is-surging\">\u003cspan style=\"font-weight: 400\">resume face-to-face classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and officials at all levels sending \u003c/span>\u003ca href=\"https://time.com/5866524/world-health-organization-mixed-messages-coronavirus/\">\u003cspan style=\"font-weight: 400\">conflicting messages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Satisfactory solutions remain elusive on these shifting grounds, but a \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003cspan style=\"font-weight: 400\">new report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> authored by Harvard and MIT researchers may offer a way forward.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Titled \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003ci>\u003cspan style=\"font-weight: 400\">Imagining September: Principles and Design Elements for Ambitious Schools During COVID-19\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the report outlines a participatory design framework to help communities equitably negotiate the challenges of schooling in the foreseeable future. It shares colorful storyboards of implementable ideas distilled from four structured brainstorming sessions carried out in May. A \u003c/span>\u003cspan style=\"font-weight: 400\">companion report,\u003c/span>\u003cem> \u003ca href=\"https://edarxiv.org/ufr4q\">Imagining September: Online Design Charrettes for Fall 2020 Planning with Students and Stakeholders\u003c/a>\u003c/em>,\u003cspan style=\"font-weight: 400\"> provides concise guidelines for districts, schools, teachers and students who want to run their own design charrettes \u003cem>together\u003c/em>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A charrette is a design sprint that puts people together to take on the design of a defined task that encompasses a variety of different people's views, but it also allows for something to be developed in a short period of time,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">Jal Mehta\u003c/a>, a professor at the Harvard Graduate School of Education and the report’s co-author. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collaborative planning invites parents, principals, district leaders and, importantly, teachers and students to co-construct models that become modular building blocks for the upcoming year.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see a lot of people sitting in district or state offices drawing up plans in their heads,” said \u003ca href=\"https://cmsw.mit.edu/profile/justin-reich/\">Justin Reich\u003c/a>, director of the MIT Teaching Systems Lab and the lead author of the report. “Part of what we're trying to say is, no, if you want to have really good plans, you need to get the people who are closest to the most vital experiences in classrooms involved in the design process, particularly students. Adults know all kinds of things about how schools operate, but there's only one generation of American kids who have gone to school during a pandemic.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The approach is grounded in a handful of core concepts, including the premise that complexity and uncertainty are best tackled with modular and adaptable systems. To achieve this, schools can make room for trial and error experimentation and foster a culture of design and innovation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You don’t know exactly what is going to work,” according to the report. “Nor is it clear that what works in one context will work in another. You want to let people closest to the ground innovate and then make sensible adaptations as they see what is working.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These localized efforts are developed under “tentpoles,” or core organizational values to ensure that all the moving parts are working in concert towards common goals. Culture, infrastructure and demographics differ from school to school, and this agile design system can generate solutions that are tailored to each institution’s unique needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Voice to Marie Kondo School Priorities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, Reich and Mehta, his former professor at Harvard, exchanged concerns about schooling and decided to do something about it. They formulated a hybrid charrette framework to digest the views of diverse stakeholders through a format that is both accessible and easily implemented.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, they hosted three charrettes in the spring where participants with a variety of roles and backgrounds were invited to collaboratively generate ideas for the new school year. In one preliminary task, they were asked to write short diary entries from the point of view of a student or a teacher one month into the next school year. These first person accounts leveraged storytelling as a means to explore and concretize possibility spaces. Some proposals that emerged included \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56278/how-teacher-looping-can-ease-the-learning-disruptions-caused-by-coronavirus\">\u003cspan style=\"font-weight: 400\">teacher looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/17/878205853/5-radical-schooling-ideas-for-an-uncertain-fall-and-beyond\">\u003cspan style=\"font-weight: 400\">microschooling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, trading student contact time for teacher collaboration time, and increasing attention to vulnerable students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A fourth charrette was modified to accomodate a group of fifteen Grade 8 students from Neema Avashia’s civics class at the John W. McCormack School in Boston.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1262808324237598720"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The voices of young people have not really been acknowledged in the policy conversation, and so we decided to run the design charrette with kids, and it was awesome,” said Avashia. “They were able to speak from their experience and not get bogged down by questions of budget or politics or logistics, but just express what's worked for then, what's been hard for them, and what could be done differently in September.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The session was documented by a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">sketchnote artist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while Avashia’s students reflected on their needs and what schools might do without in September. However the new year looks, schools will operate with significant constraints, so it is vital to reduce clutter and identify what is essential, a process the researchers playfully refer to as \u003c/span>\u003ca href=\"https://www.shankerinstitute.org/blog/marie-kondo-curriculum\">\u003cspan style=\"font-weight: 400\">”Marie Kondo-ing” priorities and curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich emphasizes that curricular efficiency does not mean concentrating on core standards but, as expressed by student voice, nourishing values like relationships and engagement through opportunities for art, recreation and social connections. For example, some students proposed eSports recreation leagues with blended teacher and student teams; others imagined hosting classes on Minecraft and Fortnite; some students proposed designating home as the place for curriculum, and school as the place for relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are all these great ideas to consider, but if people can only do one thing, it would be to run their own charrette,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Values Eat Logistics For Breakfast\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A pillar of the charrette protocol is to prioritize values over logistics. Early on, participants are asked to identify core values such as relationships, flexibility and an emphasis on social justice. Values are the broth of school culture and should define how schools are structured, rather than the reverse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a lot of discussion about how to space the students, which days students will go to school, how to transport students to school, and so forth,” states the report. “These are important discussions and we do not want to minimize the importance of keeping students safe. But if they are not grounded in values or principles about what we want for students and what produces good educational experiences, then they are not likely to work or achieve their best results.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building around core values puts the student at the centre of the experience, which can be particularly beneficial for kids who are underserved or struggling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you aren't leading with your values, you're leading with politics and you're leading with things that don't acknowledge what kids just went through,” said Avashia. “A lot of my kids have already experienced different kinds of trauma and now we have this collective trauma. We need them to have a strong relationship with an adult who can really help them re-engage with learning and with school. If we started with values, that's where it would lead us, but because we're starting with logistics we're going to end up creating learning environments where kids can't learn because they don’t feel safe.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>From Ownership to Equity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrette design protocols generate ideas from those who stand to be most impacted by decisions in regard to pandemic schooling, but their inclusive design also engenders a sense of ownership and buy-in from students and stakeholders. Otherwise, as the report warns, “people will resent what they perceive as constraints imposed from above, whereas they tend to \u003c/span>\u003ca href=\"https://www.margaretwheatley.com/articles/life.html\">\u003cspan style=\"font-weight: 400\">own what they create\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's more likely that if young people feel like they have voice and ownership and are part of the process of reopening and recreating schools, that they will be more likely to be excited to participate in them,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, the sense of ownership produced through participatory design can help engage underserved students. The report underscores that involving diverse learners in design and decision-making is fundamental for establishing genuine equity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We tend not to think about disadvantaged students as if they had agency and thoughts of their own,” said Mehta. “So the more that you design with such students, the more likely the solutions that you're going to devise are going to be the kinds of solutions that are going to work for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">One of the major themes that percolated from the spring sessions is the need for a liberatory approach to equity, which not only encourages academic success for students of color and underserved youth but, as the report recommends, it also involves a need to unpack “existing systems, structures, processes, pedagogies, and culture to see how they can be made more equitable.”\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\">“We should be thinking how to create strong mechanisms to engage all kids in learning and really prioritize our most vulnerable kids and our most disengaged kids as the people who we need to listen to the most if we really want learning to work for everybody,” said Avashia. “Then my job – our job – is to figure out how to take those needs that kids are identifying and make them real.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans","authors":["11107"],"categories":["mindshift_20523","mindshift_21358"],"tags":["mindshift_21365","mindshift_21344","mindshift_21343","mindshift_939","mindshift_358","mindshift_20701","mindshift_819","mindshift_556","mindshift_21069","mindshift_21361","mindshift_21359","mindshift_943"],"featImg":"mindshift_56310","label":"mindshift"},"mindshift_54548":{"type":"posts","id":"mindshift_54548","meta":{"index":"posts_1591205157","site":"mindshift","id":"54548","score":null,"sort":[1569917663000]},"guestAuthors":[],"slug":"how-students-would-improve-their-school-lunch-experience","title":"How Students Would Improve Their School Lunch Experience ","publishDate":1569917663,"format":"audio","headTitle":"How Students Would Improve Their School Lunch Experience | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-students-would-improve-their-school-lunch-experience/id1078765985?i=1000451885096\">via Apple Podcasts \u003c/a>| \u003ca href=\"https://www.stitcher.com/s?eid=64279369&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/766295024:766295026\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5LYpEzZlF0875vEDAlT6PM\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>School lunchtime is when kids can eat and recharge before getting back to learning. But at many schools across the country, kids don’t have much time for lunch. Some schools \u003ca href=\"https://brightthemag.com/school-lunches-are-too-short-and-thats-a-problem-1fa7d933c67d\">average\u003c/a> 25 minutes in the elementary years and 30 minutes for middle and high schools but time gets eaten up when kids have to wait in long lines for food. A \u003ca href=\"https://media.npr.org/documents/2013/dec/rwjf_npr_harvard_edpoll.pdf\">2013 survey\u003c/a> of parents found that 20 percent of their elementary-age kids had less than 15 minutes to eat.\u003c/p>\n\u003cp>And the amount of time kids have for lunch \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/26372337\">influences food choices\u003c/a>. Studies have shown that when kids have 20 minutes or less to eat, they will eat less food and skip the fruit. Even if fiber and vitamin-rich foods end up on a kid’s tray, that doesn’t mean the kids have time to eat them, and this food often ends up in the trash. Changing food without addressing the time and conditions needed to eat those foods can get in the way of healthy eating.\u003c/p>\n\u003cp>And then there are social issues. School administrators and lunch supervisors are often trying to maintain order so that kids are safe. But ask kids what concerns them during lunchtime and it’s all about their peers. They don’t want to be left out, especially in middle school, when socializing means so much to developing adolescents.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-54554\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2682-e1569871902767.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>“There might be some kind of joke they wouldn’t understand,” said Tice Creek student Alejandra Gonzalez about kids waiting in the cafeteria line. Being included in the conversation is so important, students spend time in the mornings to make lunch so they don’t have to wait in the cafeteria line.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And then there’s the matter of getting a good spot at a table inside the bustling cafeteria.\u003c/p>\n\u003cp>“Sometimes you might worry that you might not get a spot,” said Gonzalez. “You might get pushed to the edge or sit at a different table than you would like because of the fact that you have to wait in line, and then it takes a lot more time to get ready and sit down with your friends.”\u003c/p>\n\u003cp>It’s why so many kids at this Walnut Creek school bring their lunch to school. Nearly all middle school students I observed brought their lunch to school. And it’s often full of snacks.\u003c/p>\n\u003cfigure id=\"attachment_54560\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54560\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3111-e1569869561490.jpg\" alt=\"\" width=\"1920\" height=\"2560\">\u003cfigcaption class=\"wp-caption-text\">Lunch brought from home can consist of a lot of snacks. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>DESIGN THINKING\u003c/b>\u003c/p>\n\u003cp>In order to improve the school lunch experience, \u003ca href=\"https://abettercourse.org/\">Zetta Reicker\u003c/a> and Melanie Brokdskiy, who both have kids enrolled at the school, approached the principal and the district superintendent to explore what a student-led school lunch redesign might look like. \u003ca href=\"https://abettercourse.org/\">Reicker\u003c/a> was the nutrition director of the San Francisco Unified School District, so she knows the challenges inherent to school lunch. She also worked with design firm \u003ca href=\"https://archive.sfusd.edu/en/assets/sfusd-staff/nutrition-and-meals/files/DiningExperience_final.pdf\">IDEO\u003c/a> when it worked with the district to launch a school lunch \u003ca href=\"https://www.theatlantic.com/magazine/archive/2015/03/happy-meals/384981/\">redesign process\u003c/a> in 2013.\u003c/p>\n\u003cp>As part of redesigning the lunch experience for Tice Creek students, Reicker and Brodskiy hosted a series of workshops to gather student input about food and how lunch could better serve students. The students learn about sourcing and sustainable farming. During a taste test of different varieties of rice and pizza, Brodskiy tells students to close their eyes so they can pay attention to their senses and notice the differences.\u003c/p>\n\u003cfigure id=\"attachment_54575\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54575\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2674-e1569911889299.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Workshop students close and cover their eyes in order to taste the nuances of differently sourced food. \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kids enjoy tasting the food, but the subject they’re particularly skilled at has more to do with socializing.\u003c/p>\n\u003cp>Since students are ultimately the experts at what makes a good lunch experience, Reicker and Brodskiy are eager to hear their ideas. They use the design thinking process to brainstorm and iterate on ideas kids put forward.\u003c/p>\n\u003cfigure id=\"attachment_54552\" class=\"wp-caption alignnone\" style=\"max-width: 4032px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54552\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2693.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693.jpg 4032w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003cfigcaption class=\"wp-caption-text\">Tice Creek school lunch redesign workshop students turn their ideas for lunch improvement into prototypes. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The students in the workshop prototyped ideas to make lunch a better experience. For example, Soren Squire suggested an activity table for students who want to play games during lunch or do homework. Another student described kiosks where kids can grab their lunch quickly to avoid the cafeteria line. Another worked on an easier way to order lunch in the morning.\u003c/p>\n\u003cp>\u003cb>REAL-WORLD DESIGNS\u003c/b>\u003c/p>\n\u003cp>One place where a lot of these ideas have already been implemented is Dr. Martin Luther King Jr. Middle School in San Francisco. I visited several times during lunch, and had the chance to see students use their time differently. There were some long tables inside the cafeteria, but students were also spread out across campus.\u003c/p>\n\u003cfigure id=\"attachment_54567\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54567\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Vending-Machine-e1569869378702.jpg\" alt=\"\" width=\"1920\" height=\"1288\">\u003cfigcaption class=\"wp-caption-text\">Students can punch their code into a vending machine to grab full meals. Turkey sandwiches (left) were available at the start of the lunch period and mostly milk is what remained at the end. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students waited in the cafeteria line, but they could also punch a code into the cafeteria vending machine, which serves full meals that are different from what kids can get in the main line. Kids can also get food from an outdoor kiosk that looks like something you’d see at a farmers market or a festival.\u003c/p>\n\u003cfigure id=\"attachment_54564\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54564\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3149-e1569867868262.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">School staff wait for students to be released for lunch. Kids will wait as long as five minutes to get food from this popular outdoor kiosk. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students also engaged in all kinds of activities during lunch. School staff, including security guards, facilitated outdoor sports and games for students. They’re mindful that some students need to be invited to play, especially if they have difficulty being social.\u003c/p>\n\u003cp>“These are targeted activities to get kids involved in ways that are constructive, but also build relationships,” said Principal Michael Essien. “Instead of adults just being individuals that monitor kids and tell kids what not to do, what are some things we can engage with the kids and facilitate?”\u003c/p>\n\u003cp>Finding ways to improve the lunch experience for kids came directly from the IDEO/SFUSD redesign. Essien said 40 minutes can be a long time for lunch and recess, especially if kids have nothing to do, or if they’re at risk for bullying. Some school administrators restrict the amount of time kids have for lunch to reduce opportunities for bullying, but at MLK, Essien said activities across campus have worked well.\u003c/p>\n\u003cp>In addition to outdoor sports, those who want a quieter indoor experience can bring their lunch into the library to play games or do maker activities.\u003c/p>\n\u003cfigure id=\"attachment_54566\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54566\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Chess.jpg\" alt=\"\" width=\"1920\" height=\"1400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-160x117.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-800x583.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-768x560.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-1020x744.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-1200x875.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students can come into the library with their lunch to play games, such as chess. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s a lot easier to invite someone over to play Connect Four than it is to say, ‘Hey, I want to be your friend. Can I talk to you?’ ” said MLK teacher-librarian Emily McManus.\u003c/p>\n\u003cp>Unlike the libraries of my childhood, at MLK the space is bustling with activity. And it’s definitely not silent. There are quiet areas, but they are just one of several ways kids can recharge before getting back to class.\u003c/p>\n\u003cp>“It’s not just supposed to be a quiet tomb of books,” said McManus. “It’s supposed to be a living, breathing space that meets the needs of the students in all kinds of ways. And so students definitely bring their lunch in here.”\u003c/p>\n\u003cfigure id=\"attachment_54556\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54556\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3063-e1569909741422.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Students enjoy a game of Scrabble in the library during lunch time. \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Essien has seen school lunch participation increase since the redesign. More than 50 percent of students at MLK are eligible for free or reduced-price lunch, so all students can get a free lunch. But that doesn’t guarantee that kids will eat the food.\u003c/p>\n\u003cp>For example, the school also has a Breakfast in the Classroom program that gives all students free breakfast. For several years, breakfast was offered in the cafeteria before the start of school, but only about 20 students ate breakfast each day. Essien attributes the low participation to a variety of issues, like not having enough time before school started to eat, and the stigma of going to a separate space to receive free food.\u003c/p>\n\u003cfigure id=\"attachment_54562\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54562\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3142-e1569867893561.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Food left over from the Breakfast in the Classroom program is consolidated for kids who are looking for a snack throughout the day. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In order to increase participation, the school started sending the food directly into the classroom and the number of students eating breakfast each day increased to \u003ca href=\"https://www.sfexaminer.com/features/sf-schools-make-it-easy-for-students-to-eat-a-healthy-breakfast/\">175\u003c/a>. Every morning, each class gets an insulated box filled with enough breakfast food for anyone who wants to eat. The leftovers are then spread throughout the campus for kids who need a snack throughout the day.\u003c/p>\n\u003cp>And when the kids had access to a more nutritious breakfast, Essien saw better behavior on campus. He said having nutritious food affected kids’ behavior and their ability to redirect negative behavior. He also said the food helped kids’ academics and studies have shown a correlation between \u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2017/05/03/how-the-quality-of-school-lunch-affects-students-academic-performance/\">nutritious food and test scores\u003c/a>.\u003c/p>\n\u003cp>“We saw a change in all of that when we addressed the food issue,” said Essien.\u003c/p>\n\u003cp>By listening to student needs around food, and taking the bold step to change how schools have always done things, these schools and their districts are meeting student needs, while in the process, developing relationships and improving classroom behavior.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-students-would-improve-their-school-lunch-experience/id1078765985?i=1000451885096\">via Apple Podcasts \u003c/a>| \u003ca href=\"https://www.stitcher.com/s?eid=64279369&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/766295024:766295026\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5LYpEzZlF0875vEDAlT6PM\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Lunch is such an important time of day for kids, but kids might not be getting the most out of their experience. That's where students can design a lunch break that helps kids eat well and feel connected to their peers.","status":"publish","parent":0,"modified":1700528847,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1647},"headData":{"title":"How Students Would Improve Their School Lunch Experience | KQED","description":"Lunch is such an important time of day for kids, but kids might not be getting the most out of their experience. That's where students can design a lunch break that helps kids eat well and feel connected to their peers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Students Would Improve Their School Lunch Experience ","datePublished":"2019-10-01T08:14:23.000Z","dateModified":"2023-11-21T01:07:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioTrackLength":1178,"path":"/mindshift/54548/how-students-would-improve-their-school-lunch-experience","audioUrl":"https://www.kqed.org/.stream/anon/radio/storiesteachersshare/2019/09/RedesigningSchoolLunch.mp3","audioDuration":1070000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-students-would-improve-their-school-lunch-experience/id1078765985?i=1000451885096\">via Apple Podcasts \u003c/a>| \u003ca href=\"https://www.stitcher.com/s?eid=64279369&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/766295024:766295026\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5LYpEzZlF0875vEDAlT6PM\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>School lunchtime is when kids can eat and recharge before getting back to learning. But at many schools across the country, kids don’t have much time for lunch. Some schools \u003ca href=\"https://brightthemag.com/school-lunches-are-too-short-and-thats-a-problem-1fa7d933c67d\">average\u003c/a> 25 minutes in the elementary years and 30 minutes for middle and high schools but time gets eaten up when kids have to wait in long lines for food. A \u003ca href=\"https://media.npr.org/documents/2013/dec/rwjf_npr_harvard_edpoll.pdf\">2013 survey\u003c/a> of parents found that 20 percent of their elementary-age kids had less than 15 minutes to eat.\u003c/p>\n\u003cp>And the amount of time kids have for lunch \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/26372337\">influences food choices\u003c/a>. Studies have shown that when kids have 20 minutes or less to eat, they will eat less food and skip the fruit. Even if fiber and vitamin-rich foods end up on a kid’s tray, that doesn’t mean the kids have time to eat them, and this food often ends up in the trash. Changing food without addressing the time and conditions needed to eat those foods can get in the way of healthy eating.\u003c/p>\n\u003cp>And then there are social issues. School administrators and lunch supervisors are often trying to maintain order so that kids are safe. But ask kids what concerns them during lunchtime and it’s all about their peers. They don’t want to be left out, especially in middle school, when socializing means so much to developing adolescents.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-54554\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2682-e1569871902767.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>“There might be some kind of joke they wouldn’t understand,” said Tice Creek student Alejandra Gonzalez about kids waiting in the cafeteria line. Being included in the conversation is so important, students spend time in the mornings to make lunch so they don’t have to wait in the cafeteria line.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And then there’s the matter of getting a good spot at a table inside the bustling cafeteria.\u003c/p>\n\u003cp>“Sometimes you might worry that you might not get a spot,” said Gonzalez. “You might get pushed to the edge or sit at a different table than you would like because of the fact that you have to wait in line, and then it takes a lot more time to get ready and sit down with your friends.”\u003c/p>\n\u003cp>It’s why so many kids at this Walnut Creek school bring their lunch to school. Nearly all middle school students I observed brought their lunch to school. And it’s often full of snacks.\u003c/p>\n\u003cfigure id=\"attachment_54560\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54560\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3111-e1569869561490.jpg\" alt=\"\" width=\"1920\" height=\"2560\">\u003cfigcaption class=\"wp-caption-text\">Lunch brought from home can consist of a lot of snacks. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>DESIGN THINKING\u003c/b>\u003c/p>\n\u003cp>In order to improve the school lunch experience, \u003ca href=\"https://abettercourse.org/\">Zetta Reicker\u003c/a> and Melanie Brokdskiy, who both have kids enrolled at the school, approached the principal and the district superintendent to explore what a student-led school lunch redesign might look like. \u003ca href=\"https://abettercourse.org/\">Reicker\u003c/a> was the nutrition director of the San Francisco Unified School District, so she knows the challenges inherent to school lunch. She also worked with design firm \u003ca href=\"https://archive.sfusd.edu/en/assets/sfusd-staff/nutrition-and-meals/files/DiningExperience_final.pdf\">IDEO\u003c/a> when it worked with the district to launch a school lunch \u003ca href=\"https://www.theatlantic.com/magazine/archive/2015/03/happy-meals/384981/\">redesign process\u003c/a> in 2013.\u003c/p>\n\u003cp>As part of redesigning the lunch experience for Tice Creek students, Reicker and Brodskiy hosted a series of workshops to gather student input about food and how lunch could better serve students. The students learn about sourcing and sustainable farming. During a taste test of different varieties of rice and pizza, Brodskiy tells students to close their eyes so they can pay attention to their senses and notice the differences.\u003c/p>\n\u003cfigure id=\"attachment_54575\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54575\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2674-e1569911889299.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Workshop students close and cover their eyes in order to taste the nuances of differently sourced food. \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kids enjoy tasting the food, but the subject they’re particularly skilled at has more to do with socializing.\u003c/p>\n\u003cp>Since students are ultimately the experts at what makes a good lunch experience, Reicker and Brodskiy are eager to hear their ideas. They use the design thinking process to brainstorm and iterate on ideas kids put forward.\u003c/p>\n\u003cfigure id=\"attachment_54552\" class=\"wp-caption alignnone\" style=\"max-width: 4032px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54552\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2693.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693.jpg 4032w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/IMG_2693-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003cfigcaption class=\"wp-caption-text\">Tice Creek school lunch redesign workshop students turn their ideas for lunch improvement into prototypes. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The students in the workshop prototyped ideas to make lunch a better experience. For example, Soren Squire suggested an activity table for students who want to play games during lunch or do homework. Another student described kiosks where kids can grab their lunch quickly to avoid the cafeteria line. Another worked on an easier way to order lunch in the morning.\u003c/p>\n\u003cp>\u003cb>REAL-WORLD DESIGNS\u003c/b>\u003c/p>\n\u003cp>One place where a lot of these ideas have already been implemented is Dr. Martin Luther King Jr. Middle School in San Francisco. I visited several times during lunch, and had the chance to see students use their time differently. There were some long tables inside the cafeteria, but students were also spread out across campus.\u003c/p>\n\u003cfigure id=\"attachment_54567\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54567\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Vending-Machine-e1569869378702.jpg\" alt=\"\" width=\"1920\" height=\"1288\">\u003cfigcaption class=\"wp-caption-text\">Students can punch their code into a vending machine to grab full meals. Turkey sandwiches (left) were available at the start of the lunch period and mostly milk is what remained at the end. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students waited in the cafeteria line, but they could also punch a code into the cafeteria vending machine, which serves full meals that are different from what kids can get in the main line. Kids can also get food from an outdoor kiosk that looks like something you’d see at a farmers market or a festival.\u003c/p>\n\u003cfigure id=\"attachment_54564\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54564\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3149-e1569867868262.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">School staff wait for students to be released for lunch. Kids will wait as long as five minutes to get food from this popular outdoor kiosk. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students also engaged in all kinds of activities during lunch. School staff, including security guards, facilitated outdoor sports and games for students. They’re mindful that some students need to be invited to play, especially if they have difficulty being social.\u003c/p>\n\u003cp>“These are targeted activities to get kids involved in ways that are constructive, but also build relationships,” said Principal Michael Essien. “Instead of adults just being individuals that monitor kids and tell kids what not to do, what are some things we can engage with the kids and facilitate?”\u003c/p>\n\u003cp>Finding ways to improve the lunch experience for kids came directly from the IDEO/SFUSD redesign. Essien said 40 minutes can be a long time for lunch and recess, especially if kids have nothing to do, or if they’re at risk for bullying. Some school administrators restrict the amount of time kids have for lunch to reduce opportunities for bullying, but at MLK, Essien said activities across campus have worked well.\u003c/p>\n\u003cp>In addition to outdoor sports, those who want a quieter indoor experience can bring their lunch into the library to play games or do maker activities.\u003c/p>\n\u003cfigure id=\"attachment_54566\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54566\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Chess.jpg\" alt=\"\" width=\"1920\" height=\"1400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-160x117.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-800x583.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-768x560.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-1020x744.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Chess-1200x875.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students can come into the library with their lunch to play games, such as chess. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s a lot easier to invite someone over to play Connect Four than it is to say, ‘Hey, I want to be your friend. Can I talk to you?’ ” said MLK teacher-librarian Emily McManus.\u003c/p>\n\u003cp>Unlike the libraries of my childhood, at MLK the space is bustling with activity. And it’s definitely not silent. There are quiet areas, but they are just one of several ways kids can recharge before getting back to class.\u003c/p>\n\u003cp>“It’s not just supposed to be a quiet tomb of books,” said McManus. “It’s supposed to be a living, breathing space that meets the needs of the students in all kinds of ways. And so students definitely bring their lunch in here.”\u003c/p>\n\u003cfigure id=\"attachment_54556\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54556\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3063-e1569909741422.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Students enjoy a game of Scrabble in the library during lunch time. \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Essien has seen school lunch participation increase since the redesign. More than 50 percent of students at MLK are eligible for free or reduced-price lunch, so all students can get a free lunch. But that doesn’t guarantee that kids will eat the food.\u003c/p>\n\u003cp>For example, the school also has a Breakfast in the Classroom program that gives all students free breakfast. For several years, breakfast was offered in the cafeteria before the start of school, but only about 20 students ate breakfast each day. Essien attributes the low participation to a variety of issues, like not having enough time before school started to eat, and the stigma of going to a separate space to receive free food.\u003c/p>\n\u003cfigure id=\"attachment_54562\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54562\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3142-e1569867893561.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Food left over from the Breakfast in the Classroom program is consolidated for kids who are looking for a snack throughout the day. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In order to increase participation, the school started sending the food directly into the classroom and the number of students eating breakfast each day increased to \u003ca href=\"https://www.sfexaminer.com/features/sf-schools-make-it-easy-for-students-to-eat-a-healthy-breakfast/\">175\u003c/a>. Every morning, each class gets an insulated box filled with enough breakfast food for anyone who wants to eat. The leftovers are then spread throughout the campus for kids who need a snack throughout the day.\u003c/p>\n\u003cp>And when the kids had access to a more nutritious breakfast, Essien saw better behavior on campus. He said having nutritious food affected kids’ behavior and their ability to redirect negative behavior. He also said the food helped kids’ academics and studies have shown a correlation between \u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2017/05/03/how-the-quality-of-school-lunch-affects-students-academic-performance/\">nutritious food and test scores\u003c/a>.\u003c/p>\n\u003cp>“We saw a change in all of that when we addressed the food issue,” said Essien.\u003c/p>\n\u003cp>By listening to student needs around food, and taking the bold step to change how schools have always done things, these schools and their districts are meeting student needs, while in the process, developing relationships and improving classroom behavior.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-students-would-improve-their-school-lunch-experience/id1078765985?i=1000451885096\">via Apple Podcasts \u003c/a>| \u003ca href=\"https://www.stitcher.com/s?eid=64279369&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/766295024:766295026\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5LYpEzZlF0875vEDAlT6PM\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54548/how-students-would-improve-their-school-lunch-experience","authors":["4596"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_167","mindshift_20784","mindshift_1040","mindshift_21132","mindshift_21069","mindshift_21295","mindshift_943"],"featImg":"mindshift_54555","label":"mindshift_21847"},"mindshift_51411":{"type":"posts","id":"mindshift_51411","meta":{"index":"posts_1591205157","site":"mindshift","id":"51411","score":null,"sort":[1528568708000]},"guestAuthors":[],"slug":"how-decisions-architects-made-a-century-ago-affect-learning-today","title":"How Decisions Architects Made A Century Ago Affect Learning Today","publishDate":1528568708,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Alexandra Lange's interest in school design started in her childhood, when she read \u003cem>Little House on the Prairie, \u003c/em>with its indelible depiction of Laura's one-room schoolhouse in Wisconsin.\u003c/p>\n\u003cp>Today, she's an architecture and design critic. Her new book, \u003cem>The Design of Childhood, \u003c/em>considers the physical spaces where our children learn and grow: from the living room rug crowded with toys, to the streets, welcoming or dangerous, to classrooms, bright and new or dilapidated.\u003ca href=\"https://www.bloomsbury.com/uk/the-design-of-childhood-9781632866370/\">\u003cimg class=\"alignright wp-image-51426\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/designofchildhood.jpg\" alt=\"\" width=\"340\" height=\"516\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/designofchildhood.jpg 420w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/designofchildhood-160x243.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/designofchildhood-240x365.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/designofchildhood-375x570.jpg 375w\" sizes=\"(max-width: 340px) 100vw, 340px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>I felt like a lot of the contemporary discussion about education was really focused on content,\" she tells NPR. \"In that really tight space in front of the kid's face. And as someone interested in design I'm always interested in, what kind of room are you in? How much natural light does it get? What kind of materials is it made of? What kind of a chair are you sitting in?\"\u003c/p>\n\u003cp>One of the most contentious issues in education today is how much our schools have, or haven't, kept up with the times. The physical plants of schools represent the biggest capital investment in the provision of education, so they tend to stay in use as long as possible. And, Lange's book shows how everything from the dimensions of a room to the height and placement of windows can make certain kinds of learning easier or harder.\u003c/p>\n\u003cp>The familiar \u003ca href=\"https://www.npr.org/series/5178603/america-s-one-room-schools\">one-room schoolhouse\u003c/a> ruled from Colonial times. But starting in the 19th century, she writes, big public schools were built in urban centers. They had facilities like gyms and auditoriums, sometimes open to the public. And they had several stories of classrooms, outfitted with the learning technologies of the time: blackboards, globes and maps.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These rooms were designed for one type of learning only: direct instruction. They had rows of individual desks, originally fixed to the floor, facing front — a slight update from the one-room schoolhouse days, when students often sat on benches. These rooms were lit by large rows of windows with light meant to come over the left shoulder to reduce glare and shadows on a student's notebook — presuming, of course, that the students must all be right-handed.\u003c/p>\n\u003cp>\"If you measure a classroom in St. Louis or Chicago or New York from 1925, the proportions are probably going to be within a foot of the same,\" Lange says — sized to hold about 56 students.\u003c/p>\n\u003cfigure id=\"attachment_51420\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51420\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"950\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-160x190.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-768x912.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-240x285.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-375x445.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-520x618.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Industrial-era urban schools were solidly constructed, with grand ornamented lobbies, auditoriums and gymnasiums. Classrooms were lit by large windows and jammed with rows of heavy, fixed desks. These schools were the gold standard for decades. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That standardization, and the image of American schools preserved in amber, is a drum often beaten by critics. Education Secretary Betsy DeVos \u003ca href=\"https://www.npr.org/sections/ed/2018/03/10/591882457/west-virginia-teachers-win-devos-gets-pushback\" target=\"_blank\" rel=\"noopener\">recently tweeted out\u003c/a> a decades-old picture of a classroom with the message ... \"Everything about our lives has moved beyond the industrial era. But American education largely hasn't.\"\u003c/p>\n\u003cp>Lange calls this a \"frustrating canard which is not exclusive to Betsy DeVos ... I think a lot of the tech leaders who are trying to disrupt education also keep repeating this idea that the classroom hasn't changed in 100 years.\"\u003c/p>\n\u003cp>Yes, some century-old schools are still in use, she says, but what teachers are actually doing with them today is very different.\u003c/p>\n\u003cp>\"My own kids' public school in Brooklyn is in a 1929 building,\" she says, a school built for desks in rows.\u003c/p>\n\u003cp>\"But they don't have any of that furniture anymore. Now they have small tables that the kids sit at when they have to do heads-down work. They have a rug facing a screen for when they're getting direct instruction. The younger kids' classrooms often have a block play area or a dress-up area. And the older kids' classrooms, there's still kind of a work zone for project-based learning,\" where kids can work hands-on and collaborate in groups.\u003c/p>\n\u003cp>Lange says another innovation is the addition of technology like laptops and tablets, which often travels from classroom to classroom in locked, rolling carts: \"So essentially they've created a project-based learning design within the individual classroom.\"\u003c/p>\n\u003cp>The tale of the century-old industrial-era classroom also leaves out an entire epoch of school buildings, inspired by the progressivism of \u003ca href=\"http://digital.vpr.net/post/how-john-dewey-changed-world#stream/0\">John Dewey\u003c/a> and others. Postwar suburban schools were much more likely to be \"single-story and kind of spread out around courtyards.\"\u003c/p>\n\u003cfigure id=\"attachment_51421\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51421\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"715\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-160x143.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-768x686.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-240x215.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-375x335.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-520x465.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Architects in postwar suburbia approached school design with the child in mind. Furniture was movable and kid-sized. Classrooms featured book nooks, sand tables, space for music and art, plus easy access to the outdoors. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Equity, or more to the point, inequity, has always been an issue in the building of public schools in America. Lange's book has two instructive case studies that went against the grain.\u003c/p>\n\u003cp>In the 1920s, Julius Rosenwald, who made his fortune with Sears, Roebuck, teamed up with educator Booker T. Washington to found \u003ca href=\"https://www.npr.org/sections/ed/2015/10/17/436402544/rosenwald-schools-built-a-century-ago-may-still-have-lessons-to-teach\">thousands of schools \u003c/a>for African-American children across the American South during a time when, Lange says, many had no schools at all. The foundation gave out a pattern book, intended to be simple enough that the school could be built of wood by local carpenters. \"But the design of the classrooms were completely up-to-date, though the overall appearance of the schools had to be kept humble,\" — lest local white leaders get jealous.\u003c/p>\n\u003cp>Similarly, in the Jim Crow 1950s, Charles Colbert designed a series of schools for African-American children in New Orleans that became modernist landmarks. They borrowed from local styles, with raised classrooms and shaded outdoor walkways. Despite the concerns of preservationists, one of the last of \u003ca href=\"https://www.wmf.org/project/phillis-wheatley-elementary-school\" target=\"_blank\" rel=\"noopener\">these schools\u003c/a>, Phillis Wheatley Elementary School, was demolished in 2011.\u003c/p>\n\u003cp>In the 1960s and '70s, modernism got even more innovative, with the rise of the open-plan school.\u003c/p>\n\u003cfigure id=\"attachment_51422\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51422\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85.jpg\" alt=\"Open-plan schools, built in the 1960s and '70s, incorporated a lot of innovative and flexible design elements, like carpeted amphitheaters, but overlooked one huge factor: noise. \" width=\"800\" height=\"760\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-160x152.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-768x730.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-240x228.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-375x356.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-520x494.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Open-plan schools, built in the 1960s and '70s, incorporated a lot of innovative and flexible design elements, like carpeted amphitheaters, but overlooked one huge factor: noise. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"An open-plan school is basically a big room. Often they were fancifully shaped into circles and then the classrooms would have been wedge-shaped.\"\u003c/p>\n\u003cp>These schools were part of a movement to give more autonomy to children, recognizing that, \"sitting upright in a chair all day is not what most kids want to do nor is it conducive to all kinds of work. So there are a lot of choices in terms of the furniture as well as in terms of the room sizes.\"\u003c/p>\n\u003cp>These choices included \"small, medium and large\" spaces for learning solo, in small groups, or in large groups. They featured soft furniture that kids themselves could move. They might have had a \"kiva\" — an open amphitheatre, maybe with carpeted stairs as seats.\u003c/p>\n\u003cp>Lange herself attended a school like this in North Carolina. It's a model that she says is \"heavily discredited — mostly for acoustic problems. They were really loud.\" The apparent flexibility belied a lot of careful \"choreography\" of loud and quiet activities. And, as the fashion for progressive and interest-driven learning gave way to stricter standards-based instruction, these literally and figuratively squishy designs \u003ca href=\"https://www.npr.org/sections/ed/2017/03/27/520953343/open-schools-made-noise-in-the-70s-now-theyre-just-noisy\">fell out of fashion\u003c/a>.\u003c/p>\n\u003cp>However, when Lange traveled the world to visit some of the most lauded \"custom-built, Ted Talk schools\" of today, she found, despite the constant \"rhetoric of newness,\" a lot of familiar features from that 1970s era.\u003c/p>\n\u003cfigure id=\"attachment_51423\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51423\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"587\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-160x117.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-768x564.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-240x176.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-375x275.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-520x382.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Classrooms today may be in 10-, 50- or 100-year-old buildings, but they're likely to have SMART boards, a laptop cart, movable desks in groups and lots of student work on display. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In new project-based, inquiry-based schools, \"the idea is to kind of break the box of the classroom ... You're seeing all kinds of different learning encounters essentially set up through the architecture.\" These ideas are layered in with newer concepts like sustainability and portable, digital technology. Instead of being fixed to the ground, desks and chairs may be on wheels.\u003c/p>\n\u003cp>Fundamentally, no matter the era, says Lange, \"the design of the classroom is a technology, and you can interpret that in a lot of different ways. Architects can make that look more, and less, typical. But the point is the instruction, the interaction in the classroom, not that it looks more like a circle or more like a square or whatever else.\"\u003c/p>\n\u003cfigure id=\"attachment_51424\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51424\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"942\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-160x188.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-768x904.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-240x283.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-375x442.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-520x612.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Future? Sustainability and digital technology are two major trends. Some industrial-era ideas, like daylighting, are as relevant as ever. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>What will schools of the future look like? Lange ponders the question: \"What about kids using laptops on tuffets in a field? One current line of thinking goes toward forest preschools and urban farms, the other toward all education being contained in a laptop or tablet. [Future designs] could combine the two.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Century-Old+Decisions+That+Impact+Children+Every+Day&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Alexandra Lange's new book has insights on the influence of school and classroom design on children's learning throughout history.","status":"publish","parent":0,"modified":1528834220,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1503},"headData":{"title":"How Decisions Architects Made A Century Ago Affect Learning Today | KQED","description":"Alexandra Lange's new book has insights on the influence of school and classroom design on children's learning throughout history.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Decisions Architects Made A Century Ago Affect Learning Today","datePublished":"2018-06-09T18:25:08.000Z","dateModified":"2018-06-12T20:10:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51411 https://ww2.kqed.org/mindshift/?p=51411","disqusUrl":"https://ww2.kqed.org/mindshift/2018/06/09/how-decisions-architects-made-a-century-ago-affect-learning-today/","disqusTitle":"How Decisions Architects Made A Century Ago Affect Learning Today","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"611079188","nprApiLink":"http://api.npr.org/query?id=611079188&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/06/09/611079188/century-old-decisions-that-impact-children-every-day?ft=nprml&f=611079188","nprRetrievedStory":"1","nprPubDate":"Sat, 09 Jun 2018 16:45:00 -0400","nprStoryDate":"Sat, 09 Jun 2018 06:00:20 -0400","nprLastModifiedDate":"Sat, 09 Jun 2018 06:00:21 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/wesat/2018/06/20180609_wesat_century-old_decisions_that_impact_children_every_day.mp3?orgId=1&topicId=1013&d=265&p=7&story=611079188&ft=nprml&f=611079188","nprAudioM3u":"http://api.npr.org/m3u/1618496810-8acf0d.m3u?orgId=1&topicId=1013&d=265&p=7&story=611079188&ft=nprml&f=611079188","path":"/mindshift/51411/how-decisions-architects-made-a-century-ago-affect-learning-today","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/wesat/2018/06/20180609_wesat_century-old_decisions_that_impact_children_every_day.mp3?orgId=1&topicId=1013&d=265&p=7&story=611079188&ft=nprml&f=611079188","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Alexandra Lange's interest in school design started in her childhood, when she read \u003cem>Little House on the Prairie, \u003c/em>with its indelible depiction of Laura's one-room schoolhouse in Wisconsin.\u003c/p>\n\u003cp>Today, she's an architecture and design critic. Her new book, \u003cem>The Design of Childhood, \u003c/em>considers the physical spaces where our children learn and grow: from the living room rug crowded with toys, to the streets, welcoming or dangerous, to classrooms, bright and new or dilapidated.\u003ca href=\"https://www.bloomsbury.com/uk/the-design-of-childhood-9781632866370/\">\u003cimg class=\"alignright wp-image-51426\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/designofchildhood.jpg\" alt=\"\" width=\"340\" height=\"516\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/designofchildhood.jpg 420w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/designofchildhood-160x243.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/designofchildhood-240x365.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/designofchildhood-375x570.jpg 375w\" sizes=\"(max-width: 340px) 100vw, 340px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>I felt like a lot of the contemporary discussion about education was really focused on content,\" she tells NPR. \"In that really tight space in front of the kid's face. And as someone interested in design I'm always interested in, what kind of room are you in? How much natural light does it get? What kind of materials is it made of? What kind of a chair are you sitting in?\"\u003c/p>\n\u003cp>One of the most contentious issues in education today is how much our schools have, or haven't, kept up with the times. The physical plants of schools represent the biggest capital investment in the provision of education, so they tend to stay in use as long as possible. And, Lange's book shows how everything from the dimensions of a room to the height and placement of windows can make certain kinds of learning easier or harder.\u003c/p>\n\u003cp>The familiar \u003ca href=\"https://www.npr.org/series/5178603/america-s-one-room-schools\">one-room schoolhouse\u003c/a> ruled from Colonial times. But starting in the 19th century, she writes, big public schools were built in urban centers. They had facilities like gyms and auditoriums, sometimes open to the public. And they had several stories of classrooms, outfitted with the learning technologies of the time: blackboards, globes and maps.\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>These rooms were designed for one type of learning only: direct instruction. They had rows of individual desks, originally fixed to the floor, facing front — a slight update from the one-room schoolhouse days, when students often sat on benches. These rooms were lit by large rows of windows with light meant to come over the left shoulder to reduce glare and shadows on a student's notebook — presuming, of course, that the students must all be right-handed.\u003c/p>\n\u003cp>\"If you measure a classroom in St. Louis or Chicago or New York from 1925, the proportions are probably going to be within a foot of the same,\" Lange says — sized to hold about 56 students.\u003c/p>\n\u003cfigure id=\"attachment_51420\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51420\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"950\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-160x190.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-768x912.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-240x285.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-375x445.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-520x618.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Industrial-era urban schools were solidly constructed, with grand ornamented lobbies, auditoriums and gymnasiums. Classrooms were lit by large windows and jammed with rows of heavy, fixed desks. These schools were the gold standard for decades. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That standardization, and the image of American schools preserved in amber, is a drum often beaten by critics. Education Secretary Betsy DeVos \u003ca href=\"https://www.npr.org/sections/ed/2018/03/10/591882457/west-virginia-teachers-win-devos-gets-pushback\" target=\"_blank\" rel=\"noopener\">recently tweeted out\u003c/a> a decades-old picture of a classroom with the message ... \"Everything about our lives has moved beyond the industrial era. But American education largely hasn't.\"\u003c/p>\n\u003cp>Lange calls this a \"frustrating canard which is not exclusive to Betsy DeVos ... I think a lot of the tech leaders who are trying to disrupt education also keep repeating this idea that the classroom hasn't changed in 100 years.\"\u003c/p>\n\u003cp>Yes, some century-old schools are still in use, she says, but what teachers are actually doing with them today is very different.\u003c/p>\n\u003cp>\"My own kids' public school in Brooklyn is in a 1929 building,\" she says, a school built for desks in rows.\u003c/p>\n\u003cp>\"But they don't have any of that furniture anymore. Now they have small tables that the kids sit at when they have to do heads-down work. They have a rug facing a screen for when they're getting direct instruction. The younger kids' classrooms often have a block play area or a dress-up area. And the older kids' classrooms, there's still kind of a work zone for project-based learning,\" where kids can work hands-on and collaborate in groups.\u003c/p>\n\u003cp>Lange says another innovation is the addition of technology like laptops and tablets, which often travels from classroom to classroom in locked, rolling carts: \"So essentially they've created a project-based learning design within the individual classroom.\"\u003c/p>\n\u003cp>The tale of the century-old industrial-era classroom also leaves out an entire epoch of school buildings, inspired by the progressivism of \u003ca href=\"http://digital.vpr.net/post/how-john-dewey-changed-world#stream/0\">John Dewey\u003c/a> and others. Postwar suburban schools were much more likely to be \"single-story and kind of spread out around courtyards.\"\u003c/p>\n\u003cfigure id=\"attachment_51421\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51421\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"715\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-160x143.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-768x686.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-240x215.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-375x335.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-520x465.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Architects in postwar suburbia approached school design with the child in mind. Furniture was movable and kid-sized. Classrooms featured book nooks, sand tables, space for music and art, plus easy access to the outdoors. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Equity, or more to the point, inequity, has always been an issue in the building of public schools in America. Lange's book has two instructive case studies that went against the grain.\u003c/p>\n\u003cp>In the 1920s, Julius Rosenwald, who made his fortune with Sears, Roebuck, teamed up with educator Booker T. Washington to found \u003ca href=\"https://www.npr.org/sections/ed/2015/10/17/436402544/rosenwald-schools-built-a-century-ago-may-still-have-lessons-to-teach\">thousands of schools \u003c/a>for African-American children across the American South during a time when, Lange says, many had no schools at all. The foundation gave out a pattern book, intended to be simple enough that the school could be built of wood by local carpenters. \"But the design of the classrooms were completely up-to-date, though the overall appearance of the schools had to be kept humble,\" — lest local white leaders get jealous.\u003c/p>\n\u003cp>Similarly, in the Jim Crow 1950s, Charles Colbert designed a series of schools for African-American children in New Orleans that became modernist landmarks. They borrowed from local styles, with raised classrooms and shaded outdoor walkways. Despite the concerns of preservationists, one of the last of \u003ca href=\"https://www.wmf.org/project/phillis-wheatley-elementary-school\" target=\"_blank\" rel=\"noopener\">these schools\u003c/a>, Phillis Wheatley Elementary School, was demolished in 2011.\u003c/p>\n\u003cp>In the 1960s and '70s, modernism got even more innovative, with the rise of the open-plan school.\u003c/p>\n\u003cfigure id=\"attachment_51422\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51422\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85.jpg\" alt=\"Open-plan schools, built in the 1960s and '70s, incorporated a lot of innovative and flexible design elements, like carpeted amphitheaters, but overlooked one huge factor: noise. \" width=\"800\" height=\"760\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-160x152.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-768x730.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-240x228.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-375x356.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-520x494.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Open-plan schools, built in the 1960s and '70s, incorporated a lot of innovative and flexible design elements, like carpeted amphitheaters, but overlooked one huge factor: noise. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"An open-plan school is basically a big room. Often they were fancifully shaped into circles and then the classrooms would have been wedge-shaped.\"\u003c/p>\n\u003cp>These schools were part of a movement to give more autonomy to children, recognizing that, \"sitting upright in a chair all day is not what most kids want to do nor is it conducive to all kinds of work. So there are a lot of choices in terms of the furniture as well as in terms of the room sizes.\"\u003c/p>\n\u003cp>These choices included \"small, medium and large\" spaces for learning solo, in small groups, or in large groups. They featured soft furniture that kids themselves could move. They might have had a \"kiva\" — an open amphitheatre, maybe with carpeted stairs as seats.\u003c/p>\n\u003cp>Lange herself attended a school like this in North Carolina. It's a model that she says is \"heavily discredited — mostly for acoustic problems. They were really loud.\" The apparent flexibility belied a lot of careful \"choreography\" of loud and quiet activities. And, as the fashion for progressive and interest-driven learning gave way to stricter standards-based instruction, these literally and figuratively squishy designs \u003ca href=\"https://www.npr.org/sections/ed/2017/03/27/520953343/open-schools-made-noise-in-the-70s-now-theyre-just-noisy\">fell out of fashion\u003c/a>.\u003c/p>\n\u003cp>However, when Lange traveled the world to visit some of the most lauded \"custom-built, Ted Talk schools\" of today, she found, despite the constant \"rhetoric of newness,\" a lot of familiar features from that 1970s era.\u003c/p>\n\u003cfigure id=\"attachment_51423\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51423\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"587\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-160x117.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-768x564.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-240x176.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-375x275.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-520x382.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Classrooms today may be in 10-, 50- or 100-year-old buildings, but they're likely to have SMART boards, a laptop cart, movable desks in groups and lots of student work on display. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In new project-based, inquiry-based schools, \"the idea is to kind of break the box of the classroom ... You're seeing all kinds of different learning encounters essentially set up through the architecture.\" These ideas are layered in with newer concepts like sustainability and portable, digital technology. Instead of being fixed to the ground, desks and chairs may be on wheels.\u003c/p>\n\u003cp>Fundamentally, no matter the era, says Lange, \"the design of the classroom is a technology, and you can interpret that in a lot of different ways. Architects can make that look more, and less, typical. But the point is the instruction, the interaction in the classroom, not that it looks more like a circle or more like a square or whatever else.\"\u003c/p>\n\u003cfigure id=\"attachment_51424\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51424\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"942\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-160x188.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-768x904.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-240x283.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-375x442.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-520x612.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Future? Sustainability and digital technology are two major trends. Some industrial-era ideas, like daylighting, are as relevant as ever. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\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>What will schools of the future look like? Lange ponders the question: \"What about kids using laptops on tuffets in a field? One current line of thinking goes toward forest preschools and urban farms, the other toward all education being contained in a laptop or tablet. [Future designs] could combine the two.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Century-Old+Decisions+That+Impact+Children+Every+Day&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51411/how-decisions-architects-made-a-century-ago-affect-learning-today","authors":["byline_mindshift_51411"],"categories":["mindshift_194"],"tags":["mindshift_21203","mindshift_1040","mindshift_21069"],"featImg":"mindshift_51412","label":"mindshift"},"mindshift_47587":{"type":"posts","id":"mindshift_47587","meta":{"index":"posts_1591205157","site":"mindshift","id":"47587","score":null,"sort":[1488179111000]},"guestAuthors":[],"slug":"five-guidelines-to-make-school-innovation-successful","title":"Five Guidelines to Make School Innovation Successful","publishDate":1488179111,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Eleven years ago Chris Lehmann and a committed team of educators started \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>, a public magnet school in Philadelphia that focuses on student inquiry through projects in a community that cultivates a culture of care. The school has been so successful over the last decade that the district has \u003ca href=\"http://thenotebook.org/articles/2015/07/08/sla-s-lehmann-named-to-head-innovative-schools-network\" target=\"_blank\">tapped Lehmann\u003c/a> to help other schools get started or transform themselves.\u003c/p>\n\u003cp>“We’ve learned a lot and it’s been fascinating for me thinking about what it was like to go through the SLA process and then working with people who have different missions, different visions,” Lehmann told a room full of educators at the school’s yearly conference, EduCon. SLA is now part of an Innovation Network of eight district schools that each have their own take on transforming the traditional model of education. Throughout the process of opening or transforming schools, training staff and sustaining the work, Lehmann and others working on the \u003ca href=\"https://apps1.philasd.org/onlinedirectory/onlinedirectory.do?handler=org.philasd.onlinedirectory.handler.GetLocationDetailHandler&adLoc=true&page_next=locDetails.jsp&page_error=regionList.jsp&ulcs=3530\" target=\"_blank\">Innovative Schools Network \u003c/a>have gained some clarity on five areas that leaders need to consider for change to be successful.\u003c/p>\n\u003cp>\u003cstrong>1. Simplicity Matters\u003c/strong>\u003c/p>\n\u003cp>Often the vision and mission statements of schools are written by committee and read more like a wish list than a statement of purpose. While many of the ideas expressed in those statements are valuable, Lehmann says if the mission and vision aren’t a guiding star, they end up meaning nothing. The \u003ca href=\"https://scienceleadership.org/pages/Mission_and_Vision\" target=\"_blank\">Science Leadership Academy mission reads\u003c/a>: “Students at SLA learn in a project-based environment where the core values of inquiry, research, collaboration, presentation and reflection are emphasized in all classes.”\u003c/p>\n\u003cp>Every year the staff at SLA revisit these five core values to talk about what they mean in the current moment and how the staff envisions them, but “we’ve never taken a 90-degree turn,” Lehmann said. This laserlike focus on a simple mission and vision can help make sure every person in the building is focused on putting into daily practice the things the school says it values.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. Common Language Matters\u003c/strong>\u003c/p>\n\u003cp>In some ways this is an extension of a clear mission and vision statement, but extended down to the level of the words used by educators in the building. Every teacher at SLA has the same understanding of what constitutes a project and how inquiry works. When education \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">catchphrases like “personalized learning”\u003c/a> are thrown into mission statements, make sure everyone in the building and the wider community of parents know what that means.\u003c/p>\n\u003cp>But Lehmann would argue the mission statement shouldn’t have a lot of jargon in it because those terms obscure the meat of teaching and learning. And because change work is hard, every teacher and student needs to know what values guide the work. “If your ideas don’t add up, if you’ve got beautiful flowery language, but it doesn’t serve anything,” then you’re doing nothing, Lehmann said. And worse, students usually see through inconsistencies like those and choose not to buy in.\u003c/p>\n\u003cp>\u003cstrong>3. Operations Matter\u003c/strong>\u003c/p>\n\u003cp>The values set out by teachers and leaders should be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/12/why-discipline-should-be-aligned-with-a-schools-learning-philosophy/\" target=\"_blank\">infused into everything the school does\u003c/a>, whether it’s academics, discipline or school safety. As a public school in Philadelphia, SLA has a security guard, but she understands the core values as well as classroom teachers and practices a culture of care with students, too.\u003c/p>\n\u003cp>The values also extend to the adults in the building -- inquiry, research, projects, collaboration, reflection and a culture of care don’t exist only for students. They are part of how teachers interact with one another and how they go about their work, and they are central to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">how leadership treats teachers\u003c/a>.\u003c/p>\n\u003cp>“You’ve got to love your teachers as much as you want your teachers to love your kids,” Lehmann said. He acknowledged that much of what happens in school is a negotiation between the needs of students and the needs of teachers, and that’s fine. But he doesn’t think schools should hide that fact, and they should be transparent about how tricky that balance can be.\u003c/p>\n\u003cp>\u003cstrong>4. Culture, Talent and Instruction Must Align\u003c/strong>\u003c/p>\n\u003cp>Any great school has a strong school culture, talented teachers and a powerful instructional program that all \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\">overlap to create a sweet spot for learning\u003c/a>. If a school has a strong culture and talented staff but no instructional consistency, then school is a place kids like to be, but they may not be learning much. If there’s a strong culture and great instructional design, but the teachers aren’t supported to do their best work, then the implementation can go awry. And if talented teachers are working with a great instructional program, but there’s not a strong school culture, then students won’t feel safe taking risks. Cultivating all three of these areas in tandem has been crucial to successful transformations in the Innovative Schools Network.\u003c/p>\n\u003cp>\u003cstrong>5. Startup Is Hard, But So Is Sustainability\u003c/strong>\u003c/p>\n\u003cp>Anyone who has started a new school or tried to transform an existing one knows that the work can take over life. Sometimes the all-encompassing nature of the work is OK because passionate people are excited at its potential and know it will end at some point. But Lehmann said the schools that have been successful in their transitions intentionally plan for the moment when the \u003ca href=\"http://practicaltheory.org/blog/2016/03/22/schools-are-fragile/\" target=\"_blank\">hectic startup mode turns to sustainability mode\u003c/a>. That roadmap helps ensure staff doesn’t burn out, but maintains the urgency necessary to sustain what was started.\u003c/p>\n\u003cp>“What I’ve learned the most is we need time to do the work,” said Alexa Dunn, who heads up professional learning for the Innovation Network. “If we want to make strides, and we want to improve the model, and we want to make teaching and learning meaningful for teachers and students, we need time.”\u003c/p>\n\u003cp>All the schools in the Innovative Schools Network have staff meetings once a week and find ways to bank time to comply with union work rules. Teachers need that collaborative time to figure out how to teach in ways that can feel uncomfortable and to reflect on how their everyday practice sustains the mission and vision statements. “When adults in the building feel supported they want to take more risks,” Dunn said.\u003c/p>\n\u003cp>Visiting SLA and talking to teachers there, it is clear that even though they open their doors to visitors from all over the country and share their approach at this annual conference, they don’t feel finished or all-knowing. Teachers here are constantly pushing to improve, try new things, and balance the demands of school with a fulfilling personal life.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Eleven years later we actually believe these things more than when we started,” Lehmann said. Helping other passionate people start schools that aren’t exactly like SLA has only reaffirmed that there are some core tenets of change work that must be present, no matter the model or philosophy.\u003c/p>\n\n","blocks":[],"excerpt":"Lessons learned from over 10 years of sustaining a school model that goes against the grain of traditional education.","status":"publish","parent":0,"modified":1488179111,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1195},"headData":{"title":"Five Guidelines to Make School Innovation Successful | KQED","description":"Lessons learned from over 10 years of sustaining a school model that goes against the grain of traditional education.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Five Guidelines to Make School Innovation Successful","datePublished":"2017-02-27T07:05:11.000Z","dateModified":"2017-02-27T07:05:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47587 https://ww2.kqed.org/mindshift/?p=47587","disqusUrl":"https://ww2.kqed.org/mindshift/2017/02/26/five-guidelines-to-make-school-innovation-successful/","disqusTitle":"Five Guidelines to Make School Innovation Successful","path":"/mindshift/47587/five-guidelines-to-make-school-innovation-successful","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Eleven years ago Chris Lehmann and a committed team of educators started \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>, a public magnet school in Philadelphia that focuses on student inquiry through projects in a community that cultivates a culture of care. The school has been so successful over the last decade that the district has \u003ca href=\"http://thenotebook.org/articles/2015/07/08/sla-s-lehmann-named-to-head-innovative-schools-network\" target=\"_blank\">tapped Lehmann\u003c/a> to help other schools get started or transform themselves.\u003c/p>\n\u003cp>“We’ve learned a lot and it’s been fascinating for me thinking about what it was like to go through the SLA process and then working with people who have different missions, different visions,” Lehmann told a room full of educators at the school’s yearly conference, EduCon. SLA is now part of an Innovation Network of eight district schools that each have their own take on transforming the traditional model of education. Throughout the process of opening or transforming schools, training staff and sustaining the work, Lehmann and others working on the \u003ca href=\"https://apps1.philasd.org/onlinedirectory/onlinedirectory.do?handler=org.philasd.onlinedirectory.handler.GetLocationDetailHandler&adLoc=true&page_next=locDetails.jsp&page_error=regionList.jsp&ulcs=3530\" target=\"_blank\">Innovative Schools Network \u003c/a>have gained some clarity on five areas that leaders need to consider for change to be successful.\u003c/p>\n\u003cp>\u003cstrong>1. Simplicity Matters\u003c/strong>\u003c/p>\n\u003cp>Often the vision and mission statements of schools are written by committee and read more like a wish list than a statement of purpose. While many of the ideas expressed in those statements are valuable, Lehmann says if the mission and vision aren’t a guiding star, they end up meaning nothing. The \u003ca href=\"https://scienceleadership.org/pages/Mission_and_Vision\" target=\"_blank\">Science Leadership Academy mission reads\u003c/a>: “Students at SLA learn in a project-based environment where the core values of inquiry, research, collaboration, presentation and reflection are emphasized in all classes.”\u003c/p>\n\u003cp>Every year the staff at SLA revisit these five core values to talk about what they mean in the current moment and how the staff envisions them, but “we’ve never taken a 90-degree turn,” Lehmann said. This laserlike focus on a simple mission and vision can help make sure every person in the building is focused on putting into daily practice the things the school says it values.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. Common Language Matters\u003c/strong>\u003c/p>\n\u003cp>In some ways this is an extension of a clear mission and vision statement, but extended down to the level of the words used by educators in the building. Every teacher at SLA has the same understanding of what constitutes a project and how inquiry works. When education \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">catchphrases like “personalized learning”\u003c/a> are thrown into mission statements, make sure everyone in the building and the wider community of parents know what that means.\u003c/p>\n\u003cp>But Lehmann would argue the mission statement shouldn’t have a lot of jargon in it because those terms obscure the meat of teaching and learning. And because change work is hard, every teacher and student needs to know what values guide the work. “If your ideas don’t add up, if you’ve got beautiful flowery language, but it doesn’t serve anything,” then you’re doing nothing, Lehmann said. And worse, students usually see through inconsistencies like those and choose not to buy in.\u003c/p>\n\u003cp>\u003cstrong>3. Operations Matter\u003c/strong>\u003c/p>\n\u003cp>The values set out by teachers and leaders should be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/12/why-discipline-should-be-aligned-with-a-schools-learning-philosophy/\" target=\"_blank\">infused into everything the school does\u003c/a>, whether it’s academics, discipline or school safety. As a public school in Philadelphia, SLA has a security guard, but she understands the core values as well as classroom teachers and practices a culture of care with students, too.\u003c/p>\n\u003cp>The values also extend to the adults in the building -- inquiry, research, projects, collaboration, reflection and a culture of care don’t exist only for students. They are part of how teachers interact with one another and how they go about their work, and they are central to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">how leadership treats teachers\u003c/a>.\u003c/p>\n\u003cp>“You’ve got to love your teachers as much as you want your teachers to love your kids,” Lehmann said. He acknowledged that much of what happens in school is a negotiation between the needs of students and the needs of teachers, and that’s fine. But he doesn’t think schools should hide that fact, and they should be transparent about how tricky that balance can be.\u003c/p>\n\u003cp>\u003cstrong>4. Culture, Talent and Instruction Must Align\u003c/strong>\u003c/p>\n\u003cp>Any great school has a strong school culture, talented teachers and a powerful instructional program that all \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\">overlap to create a sweet spot for learning\u003c/a>. If a school has a strong culture and talented staff but no instructional consistency, then school is a place kids like to be, but they may not be learning much. If there’s a strong culture and great instructional design, but the teachers aren’t supported to do their best work, then the implementation can go awry. And if talented teachers are working with a great instructional program, but there’s not a strong school culture, then students won’t feel safe taking risks. Cultivating all three of these areas in tandem has been crucial to successful transformations in the Innovative Schools Network.\u003c/p>\n\u003cp>\u003cstrong>5. Startup Is Hard, But So Is Sustainability\u003c/strong>\u003c/p>\n\u003cp>Anyone who has started a new school or tried to transform an existing one knows that the work can take over life. Sometimes the all-encompassing nature of the work is OK because passionate people are excited at its potential and know it will end at some point. But Lehmann said the schools that have been successful in their transitions intentionally plan for the moment when the \u003ca href=\"http://practicaltheory.org/blog/2016/03/22/schools-are-fragile/\" target=\"_blank\">hectic startup mode turns to sustainability mode\u003c/a>. That roadmap helps ensure staff doesn’t burn out, but maintains the urgency necessary to sustain what was started.\u003c/p>\n\u003cp>“What I’ve learned the most is we need time to do the work,” said Alexa Dunn, who heads up professional learning for the Innovation Network. “If we want to make strides, and we want to improve the model, and we want to make teaching and learning meaningful for teachers and students, we need time.”\u003c/p>\n\u003cp>All the schools in the Innovative Schools Network have staff meetings once a week and find ways to bank time to comply with union work rules. Teachers need that collaborative time to figure out how to teach in ways that can feel uncomfortable and to reflect on how their everyday practice sustains the mission and vision statements. “When adults in the building feel supported they want to take more risks,” Dunn said.\u003c/p>\n\u003cp>Visiting SLA and talking to teachers there, it is clear that even though they open their doors to visitors from all over the country and share their approach at this annual conference, they don’t feel finished or all-knowing. Teachers here are constantly pushing to improve, try new things, and balance the demands of school with a fulfilling personal life.\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>“Eleven years later we actually believe these things more than when we started,” Lehmann said. Helping other passionate people start schools that aren’t exactly like SLA has only reaffirmed that there are some core tenets of change work that must be present, no matter the model or philosophy.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47587/five-guidelines-to-make-school-innovation-successful","authors":["234"],"categories":["mindshift_192","mindshift_20524"],"tags":["mindshift_997","mindshift_20784","mindshift_1040","mindshift_70","mindshift_1041","mindshift_21069","mindshift_956"],"featImg":"mindshift_47670","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. 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